scholarly journals A história da pessoa com deficiência e da educação especial em tempos de inclusão

2018 ◽  
Vol 3 (5) ◽  
Author(s):  
Ana Paula Neves Rodrigues ◽  
Cláudia Araujo de Lima
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Teaching Quality ◽  
Disabled People ◽  
Right To Education ◽  
The Disabled ◽  
Long Time ◽  
History Of ◽  
The Right ◽  
Educational Field

O presente artigo teve por objetivo, realizar uma breve exposição acerca da história das pessoas/estudantes com deficiência, para entender os “reflexos” no campo educacional, assim como, levantar a importância trazida através da garantia de Direitos tangentes a essa população, até então, antes esquecida. Atualmente, a Educação Especial na Perspectiva da Educação Inclusiva é respaldada através de leis, documentos internacionais e políticas voltadas à inclusão, que subsidiarão o texto do referido artigo e que respaldam, tanto o acesso como a permanência de estudantes com deficiência. Entender a história das pessoas/estudantes com deficiência, ao longo dos tempos, torna-se valoroso, pois, as lutas e a garantia dos seus direitos “provocam” possibilidades de mudanças para o contexto educacional de uma forma geral. Afinal, TODOS possuem o direito à educação, mediante a qualidade de ensino, que foi por muito tempo, negada à grande parte da população.Pessoas com Deficiência. Educação Especial. Educação Inclusiva. Direitos HumanosThe history of the disabled people and the special education in times of inclusionAbstractThe present article’s had as objective to accomplish a short exposition about the history of the disabled people/students to understand the reflections in the educational field, as well as, to bring up the importance throughout the guarantee of the rights tangents to the population, theretofore forgotten. Nowadays, the Special Education in the Inclusive Education Perspective is supported through the law, international documents and policies aimed at the inclusion, for them will be given the subsidies to this article and also back up both the access and the stay of the disabled students. To understand the history of the disabled people/students over times become so relevant for the fights and the assurance of their rights that provoke possibilities of changes to the educational context in a general way. After all, ALL have the right to education, through the teaching quality, that a long time was denied to the most of the population.Disabled People. Special Education. Inclusive  Education. Human Rights 

Inclusion and Universal Design for Learning in Italian Schools

2018 ◽  
pp. 559-566
Author(s):  
Paola Aiello ◽  
Diana Carmela Di Gennaro ◽  
Carmen Palumbo ◽  
Iolanda Zollo ◽  
Maurizio Sibilio
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
New Technologies ◽  
Universal Design For Learning ◽  
Right To Education ◽  
Educational Pathways ◽  
Design For Learning ◽  
The Right ◽  
Support Students ◽  
Educational Field

The present theoretical-argumentative research is aimed to put in evidence the Italian perspective on the use of technologies for promoting inclusion in school contexts. In a society which uses technological innovations and multimediality in all the domains of everyday life, indeed, school is required to explore the potential and meaning of educational technologies. During the last years, in light of these new requirements, national and international educational policies have tried to take advantage of the opportunities offered by new technologies to create flexible educational pathways so as to ensure equal access to information and learning processes, by promoting the elimination of all barriers that deny students the right to education. In the perspective of inclusive education, technologies within the educational field can't only represent a compensatory tool to support students with disabilities or with learning difficulties, but they also definitely play a very important role in the reconfiguration of learning environments by creating the necessary conditions for the promotion of each student's differences and abilities.

Inclusion and Universal Design for Learning in Italian Schools

2014 ◽  
Vol 5 (2) ◽  
pp. 59-68
Author(s):  
Paola Aiello ◽  
Diana Carmela Di Gennaro ◽  
Carmen Palumbo ◽  
Iolanda Zollo ◽  
Maurizio Sibilio
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
New Technologies ◽  
Universal Design For Learning ◽  
Right To Education ◽  
Educational Pathways ◽  
Design For Learning ◽  
The Right ◽  
Support Students ◽  
Educational Field

The present theoretical-argumentative research is aimed to put in evidence the Italian perspective on the use of technologies for promoting inclusion in school contexts. In a society which uses technological innovations and multimediality in all the domains of everyday life, indeed, school is required to explore the potential and meaning of educational technologies. During the last years, in light of these new requirements, national and international educational policies have tried to take advantage of the opportunities offered by new technologies to create flexible educational pathways so as to ensure equal access to information and learning processes, by promoting the elimination of all barriers that deny students the right to education. In the perspective of inclusive education, technologies within the educational field can't only represent a compensatory tool to support students with disabilities or with learning difficulties, but they also definitely play a very important role in the reconfiguration of learning environments by creating the necessary conditions for the promotion of each student's differences and abilities.

scholarly journals The context of special pedagogy: practical inclusive education or simulated inclusive education?

2019 ◽  
Author(s):  
Krystyna Barłóg
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Educators ◽  
Equal Rights ◽  
Right To Education ◽  
Special Education Needs ◽  
Future Challenges ◽  
Municipal Schools ◽  
Education Needs ◽  
The Right

Krystyna Barłóg, The centex of special pedagogy: implementedinclusive education or simulated inclusive education? Interdisciplinary Contexts of Special Pedagogy, no. 26, Poznań 2019. Pp. 125–142. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.26.06 In many contexts of contemporary special education, its main present and future challenges are the implementation of effective inclusive education, the preparation of the required conditions, space and relations of safe functioning of a child with disabilities or special education needs together with healthy, able-bodied peers. Are the long-standing dreams of parents and many special educators regarding the equal rights of all people with disabilities, and in particular the right to education closest to the child’s place of residence, genuinely achieved nowadays? The diagnosis of selected municipal schools shows the real situation of the implementation of inclusive education. Are these successes already being achieved today? Or is it still a educational reality?

scholarly journals Vygotski’s theories on Defectology: contributions to the special education of the 21st century

Educação ◽  
2018 ◽  
Vol 41 (3) ◽  
pp. 374
Author(s):  
Sônia Mari Shima Barroco
Keyword(s):  
Special Education ◽  
21St Century ◽  
Basic Education ◽  
Disabled People ◽  
Human Species ◽  
Right To Education ◽  
The Right ◽  
Educational Inclusion

This text exposes the pertinence of L. S. Vygotski’s (1896-1934) theoretical-methodological assertions to the Soviet Defectology at its original birth, when our today’s Basic Education universalization did not exist yet, to Special Education of the 21st century, when the right to Education in democratic states is regarded as a means of social and educational inclusion. The author turns out to be revolutionary for subsidizing an integrated vision of the constitution of the human psychic activity, defending the plain possibility of humanization, the formation of cultural building of human species in both ableb and disabled people. *** Teorizações de Vygotski sobre a Defectologia: contribuições à educação especial do século XXI ***O texto expõe a pertinência das asserções teórico-metodológicas de L. S. Vygotski (1896-1934) à Defectologia Soviética em seu contexto original, quando a Educação Básica não era universalizada, e as coloca em perspectiva para o século XXI, quando a Educação é assumida como direito para todos, nos Estados democráticos e sob a perspectiva da inclusão social e educacional. O autor revela-se revolucionário por subsidiar uma visão integrada da constituição do psiquismo humano, por defender a possibilidade de humanização, a formação do edifício cultural nas pessoas com e sem deficiências.Palavras-chave: Vygotski; Educação Especial; Defectologia.

scholarly journals The political organization of people with disabilities in Brazil and their demands in the educational field

2019 ◽  
Vol 32 ◽  
pp. 108
Author(s):  
Joyce Fernanda Guilanda de Amorim ◽  
Heulália Charalo Rafante ◽  
Kátia Regina Moreno Caiado
Keyword(s):  
Inclusive Education ◽  
People With Disabilities ◽  
Disabled Persons ◽  
Political Organization ◽  
Education Policies ◽  
Persons With Disabilities ◽  
The Disabled ◽  
Regular Network ◽  
The Right ◽  
Educational Field

This article presents a historical research, based on primary sources and bibliographical research, on the organization of people with disabilities in Brazil in the 1970s and 1980s, focusing on the formation of the Coalition Pro-Federation of the Disabled Persons Entity and its historical deployment. The objective was to analyze the organization of this social movement and its demands in the educational field. The results indicated that the International Year of Disabled Persons (IYDP) in 1981, promoted the formation of different entities of persons with disabilities with the aim of creating a National Federation. However, the division of representative entities by types of disability occurred, and the Federation was only responsible for common claims, such as those related to discrimination and prejudice. About education, was noticed the action of institutions of persons with disabilities, who defended education in the regular network of education, under the principle "nothing about us, without us"; and the action of institutions for people with disabilities, such as the APAES and the Pestalozzi, which demanded specialized education in these institutions, maintained with public resources. In the Constitution of 1988, the hegemony of philanthropic institutions was consolidated; however, the progress achieved in the Magna Carta, with specialized educational services, preferably in the regular network of education, paved the way for inclusive education policies in the following decade. However, the struggle for the right to education of people with disabilities in the regular education system needs to be maintained to oppose all forms off assistance and segregation.

scholarly journals Historical Background of Inclusive Education Development in the Nordic Countries

2017 ◽  
Vol 4 (1) ◽  
pp. 97-104 ◽  
Author(s):  
Natalia Andriichuk
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Nordic Countries ◽  
Historical Background ◽  
Alternative Form ◽  
Children With Special Needs ◽  
Education Development ◽  
History Of

The article analyzes and interprets the comprehensive presentation of the development of inclusive education in some Nordic countries, namely Sweden, Norway and Iceland. The article states that the special education is still an alternative form of education for children with special needs who cannot attend secondary schools in the majority of the countries. Thus, the relation between inclusive and special education allows the author to draw some parallels between these two types of study to trace the transition from one to another. The author concludes that the history of inclusive education formation in Sweden, Norway and Iceland has much in common, but the Icelandic education system has characteristics which distinguish it from the two others

Pedagogy of Inclusion

2018 ◽  
pp. 87-102
Author(s):  
Maluleka Khazamula Jan
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
Inclusive Classroom ◽  
Gifted Children ◽  
Social Emotional ◽  
Right To Education ◽  
The World ◽  
The Right ◽  
Relevant Pedagogy

For far too long, in all parts of the world, the most vulnerable members of society have been excluded from schools. All children, regardless of their physical, intellectual, social, emotional, linguistic, or other conditions, including disabled and gifted children, have the right to education and the relevant pedagogy of inclusion. The teaching methods used should accommodate all members of the society. People who are planning the teaching strategies should also know that people learn better when they do things. The purpose of this chapter is to determine how the theory of constructionism can be applied in the teaching and learning of students in the inclusive education. Information collected from literature on teaching and learning in inclusive education is critically analyzed through the theory of constructionism. Various theorists found that constructionism is relevant to an inclusive classroom since it encourages learning by doing.

History of Special Education in South Africa and the Challenges of Inclusive Education

2019 ◽  
Author(s):  
Sigamoney Manicka Naicker
Keyword(s):  
South Africa ◽  
Special Education ◽  
Inclusive Education ◽  
Theory And Practice ◽  
Structural Level ◽  
Single System ◽  
Depth Analysis ◽  
History Of Special Education ◽  
Inclusive System ◽  
History Of

Altering a dual system of education (special and ordinary) in South Africa to an inclusive system requires substantial change in terms of thinking and practice. After almost 20 years of implementing Education White Paper 6 (published by South Africa’s Department of Education in 2001), it is very important that theories, assumptions, practices, models, and tools are put under intense scrutiny for such an inclusive policy to work. Such a single system of education should develop the capacity to address barriers to learning if it wants to include all learners into the system. What are the main barriers that deprive learners from access to a single system of education and what changes should take place so that a truly inclusive system can be created? South Africa introduced seven white papers in education but all of them were implemented in ways that were not entirely influenced by the theory and practice of inclusive education. Inclusive education requires the system to change at a structural level so that mainstream education takes ownership of the ideology and practice of inclusive education. This change should bring about consistency in relation to other white papers; for example, curriculum development, early childhood education, and adult education. In implementing inclusive education, South Africa did not take seriously the various barriers to inclusion, such as curriculum, in providing access to learners who experience difficulties. Thus, an in-depth analysis of the history of special education is provided, with a view toward specifying recommendations for attempts to create the right conditions for a truly inclusive system of education in South Africa.

scholarly journals An Insightful Foray into Odisha’s Education Sector

2019 ◽  
Vol 8 (3) ◽  
pp. 2094-2099
Keyword(s):  
Inclusive Education ◽  
Primary Education ◽  
Tamil Nadu ◽  
Basic Education ◽  
Public Investment ◽  
High Growth ◽  
Capability Development ◽  
Right To Education ◽  
Pedagogical Training ◽  
The Right

Gross Enrollment Ratio (GER) has witnessed a significant improvement in primary education in Odisha; thanks to the Right to Education (RTE) Act and Sarva Shiksha Abhiyan (SSA) initiative. While Odisha lags behind the better performing states like Kerala, Tamil Nadu& Maharashtra in terms of infrastructure and enrolment, the overall quality remains dismal as per the independent survey of Annual Status of Education Reports (ASER). The paper brings out how an extremely alienated section of the society receives the tender care of inclusive education and empowerment in a centre called Kalinga Institute of Social Sciences (KISS) in Odisha, which can form a templates for emulate, all over the country. The paper laments the tendency to outsource, basic education, which is a merit good, to the private sector, which can at best cater to the needy of the affluent few. There is a need to significantly bolster public allocation to primary education, invest it with the highest priority for capability development in future to improve India’s HDI. The quest for high growth rates, must give way to inclusive growth, which puts a premium on public investment quality teaching through suitable training, pedagogical training, IT familiarity of the teachers

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