scholarly journals INCLUSIVE EDUCATION MANAGEMENT PECULIARITIES AT PUBLIC SCHOOLS IN REPUBLIC OF ARMENIA

2019 ◽  
Author(s):  
Meline Grigoryan
Keyword(s):  
Public Schools ◽  
Inclusive Education ◽  
Education Management

scholarly journals Attitudes of children with cochlear implants or hearing aids to inclusive education in the Canary Islands

2020 ◽  
Author(s):  
Olga María Alegre de la Rosa ◽  
Luis Miguel Villar Angulo
Keyword(s):  
Public Schools ◽  
Children And Adolescents ◽  
Cochlear Implants ◽  
Inclusive Education ◽  
Canary Islands ◽  
Hearing Aids ◽  
Attitude Score ◽  
Gran Canaria ◽  
Medical Specialists ◽  
Students Attitudes

<p><b>Abstract</b></p> <p>Introduction: This study raised the following problem: How reliable and relevant is the <i>Inclusion for Children and Adolescents Questionnaire </i>(ICAQ)<i> </i>to measure the attitudes of children and adolescents with cochlear implants (CIs) or hearing aids (HAs) to inclusive education (IE) in public schools in the Canary Islands (i.e. provinces of Gran Canaria and Tenerife)? </p> <p>Method: The sample consisted of 297 students from the province of Gran Canaria, and 137 students from the province of Tenerife with an average of 11 years old. An exploratory factor analysis (EFA) determined the reliability and relevance of ICAQ. </p> <p>Results: The authors found four factors of students’ attitudes towards IE: <i>Family involvement and use of technology, Inclusion in the centre, Communication with medical specialists </i>and<i> Assessment of the support technology</i>. </p> <p>Conclusions: There were significant differences between the students with CIs and HAs in the following factors: <i>Inclusion in the centre</i> and <i>Assessment of the support technology</i>. The total score of students’ attitudes towards IE was high. The factor <i>Inclusion in the centre</i> had the most favourable total score of students’ original attitudes towards IE. <i>Communication with medical specialists </i>was the lowest total attitude score towards IE for students with CIs.</p>

Defining Public Schools and Understanding Their Shifting Terrain

2017 ◽  
Author(s):  
Sarah M. Stitzlein
Keyword(s):  
Public Schools ◽  
Public Education ◽  
School Districts ◽  
Portfolio Management ◽  
Education Management ◽  
For Profit ◽  
Form And Function ◽  
School Practice ◽  
And Function

Chapter three illustrates the essential role of public schools in a vibrant democracy. I define what public schools are, identifying five key elements essential to their form and function. My discussion of the shifting nature of democracy, schools, and citizenship reveals that it is worthwhile to refocus our attention on these elements of public schools now as some are being compromised or eclipsed within the latest forms of school practice and governance. I detail the changing landscape of public schools in recent years by looking at particular recent transformations to the governance and practice of public education. These changes include aspects of schools choice, vouchers, for-profit education management, loss of local control, mayoral oversight of schools, recovery school districts, portfolio management models, and corporate influences. I also describe how citizens’ relationships with schools have changed and how citizens themselves have changed, especially under the influence of neoliberalism.

Cambodian Inclusive Education for Vulnerable Populations: Toward an Ecological Perspective Policy

2016 ◽  
Vol 19 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Jacob D. Hackett ◽  
Roxanne F. Hudson ◽  
Elizabeth A. West ◽  
Sharan E. Brown
Keyword(s):  
Public Schools ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Vulnerable Populations ◽  
Childhood Development ◽  
Key Factors ◽  
School Directors ◽  
Factors Affecting ◽  
Education Professionals ◽  
Special Education Policy

Abstract Cambodia is a dynamic country in transition and its population is committed to improve an economic, social, and educational system (Chandler, 2008). An imperial legacy and traumatic history involving a genocide specifically targeted at Cambodian intellectual elite continue to affect Cambodian schools with the most impact being felt by vulnerable populations including children from poverty and children with disabilities. An ecological framework of childhood development (Bronfenbrenner, 1992) is used to analyze interviews, classroom observations, and student work samples. School directors (3), teachers (3), students (2), and one parent from three public schools in three distinct provinces participated in this study, providing a broad geopolitical range of Cambodia. First, a review of Cambodian education and special education policy as well as international guidelines for inclusive education is provided. Next, a rationalization for including students with disabilities and children from poverty in the larger category of children from vulnerable populations is presented within the Cambodian context. Themes of key factors affecting the educational experience of children from vulnerable populations include: (1) school and community interconnectedness, and (2) Cambodian historical legacies. Perceptions, attitudes and beliefs of Cambodian practitioners are also key factors, and include: (1) Intersectionality of disability and poverty; (2) two distinct purposes of education, and (3) educators value responsive education. This qualitative analysis surfaces key factors affecting the educational experiences of Cambodian children from vulnerable populations by investigating perceptions, beliefs, and attitudes of various Cambodian education professionals and their decision-making concerning these students. Limitations and implications are provided.

Use and Impact of COACH with Students who are Deaf-Blind

1995 ◽  
Vol 20 (2) ◽  
pp. 121-135 ◽  
Author(s):  
Michael F. Giangreco ◽  
Susan W. Edelman ◽  
Ruth E. Dennis ◽  
Chigee J. Cloninger
Keyword(s):  
Public Schools ◽  
General Education ◽  
Observational Data ◽  
Inclusive Education ◽  
Educational Program ◽  
Educational Programs ◽  
Life Outcomes ◽  
Program Components

The purpose of this study was to evaluate the use and impact of COACH (Choosing Options and Accommodations for Children: A Guide to Planning Inclusive Education) with 30 students with deaf-blindness who attended general education classes in public schools. Interview and observational data were analyzed qualitatively while document data were analyzed quantitatively. The findings and discussion centered around five evaluation questions: (a) How do people use COACH? (b) Does the use of COACH result in educational program components referenced to valued life outcomes identified by parents and/or students? (c) How do educational programs developed using COACH differ from those developed prior to its use? (d) In what ways did the use of COACH effect relationships between parents and professionals? and (e) In what ways did the use of COACH effect valued life outcomes for students? Implications for planning in general education settings are discussed.

Enablers for Inclusion: The Perspectives of Parents of Children With Autism Spectrum Disorder

2014 ◽  
Vol 39 (1) ◽  
pp. 85-96 ◽  
Author(s):  
Andrea Reupert ◽  
Joanne M. Deppeler ◽  
Umesh Sharma
Keyword(s):  
Autism Spectrum Disorder ◽  
Public Schools ◽  
Inclusive Education ◽  
State Government ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Community Agencies ◽  
Rural And Urban ◽  
Group Interviews ◽  
Government Initiative

Although home–school collaborations are important for inclusive education, most studies have identified the problems experienced by parents whose children have additional special needs. The aim of this study was to present the views of Australian parents, with children diagnosed with autism spectrum disorder, regarding what they considered to be the enablers for inclusion, within the context of their experiences of a program of support in inclusive schools (a Victorian State Government initiative called the Inclusion Support Program). Four focus group interviews were conducted, within a phenomenological, qualitative paradigm, with 14 mothers, in rural and urban primary and secondary public schools. Parents identified various innovations including the provision of a safe space, structured school and free time, flexibility around timetable, curriculum and staffing and the provision of socially attractive activities. Another theme was the potential for schools to be a ‘catalyst point’ to bring together parents, teachers and community agencies. The importance of eliciting parental expertise is highlighted here.

scholarly journals EDUCAÇÃO BILÍNGUE: sua importância na aprendizagem e inclusão escolar de alunos surdos

2016 ◽  
Vol 23 (2) ◽  
pp. 31
Author(s):  
Paula de Carvalho Fragoso Oliveira ◽  
Cátia Crivelenti De Figueiredo Walter
Keyword(s):  
Public Schools ◽  
Bilingual Education ◽  
Inclusive Education ◽  
Private School ◽  
Rio De Janeiro ◽  
Early Years ◽  
Deaf Children ◽  
Deaf Students ◽  
Field Notes ◽  
Del Rio

A aquisição de Língua Portuguesa pelo aluno surdo na proposta educacional bilíngue se constitui como um desafio na atualidade. Na presente pesquisa mergulhamos no universo educacional bilíngue: Língua de Sinais como primeira língua (L1) e Língua Portuguesa como segunda língua (L2) observando como se dá o ensino de Língua Portuguesa para o aluno surdo com idade de cinco anos e 11 meses a oito anos, filhos de pais ouvintes, matriculados em turmas dos anos iniciais do ensino fundamental, em três ambientes educacionais distintos, no município do Rio de Janeiro. As visitas aconteceram numa escola especial, em duas escolas públicas inclusivas e numa escola particular inclusiva, com participação de seis profissionais e 12 crianças. Foram realizadas filmagens das atividades pedagógicas para ensino de Língua Portuguesa, anotações de campo, entrevistas com os profissionais e orientações aos familiares. Para responder a pergunta principal do estudo: “Como se dá o ensino da Língua Portuguesa para a criança surda na proposta educacional bilíngue?” foram categorizadas as principais atividades realizadas para o ensino da Língua Portuguesa e obtivemos dados a respeito da comunicação destes alunos. Foi utilizada análise qualitativa dos resultados, demonstrando que a participação no estudo levou os profissionais envolvidos a refletirem sobre o tema, reverem as suas atuações e as suas crenças. O estudo conclui que a educação bilíngue é um caminho promissor para a criança surda desenvolver plenamente suas habilidades e potencialidades, crescendo consciente dos seus direitos e deveres, com autonomia e independência. Sujeitos participantes e ativos na sociedade a qual pertencem.Palavras-chaves: Educação Bilíngue. Educação Inclusiva. Alunos surdos.BILINGUAL EDUCATION: importance in learning and school inclusion of deaf studentsAbstract: The acquisition of Portuguese Language by deaf students in the bilingual education proposal constitutes a challenge today. In the present study we dive in bilingual educational universe: Signals Language as their first language (L1) and Portuguese as a second language (L2) observing how is the teaching of Portuguese language for deaf students aged five years and 11 months to eight years, children of hearing parents, enrolled in classes in the early years of elementary school, three different educational settings, in the municipality of Rio de Janeiro. The visits happened in a special school in two inclusive public schools and a private school inclusive, with the participation of six professionals and 12 children. Filming was carried out pedagogical activities for teaching Portuguese, field notes, interviews with professionals and guidance to families. To answer the study's question: "How does the teaching of the Portuguese language for deaf children in bilingual educational proposal" were categorized the main activities for the teaching of Portuguese and obtained data regarding the communication of these students. It was used qualitative analysis of the results that show that participation in the study took the professionals involved to reflect on the theme, review their actions and their beliefs. The study concludes that bilingual education is a promising avenue for deaf children fully develop their skills and potential, growing aware of their rights and duties with autonomy and independence. Subjects and active participants in society to which they belong.Keywords: Bilingual Education. Inclusive Education. Deaf students.EDUCACIÓN BILINGÜE: su importancia en el aprendizaje y la escuela inclusión de estudiantes sordosResumen: La adquisición de la Lengua Portuguesa para los estudiantes sordos en la propuesta de educación bilingüe constituye un reto en la actualidad. En el presente estudio nos sumergimos en el universo educativo bilingüe: Lenguaje de señales como primera lengua (L1) y el portugués como segunda lengua (L2) observando cómo es la enseñanza de la lengua portuguesa para estudiantes sordos de entre cinco años y 11 meses a ocho años, hijos de padres oyentes, matriculados en clases en los primeros años de la escuela primaria, en tres ámbitos educativos diferentes en el municipio del Rio de Enero. Las visitas tuvieron lugar en una escuela especial, en dos escuelas públicas inclusivas y una escuela privada inclusiva, con la participación de seis profesionales y 12 niños. Fueron realizadas rodaje de las actividades pedagógicas para la enseñanza del portugués, notas de campo, entrevistas con profesionales y orientación a las familias. Para responder a la pregunta principal del estudio: "¿Cómo se sucede la enseñanza de la lengua portuguesa para niños sordos en propuesta educativa bilingüe?", se clasificaron las principales actividades para la enseñanza del portugués y obtenido los datos con respecto a la comunicación de estos estudiantes. Se utilizó el análisis cualitativo de los resultados, lo que demuestra que la participación en el estudio se llevó a los profesionales implicados a reflexionar sobre el tema, revisar sus acciones y sus creencias. El estudio concluye que la educación bilingüe es una vía prometedora para niños sordos desarrollan plenamente sus habilidades y potencial, creciendo consciente de sus derechos y deberes con autonomía e independencia. Sujetos y participantes activos en la sociedad a la que pertenecen.Palabras clave: Educación Bilingüe. Educación Inclusiva. Alumnos sordos.  

scholarly journals Uczniowie niepełnosprawni w polskim szkolnictwie powszechnym

2014 ◽  
pp. 91-107
Author(s):  
Mirosław Henryk Kowalski
Keyword(s):  
Public Schools ◽  
Inclusive Education ◽  
Broad Spectrum ◽  
Local Communities ◽  
Quality Education ◽  
High Quality ◽  
Disabled Students ◽  
High Quality Education ◽  
International Regulations

The paper analyses the situation of disabled students in Polish public schools. The author stresses the necessity of providing disabled students with high quality education. To achieve that aim a broad spectrum of measures and regulation is necessary, including national and international regulations. Appropriate funding and support also need to be provided by local, regional and central governments. However, what is the most difficult is to gain the acceptance of inclusive education on the part of local communities.

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