scholarly journals Applying the Contact Theory in Inclusive Education: A Systematic Review on the Impact of Contact and Information on the Social Participation of Students With Disabilities

2020 ◽  
Vol 5 ◽  
Author(s):  
Florianne Rademaker ◽  
Anke de Boer ◽  
Elisa Kupers ◽  
Alexander Minnaert
Keyword(s):  
Systematic Review ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Social Participation ◽  
Contact Theory ◽  
The Social ◽  
The Impact

Attitudes of early childhood education teachers towards educational inclusion and the social adjustment of students with disabilities

2021 ◽  
Vol LXXXII (4) ◽  
pp. 255-268
Author(s):  
Karolina Mudło-Głagolska
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Social Adjustment ◽  
Social Adaptation ◽  
Childhood Education ◽  
Cognitive Component ◽  
The Social ◽  
Teachers Attitudes

Research shows that teachers' attitudes are a decisive element of the effective inclusion of students with disabilities, thereby conducive to the social adaptation of these students. The aim of the study was to determine the relationship between teachers' attitudes towards inclusive education and the social adjustment of students with disabilities. The sample consisted of 79 teachers of early childhood education working in a mainstream school and having a student in their class with a decision on the need for special education. The study used the Multidimensional Attitudes Scale towards Inclusive Education and the Classroom Behaviour Inventory Preschool to Primary. The results obtained in the study allow the conclusion that the positive beliefs of a teacher towards inclusive education (cognitive component of attitude) are most strongly associated with the social adaptation of a student with a disability. The conducted study showed that the teacher's readiness to modify the physical environment, his communication method and the methods of assessment with regard to the student's abilities and needs is related to the social adaptation of students with disabilities in a mainstream class. These aspects seem to be essential for the optimal functioning of a student with a disability in a mainstream class. The role of teachers' attitudes towards inclusive education in shaping the social adjustment of students with disabilities was emphasized.

A Systematic Review of the Use of Social Media as a Recruitment Tool on the Social Ethical and Privacy Context

2020 ◽  
pp. 226-255
Author(s):  
Ghadah Althawwad
Keyword(s):  
Systematic Review ◽  
Social Media ◽  
Ethical Issues ◽  
Daily Lives ◽  
Ethical Concerns ◽  
The Social ◽  
Use Of Social Media ◽  
Impact Of Technology ◽  
Recruitment Tool ◽  
The Impact

The influence of social media such as Facebook, LinkedIn, and Twitter plays an increasingly influential role in the daily lives of people. Despite the rise of interest in this topic, the research discussing the ethical concerns of using social media for recruitment purposes remains in exploratory stages. This chapter provides a systematic review of recent research that was published from 2012 to 2018 and focused on ethical issues related to the use of social media for recruitment purposes. The techno-ethical lens, which studies the impact of technology on ethics, was used to explore the social and ethical aspects of how recruiters use social media for recruitment purposes.

The Impact of Obesity on the Social Participation of Older Adults

2008 ◽  
Vol 135 (4) ◽  
pp. 409-424 ◽  
Author(s):  
Laura Zettel-Watson ◽  
Michael Britton
Keyword(s):  
Older Adults ◽  
Social Participation ◽  
The Social ◽  
The Impact

scholarly journals The Social and Psychological Effects of Inclusive Education of Persons with Hearing Disability in Society: A Field Study at the Disability Resource Centre (Sharjah University)

2021 ◽  
Vol 13 (22) ◽  
pp. 12823
Author(s):  
Nagwa Babiker Abdalla Yousif ◽  
Enaam Mohammed Youssef ◽  
Rasha Mohamed Abdelrahman
Keyword(s):  
Social Interaction ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Correlation Coefficients ◽  
Psychological Adaptation ◽  
Psychological Effects ◽  
The Social ◽  
Significant Difference ◽  
Education Of Students ◽  
Psychological Integration

The objective of inclusive education is to increase the quality of social and psychological integration in society of students with disabilities in the learning process. This study aimed to identify the social and psychological effects of inclusive education of students with hearing disabilities at Sharjah University’s Disability Resource Centre. The study adopted a descriptive analytical approach with a purposive sample comprising 24 students with hearing impairment. An electronic questionnaire comprising 25 psychological and social statements and nine open-ended questions was administered to collect quantitative and qualitative data. The results revealed positive correlation coefficients between inclusive education and both psychological adjustment and social interaction and negative relationships between gender and age and both social interaction and psychological adaptation variables (for age ρ = 0.091 and ρ = 0.262 and for gender ρ = 0.47 and ρ = 0.076, respectively). A statistically significant difference of less than 0.05 was found in favour of those who agreed that inclusion affects psychological adaptation. A statistically significant difference of less than 0.05 was found in favour of students who agreed that inclusion affects social interaction. The research results can be used in the practice of inclusive education to determine ways to improve the social and psychological adaptation of students with hearing impairments.

scholarly journals PARTISIPASI SOSIAL PEREMPUAN DALAM PEMBANGUNAN DESA LASIAI KECAMATAN SINJAI TIMUR KABUPATEN SINJAI

2020 ◽  
Vol 36 (2) ◽  
pp. 133-144
Author(s):  
Risfaisal Risfaisal ◽  
Neng Sri Nuraeni
Keyword(s):  
Social Participation ◽  
Women's Leadership ◽  
Development Programs ◽  
Planning Stage ◽  
Participation Of Women ◽  
The Social ◽  
Data Source ◽  
Negative Impacts ◽  
The Impact ◽  
The Village

Abstract This study examines the social participation of women in the development of the village of Lasiai, East Sinjai Subdistrict, Sinjai District. The problem in this research is how the form of social participation of women in the development of the village of Lasiai and how the impact of social participation of women in the development of the village of Lasiai, East Sinjai Subdistrict, Sinjai District. The purpose of this study was to determine the forms of women's social participation in the development of Lasiai villages and to determine the impact of women's social participation in the development of Lasiai Village in the East Sinjai Subdistrict, Sinjai District. This type of research is a descriptive study with a qualitative approach. The informants in this study were the village head, village secretary, village head, PKK mother. Data collection was collected using observation techniques, interviews, and documentation. Data analysis techniques are data reduction, data presentation, and drawing conclusions. Triangulation is used to explain the validity of the data that is with the data source. The results showed that the form of women's social participation in the development of the village of Lasiai was through the first three stages, namely the planning stage, that women were present in the deliberation meeting held with village officials, Second, the implementation stage by increasing empowerment as a program such as the Al-qur 'love program. and active standby village programs. Third, the participation monitoring phase aims to find out how the implementation of development programs will work, and the impact of women's social participation in village development is a) positive impacts, namely open thinking (education), the economy, and women's leadership b) negative impacts, namely labeling or the stereotype of society towards women.Abstrak. Penelitian ini mengkaji tentang partisipasi sosial perempuan dalam pembangunan desa lasiai kecamatan sinjai timur kabupaten sinjai. Masalah dalam penelitian ini adalah bagaimana bentuk partisipasi sosial perempuan dalam pembangunan desa lasiai dan bagaimana dampak partisipasi sosial perempuan dalam pembangunan desa lasiai kecamatan sinjai timur kabupaten sinjai. Tujuan penelitian ini adalah untuk mengetahui bentuk partisipasi sosial perempuan dalam pembangunan desa lasiai dan untuk mengetahui dampak partisipasi sosial perempuan dalam pembangunan desa lasiai kecamatan sinjai timur kabupaten sinjai. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Informan dalam penelitian ini adalah Kepala Desa, Sekertaris Desa, Kepala Dusun, Ibu PKK. Pengumpulan data dikumpulkan dengan teknik pengamatan (Observasi ), wawancara, dan dokumentasi. Teknik analisis data adalah reduksi data, penyajian data, dan penarikan kesimpulan. Trianggulasi yang digunakan untuk menjelaskan keabsahan data yaitu dengan sumber data. Hasil penelitian menunjukkan bahwa bentuk partisipasi sosial perempuan dalam pembangunan desa lasiai yaitu melalui tiga tahap yang pertama yaitu tahap perencanaan adalah perempuan hadir dalam kegiatan rapat musyawarah yang dilakukan bersama aparat desa, Kedua yaitu tahap pelaksanaan dengan meningkatkan pemberdayaan sebagai program seperti program cinta Al-qur’an dan program desa siaga aktif. Ketiga yaitu tahap pengawasan partisipasi ini bertujuan untuk mengetahui bagaimana pelaksanaan program pembangunan akan berjalan, dan Dampak partisipasi sosial perempuan dalam pembangunan desa adalah a) dampak positif yaitu pemikiran mulai terbuka (Pendidikan), perekonomian, dan kepemimpinan perempuan b) dampak negatif yaitu adanya pemberian label atau streotipe masyarakat terhadap perempuan. 

scholarly journals STUDI IMPLEMENTASI PEMBELAJARAN MODEL SISWA INKLUSI DI SDS MUTIARA HATI PONOROGO

2021 ◽  
Vol 1 (1) ◽  
pp. 84-90
Author(s):  
Dian Puspita Sari ◽  
Fuad Fitriawan
Keyword(s):  
Data Analysis ◽  
Special Needs ◽  
Students With Disabilities ◽  
Teacher Learning ◽  
Inclusive Education ◽  
Learning Process ◽  
Learning Model ◽  
Children With Special Needs ◽  
Inclusive Schools ◽  
The Impact

Inclusive education is education for children with special needs so that they can study together with regular children in general. One school that implements inclusive education is SDS Mutiara Hati Ponorogo. Students with disabilities can study together with regular children without being discriminated against. The form of learning model applied in this school pays attention to the condition of the child. With the existence of inclusive schools, it can help children with special needs to get the same place to learn as other regular children and can bring the development of children with special needs to be better. Based on the results of the data analysis, it was concluded that (1) the learning process of inclusive students at SDS Mutiara Hati Ponorogo, namely inclusion students accompanied by a special companion teacher, learning in the same class with regular children and for the gradation is lowered, (2) the form of learning model Inclusion students who are applied at SDS Mutiara Hati Ponorogo are paying attention or adjusted to the conditions of their students by being monitored by psychologists and also the principal, and (3) the impact of implementing the learning model for inclusive students at SDS Mutiara Hati Ponorogo, namely that the development is getting up to the class the better and able to develop its potential.

Inclusive and Special Education in the Middle East

2020 ◽  
Author(s):  
Hala Elhoweris ◽  
Efthymia Efthymiou
Keyword(s):  
Special Needs ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Arab World ◽  
Middle Eastern ◽  
Special Educational Needs ◽  
Attitudes And Practices ◽  
Disability Awareness ◽  
Governmental Organizations ◽  
The Social

In the culturally diverse Middle Eastern Arabian world, there are incompatible ideas about and definitions of “inclusion” and “inclusive education,” which result in these terms being multifaceted and complex. The issues surrounding policies, the legislative frameworks—but also the attitudes and practices and their implications for individuals with Special Educational Needs and Disorders (SEND)—are explored in this paper, starting with some consideration of the official guidelines for providing inclusive education and how these are enacted according to the social or local conceptualizations that influence practice. Around the world, the tendency is to support special needs in mainstream classes with other children at all school levels in order to prevent marginalization, labeling, and social stigmatization. However, in the process of developing effective educational policies that benefit students with SEND in practice, it is useful to consider whether inclusion actually serves their needs. Though some progress has been reported in the social integration and inclusion of individuals with SEND, more light needs to be shed on whether, under current circumstances inclusion does indeed benefit people with special needs and disabilities. An analysis of the necessary parameters for supporting a learning environment for the benefit of all children in an inclusive mainstream class is necessary. The examination of inclusion-based practices can help to dispel the misconceptions that consistently surround the practice of educating students with disabilities in any inclusive environment. Recommendations are made for community-oriented sensitization programs and education campaigns but also school-based disability awareness programs and teacher training that could be promoted by governmental organizations, human rights bodies, and other stakeholders in the Arab world to support and empower people with disabilities.

scholarly journals The Impact of Inclusive Education on Learners with Disabilities in High Schools of Harare, Zimbabwe

2016 ◽  
Vol 7 (2) ◽  
pp. 88-96
Author(s):  
Tinashe Chuchu ◽  
Vimbai Chuchu
Keyword(s):  
High Schools ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Equal Opportunity ◽  
School Context ◽  
The People ◽  
Perceptions And Attitudes ◽  
Negative Perceptions ◽  
Quota Sampling ◽  
The Impact

The problem of low inclusive education is essential to research as it highlights the importance of equal opportunity to all students regardless of mental or physical ability. The study was conducted within a Zimbabwean high school context. The purpose of the study was to conduct an empirical investigation into the impact of inclusive education and therefore establish the extent to which it has benefited students with disabilities in four high schools in the Harare province. Furthermore, study’s intention was to therefore propose a theoretical framework that could be used to address low success in inclusive education. The methodology was qualitative in nature and interviews were used to collect research data. Quota sampling was adopted in selection of suitable respondents. It was observed that a lack of financial and human resources, as well as effective policies had contributed to the low impact of inclusive education in high schools in Harare, Zimbabwe. In conclusion the results also revealed that inclusive education in high schools in Harare had not made much of an impact due to negative perceptions and attitudes of the people that are pivotal to its success.

Special Education in Brazil

2021 ◽  
pp. 126-142
Author(s):  
Flavia Parente ◽  
Luciana Fontes Pessoa
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Medical Model ◽  
Opportunity To Learn ◽  
Social Model ◽  
Actual Situation ◽  
National Education ◽  
The Social ◽  
Brazilian Students ◽  
Education In Brazil

Historically, the idea of inclusion has accompanied the transformations in the concept of disability. This shift from the medical model to the social model and more recently to the biopsychosocial model is addressed in the first part of this chapter. In Brazil, it is estimated to be 12.7 million people with disabilities. Brazilian legislation, in accordance with international norms, assures students who are in an inclusive situation the same opportunities to learn as other students. Students with disabilities should have access to the various kinds of instruments to ensure they have the opportunity to learn. Although the data indicates advances in terms of including students with disabilities in the mainstream education system, the goals of the National Education Plan have not been fully met. This chapter aims to present a framework of the actual situation of special and inclusive education in Brazil. The chapter also points out the main features of this legislation and presents statistical data about the Brazilian students with disabilities situation in 2020.

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