scholarly journals Albanian Preschool Personnel’s Perceived Obstacles to Implementing Effective Inclusive Education

2021 ◽  
Vol 6 ◽  
Author(s):  
Zamira Hyseni Duraku ◽  
Genta Jahiu ◽  
Eglantina Likaj Shllaku ◽  
Loreta Boci ◽  
Hysnie Shtylla
Keyword(s):  
Academic Success ◽  
Inclusive Education ◽  
Support Services ◽  
Children With Disabilities ◽  
Early Education ◽  
Support Staff ◽  
Future Directions ◽  
Practical Implications ◽  
Essential Support ◽  
Specific Working

Access to high-quality early education promotes the academic success of children with disabilities; however, they are often overlooked in mainstream programs that lack essential support services. This study aimed to examine the obstacles to supporting inclusion and providing effective early education programs for children with disabilities in Albania as perceived by the preschool personnel. Preschool personnel (n = 107) working with children (3–6 years old) in the municipality of Tirana, in Albania, completed the survey. The obstacles to supporting children with disabilities were identified as lack of knowledge, supportive techniques, specific working tools, suitable facilities, and support staff, insufficient cooperation with parents, and inadequate educational programs for children with disabilities. The contextual factors and practical implications of the study, as well as future directions for research, are discussed in this article.

Exploring Preschool Teachers' and Support Staff's Use and Experiences of Assistive Technology with Children with Disabilities

2017 ◽  
Vol 42 (2) ◽  
pp. 29-36 ◽  
Author(s):  
Deborah Tamakloe ◽  
Joseph Seyram Agbenyega
Keyword(s):  
Assistive Technology ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Preschool Teachers ◽  
Support Staff ◽  
Framework Analysis ◽  
Teaching Philosophies ◽  
Individual Interviews ◽  
Positive Attitudes ◽  
Preschool Class

THIS QUALITATIVE CASE STUDY explored the professional philosophies and experiences of preschool teachers and their support staff regarding the use of assistive technology devices (ATDs) in an early intervention inclusive preschool class. Using face-to-face individual interviews as data collection measures, the researchers aimed to understand these practitioners' teaching philosophies and experiences in terms of how they use ATDs with young children with disabilities in their class. A framework analysis of data identified three themes: establishing values for inclusive education, maintaining positive attitudes to overcoming challenges and orchestrating inclusive learning. The paper concluded that in order for the use of ATDs to thrive and make full impact on all children's learning and development, stronger frameworks for developing the inclusive values, philosophies, professional knowledge and practice principles of preschool teachers and their support staff are needed.

Availability of student support services for Inclusive Education in Govt. and Non Govt. Schools.

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
Neetu Khokhar
Keyword(s):  
Inclusive Education ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
Physical Infrastructure ◽  
The Difference

The purpose of present investigation is to study the availability of student support services for inclusive education in govt. and non govt. schools. The study was conducted on 50 schools of both types in sonipat distt.of Haryana. Self constucted questionnaire was used for this investigation. t-two tail test assuming equal variances was used for the purpose of ananysis the data the difference between the availability of student support services( physical /infrastructure,madical,teching and evaluation ) in govt and non-govt schools is found to be significant.

Disability, Stigma, and Children's Developing Selves

2019 ◽  
Author(s):  
Misa Kayama ◽  
Wendy Haight ◽  
May-Lee Ku ◽  
Minhae Cho ◽  
Hee Yun Lee
Keyword(s):  
South Korea ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Cultural Psychology ◽  
Peer Group ◽  
Individual Development ◽  
Typically Developing ◽  
Everyday Lives ◽  
The Impact ◽  
The U.S

Stigmatization is part of the everyday lives of children with disabilities, their families, and their friends. Negative social encounters, even with perfect strangers, can dampen joyful occasions, add stress to challenging situations, and lead to social isolation. This book describes a program of research spanning a decade that seeks to understand disabilities in their developmental and cultural contexts. The authors are especially interested in understanding adults’ socialization practices that promise to reduce stigmatization in the next generation. Guided by developmental cultural psychology, including the concept of “universalism without uniformity,” the authors focus on the understandings and responses to disability and associated stigmatization of elementary-school educators practicing in Japan, South Korea, Taiwan, and the U.S. Educators from all four cultural groups expressed strikingly similar concerns about the impact of stigmatization on the emerging cultural self, both of children with disabilities and their typically developing peers. Educators also described culturally nuanced socialization goals and practices pertaining to inclusive education. In Japan, for instance, educators emphasized the importance of peer group belonging and strategies to support the participation of children with disabilities. In the U.S., educators placed relatively more emphasis on individual development and discussed strategies for the equitable treatment of children with disabilities. Educators in South Korea and Taiwan emphasized the cultivation of compassion in typically developing children. The understanding gained through examination of how diverse individuals address common challenges using cultural resources available in their everyday lives provides important lessons for strengthening theory, policy, and programs.

Children with Disabilities: Achievements, Prospects, and Challenges Ahead

2020 ◽  
pp. 593-613
Author(s):  
Maya Sabatello ◽  
Mary Frances Layden
Keyword(s):  
Human Rights ◽  
Inclusive Education ◽  
Final Section ◽  
Children With Disabilities ◽  
Vulnerable Groups ◽  
Disability Rights ◽  
The World ◽  
Child Friendly ◽  
State Of Affairs ◽  
Successes And Challenges

Children with disabilities are among the most vulnerable groups in the world—and a children’s rights approach is key for reversing historical wrongs and for promoting an inclusive future. To establish this argument, this chapter explores the state of affairs and legal protections for upholding the rights of children with disabilities. It critically examines major developments in the international framework that pertain to the rights of children with disabilities, and it considers some of the prime achievements—and challenges—that arise in the implementation of a child-friendly disability rights agenda. The chapter then zooms in on two particularly salient issues for children with disabilities, namely, inclusive education and deinstitutionalization, and highlights the successes and challenges ahead. The final section provides some concluding thoughts about the present and the prospect of upholding the human rights of children with disabilities.

Reports From the Field: “Vini Ansanm” Come Together for Inclusive Community Music Development in Port-au-Prince, Haiti

2020 ◽  
pp. 273-289
Author(s):  
Donald DeVito ◽  
Gertrude Bien-Aime ◽  
Hannah Ehrli ◽  
Jamie Schumacher
Keyword(s):  
Social Media ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Small Population ◽  
Significant Loss ◽  
Community Music ◽  
Music Learning ◽  
Loss Of Life

Haiti has experienced a series of catastrophic natural disasters in recent decades, resulting in significant loss of life and long-term damage to infrastructure. One critical outcome of these disasters is that there are approximately 400,000 orphans in the small population of just over 10 million. Throughout Haiti, children with disabilities are often considered cursed, and thus are rejected by the community in which they live. Haitian children with disabilities need creative and educational activities that will help them grow, develop, enjoy their lives, and become accepted members of the community. This chapter on the Haitian Center for Inclusive Education presents a case study of social media engagement and music learning, with an emphasis on social justice that has contributed to sustainable efforts.

Technologies of active teaching methods at work with children with disabilities

2021 ◽  
Vol 15 (2) ◽  
pp. 34-36
Author(s):  
Məlik Şıxbala oğlu Məlikov ◽  
Keyword(s):  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Children With Disabilities ◽  
Communication Technologies ◽  
Individual Characteristics ◽  
Learning Technologies ◽  
Educational Materials ◽  
Active Teaching ◽  
Information And Communication

The article discusses the technologies of active teaching methods used when working with children with disabilities. It is concluded that in inclusive education it is possible to use technologies of active teaching methods, consisting of information and communication technologies, when working with children with disabilities. At the same time, the teacher must learn to choose active teaching methods depending on the subject, age, individual characteristics of students, adapt to the content of educational materials, the purpose of the lesson, not take into account their professional level, interact with parents and not meet with support specialists. the importance of. Key words: inclusive education model. children with disabilities, active learning methods, learning technologies, analytical activities, pedagogical problem

Organization of inclusive physical education classes for persons with disabilities

2021 ◽  
Vol 67 (06) ◽  
pp. 54-57
Author(s):  
Zülfiyyə Asim qızı Yolçiyeva ◽  
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
People With Disabilities ◽  
The Body ◽  
Social Model ◽  
Teaching Methodology ◽  
Main Task ◽  
Persons With Disabilities ◽  
The Social

As we know, there are many fields of pedagogical science. One of the most important areas is special pedagogy. Special pedagogy studies the issues of education and upbringing of children with physical and mental disabilities. People with disabilities are those who are relatively disabled in terms of any part of the body or the brain. In our country, special attention is paid to the education of people with disabilities. Inclusive education creates conditions for the protection of social equality, education and other special needs of children with disabilities. According to the teaching methodology, inclusive education prevents discrimination against children, allows people with various diseases to get a perfect education and succeed. Its main task is to create an environment for vocational training of people with disabilities. In modern times, people with disabilities should not be seen as sick, but as people with disabilities. This shapes the social approach to disability. The social model allows these children to exercise their rights to develop their skills. The purpose of inclusive physical education is to teach students to move together, which promotes the improvement and development of human psychophysical abilities. Different exercises should be chosen for each lesson and combined in such a way as to have a comprehensive effect on the body and ensure that each student can perform. It is necessary to ensure the general requirements and their specificity when arranging lessons. Sports have a great impact on the development of the personality of children with disabilities as normal children. Sport is one of the most important conditions for everyone and is acceptable for any age group. All these procedures are more effective when performed in unison. Let's protect our child's life together for a healthy life and step into a healthy future Key words: Inclusion, inclusive education, inclusive physical education, a person with disabilities, special education

Technology at Home: Implications for Children with Disabilities

2007 ◽  
Vol 22 (3) ◽  
pp. 43-56 ◽  
Author(s):  
Emily C. Bouck ◽  
Cynthia M. Okolo ◽  
Carrie Anna Courtad
Keyword(s):  
Students With Disabilities ◽  
Computer Use ◽  
Children With Disabilities ◽  
Home Environments ◽  
Future Directions ◽  
Communication Devices ◽  
And Function ◽  
At Home

Given the prominence technology holds in today's schools and society, it seems crucial to explore its use and function in home environments for students with disabilities, particularly when considering everyday technology such as “smart” toys, computers, and communication devices. Unfortunately, little research or literature has been devoted to this issue. This paper reviews the literature on smart toys for children in general, and extrapolates what we have learned from smart toys and computer use in the home to children with disabilities. It suggests future directions for research, and proposes that the field of technology in the home for children with disabilities is wide open and clearly in need of study.

Sign in / Sign up

Export Citation Format

Share Document