scholarly journals The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

2021 ◽  
Vol 12 ◽  
Author(s):  
Alfonso Rodríguez-Oramas ◽  
Pilar Alvarez ◽  
Mimar Ramis-Salas ◽  
Laura Ruiz-Eugenio
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Learning Environments ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Interactive Learning ◽  
Interactive Learning Environments ◽  
Evidence Based ◽  
Students With Special Needs ◽  
The Impact

In the international context of a progress toward more inclusive educational systems and practices, the role of Special Education teachers is being transformed. From an inclusive perspective, these professionals increasingly support students and their teachers in the mainstream classroom, avoiding segregation. However, Special Education teachers often struggle to reach and support all students with special needs and their teachers to provide quality inclusive education. For this reason, more research is still needed on in-service training strategies for the inclusion of students with special needs that effectively translate into evidence-based school practices that improve the education of all students. This article analyses the impact of two evidence-based dialogic training programs of Special Education teachers working in mainstream schools carried out in Mexico during the 2018–2019 school year. Through in-depth interviews with participants, it was identified how, after the training, teachers increasingly grounded their actions on scientific evidence and promoted interactive learning environments that improved the educational inclusion of their students with special needs. This training also became the venue to make evidence-based educational actions available to other students without special needs, improving the quality of education provided to all students.

scholarly journals How Inclusive Interactive Learning Environments Benefit Students Without Special Needs

2021 ◽  
Vol 12 ◽  
Author(s):  
Silvia Molina Roldán ◽  
Jesús Marauri ◽  
Adriana Aubert ◽  
Ramon Flecha
Keyword(s):  
Learning Environments ◽  
Inclusive Education ◽  
Interactive Learning ◽  
Interactive Learning Environments ◽  
Cognitive Effort ◽  
Special Educational Needs ◽  
Helping Others ◽  
Inclusive Approach ◽  
Educational Inclusion ◽  
The Impact

Growing evidence in recent years has led to an agreement on the importance and benefits that inclusive education has for students with special educational needs (SEN). However, the extension and universalization of an inclusive approach will also be enhanced with more evidence on the benefits that inclusion has for all students, including those without SEN. Based on the existing knowledge that learning interactions among diverse students are a key component of educational inclusion, the aim of this study is to identify the impact on students without SEN of being educated with students with SEN in shared, inclusive, interactive learning environments. Data were collected in three schools using a qualitative approach with a communicative orientation. Semistructured interviews were held with teachers as well as community volunteers participating in the schools. Further, focus groups were conducted with students and teachers. The results show that students without SEN benefit from participating in interactive learning activities with peers with SEN in different ways: (1) they learn to respect others, accept differences, and acknowledge different abilities, thereby creating opportunities for new friendships to develop; (2) they learn about abilities related to helping others participate and learn, to be patient and to gain the satisfaction in helping others learn and behave better; and (3) they benefit from the cognitive effort required to explain themselves and from the contributions of peers with SEN from which they can learn.

scholarly journals Reaching Out: Extending Collaboration & Training To Educators

2015 ◽  
Vol 13 ◽  
Author(s):  
Orletta Nguyen
Keyword(s):  
United States ◽  
Special Education ◽  
Special Needs ◽  
Job Demands ◽  
The United States ◽  
Hierarchical System ◽  
Collaborative Relationships ◽  
Students With Special Needs ◽  
Training And Support ◽  
The Impact

In the United States, special education paraeducators constitute a population of educators that provide integral services to our students with special needs. This population of educators is historically and currently poorly trained and supervised; yet, they work with the most challenging conditions and student population. Existing literature has unveiled a dismal state where the paraeducators job demands are increasing while their training and support remain relatively stagnant. An area where research has not highlighted as thoroughly is the impact of the dysfunctional, hierarchical system in which paraeducators operate. In essence, paraeducators are victims of a dysfunctional system that leaves them stagnant in their learning and in a position of marginalization. To begin including and valuing these individuals and thus improving our schools, practitioners must go back to the basics and increase the extent in which we demonstrate our appreciation of paraeducators by acknowledging and including them in more collaborative relationships and providing adequate training.

scholarly journals Dampak implementasi pendidikan inklusi terhadap aspek akademik siswa lamban belajar (slow learner)

2019 ◽  
Vol 11 (1) ◽  
pp. 23-28
Author(s):  
Suparno Suparno ◽  
N. Praptiningrum ◽  
Ernisa Purwandari
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Positive Impact ◽  
The Other ◽  
Slow Learner ◽  
Students With Special Needs ◽  
Academic Reading ◽  
The Subject ◽  
The Impact ◽  
The City

Pendidikan inklusi sebagai sebuah pendekatan untuk memenuhi kebutuhan pendidikan belajar semua anak, menjadi solusi bagi peserta didik berkebutuhan khusus untuk mendapatkan layanan pendidikan setara dengan peserta didik pada umumnya termasuk siswa berkebutuhan khusus lamban belajar (slow learner). Daerah Istimewa Yogyakarta (DIY) sebagai salah satu provinsi penyelenggara pendidikan inklusi telah menerapkan pendidikan inklusi di semua kabupaten dan kota. Kajian ini penting untuk memperbaiki praktik pendidikan inklusi di DIY selanjutnya. Subjek dalam penelitian ini adalah siswa lamban belajar (slow learner) tingkat dasar (dasar 1-3) di tujuh SD Inklusi di Bantul. Hasil penelitian menunjukkan bahwa 1) implementasi pendidikan inklusi memberikan dampak positif terhadap capaian akademik membaca dan aritmatika siswa lamban belajar; 2) implementasi pendidikan inklusi belum menunjukkan dampak yang positif terhadap capaian akademik menulis siswa lamban belajar. Penelitian masih terbatas pada siswa lamban belajar sehingga perlu pengkajian lebih lanjut akan dampak pendidikan inklusi pada siswa berkebutuhan khusus lainnya. Inclusive education as an approachment to meet the needs of learning all children be a solution for students with special needs to get the services of education equivalent to students in general included in it students slow learner. Daerah Istimewa Yogyakarta (DIY) as one of the provinces of the organizers inclusive education in all of the regency and the city. This study is an important to improve the practice of inclusive education in DIY next time. The subject in this research are students with slow learner the basic (basic 1- 3) in seventh inclusive elementary school in Bantul. The results of the research indicate that 1) implementation inclusive education give a positive impact on their academic reading and arithmetical students with slow learner; 2) implementation inclusive education has not shown a positive impact on their academic wrote students with slow learner. The research is still limited on the students with slow learner so that need to more assessment will be the impact of inclusive education on the other students with special needs.

Reading and Writing: Integrating Software into the Curriculum

1993 ◽  
Vol 12 (4) ◽  
pp. 44-51 ◽  
Author(s):  
Libby G. Cohen ◽  
Loraine J. Spenciner
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Computer Technology ◽  
Special Education Teachers ◽  
Assistive Devices ◽  
Students With Special Needs ◽  
Resource Room ◽  
Reading And Writing ◽  
Teachers And Students ◽  
Writing Curricula

This study investigated how rural special education teachers and students use computer technology when working on reading, spelling, and writing activities. The results indicate that computers are not very well integrated in reading, spelling, or writing curricula. When students do use computers, they use them by themselves in the resource room or in the special classroom for reinforcement activities. Assistive devices, which could make computers accessible, are, for the most part, unavailable. Despite the evidence of the benefits of the use of microcomputers and software by students with special needs, this technology remains largely untapped.

Best Practices Implementing Special Education Curriculum and Common Core State Standards using UDL

2020 ◽  
pp. 179-196
Author(s):  
Penelope Debs Keough ◽  
Dina Pacis
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Education Curriculum ◽  
Core State ◽  
Students With Special Needs

The purpose of this chapter is to provide a model for collaboration between general education and special education teachers using Universal Design for Learning (UDL) to align common core state standards with instruction for students with special needs. A history of how UDL came to be and how it is now a strategic tool to support all learners is explored. Best practices are offered as supportive instructional strategies. An example of how UDL can be aligned with Common Core State Standards and the goal(s) found in an Individual Educational Plan (IEP) will also be provided. This model supports collaboration between general education and special education teachers in an effort to ensure that general education curriculum can be accessed by students with special needs.

scholarly journals Impact of Interactive Learning Environments on Learning and Cognitive Development of Children With Special Educational Needs: A Literature Review

2021 ◽  
Vol 12 ◽  
Author(s):  
Leire Ugalde ◽  
Maite Santiago-Garabieta ◽  
Beatriz Villarejo-Carballido ◽  
Lídia Puigvert
Keyword(s):  
Cognitive Development ◽  
Learning Environments ◽  
Cognitive Skills ◽  
Interactive Learning ◽  
Interactive Learning Environments ◽  
Educational Needs ◽  
Academic Learning ◽  
Special Educational Needs ◽  
Interactive Environments ◽  
The Impact

Children with special educational needs (SEN) achieve lower educational levels than their peers without special needs, leading to a higher risk of social exclusion in the future. Inclusive education aims to promote learning and to benefit the cognitive development of these students, and numerous research studies have indicated that interactive environments benefit inclusion. However, it is necessary to know how these inclusive environments can positively impact the academic improvement and development of these students' cognitive skills. This article provides a review of the scientific literature from Web of Science, SCOPUS, ERIC, and PsychINFO to understand the impact of interactive environments on the academic learning and cognitive skill development of children with SEN. A total of 17 studies were selected. Those studies showed the effectiveness of interactive learning environments in promoting instrumental learning, increasing academic involvement, and improving the cognitive development of children with disabilities. Based on these results, it can be concluded that interaction-based interventions with an inclusive approach nurture the learning and cognitive development of students with SEN.

scholarly journals LA RÉPONSE À L’INTERVENTION ET L’OFFRE DE SERVICES MULTIPALIERS POUR SOUTENIR L’INCLUSION SCOLAIRE : UN PARADOXE À VISÉE D’EXCLUSION DES ÉLÈVES EN SITUATION DE HANDICAP

2019 ◽  
Vol 54 (2) ◽  
pp. 284-304
Author(s):  
Nathalie S. Trépanier
Keyword(s):  
Special Education ◽  
Problem Solving ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Scoping Review ◽  
Critical Analysis ◽  
Professional Services ◽  
Evidence Based ◽  
Students With Special Needs ◽  
Current Application

Based on a scoping review, this paper provides a critical analysis on how the current application of Response to Intervention (RTI) programs and Multi-Tier Systems of Support (MTSS) interfere with inclusive education. Five paradoxical dimensions are thus presented. These include student eligibility for professional services, identification of students with special needs, roles of teachers and of special education, evidence-based interventions and standardized programs, and a limited use of the problem-solving approach. In short, we explain how RTI and MTSS can actually impede the inclusion of students with disabilities.

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