scholarly journals Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Diego Navarro-Mateu ◽  
Teresa Gómez-Domínguez ◽  
María Padrós Cuxart ◽  
Esther Roca-Campos
Keyword(s):  
Secondary Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Instrumental Learning ◽  
Educational Systems ◽  
Successful Implementation ◽  
Special Educational Needs ◽  
Educational Strategies ◽  
Students With Special Needs ◽  
Documentary Analysis

Across Europe, the enrolment of students with special educational needs in regular classrooms is increasing, although it does not always mean access to high quality educational experience. In this context, inclusive education has been enhanced in most educational systems, but its successful implementation is still limited and has become a challenge in most countries, and specially in secondary education, when segregation due to learning achievement is more frequent. Educational practices that take into account the potential of promoting learning interactions within heterogeneous groups of students have already demonstrated contributing to educational inclusion of students with special needs. In this study we analyse the case of a secondary education school located in Valencian Community (Spain), which educates students with special needs along with their typically developing peers and is characterized by its inclusive ethos. The analysis focuses on three educational strategies implemented in the school and their impact on educational improvement and inclusion of the students with special needs: (1) co-teaching, (2) interactive groups, (3) dialogic literary gatherings. Qualitative data were obtained from communicative focus groups with teachers, communicative life stories with students and relatives, communicative observations of the three educational strategies and documentary analysis. The findings show significant increase in the students' instrumental learning, as well as an improvement in these students' overall inclusion in the school.

scholarly journals Teacher Engagement Mediates Self-Efficacy and Classroom Management: Focus on Indonesian Primary Schools

2021 ◽  
Vol 19 (53) ◽  
pp. 75-92
Author(s):  
Anisa Rahmadani ◽  
Farida Kurniawati
Keyword(s):  
Classroom Management ◽  
Special Needs ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Primary Schools ◽  
Self Report ◽  
Successful Implementation ◽  
Demand Model ◽  
Students With Special Needs ◽  
Personal Resource

Introduction.  The numbers of students with special needs studying in regular classes is increasing every year. This increase has consequences for teachers, who must manage classrooms to meet the students’ diverse needs and characteristics. The contributing factor to successful inclusive education is teachers’ self-efficacy in practicing it. Successful implementation of inclusive education, on the other hand, classroom management can be viewed as performance influenced by the extent to which teachers are involved in their work, that is, teachers’ “engagement.” Method.  This quantitative correlational study aimed to determine whether teachers’ engagement mediates self-efficacy in inclusive practice and classroom management. A total of 242 inclusive primary school teachers in DKI Jakarta-Indonesia, completed three self-report questionnaires. Results.  Teachers’ engagement significantly acts as mediator in the correlation between teachers’ self-efficacy and their classroom management. Discussion and Conclusion.  Using motivational process in the job-demand model, results show that teachers’ self-efficacy functions as a personal resource in implementing inclusive education. This means that teachers’ self-efficacy conducted by teachers first raises the condition of the teacher involved in the role of work, before finally influencing the extent to which the teacher managed the classroom. Therefore that overall student, including students with special needs, get the optimal educational benefits.

Students with special needs in the Kazakh educational system

2016 ◽  
Vol 3 (2) ◽  
pp. 26-31 ◽  
Author(s):  
Ewa Kulesza ◽  
Laura Butabayeva
Keyword(s):  
Soviet Union ◽  
Special Needs ◽  
Inclusive Education ◽  
Core Curriculum ◽  
Educational Practice ◽  
Successful Implementation ◽  
Students With Special Needs ◽  
Education Development ◽  
The Soviet Union ◽  
The Republic

Till 1991, Kazakh education developed in line with education practiced in the Soviet Union; that is why, its system of special education and the theoretical and methodological basis were consistent with the Russian solutions. At present, education is being intensively restructured as the approach to students with special needs has changed. Inclusive education has become one of the priorities for the Republic of Kazakhstan (National Program of Education Development in the Republic of Kazakhstan in 2011-2020). A number of actions were undertaken in this area: legislation was adopted, and the knowledge of good educational practice used in other countries as well as the forms, principles and strategies of implementing the philosophy of education for all was gained. Data analysis showed that the majority of students with special needs (73 percent) are still in special preschools, schools, residential centers, and sanatorium- and hospital-based facilities. As part of inclusive education, special classes and groups are being organized in mainstream settings, and there are mainstream preschools and schools with groups and classes with two to three children with special needs, who have the same core curriculum as their nondisabled peers. Many creators of inclusive education in Kazakhstan emphasize that a friendly social environment is an important condition for successful implementation of inclusive education. That is why it is still topical and important to get to know this environment and to accurately estimate the number of people who need support.

scholarly journals Estilos de Aprendizagem e Ensino a Distância na Perspectiva da Inclusão

EAD em FOCO ◽  
2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Suellen Silva dos Santos de Souza ◽  
Glauca Torres Aragon
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Styles ◽  
Inclusive Education ◽  
Educational Systems ◽  
Special Educational Needs ◽  
Education Policies ◽  
Students With Special Needs ◽  
Politica Publica ◽  
Teaching Learning

Este estudo analisa como a Educação a Distância pode, ao reconhecer os estilos de aprendizagem, contribuir para a inclusão educacional. Para isso, foi realizada pesquisa bibliográfica acerca da temática, considerando o período referente aos últimos cinco anos, nas bases de dados Pubmed, SciELO e Google Acadêmico. Constatou-se que os estilos de aprendizagem são importantes instrumentos a serem considerados nos processos de ensino-aprendizagem integrados à modalidade de ensino a distância, sendo esse um instrumento de política pública educacional de democratização de acesso à educação. Assim, articular os diversos estilos de aprendizagem e as propostas pedagógicas no ensino a distância resulta em um processo de viabilização de direitos para os que possuem necessidades educativas especiais ou para os que necessitem desenvolver/estimular outros estilos de aprendizagem, atendendo a políticas voltadas à inclusão educacional. Diante disso, espera-se dos diferentes sistemas de ensino maior atenção no sentido do planejamento contínuo de ações para que seja reforçada a formação continuada dos professores na temática debatida, bem como intervir para que políticas públicas educacionais vigentes, em especial a Educação a Distância, sejam efetivamente acessíveis aos estudantes com necessidades educativas especiais. Palavras-chave: Educação a Distância, Inclusão educacional, Neurociências, Neuroeducação. Learning Styles and Distance Education in the Perspective of Inclusion AbstractThis study analyzes how distance education can, by recognizing learning styles, contribute to inclusive education. A bibliographic research in Pubmed, Scielo and Google Academic databases was done on the topic, considering as the period of investigation the last five years. It was verified that learning styles are important instruments to be considered in the teaching-learning process for distance learning, that being an instrument of an educational public policy for democratic access to education. Thus, considering the different learning styles on pedagogical proposals in distance learning results in a process of making rights available to those with special educational needs or those who need to develop/stimulate other learning styles, taking into account policies aimed to inclusive education.Therefore, it is expected that the different educational systems pay more attention in the planning for continuing education to reinforce the ongoing teachers training with the topic discussed, as well as make sure that existing public education policies, especially for distance education, be effectively accessible to students with special needs. Keywords: Distance learning, Inclusive education, Neuroeducation, Neurosciences.

scholarly journals The Right to Education for Learners with Special Educational Needs in Lithuanian Higher Education

2020 ◽  
Vol 25 (4) ◽  
pp. 233-255
Author(s):  
Aušrinė Pasvenskienė ◽  
◽  
Milda Žaliauskaitė ◽  
Keyword(s):  
Higher Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Higher Education Institutions ◽  
Legal Regulation ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Right To Education ◽  
Students With Special Needs ◽  
The Right

This article considers the implementation of the right to higher education for learners with special needs in Lithuania. Although this right is guaranteed by various international documents and national legal acts, the main responsibility to ensure equality in higher education for all learners is embedded in the discretion of higher education institutions. The aim of this article is to analyse Lithuanian legal regulation regarding inclusion of students with special needs into higher education institutions and to evaluate Lithuanian university policies, as institutional documents, concerning students with special educational needs. A brief overview and comparison of all Lithuanian HEI policies illustrates the institutional approach towards educating students with SEN and the level of attentiveness to realization of their right to education. The research also considers pivotal challenges of ensuring inclusive education for those students as well as presents recommendations to address these challenges.

scholarly journals A Review of Teachers' Sentiments and Attitudes in Inclusive Education in China

2021 ◽  
Vol 12 ◽  
Author(s):  
Min Yang ◽  
Chao Yu
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Classroom Environment ◽  
Successful Implementation ◽  
New Paradigm ◽  
Students With Special Needs ◽  
Factors Affecting ◽  
Inclusive Pedagogy ◽  
Teachers Attitudes ◽  
The Impact

Students should receive appropriate and comprehensive educational opportunities regardless of their ethnicity, gender, and even probable disabilities or exceptionalities. For this purpose, governments and educational boards have agreed to investigate the concept of inclusive education as a new paradigm where students can benefit from materials and classroom environment whether they are ordinary students or students with special needs. Chinese educational government has also adopted inclusive education within its pedagogic program since the middle of the 1990s. In this regard, some well-known researchers highlighted the impact of teachers' attitudes, sentiments, and concerns in inclusive education as a driving force toward student support and rapport. Moreover, the cultural background has also been emphasized in studies of inclusive education. Hence, it is necessary to employ the proposed and standardized attitude, sentiment, and concern scales, as well as the translated version to measure the factors affecting the proper implementation of inclusive pedagogy. The present study was an attempt to review related studies on teachers' attitudes and sentiments, particularly in China. Findings suggest that cultural differences might not necessarily contribute to the successful implementation of inclusive programs; however, pre-service or in-service teachers have demonstrated that higher levels of sentiment (efficacy), as well as positive attitude, can lead to the efficient provision of materials and building a supportive classroom environment for ordinary students and more importantly student with special needs.

scholarly journals O Pacto Nacional pelo Fortalecimento do Ensino Médio: limites e possibilidades da formação e atuação docente no campo da educação inclusiva - The National Pact to Strengthening the Secondary Education: limits and possibilities to formation and acting of teacher in inclusive education area

2016 ◽  
pp. 68
Author(s):  
Karlane Holand Araújo ◽  
José Melinho de Lima Neto
Keyword(s):  
Secondary Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Federal State ◽  
Students With Special Needs ◽  
Secondary Schooling ◽  
Education Politics ◽  
Teaching Qualifications ◽  
National Pact ◽  
Teachers Training

ResumoA ausência do campo temático da educação inclusiva nos cadernos de formação de professores do Pacto Nacional pelo Fortalecimento do Ensino Médio foi suficiente para gerar inquietações, reflexões e o desejo de realizar um estudo teórico, com o objetivo de analisar o alcance dos fundamentos legais da política de educação especial na perspectiva inclusiva, confrontando com as possibilidades e os limites da formação e atuação do trabalho docente no ensino médio propostos no referido pacto. A inclusão de alunos com necessidades especiais no sistema regular de ensino é hoje a diretriz principal das políticas públicas educacionais, tanto a nível federal, quanto estadual e municipal. Então, como justificar a criação de um programa nacional de formação docente para os professores do ensino médio sem levar em consideração o currículo e as práticas de ensino na perspectiva da educação inclusiva? Não seria um paradoxo lançar um pacto pelo fortalecimento do ensino médio excluindo dos encontros, estudos e trocas de experiências entre professores os preceitos básicos a respeito da educação inclusiva? Cada vez mais as escolas recebem alunos com necessidades educativas especiais e sua inclusão nas classes regulares de ensino médio, sem a devida qualificação profissional docente, tende a aumentar os indicadores de evasão, distorção idade-série e reprovação escolar, agravando o quadro de exclusão escolar e, consequentemente, de discriminação social. Não se pode fazer inclusão quando não se consegue sequer incluir no programa de formação docente o campo temático da educação inclusiva. Nesse sentido, com este artigo, espera-se trazer à tona a discussão sobre a exclusão do tema da educação inclusiva no programa de formação de professores do Pacto Nacional pelo Fortalecimento do Ensino Médio e propor a inclusão, em caráter especial, da educação inclusiva como campo temático, sugerindo a produção de um caderno complementar para esse fim.Palavras-chave: educação inclusiva, formação de professores, exclusão.THE NATIONAL PACT TO STRENGTHENING THE SECONDARY EDUCATION: LIMITS AND POSSIBILITIES TO FORMATION AND ACTING OF TEACHER IN INCLUSIVE EDUCATION AREAAbstractThe absence of Inclusive Education thematic field in Teacher’s Education Program of the Pact for Secondary Schooling Strengthening was enough to generate concerns, thinking and the will to start a theoretic study aimed at analyzing the range of Legal fundaments for special education politics on an inclusive perspective. Confronting this perspective with the possibilities and boundaries of teaching training/making in secondary school as proposed in the referred Pact. Inclusion of students with special needs in regular educational system is, nowadays, the main directive on educational public politics in federal, state and municipalities programs. Thus, how is it possible to create a national program for secondary schools teachers’ training not taking into consideration the curriculum and teaching practices in an inclusive education perspective? Would it not seem a paradox to start such a Pact for strengthening secondary schooling, excluding the basic principles of inclusive education from the studies and experiences exchanges that take place in teachers training? More and more students with special needs are enrolling at regular schools, and their placement in regular classes, without the necessary teaching qualifications, tend to increase the evasion rates and the age - grade distortion and failure; aggravating the exclusion pictures at schools; and thus, of social discrimination. One cannot promote social integration, if do not, cannot, also include in teachers training, the thematic field of inclusive education. Seen in these terms, it is expected in this paper, to bring up a discussion on inclusive education in teacher’s training program of Pact for Strengthening Secondary Schooling; proposing the insertion, in particular, of inclusive education as a thematic field, also suggesting the development of complementary material to that end.Key-words: inclusive education, teachers training, exclusion.

scholarly journals Pengajaran Guru Pendidikan Islam Di Kelas Inklusif: Fenomena Semasa Dan Keperluan Pembentukan Model

Sains Insani ◽  
2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Suzana Harun ◽  
Zaharah Hussin ◽  
Abdul Muhsein Sulaiman
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Inclusive Classrooms ◽  
Islamic Education ◽  
Development Research ◽  
Design And Development ◽  
Students With Special Needs ◽  
Design And Development Research ◽  
Model Formation ◽  
Mainstream Students

Pendidikan Inklusif merujuk kepada suatu program pendidikan yang memberi peluang kepada murid-murid berkeperluan khas untuk mengikuti pembelajaran sepenuhnya dalam kelas aliran perdana bersama murid aliran perdana. Pendekatan pendidikan inklusif adalah sejajar dengan hasrat kerajaan yang terkandung dalam Pelan Pembangunan Pendidikan Malaysia 2013 – 2025, yang berinisiatif untuk meningkatkan enrolmen murid berkeperluan khas dalam program pendidikan inklusif. Terdapat banyak isu atau pemasalahan yang ditemui dalam kajian-kajian yang lepas berkaitan pengajaran dalam kelas inklusif di dalam negara. Salah satu isu yang ditemui dalam kelas inklusif ialah berkaitan pengajaran guru mata pelajaran arus perdana dalam kelas inklusif untuk murid bekeperluan khas. Kertas konsep ini bertujuan untuk meninjau pengajaran Guru Pendidikan Islam dalam kelas Inklusif yang mendorong keperluan terhadap pembinaan model pengajaran inklusif. Kajian yang dijalankan adalah dengan menggunakan rekabentuk Design and Development Research (DDR). Implikasi kajian diharap dapat menyumbang kepada keperluan pembentukan model.   Inclusive Education refers to an educational program that provides opportunities for students with special needs to fully pursue learning in mainstream classes with mainstream students. The inclusive education approach is in line with the government's aspirations contained in the Malaysia Education Blueprint 2013-2025, which initiatives to increase the enrollment of students with special needs in inclusive education programs. There are many issues or problems found in past studies related to teaching in inclusive classrooms in the country. One of the issues found in inclusive classrooms is related to the teaching of mainstream subject teachers in inclusive classrooms for students with special needs. This concept paper aims to review the teaching of Islamic Education Teachers in Inclusive classrooms which drives the need towards the construction of inclusive teaching models. The study was conducted using Design and Development Research (DDR) design. The implications of the study are expected to contribute to the need for model formation.

scholarly journals School Security and Safety for Students with Special Needs in the Kingdom of Saudi Arabia: الأمن والسلامة المدرسية لطلاب ذوى الاحتياجات الخاصة فى المملكة العربية السعودية

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Mohammed bin Nasser al-Maatiq Al-Shahrani
Keyword(s):  
Saudi Arabia ◽  
Special Needs ◽  
School Safety ◽  
Children With Disabilities ◽  
School Security ◽  
Special Educational Needs ◽  
Negative Effects ◽  
Students With Special Needs ◽  
Regular School ◽  
The Impact

The study aimed at evaluating the school safety and security which is necessary to protect students with special needs in Saudi Arabia. The analytical descriptive approach was used  and study was divided into two main chapters: The first chapter deals with the conceptual framework by identifying the meaning of school security and safety, and identifying the special needs group. Then in the next chapter the researcher analyzed the current reality in Saudi society and diagnose it. The negative effects of not integrating special needs students in schools, and concluding with the most important recommendations and mechanisms to remedy these problems, and design a plan of action to implement the study and set a timetable for it. Results: Children with special needs face several problems, including psychological, educational or social, and the integration of this group into society in general and in schools is a complex issue. Integration is defined as providing opportunities for children with disabilities to become involved in the special education system as a means of emphasizing the principle of equality Opportunities in education and aims to integrate in general to meet the special educational needs of children with disabilities within the framework of the regular school and according to the methods and methods and methods of educational studies and supervised by the provision of a specialized educational system in addition to the cadres of education in the public school and many studies pointed to the impact Consolidation and support, including those rejected as a result of several positive and negative trends.

scholarly journals EDUCATIONAL INSTITUTION ACTIVITY IN THE INCLUSIVE EDUCATION PROCESS

2017 ◽  
Vol 3 ◽  
pp. 90
Author(s):  
Marite Rozenfelde
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Educational Institution ◽  
Educational Process ◽  
Student Diversity ◽  
Students With Special Needs ◽  
Support Team ◽  
Inclusive Policy ◽  
Social Pedagogue ◽  
Education Process

The article provides a summary of a theoretical study on the main provisions of the activity of the educational institution’s administration in creating and implementing an inclusive educational process at the institution. Inclusive education is teamwork – the responsibility and obligation shared by the whole educational institution is a challenge to the whole team of the educational institution and first of all, a challenge to the administration of the educational institution. Inclusive education can be implemented in various ways all united by organizational culture with positive perception of student diversity, an understanding that the leaders working at educational institutions with their colleagues have a central role in promoting the inclusive culture. The role of administration in the development of the inclusive educational process at an educational institution is to ensure the implementation of the norms concerning the rights of students with special needs to be included, to maintain inclusive policy in the activity of the educational institution, to provide everyone involved in the learning process with information about the special needs of the students, to allocate funds for providing for the special needs, to guarantee accessibility of the educational institution. The administration and the support specialists of the educational institution must work as a team, must develop a plan of measures for the implementation of a further inclusive education process of the educational institution, for providing the support in education where the measures for educational support include determining and assessment of the needs of a student; consultations and support for all students, including the students with special needs, professional development, consultations and support for teachers, the students’ parents and the specialists; consultations of the support team specialists and services, also attracting specialists from other institutions; technical aids and equipment (if necessary); an opportunity to study using sign language and the services of an interpreter (if necessary); transportation services (if necessary, also with an accompanying person); assistant services, etc. The make-up of specialists of the support team of the educational institution – speech and language pathologist, psychologist, social pedagogue, special education pedagogue, medical specialist, etc. can vary depending on the needs and circumstances of the students of the specific educational institution. Work responsibilities of these support team professionals in the general support system of the educational institution are analyzed in the article.

Sign in / Sign up

Export Citation Format

Share Document