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 IDENTIFICATION OF FACTORS AFFECTING ELEMENTARY TEACHERS’ ATTITUDES TOWARDS INCLUSION IN KOSOVO: THE ROLE OF DEMOGRAPHIC VARIABLES

2021 ◽  
Author(s):  
Donika Koliqi ◽  
◽  
Naser Zabeli ◽  
Keyword(s):  
Elementary Teachers ◽  
Special Needs ◽  
Inclusive Education ◽  
Demographic Variables ◽  
Successful Implementation ◽  
Middle Point ◽  
Factors Affecting ◽  
Level Of Education ◽  
Teachers Attitudes ◽  
Attitudes Towards Inclusion

Inclusion is at the center of interest of international institutions and associations and is considered as one of the main challenges facing education systems worldwide. According to different studies for the implementation of inclusive practices, positive attitudes of teachers are essential in the successful implementation of this change in education. The aim of this paper was to research the elementary teachers’ attitudes towards inclusive education and to identify factors that influence their attitudes, such as: gender, age, training for inclusive education, level of education, educational experience, and experience with children with special needs. The methodology of the study is quantitative method. The population of this study include teachers of elementary level of education in the Kosovo and the sample include 300 respondents, who were surveyed with the Teachers’ Attitudes towards Inclusion Scale (TAIS). The research findings have shown that the attitudes of primary school teachers towards inclusive education are below the neutral middle point. The findings have confirmed that the demographic variables have a moderate impact on teachers' attitudes, too. A slightly higher impact is noticed while they have been part of trainings and their experience on working with students, who are considered with special needs has also helped in raising awareness.

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 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 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.

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 Attitudes of teachers in the Arab schools in Israel towards integration of students with special needs

2018 ◽  
Vol 41 (1) ◽  
pp. 171-181
Author(s):  
Enas Majadley
Keyword(s):  
Special Needs ◽  
Design Research ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Mainstream Teachers ◽  
Teachers Perceptions ◽  
Integration Program ◽  
Arab Schools ◽  
Teachers Attitudes ◽  
Arab Education

SummaryThe program for the integration of children with special needs in the regular educational frameworks supports and encourages the integration of children with a variety of special needs, temporary or ongoing, within the context of regular education, and sees integration as both a goal and value. The integration program is operated through a training and treatment system in the educational frameworks, which were formulated according to the special needs of those students. With the increase in the trend towards integration in Israel and the expectation that this trend will grow in the future, it is essential to continue to explore teachers’ perceptions and attitudes regarding integration as well as their needs for training and continuing education. The Arab education system in general and the issue of caring for children with special needs in school, in particular, are at huge gaps. The purpose of this paper is to review the literature on mainstream teachers’ attitudes towards integration and, more recently, inclusion and to show the need of design research on attitudes of teachers in schools in Arab society in Israel towards the integration of students with special needs into regular classes.

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.

Sign in / Sign up

Export Citation Format

Share Document