scholarly journals Teachers Working in Special Schools in Scotland Acting with Practical Wisdom: Supporting Children with Additional Needs in COVID-19 Lockdown

2021 ◽  
Vol 11 (10) ◽  
pp. 569
Author(s):  
Daniela Mercieca ◽  
Duncan P. Mercieca ◽  
Kumara Ward
Keyword(s):  
Special Education ◽  
Theoretical Basis ◽  
Teaching And Learning ◽  
Practical Wisdom ◽  
Learning Difficulties ◽  
Theoretical Framework ◽  
Educational Context ◽  
Teacher Engagement ◽  
Special Schools ◽  
Depth Interviews

The COVID-19 lockdown has substantially disrupted the established facets of teacher engagement with their students, and, given the significance of this multidimensional interaction, it brings into question what we know as teachers’ identity. The lockdown has offered a dilemmatic context where the processes of teaching and learning and being(s) a teacher are being re-visited and re-negotiated. This paper looks specifically at the perceptions of two teachers of their lockdown experience working within a special education context in Scotland, supporting children with disabilities and/or learning difficulties while at home. The question that this paper addresses is: what is the understanding of these two teachers of their role in a specialised educational context while in COVID-19 lockdown? This paper uses ‘practical wisdom’ (also known as phronêsis) as its theoretical basis, where the focus is on teachers’ judgements at precisely those moments where guidelines and procedures are unclear, and the criteria open to multiple interpretations. The COVID-19 pandemic certainly provided this context. Richard Smith’s interpretation of phronêsis as ‘attentiveness’ are central to this paper. In-depth interviews carried out with teachers are analysed through this theoretical framework and two themes are discussed.

scholarly journals “ANALISIS KESULITAN BELAJAR PESERTA DIDIK DALAM PEMBELAJARAN JARAK JAUH (PJJ) DI TENGAH PANDEMI COVID-19”.

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Milana Abdillah Subarkah ◽  
Agus Salim
Keyword(s):  
Distance Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Difficulties ◽  
Virus Transmission ◽  
Learning Activity ◽  
Effective Learning ◽  
The Government ◽  
Education Administrators ◽  
Depth Interviews

ABSTRACTThe teaching and learning process is a very important activity and must be carried out even though the situation is not possible in schools amid the Covid-19 pandemic as it is today. So this study aims to analyze learning difficulties, distance learning, and analysis of student learning difficulties in PJJ amid the Covid-19 pandemic. This research uses a qualitative approach to the type of case studies, in-depth interviews, and documentation studies. The results of the study show First, learning difficulties in students can be experienced due to disruption in him both from within and outside himself. This condition can also occur amid the Covid-19 pandemic. In the end, through various appeals from several parties, students were asked to carry out their learning activities in their respective homes. Second, with the appeals and suggestions of students studying at home, then Distance Learning (PJJ) becomes an alternative learning activity for students in order to break the corona virus transmission chain. Third, during the Covid-19 pandemic with PJJ students faced problems accessing internet devices and quotas, thus the government and all education administrators to provide internet quota subsidies, emergency curricula, and develop effective learning strategies for communities affected by Covid-19.

scholarly journals Advancing an LGBTI-inclusive curriculum in Scotland through critical literacy

2020 ◽  
pp. 136548022094332
Author(s):  
Kelly Stone ◽  
Jennifer Farrar
Keyword(s):  
Critical Literacy ◽  
Educational System ◽  
Theoretical Basis ◽  
Theoretical Framework ◽  
Position Paper ◽  
Social Structures ◽  
Educational Context ◽  
Language Practices ◽  
Inclusive Curriculum ◽  
State Schools

Following the announcement, in November 2018, that Scotland would be the first educational system to introduce an LGBTI-inclusive curriculum in all of its state schools, this position paper advocates critical literacy as a theoretically congruent framework within which LGBTI issues can be explored. We suggest educators could do this by problematising social structures and language practices including our own professional actions beyond what we teach, and by using children’s literature to actively teach LGBTI issues and to open up spaces for discussion of these issues across curricular areas. What we propose is challenging in a Scottish educational context since Curriculum for Excellence (CfE) presents critical literacy as ‘finding and using information’, and it is not grounded in any wider theoretical basis, effectively removing the active, challenging and transformative aspects of critical literacy pedagogies. As Vasquez et al. argue, one of the key ways for teachers to engage with critical literacy is through the literature on its implementation in different contexts; in this position paper we hope to provide both a theoretical framework and practice accounts of LGBTI education from the wider literature to inform the development of an LGBTI-inclusive curriculum in Scotland and elsewhere.

scholarly journals Sistem penunjang keputusan penetapan siswa inklusi kesulitan belajar di sekolah dasar

2018 ◽  
Vol 9 (1) ◽  
pp. 71-81
Author(s):  
Novia Lestari ◽  
Lucky Lhaura Van FC
Keyword(s):  
Special Education ◽  
Information Technology ◽  
Special Needs ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Difficulties ◽  
Social Impairments ◽  
Decision Method ◽  
Inclusion Education ◽  
Selection Of

Pendidikan merupakan hak semua warganegara, tak terkecuali bagi warganegara yang memiliki kelainan fisik, emosional, mental, intelektual dan/atau sosial, yang berhak memperoleh pendidikan khusus. Salah satu implementasinya adalah berupa kebijakan dari dinas pendidikan kabupaten/kota yang menyarankan sekolah reguler siap sedia memberikan program inklusi jika memiliki siswa Inklusi atau berkebutuhan khusus, salah satunya adalah siswa inklusi kesulitan belajar. Permasalahan yang sering dihadapi dalam penetapan siswa inklusi adalah saat menyelenggarakan proses belajar mengajar, kepala sekolah bersama dengan guru-guru harus memilih dan menetapkan peserta didik yang patut mendapakan pendidikan inklusi sesuai dengan kriteria yang telah ditetapkan. Saat ini penilaian dari setiap kriteria belum menggunakan suatu metode keputusan, sehingga penilaian antar peserta masih menggunakan prediksi atau perkiraan yang dapat menimbulkan penilaian bersifat subyektif. Dampak lebih lanjut dari permasalahan tersebut yaitu menimbulkan kurang tepatnya pemilihan siswa inklusi kesulitan. Dengan perkembangan teknologi informasi yang mencakup segala bidang, perlu dirancang sebuah sistem yang dapat membantu dalam penetapan siswa inklusi kesulitan belajar, agar  dapat membantu mempermudah pihak sekolah dalam menyeleksi dan menetapkan siswa inklusi kesulitan belajar, sehingga hasil yang diinginkan tepat sasaran dan sesuai dengan kriteria yang telah ditetapkan. Hal tersebut dapat terbantu dengan sistem pendukung keputusan penetapan siswa inklusi kesulitan belajar menggunakan metode Analitycal Hierarcy Process (AHP) yang mampu membantu memecahkan persoalan yang kompleks menjadi lebih sederhana dan mempercepat proses pengambilan keputusan. Abstract Education is the rightful authority of all citizens, not to the exception of citizens with physical, emotional, mental, intellectual and / or social impairments, who are entitled to special education. One of the implementation is in the form of policy from the district / municipality education office that recommends regular schools are ready to provide inclusion program if they have Inclusive or special needs students, one of them is student of learning inclusion difficulties. The problem often encountered in establishing inclusive students is when conducting the teaching and learning process, the principal along with the teachers should select and assign learners who deserve inclusion education in accordance with predetermined criteria. Where the assessment of each criterion has not yet used a decision method, so assessment among participants still uses predictions or estimates that may lead to subjective judgments. So as to elicit precisely the selection of student inclusion of learning difficulties. With the development of information technology covering all fields, it is necessary to design a system that can assist in determining student inclusion of learning difficulties, in order to help facilitate the school in selecting and establishing student inclusion of learning difficulties, so that the desired results on target and in accordance with the criteria that have been set.  

scholarly journals The Identification of Special Education Teachers’ Performative Competence in Denpasar

2019 ◽  
Vol 3 (1) ◽  
pp. 59
Author(s):  
L.K.P.A. Susilawati ◽  
I M. Rustika
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Learning Process ◽  
Teaching And Learning ◽  
Communication Skill ◽  
Qualitative Approach ◽  
Competence Model ◽  
Special Schools ◽  
Good Ability ◽  
The Social

Teachers play very important roles in the teaching and learning process of special schools students who have limited ability and development. Learning process which utilizes communication means becomes an important aspect, thus, teachers must be able to communicate well. Therefore, good ability of verbal and non-verbal communication implemented through communication skill is highly needed. This research focuses on performative competence as a part of the communication competence model. This research employed a qualitative approach with constructivism paradigm. The approach enabled the researcher to investigate the social construction of special education teachers’ performative competence in responding to the learning process of special need students at school. The data were collected through an interview by recording and observation. The results reveal that special education teachers show different performative competence and adjust the student’s academic competence.

Digital Storytelling in Language Classes

2018 ◽  
pp. 2442-2454
Author(s):  
Mehrak Rahimi
Keyword(s):  
Theoretical Basis ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Theoretical Framework ◽  
Innovative Technique ◽  
Language Classes ◽  
Teachers And Students ◽  
How People Learn

The aim of the current chapter is introducing an innovative technique of teaching and learning that is the combination of the art of storytelling with the benefits of technology. Digital storytelling is defined as sharing one's story through several medium of voice, imagery, music, text, sound, video and animation. The main underlying theoretical basis of digital storytelling is Cognitive Theory of Multimedia Learning (CTML) that focuses on how people learn more deeply from words and graphics than from words alone (Mayer, 2005). The chapter deals with what digital storytelling is, the theoretical framework of digital storytelling, its role in education and how it can be made and used in teaching and learning by teachers and students.

Digital Storytelling in Language Classes

2019 ◽  
pp. 276-290 ◽  
Author(s):  
Mehrak Rahimi
Keyword(s):  
Theoretical Basis ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Theoretical Framework ◽  
Innovative Technique ◽  
Language Classes ◽  
Teachers And Students ◽  
How People Learn

The aim of the chapter is to introduce an innovative technique of teaching and learning that is the combination of the art of storytelling with the benefits of technology. Digital storytelling is defined as sharing one's story through the mediums of voice, imagery, music, text, sound, video, and animation. The main underlying theoretical basis of digital storytelling is cognitive theory of multimedia learning (CTML) that focuses on how people learn more deeply from words and graphics than from words alone. The chapter deals with what digital storytelling is, the theoretical framework of digital storytelling, its role in education, and how it can be made and used in teaching and learning by teachers and students.

scholarly journals Are Inclusive Education or Special Education Programs More Likely to Result in Inclusion Post-School?

2021 ◽  
Vol 11 (6) ◽  
pp. 304
Author(s):  
Garry Hornby
Keyword(s):  
Special Education ◽  
Young People ◽  
Inclusive Education ◽  
Work Experience ◽  
Outcome Studies ◽  
Behavioral Difficulties ◽  
Education Programs ◽  
Special Schools ◽  
Full Inclusion ◽  
Vocational Curriculum

The main goal of both special education and inclusive education for young people with learning or behavioral difficulties is their maximum inclusion in the community as adults. The question of which of these two approaches is more likely to achieve this goal is addressed by considering the findings of three outcome studies of young people with moderate to severe levels of learning or behavioral difficulties who experienced either option, or some combination of the two. The overall findings indicate that students who left school from a special education setting had better outcomes than those who completed their education in mainstream schools. This is considered to be due to the vocational curriculum and work experience they gained in their final years of special education, which those in mainstream schools did not receive. This suggests that a policy of full inclusion, with the closure of special classes and special schools, will result in less inclusion in their communities post-school for young people with moderate to severe levels of learning or behavioral difficulties.

Licensure Tests for Special Education Teachers

2009 ◽  
Vol 42 (5) ◽  
pp. 464-474 ◽  
Author(s):  
Sandra Stotsky
Keyword(s):  
Special Education ◽  
Reading Instruction ◽  
Phonemic Awareness ◽  
Special Education Teachers ◽  
Teaching And Learning ◽  
Vocabulary Knowledge ◽  
Evidence Based ◽  
Evaluation Systems ◽  
Test Items ◽  
Licensure Tests

To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS’s tests of “principles of teaching and learning.” Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.

Women of ’68 and Their Experiences of Bargaining With Patriarchy

2021 ◽  
Vol 12 (2-3) ◽  
pp. 323-352
Author(s):  
Zeynep Beşpinar
Keyword(s):  
Theoretical Framework ◽  
Student Movement ◽  
Relational Patterns ◽  
Previous Generation ◽  
Two Generations ◽  
The Republic ◽  
Depth Interviews

Abstract The main objective of this article is to elaborate on the narratives of women who were in leading positions in the ’68 student movement in Turkey and to grasp their experiences and strategies of bargaining with patriarchy. The analysis is based on six selected in-depth interviews I conducted in 2004 with prominent women figures of the movement. By using the theoretical framework offered by the works of Deniz Kandiyoti and Ayşe Durakbaşa, I make a comparison between the women of ’68 and the previous generation, namely the “daughters of the Republic”, in terms of their values, norms and relational patterns. Furthermore, I exhibit the continuities and discontinuities in strategies of bargaining with patriarchy between these two generations of women. Finally, I evaluate the change they triggered in the construction of womanhood and their impact on the next generations of women.

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