scholarly journals Enhancing Sustainable Inclusive Education

2021 ◽  
Vol 13 (14) ◽  
pp. 7798
Author(s):  
Suvi Lakkala ◽  
Edda Óskarsdóttir
Keyword(s):  
Inclusive Education ◽  
Focal Point ◽  
Educational Rights

In recent decades, inclusive education has been the focal point of many international declarations related to children’s and young people’s educational rights [...]

Affective Reactions of Vietnamese Toward Coworkers With Disabilities and Perceptions of Community Inclusion

2018 ◽  
Vol 63 (1) ◽  
pp. 50-63
Author(s):  
Tsu-Hsuan Hsu ◽  
Pei-Ju Chao ◽  
Ying-Ting Huang ◽  
Jill L. Bezyak ◽  
Joseph N. Ososkie
Keyword(s):  
Inclusive Education ◽  
People With Disabilities ◽  
Affective Reactions ◽  
Community Inclusion ◽  
Community Acceptance ◽  
Educational Rights ◽  
Different Types ◽  
Secondary Objective ◽  
Employment Rights

Vietnam is in the emerging stage in supporting and protecting people with disabilities (PWDs) in terms of employment rights and opportunities. The main purpose of this study was to explore how Vietnamese perceive their coworkers with disabilities in general workplace settings. In addition, the secondary objective of this study was to explore how Vietnamese perceive community acceptance and inclusive education of PWDs in different environmental contexts. Results indicated participants had generally positive affective reactions toward their coworkers with disabilities in the workplace. However, findings also indicated that Vietnamese people possessed hierarchical attitudes toward people with different types of disabilities in terms of community acceptance and educational rights.

scholarly journals Designing a Mobile Application: The Case of iAdvocate

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Alan R. Foley
Keyword(s):  
Learning Strategies ◽  
Inclusive Education ◽  
Web Sites ◽  
Mobile Application ◽  
Children's Education ◽  
Educational Rights ◽  
Negative Case ◽  
Parental Advocacy ◽  
Children’S Education ◽  
School Team

In this article, the design of a mobile application (app) called iAdvocate is illustrated. The goal of iAdvocate is to share and develop specific strategies with parents of children with disabilities for working collaboratively with a school team to improve their children’s education. iAdvocate uses problem-based learning strategies, simulations, and provides contextual access resources to build parental advocacy skills and knowledge. iAdvocate provides parents with both information and strategies regarding their educational rights and getting their child’s needs met. The goal of iAdvocate is to share and develop specific strategies with parents for working collaboratively with a school team to improve their children’s education. iAdvocate contains three sections: strategies, a compilation of approaches that parents can pursue as advocates; resources, which lists and, where possible, links to such references as laws, books, articles, web sites, video presentations, and organizations that provide information on inclusive education; and, responses, which features simulated interactions, such as replies to common statements made by school professionals regarding services and accommodations for children. This case illustrates the design processes and techniques used to develop an instructional mobile application by presenting the background and context of the project, initial design and design iterations, negative case analysis, and prototyping. Additional documents illustrating the project background, and design process are also included. 

scholarly journals Evaluation of the Application of an Inclusive Education Policy on Screening, Identification, Assessment and Support of the Learners at Schools in South Africa

2022 ◽  
Vol 10 (1) ◽  
pp. 11-24
Author(s):  
Mantheme Florina Matolo ◽  
Awelani M Rambuda
Keyword(s):  
Education Policy ◽  
Secondary Schools ◽  
Inclusive Education ◽  
Focal Point ◽  
Survey Design ◽  
Sampling Technique ◽  
Research Approach ◽  
Policy Document ◽  
Significant Difference ◽  
Inclusive Education Policy

The aim of this research was to evaluate the application of an inclusive education policy on screening, identification, assessment and support of learners (SIAS) policy at South African schools. The research explores how educators screen, identify, and assess barriers to learning as well as support learners with barriers. The variables on the screening, identification, assessment and support of learners were chosen as a focal point of this study mainly because they were all variables contained in the policy which must be mastered by the educators during the policy application. A survey design of quantitative research approach was followed. Document analysis of the SIAS 2014 policy document was done over the target population of educators in primary and secondary schools. A simple random sampling technique was used to select 320 male and female respondents from both primary and secondary schools. The quantitative data were collected using a seven-point semantic differential scale which elicited responses from a total of 250 educators. Descriptive statistics were used to analyze data on the educators’ responses about the extent to which they implemented the inclusive education policy. Statistical data revealed that the implementation of the policy was modest. Educators do not effectively use the screen resources such as the learner profile to screen barriers and the Support Needs Assessment 1 is not effectively used to identify and assess the barriers experienced by learners. As a result, support of learners was found to be inadequate. An independent-samples t-test revealed that there was statistically significant difference between the means of primary and secondary schools in the application of SIAS 2014 policy. This research recommends that the teacher training institutions should capacitate aspiring educators about inclusive education policies such as the SIAS 2014 policy rationale, principles, and how the policy is to be effectively implemented at schools.

scholarly journals What Can “inclusion” Mean in the post-human Era?

2020 ◽  
pp. 1-21
Author(s):  
Srikala Naraian
Keyword(s):  
Best Practices ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Scholarly Community ◽  
Educational Rights ◽  
Schooling Experiences

A humanist orientation has been foundational to recognizing the educational rights of students with disabilities and for ensuring access to mainstream schooling experiences. Humanism has also produced fissures within the scholarly community about what constitutes “best practices” for students with disabilities. This paper is a preliminary exploration of the affordances of posthumanism to deepen our understandings of inclusion. Weaving examples from schools, I examine posthumanist orientations that recognize material and non-material, human and non-human bodies as entangled in arrangements produced by/within particular relations with each other. I use data from schools to illustrate forms of reading stimulated by a posthumanist stance. I conclude with implications for the ethical commitments of inclusive education scholars and a call for becoming posthuman humans in our efforts to advance inclusion.

scholarly journals FULLFILLMENT OF DISABILITY RIGHTS BASED ON DEFINITIONS, LEGAL BASIS, CRITERIA, AND AIMS OF INCLUSIVE EDUCATION IN INDONESIA

2021 ◽  
Vol 2 (3) ◽  
pp. 287
Author(s):  
Gardiana Karya ◽  
Insiatun Insiatun ◽  
Nindya Ayu Rizqianti ◽  
Putri Kartika Ningsih ◽  
Ediyanto Ediyanto ◽  
...  
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Equal Opportunity ◽  
Legal Basis ◽  
Special Needs Students ◽  
Concept Understanding ◽  
Regular School ◽  
Educational Rights ◽  
Equal Education ◽  
International Regulations

One of the Indonesian government's efforts to provide equal education for disabilities is by implementing inclusive education. Inclusive education gives special needs (SEN) students have the same opportunity to get education together in class with the typical students of their age and obtain equal education services. So, inclusive education concept understanding is needed to provide information about inclusive education. Therefore, this article's arrangement provides information about inclusive education's definition, legal basis, characteristics, and aims. The current study method used a literature review of five books and 17 articles. It showed that inclusive education is the education service given to the unique needs students to have equal opportunity to school in the regular school and obtain equal service. The implementation of inclusive education had been regulating by international regulations and, in more detail, regulated by Indonesian government regulations. The characteristics of inclusive education must consider the interests of the disabilities and their flexibility to create an education that could run well and lasts long. In addition to imposing equal educational rights without any differentiation and optimizing special needs students' potential, inclusive education could also increase the interaction of special needs students.

scholarly journals Pelayanan Publik dan Pemenuhan Hak Difabe: Studi tentang Layanan Pendidikan Inklusif Melalui Kasus Pemindahan Difabel dari Sekolah Reguler ke Sekolah Luar Biasa di Yogyakarta

INKLUSI ◽  
2015 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Ika Arinia Indriyany
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Barriers To Learning ◽  
Special Schools ◽  
Policy Makers ◽  
Persons With Disabilities ◽  
Segregated Schools ◽  
Educational Rights ◽  
The Government ◽  
Inclusive Education Policy

Indonesia’s constitution and legislation state that all Indonesiancitizens, including those with a disability, havea right to quality education. To meet this right, the government must ensure that every aspect of schooling and learning are accessible tostudentswith disabilities; however, this is not currentlythe case. Indeed, while inclusive education policy has been in place for years, its implementation is yet to be seen. For example, some children with disabilities are denied admission, while others continue to experience barriers to learning as schools are unable to meet their needs. The perception that disabled students belong only in special, segregated schools is still strongly held by the community, educational practitioners, and policy makers. As such, students with disabilities who register in inclusive schools are expected to meet certain qualifications. Should they fail to meet these requirements students are“returned” to special schools. Thispaper argues that such phenomenon demonstrates the government’s failure to meet its own mandateto ensure and protect the educational rights of persons with disabilities.[Pendidikan merupakan hak dasar bagi setiap warga negara Indonesia yang berada dalam usia wajib belajar, termasuk juga difabel (people with different ability). Negara idealnya mampu menyediakan layanan pendidikan yang sesuai dengan kebutuhan difabel. Tidak hanya kebutuhan difabel yang harus diperhatikan tetapi juga bagaimana layanan pendidikan tersebut mampu menjamin hak-hak dari difabel dan yang terpenting adalah difabel mampu mengakses layanan pendidikan yang tersedia. Namun tidak jarang difabel mengalami kesulitan mengakses layanan pendidikan yang disediakan oleh negara dikarenakan kebutuhan mereka yang berbeda dengan non difabel. Akibatnya difabel banyak mengalami penolakan ketika ingin bersekolah di sekolah yang mereka inginkan, termasuk di sekolah reguler.Pemahaman yang berkembang adalah sekolah yang pantas bagi difabel hanyalah di sekolah luar biasa. Hal ini yang membuat difabel tak jarang di diskriminasi dalam dunia pendidikan. Kebijakan pendidikan inklusif yang awalnya didesain agar anak difabel dan non difabel mampu belajar bersama pun baik regulasi dan implementasinya masih jauh dari sempurna. Kebijakan pendidikan inklusif seharusnya dapat digunakan sebagai dasar kesetaraan pendidikan kenyataannya masih menerapkan syarat – syarat khusus agar difabel mampu diterima di sekolah reguler tersebut. Saat difabel tidak mampu lolos kualifikasi yang ditentukan maka dia tidak dapat diterima di sekolah inklusif tersebut dan dikembalikan ke sekolah luar biasa. Jika hal ini terjadi maka negara gagal menjamin pemenuhan hak pendidikan bagi difabel itu sendiri.]

Integrating perspectives: How the development of second-personal competence lays the foundation for a second-personal morality

2020 ◽  
Vol 43 ◽  
Author(s):  
John Corbit ◽  
Chris Moore
Keyword(s):  
Empirical Evidence ◽  
Developmental Process ◽  
Focal Point ◽  
Personal Information ◽  
Personal Competence ◽  
Triadic Interactions ◽  
Personal Morality ◽  
Integrative Process

Abstract The integration of first-, second-, and third-personal information within joint intentional collaboration provides the foundation for broad-based second-personal morality. We offer two additions to this framework: a description of the developmental process through which second-personal competence emerges from early triadic interactions, and empirical evidence that collaboration with a concrete goal may provide an essential focal point for this integrative process.

CBED Shadow Images and Cs:Aberration Measurement

1982 ◽  
Vol 40 ◽  
pp. 696-697
Author(s):  
R. W. Carpenter ◽  
I.Y.T. Chan ◽  
J. M. Cowley
Keyword(s):  
Focal Point ◽  
Spherical Aberration ◽  
Optic Axis ◽  
Wide Angle ◽  
Caustic Surface ◽  
Convergent Beam

Wide-angle convergent beam shadow images(CBSI) exhibit several characteristic distortions resulting from spherical aberration. The most prominent is a circle of infinite magnification resulting from rays having equal values of a forming a cross-over on the optic axis at some distance before reaching the paraxial focal point. This distortion is called the tangential circle of infinite magnification; it can be used to align and stigmate a STEM and to determine Cs for the probe forming lens. A second distortion, the radial circle of infinite magnification, results from a cross-over on the lens caustic surface of rays with differing values of ∝a, also before the paraxial focal point of the lens.

Electrostatic optics and aberration correction in the 1940s and today

1992 ◽  
Vol 50 (1) ◽  
pp. 6-7
Author(s):  
Gertrude F. Rempfer
Keyword(s):  
Electron Microscope ◽  
Focal Point ◽  
Focal Length ◽  
High Vacuum ◽  
Electron Optics ◽  
Applied Physics ◽  
Electrostatic Lenses ◽  
Commercial Instrument ◽  
The University ◽  
Theory And Experiment

I became involved in electron optics in early 1945, when my husband Robert and I were hired by the Farrand Optical Company. My husband had a mathematics Ph.D.; my degree was in physics. My main responsibilities were connected with the development of an electrostatic electron microscope. Fortunately, my thesis research on thermionic and field emission, in the late 1930s under the direction of Professor Joseph E. Henderson at the University of Washington, provided a foundation for dealing with electron beams, high vacuum, and high voltage.At the Farrand Company my co-workers and I used an electron-optical bench to carry out an extensive series of tests on three-electrode electrostatic lenses, as a function of geometrical and voltage parameters. Our studies enabled us to select optimum designs for the lenses in the electron microscope. We early on discovered that, in general, electron lenses are not “thin” lenses, and that aberrations of focal point and aberrations of focal length are not the same. I found electron optics to be an intriguing blend of theory and experiment. A laboratory version of the electron microscope was built and tested, and a report was given at the December 1947 EMSA meeting. The micrograph in fig. 1 is one of several which were presented at the meeting. This micrograph also appeared on the cover of the January 1949 issue of Journal of Applied Physics. These were exciting times in electron microscopy; it seemed that almost everything that happened was new. Our opportunities to publish were limited to patents because Mr. Farrand envisaged a commercial instrument. Regrettably, a commercial version of our laboratory microscope was not produced.

A confocal laser scanning microscope for fluorescence and reflection at video rates

1989 ◽  
Vol 47 ◽  
pp. 134-135
Author(s):  
P.M. Houpt ◽  
A. Draaijer
Keyword(s):  
Light Source ◽  
Laser Scanning ◽  
Focal Point ◽  
Confocal Laser Scanning Microscope ◽  
Confocal Laser ◽  
Point Light Source ◽  
Volume Of Interest ◽  
Ion Laser ◽  
Point Light ◽  
Point Detector

In confocal microscopy, the object is scanned by the coinciding focal points (confocal) of a point light source and a point detector both focused on a certain plane in the object. Only light coming from the focal point is detected and, even more important, out-of-focus light is rejected.This makes it possible to slice up optically the ‘volume of interest’ in the object by moving it axially while scanning the focused point light source (X-Y) laterally. The successive confocal sections can be stored in a computer and used to reconstruct the object in a 3D image display.The instrument described is able to scan the object laterally with an Ar ion laser (488 nm) at video rates. The image of one confocal section of an object can be displayed within 40 milliseconds (1000 х 1000 pixels). The time to record the total information within the ‘volume of interest’ normally depends on the number of slices needed to cover it, but rarely exceeds a few seconds.

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