BASIC ASPECTS AND PRINCIPLES OF USING MULTIMEDIA TECHNOLOGIES IN INCLUSIVE EDUCATION

Inclusive Education ◽

Educational Opportunities ◽

Education Policies ◽

Principle Of Justice ◽

Inclusive School ◽

Multimedia Technologies ◽

Inclusive Society ◽

Equal Educational Opportunities

В статье рассматривается вопрос включения лиц с инвалидностью и ограниченными возможностями здоровья в общество с помощью мультимедиа технологии. Представлен макет системы. Инклюзивное образование может заложить основы более инклюзивного общества, в котором все люди равны и где иное воспринимается и ценится как часть человечества. Школьное инклюзивное образование дает возможность учащимся, не являющимся инвалидами, делиться со сверстниками, которые отличаются от них, так научиться принимать и уважать эти различия . В свою очередь, ученикиинвалиды имеют возможность стать частью школьного сообщества и получить реалистичное представление о том, как выглядит конкурентоспособное общество, а также о своих собственных возможностях и ограничениях. Они уполномочены более полно участвовать в жизни общества. В настоящее время инклюзивное образование является фундаментальным правом, вытекающим из принципа справедливости. В этом контексте необходима согласованная политика и практика в области образования для удовлетворения разнообразных потребностей учащихся и обеспечения того, чтобы все учащиеся, включая инвалидов, имели равные возможности в образовании. Достигается это путем диверсификации практики образования. The article discusses the inclusion of persons with disabilities and disabilities in society using multimedia technology. The layout of the system is presented. Inclusive education can lay the foundations of a more inclusive society in which all people are equal and where the other is perceived and valued as part of humanity. Inclusive school education enables students who are not disabled to share with peers who are different from them, so learn to accept and respect these differences. In turn, students with disabilities have the opportunity to become part of the school community and get a realistic idea of what a competitive society looks like, as well as their own opportunities and limitations. They are authorized to participate more fully in society. At present, inclusive education is a fundamental right arising from the principle of justice. In this context, coherent education policies and practices are needed to meet the diverse needs of students and to ensure that all students, including persons with disabilities, have equal educational opportunities. This is achieved through the diversification of educational practices.

Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana

SAGE Open ◽

10.1177/2158244018807791 ◽

2018 ◽

Vol 8 (4) ◽

pp. 215824401880779 ◽

Cited By ~ 2

Author(s):

Edward Asamoah ◽

Kwadwo Ofori-Dua ◽

Ebenezer Cudjoe ◽

Alhassan Abdullah ◽

Joy Ato Nyarko

Keyword(s):

Inclusive Education ◽

Visually Impaired ◽

Educational Institution ◽

Phenomenological Approach ◽

Eastern Region ◽

Inclusive School ◽

Visually Impaired Students ◽

Equal Educational Opportunities ◽

Depth Interviews

The purpose of this study is to investigate the perception of visually impaired students, their peers without disabilities, and teachers about inclusive education, focusing on a second cycle educational institution in the Eastern region of Ghana implementing inclusive education for the visually impaired. In this study, we collected data from 23 visually impaired students, 27 students without disabilities, and 19 teachers in the inclusive school. Data were collected through semistructured in-depth interviews. This study followed a phenomenological approach, reporting findings from participants’ own words. The study findings revealed that visually impaired students and some teachers supported inclusion while a number of students without disabilities disliked the practice. Some teachers indicated that the idea of inclusive education is a good way to ensure equal educational opportunities. The study concludes that Ghanaian teachers in inclusive schools should be equipped with training to teach students with disabilities.

University of Zululand Library and Inclusive Education: Responding to the Needs of Students with Disabilities

Mousaion ◽

10.25159/2663-659x/6966 ◽

2020 ◽

Vol 38 (1) ◽

Author(s):

Dorothy Eneya ◽

Dennis N. Ocholla ◽

Bertha Janneke Mostert

Keyword(s):

Inclusive Education ◽

Assistive Technologies ◽

Equal Access ◽

Disability Policy ◽

Library Services ◽

Access To Information ◽

Education Agenda ◽

The University

This paper investigates the University of Zululand Library’s response to the university’s inclusive education agenda with respect to the accessibility of library services to students with disabilities. This was a qualitative study within the interpretive paradigm that used Michael Oliver’s social model of disability as an underpinning theory. Semi-structured interviews were used to collect data from students with disabilities and library staff. In addition, physical inspection of the library building was also conducted. Data analysis was done by thematic analysis. The study reveals that the University of Zululand Library services are not inclusive. Students with disabilities struggle to access library services. They faced such challenges as inaccessibility of library services, unavailability of resources in alternative formats and assistive technologies, and the lack of a disability policy. The study also found that the library faced the following challenges in providing services for students with disabilities: limited funding, a lack of staff awareness and training, the lack of a disability policy and a lack of collaboration. Formulating regulations to enforce the implementation of disability policy and legislation, developing institutional disability policies, and providing assistive technologies are critical in ensuring the accessibility of library services to students with disabilities at the University of Zululand. Unless students with disabilities have equal access to information, the university’s inclusive education agenda will remain a distant dream. Access to academic library services is critical to the full participation of students with disabilities in education. Likewise, inclusive university education can only be realised when students with disabilities have equal access to information. This aligns with the Sustainable Development Goals and the United Nations Convention on the Rights for Persons with Disabilities, which promote equal access to services and facilities to persons with disabilities. This paper raises awareness for both library staff and university management about the current status of library facilities and services with respect to accessibility for students with disabilities and how to address inclusiveness in library service provision.

Readiness for Training Disabled Students in Academic Staff of Universities

Psychological Science and Education ◽

10.17759/pse.2018230208 ◽

2018 ◽

Vol 23 (2) ◽

pp. 68-76 ◽

Cited By ~ 3

Author(s):

N.Y. Sorokin ◽

T.G. Lukovenko

Keyword(s):

Inclusive Education ◽

Academic Staff ◽

Educational Institutions ◽

Teaching Staff ◽

Professional Self ◽

The University ◽

High Degree ◽

Special Competence

The readiness of the teaching staff of higher educational institutions for teaching and psychological and pedagogical support of students with disabilities is being considered. We emphasize that the personnel of the educational organization need special competence to work with persons with disabilities of various nosological groups. The issues of creating an accessible environment in the university were studied, the readiness of teachers to apply special educational technologies in the training of students with disabilities, to develop teaching and methodological materials; the ability to establish pedagogically appropriate relationships with students, and provide psychological and pedagogical support in matters of personal and professional self-determination. The results show a high degree of importance of special professional competencies for inclusive education. But, at the same time, teachers assess their own level of preparedness with students with disabilities as insufficient, which allowed to determine the main areas of work.

Regulatory mechanisms for ensuring accessibility, individualization and inclusion of vocational education for the disabled and people with disabilities in rural areas of Russia

10.33920/sel-06-2009-03 ◽

2020 ◽

pp. 19-30

Author(s):

V. G. Novikov ◽

E. A. Gridasova ◽

Yu. A. Kulikova ◽

S. A. Gorokhov

Keyword(s):

Higher Education ◽

Inclusive Education ◽

Agricultural Education ◽

Rural Areas ◽

People With Disabilities ◽

Legal Regulation ◽

Rural Residents ◽

The Disabled

The article deals with the issues of legal regulation of ensuring accessibility of higher education for the disabled and people with disabilities. The relevance of obtaining agricultural education in the Russian Federation, which should be as close as possible to the main consumer — the rural population, is emphasized. The openness of agricultural education to the needs of rural residents will help reduce migration fl ows and preserve young people in rural areas. Attention is drawn to the fact that obtaining agricultural education is possible and accessible not only for people without disabilities, but also for people with disabilities. The advantage of providing higher agricultural education to this category of rural residents is that they are not aimed at migration, they live permanently and for a long time in a certain territory. The review of the current legal acts regulating the issues of accessibility and training in higher education organizations for persons with disabilities and persons with disabilities is presented. The article analyzes current trends in the legal fi eld of inclusive education. The article considers the concept and legal status of disabled people and students with disabilities, the concept of inclusive education and the requirement for its implementation at all levels, including higher education.

Advances in Religious and Cultural Studies - Social, Educational, and Cultural Perspectives of Disabilities in the Global South ◽

Disability and Education in Cameroon

10.4018/978-1-7998-4867-7.ch011 ◽

2021 ◽

pp. 163-179

Author(s):

R. Ndille

Keyword(s):

Inclusive Education ◽

Significant Volume ◽

Inclusive Settings ◽

Personal Experiences ◽

Living Theory

This chapter draws on the author's own experiences as a student and educator to provide another perspective of inclusive education in Cameroon. It is a call to attention to the day to day challenges that students with disabilities face in acquiring education in inclusive settings in the country. It may suffice for policy to state that education for persons with disabilities is best provided in inclusive environments based on their perceived advantages. However, an on-the-spot appreciation of the experiences of those in the field may reveal alternative results. This may be due to the milieu, the ignorance or negligence of those put as caregivers, and the non/poor implementation of policy. The author argues that while a significant volume of research is available in the country, presenting these experiences through a living theory methodology brings the reader closer to the personal experiences of students with disabilities and persons working with them. It further highlights issues which are often taken for granted when mainstream methodologies are adopted.

Students Direct Inclusive School Development in an Australian Secondary School: An Example of Student Empowerment

Australasian Journal of Special Education ◽

10.1017/s1030011200025331 ◽

2005 ◽

Vol 29 (2) ◽

pp. 155-171 ◽

Cited By ~ 1

Author(s):

Suzanne Carrington ◽

Kris Holm

Keyword(s):

School Culture ◽

Inclusive Education ◽

School Community ◽

School Principal ◽

School Development ◽

Student Empowerment ◽

Policy And Practice ◽

Inclusive School ◽

Secondary State

This paper reports on processes employed at a secondary state high school in Australia, where students directed inclusive school development. The procedures used in the study were developed from the Index for Inclusion and included a student forum; a student presentation to parents, principal and teachers and a focus group interview with members of the school community. These procedures were designed to empower students to participate in school review and planning and evaluate the procedures developed from the Index for Inclusion. Samples of interview data from the school principal, staff, parents and the students illustrate a growing understanding of what inclusive education means for members of this school community. The research extends understandings of inclusive education in schools, from a focus on students with disabilities to a much broader philosophy that influences school culture, policy and practice for the diversity of students at the school. Discussion about feeling part of a ‘family’ in the school community and the description of the procedures linked to actions for change, provide evidence of a developing inclusive school culture that will inform educators interested in inclusive school development.

Inclusive Approach to Education for Children With Disabilities

International Journal of Teacher Education and Professional Development ◽

10.4018/ijtepd.2020010108 ◽

2020 ◽

Vol 3 (1) ◽

pp. 121-139

Author(s):

Shekh Farid ◽

Mamata Mostari

Keyword(s):

International Development ◽

Inclusive Education ◽

Education Program ◽

Unit Group ◽

Research Approach ◽

Development Organization ◽

Inclusive Approach ◽

Inclusive Policy

BRAC, a leading international development organization, has been working to ensure the rights of persons with disabilities to education through its inclusive education program. This article discusses the BRAC approach in Bangladesh and aims to identify its strategies that are effective in facilitating inclusion. It employed a qualitative research approach where data were collected from students with disabilities, their parents, and BRAC's teachers and staffs using qualitative data collection techniques. The results show that the disability-inclusive policy and all other activities are strongly monitored by a separate unit under BRAC Education Program (BEP). It mainly focuses on sensitizing its teachers and staff to the issue through training, discussing the issue in all meetings and ensuring effective use of a working manual developed by the unit. Group-based learning and involving them in income generating activities were also effective. The findings of the study would be useful for policy makers and other national and international organizations that are working on the issue.

Understanding the Role of Culture in Developing Inclusive Schools: A Case Study from Cyprus

Journal of School Leadership ◽

10.1177/105268461202200108 ◽

2012 ◽

Vol 22 (1) ◽

pp. 186-209 ◽

Cited By ~ 1

Author(s):

Panayiotis Angelides ◽

Eleni Antoniou

Keyword(s):

Inclusive Education ◽

Educational Opportunities ◽

Educational Systems ◽

Ministry Of Education ◽

Inclusive Practices ◽

School Cultures ◽

Inclusive Schools ◽

Equal Educational Opportunities

Over the last few years, there has been considerable debate regarding the ways in which the different educational systems in the world should develop more inclusive practices in their schools. An important aspect of this discussion revolves around the question of what schools can do to become more inclusive in terms of maximizing the participation of all children in their cultures, curricula, and communities. The Cyprus educational system, in responding to international developments, has made certain efforts to provide equal educational opportunities. These initiatives are undertaken centrally by the Ministry of Education and Culture without paying much attention to individual schools, their cultures, and the relations between schools and their communities. Given these efforts, this study examined how school cultures influence the development of inclusive practices, using case study in a rural primary school in Cyprus with 115 students, and through the analysis of our data, we spotted certain elements of the school's culture that contributed to the success of inclusive education. The provided examples, as well as the way that the leaders led the school under investigation toward an inclusive culture, might be helpful for educators in other contexts who struggle to develop inclusive schools.

Education of students with disabilities in higher education

10.12737/textbook_5d36b4a8aacb22.47000857 ◽

2019 ◽

Author(s):

Екатерина Михальчи ◽

Ekaterina Mihal'chi

Keyword(s):

Higher Education ◽

Inclusive Education ◽

Educational Programs ◽

Educational Process ◽

Educational Institutions ◽

Technical Equipment ◽

Education Of Students ◽

Reference Form

The manual in a brief reference form includes such aspects of the implementation of higher inclusive education as pedagogical conditions for teaching students with disabilities, technical equipment of the educational process and the regulatory framework of inclusive education, the creation of adapted educational programs of higher education for persons with disabilities and the development of adaptation courses. The manual can be recommended to teachers, staff and administration of higher educational institutions of different profiles, assistants, psychologists, employees of centers of inclusive education and used in conducting briefings on work in inclusive groups.

Implementation of Special Educational Needs of Students with Disabilities in the Interdepartmental Model of Inclusive Education

Vestnik of Minin University ◽

10.26795/2307-1281-2021-9-3-9 ◽

2021 ◽

Vol 9 (3) ◽

Author(s):

I. R. Myasnikov

Keyword(s):

Inclusive Education ◽

Educational Needs ◽

Structural Level ◽

Special Educational Needs ◽

Functional Level ◽

Holistic View ◽

Professional Career ◽

Full Implementation

Introduction. The article presents the organizational basis for identifying and implementing the special educational needs of students with disabilities in the interdepartmental model of inclusive education. The full implementation of special educational needs (OOP) in the development of vocational education by students with disabilities and disabilities plays a key role for subsequent professional activity. In the inclusive model of the implementation of the OOP of students with disabilities and disabilities, different departmental structures participate, which should effectively interact with each other. Therefore, taking into account the levels of interaction between organizational structures and various activities when identifying and implementing OOP provides a holistic view of the functioning system, and, if necessary, allows for a more targeted impact on the problem links of the model.Materials and Methods. The paper uses the method of content analysis and systematization of scientific and methodological literature, normative legal acts that determine the direction of the organization of the educational environment in the implementation of the OOP of persons with disabilities and disabilities.Results. In the formed interdepartmental model of inclusive education, two levels are considered: the structural level, which is described from the point of view of interaction between state executive authorities and their subordinate organizations, and the functional level, in which the process of forming and implementing the OOP at various stages of the rehabilitation, educational and professional route of students with disabilities and disabilities takes place.Discussion and Conclusions. When considering the procedure for the formation and implementation of the OOP at the functional level of the interdepartmental model, the importance of implementing such processes as career guidance, psychological correction, interaction with non-profit and volunteer organizations, the formation of a professional career, and interaction with the employer is emphasized. The need for unity and interaction of all elements of the model under consideration is emphasized, which will ensure the full implementation of the PLO of persons with disabilities and disabilities and achieve the final result – professional and social integration.