scholarly journals ATTITUDES OF GRADE ONE EDUCATORS TOWARDS THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN CLASSROOMS AT BOTSHABELO SCHOOLS

2021 ◽  
Author(s):  
Nomvuyo Joyce Mantshiyane ◽  
◽  
Wendy Setlalentoa ◽  
Pule Phindane ◽  
◽  
...  
Keyword(s):  
Parental Involvement ◽  
Inclusive Education ◽  
School Environment ◽  
Primary Schools ◽  
Barriers To Learning ◽  
Inclusive Curriculum ◽  
Learning Barriers ◽  
The Disabled ◽  
The Republic ◽  
Grade One

The provision for learners with disabilities has been part of a process and the development of an inclusive education system can be traced back to the nation’s founding document, the Constitution of the Republic of South Africa 108 of 1996. Creating an inclusive education environment is about celebrating diversity among learners and creating a welcoming culture where all learners are valued and made to feel that they belong. Inclusivity is about recognising that no two children are alike, and all children can learn. Most children with barriers to learning are accommodated in ordinary schools. Frequent causes of barriers to learning include discriminatory attitudes, labelling and discouragement. The study investigated Grade one educators’ attitude towards the implementation of inclusive education at selected Botshabelo Primary Schools in the Free State Province. The study adopted an interactive qualitative approach. The population comprised educators and principals from selected primary schools in Botshabelo. A non-probability selection of participants was used to randomly select educators and principals from five schools. Data were analyzed by means of thematic analysis. The results of the study revealed that there are different factors contributing to the attitudes of Grade one educators towards the implementation of inclusive education in classrooms, amongst others, untrained educators for inclusive education; unsuitable environment for the disabled learners with learning barriers; lack of resources for inclusive education and curriculum at the level of learners with learning barriers; lack of parental involvement; and classroom overcrowding. The results revealed solutions to the negative attitudes of Grade one educators towards the implementation of inclusive education in classrooms which include training educators for inclusive education; parental involvement in learner’s education; a suitable environment for disabled learners and those with learning barriers, consideration of learner-teacher ratio; availability of suitable resources for inclusive education; and availability of inclusive curriculum. The study recommends that educators should be developed professionally by being trained about inclusive education; parents should be involved to support educators and their children; the school environment and buildings should be free from hazards; and overcrowding in classrooms should be avoided.

Social bonding and children’s collaborations as citizen-peers at primary school

2021 ◽  
pp. 174619792110404
Author(s):  
Caitríona Fitzgerald
Keyword(s):  
Primary School ◽  
Social Action ◽  
School Environment ◽  
Primary Schools ◽  
Peer Group ◽  
Social Bonding ◽  
Social Strategies ◽  
Social Hierarchies ◽  
The Republic ◽  
Active Citizen

This qualitative research explored 9- to 12-year-old children’s citizenship participation at primary school in the Republic of Ireland. During 2016–2017, 160 children from 6 co-educational primary schools participated. Through a process of grounded analysis, children are identified as active citizen-peers of their peer groups. As citizen-peers, children used social strategies to assert their agency and autonomy within the adult-controlled school environment. Social bonding between children also influenced the ways citizen-peers negotiated peer group social hierarchies. Inductive analysis of observational data identifies children’s social strategies as covert and overt forms of Collective Social Action ( CSA); motivated by competition and/or protest against the activities children did not want to participate in at school. This research found that low social bonding between children affects peer solidarity, which suggests that social bonding is an important aspect of children’s collaboration as citizen-peers at school.

scholarly journals Challenges Teachers Encounter In Implementing Inclusive Education In Public Primary Schools In Nyamira County, Kenya.

2015 ◽  
Vol 3 (3) ◽  
pp. 217-230
Author(s):  
Peterson Ondieki Oosero
Keyword(s):  
Inclusive Education ◽  
Primary Schools ◽  
Positive Attitude ◽  
Learning Experience ◽  
Negative Attitude ◽  
Education Programme ◽  
Self Esteem ◽  
Slow Learners ◽  
Inclusive Curriculum ◽  
Heavy Workload

The purpose of the study was to determine the challenges the teachers encounter in implementing inclusive education in Nyamira County, Kenya. The location of the study was Nyamira County in Kenya. The objective of the study was to find out challenges teachers encounter in implementing inclusive education in Nyamira County, Kenya. The study was limited to challenges teachers encounter in inclusive education. Challenges discourage teachers from carrying out teaching tasks as stipulated in the inclusive education programme. The study targeted all teachers 4000 and 5 education officers in Nyamira County. Teachers were targeted because they were implementers of inclusive curriculum and therefore better positioned to share experiences they undergo. Data was analyzed and results presented in tables, graphs and percentages the study found that teachers faced such challenges as: teachers lack of knowledge of the types of learners, indiscipline cases, heavy workload demanding more time, teachers’ negative attitude towards disabled, no facilities for teachers and learners, disabled have low self-esteem among others. The study concluded that the challenges were contributing to the negativity of teachers towards inclusive education and hence hindered the implementation of inclusive education. The recommended that teachers should plan to have more time to remedy the children such as slow learners and they should maintain class control by involving all learners within each learning experience. It also recommended that teachers should be encouraged to develop positive attitude towards the implementation of inclusive education in public primary schools in Nyamira County, Kenya.

scholarly journals The management of inclusive education in the four selected junior primary schools in the Empangeni district, KwaZulu-Natal

2013 ◽  
Author(s):  
◽  
Happy Maureen Majola
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Education And Training ◽  
White Paper ◽  
Training System ◽  
Learning And Development ◽  
Barriers To Learning ◽  
Special Needs Education ◽  
And Training

This study investigated the management of inclusive education in the four selected junior primary schools in the Empangeni District, KwaZulu-Natal. Despite the fact that the White Paper 6 on Special Needs Education and Training: Building Inclusive Education and Training System was released in 2001, aiming at providing quality education for all learners, the implementation and management of inclusive education in schools still remain a challenge. This research, therefore, investigated possible challenges and suggested solutions that could be used for the effective implementation and management of inclusive education in schools. This study was conducted to answer the following questions: i. What are the challenges at school level that delay the implementation of inclusive education? ii. What skills do teachers and principals have or acquired in order to identify and support learners who experience barriers to learning and development? iii. What are the teachers’ perceptions regarding the inclusion of learners who experience barriers to learning and development? iv. Does our education system provide teachers with relevant training to meet the challenges that come with inclusive education? An ethnographic research was conducted in four junior primary schools at the Empangeni District, KwaZulu- Natal to find out what happens in their school setting. Fifteen foundation phase teachers from four junior primary schools, four principals and six final year university student teachers participated in the study. The findings of data collected from teachers, principals and student teachers regarding their views on inclusion of learners who experience barriers to learning were used to make recommendations. The findings from the study revealed the need for schools to effectively implement the White Paper 6 on Special Needs Education and Training: Building Inclusive Education and Training System (2001). Inclusion of learners who experience barriers to learning and development is an international initiative, which aims to provide quality education for all learners. The success of inclusion is based on the adoption and implementation of the international, national and provincial inclusive education policies, declarations and guidelines. In this study, it became evident that there is a shortage of teachers who have specialization in Special Education: Barriers to Learning. In- service teacher training and special education element should be included in all courses of initial teacher training. Ongoing professional development of teachers on inclusive education issues is also crucial. Teachers need to be provided with necessary skills to identify developmental delays and barriers to learning early. This study highlighted the importance of the establishment of the functional support structures, Institutional Level Support Team and District Based Support Team so that inclusive education is effectively managed in the education system. Provision of skills that will assist teachers to provide relevant support to learners who experience barriers to learning, lies on the existence of the support structures. The findings also revealed that schools or any other stakeholder cannot address barriers to learning in isolation. Linkages with Tertiary Institutions, Department of Health, Department of Social Development, Non-Governmental Organizations, parents/ caregivers and teacher unions need to be prioritized, in order to ensure that diverse needs of learners are met and barriers to learning and development are addressed. The positive response from the National Department of Education to the international initiatives for promoting single inclusive education system that is responsive to the diverse needs of all learners, resulted to the release of the White Paper 6 on Special Needs Education and Training: Building Inclusive Education and Training System in 2001. The need to close the gap between theory outlined in all the policies and guidelines that promote inclusive education and practice becomes evident in this study. The management of inclusive education in schools, therefore requires the School Management Team to facilitate, amongst other things, human resource development and establishment of the Institutional Level Support Team.

scholarly journals Barriers to Student Learning and Participation in an Inclusive School as Perceived by Future Education Professionals

2019 ◽  
Vol 8 (1) ◽  
pp. 18-24 ◽  
Author(s):  
Pilar Arnaiz Sánchez ◽  
Remedios De Haro-Rodríguez ◽  
Rosa María Maldonado Martínez
Keyword(s):  
Teacher Training ◽  
Inclusive Education ◽  
School Context ◽  
Barriers To Learning ◽  
Education Professionals ◽  
Inclusive Curriculum ◽  
Inclusive School ◽  
Faculty Of Education ◽  
Didactic Strategies ◽  
The University

Inclusive education represents the way forward to achieving high quality education systems, which are fair and equitable. This paper analyzes the barriers to learning and the current participation of schools in the promotion of inclusion from the perspective of future teaching professionals, specifically, 86 students from three Masters Courses in the Faculty of Education of the University of Murcia. A questionnaire was utilized in order to ascertain their perceptions of the limitations and obstacles present within the school context, the attitudes, the availability of resources and the adequacy of the educational response offered by the educational centres in which they had carried out their teacher training placements, with the aim of improving the future training of other students. A non-experimental narrative method was used. The results show many barriers and obstacles in the educational centres such as a lack of teacher training, which is needed to respond to the needs of all the students, the consideration that the diversity of the students is a problem, physical barriers, underuse of existing resources, as well as an educational response lacking in organizational and didactic strategies which does not take responsibility for a just and inclusive curriculum for all students.

scholarly journals ATTITUDES TOWARDS INCLUSIVE EDUCATION FROM THE PERSPECTIVE OF TEACHERS AND PROFESSIONAL ASSOCIATES

TEME ◽  
2018 ◽  
pp. 001
Author(s):  
Srboljub Djordjevic ◽  
Dragana Stanojevic ◽  
Lucija Djordjevic
Keyword(s):  
Elementary Schools ◽  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Positive Attitude ◽  
Comparative Methods ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Male And Female ◽  
The Republic

The paper analyzes opinions and attitudes of teachers and professional associates towards inclusive education and towards students with special needs in the Republic of. Serbia and Norway, and they are compared with each other. The research was conducted in fifteen regular elementary schools located on the territory of the Republic of Serbia on a sample of 220 teachers and 22 professional associates, as well as with 10 teachers and 6 professional associates from two primary schools in Oslo, Norway. The research used descriptive, analytical and comparative methods, and survey as the research technique. Based on the obtained research results, it is concluded that there is a generally positive attitude of teachers and professional associates in the Republic of Serbia towards inclusive education of children with special needs. Such results provide a guarantee for further perspective and implementation of inclusive education in the Republic of. Serbia. The conducted research did not show statistically significant differences in the attitudes of male and female respondents regarding the inclusive education of children with special needs. However, the attitudes of teachers and professional associates in the Republic of Serbia towards the inclusive education of children with special needs differ statistically and teachers generally have more positive attitude towards all categories of students. The obtained results also make it imperative to conclude that there is still the need to work on improving attitudes towards students with special needs in order to create certain support for further implementation of inclusive education.

scholarly journals SOSIALISASI PENGISIAN PROFIL BELAJAR SISWA INKLUSIF DI SDN 1 DAN MI AL-FATHIYAH LENDANG ARA KOPANG LOMBOK TENGAH

2021 ◽  
Vol 1 (1) ◽  
pp. 7-13
Author(s):  
Heri Hadi Saputra ◽  
Mansur Hakim ◽  
Lalu Hamdian Affandi ◽  
Husniati Husniati ◽  
Radiusman Radiusman
Keyword(s):  
Student Learning ◽  
Inclusive Education ◽  
Community Service ◽  
Conceptual Understanding ◽  
Primary Schools ◽  
Learning Barriers ◽  
Question And Answer ◽  
Service Activity ◽  
The Government ◽  
Discussion Question

Student learning profile is an instrument that can help teachers to identify learning difficulties experienced by students, especially those with functional barriers. Therefore, this activity aims to improve the ability of teachers in filling out student learning profiles to teachers at SDN Lendang Ara and SDN Jurit with a total of 20 participants. This activity was carried out using presentation, discussion, question and answer methods and group work. Through presentations and question and answer sessions the team provided a conceptual understanding of the nature of inclusive education in primary schools, the goals and benefits of inclusive education. The socialization of filling in the student learning profile instruments was guided through presentations and discussions between the team and the teacher. Teachers in groups accompanied by teams fill out student learning profile instruments to identify learning barriers experienced by students. This community service activity recommends that universities and the government be more intense in socializing inclusive education programs and holding capacity training for teachers to be able to present solutions for the learning of children with functional barriers

scholarly journals Pripadnost školi posmatrana iz ugla učenika sa smetnjama u razvoju

2021 ◽  
Vol 34 (2) ◽  
pp. 44-56
Author(s):  
Vesna Radovanović ◽  
Jasmina Kovačević
Keyword(s):  
Inclusive Education ◽  
School Environment ◽  
Sense Of Belonging ◽  
Primary Schools ◽  
Research Papers ◽  
Research With Children ◽  
Significant Difference ◽  
The Subject ◽  
High Level ◽  
Developmental Difficulty

The success of inclusive education, measured by the students' sense of belonging in school, has recently become the subject of numerous foreign research papers, while a modest number of papers on this topic can be found in our literature. Given that inclusive education has been present in our country for a decade, the aim of the research was to determine the level of the sense of belonging in a school environment of children with developmental difficulties in an inclusive environment. The sample consisted of 35 children with developmental difficulties from 11 primary schools in which inclusive education has been implemented for at least eight years. The research used the Sense of Belonging in School Scale adapted for the needs of the research with children with developmental difficulties. The results of the research obtained by the scaling technique showed that the majority of the students have a high level of the sense of belonging in their school, and no statistically significant difference was found in relation to the type of developmental difficulty. The highest degree of agreement with the statements was found in students with physical and sensory disorders, followed by students with intellectual disabilities, then disorders within the spectrum of autism, while students with behavioral difficulties agreed the least with the claims. The obtained results indicate a positive experience of students during schooling in inclusive classes.

scholarly journals Inclusive Practices in the Existing School Environment: Parental Perceptions and Concerns

2021 ◽  
Vol 3 (3) ◽  
pp. 285-299
Author(s):  
Laila Khalid ◽  
Saima Malik ◽  
Muhammad Zaheer Asghar
Keyword(s):  
Inclusive Education ◽  
School Environment ◽  
Primary Schools ◽  
Children With Disabilities ◽  
Parental Perceptions ◽  
Structured Interviews ◽  
Quality Of Instruction ◽  
Factors Affecting ◽  
Data Collection And Analysis

Purpose: This qualitative research paper explores the factors affecting parental perceptions and concerns about inclusive education. It also investigates the factors influencing the access and participation of children with disabilities in mainstream schools. Design/Methodology/Approach: Ten parents (n=10) of children with and without disabilities were selected through purposive sampling from inclusive primary schools of Punjab. Semi-structured interviews and thematic analysis were employed for data collection and analysis. Findings: Findings revealed that parents of children with disabilities are more inclined towards inclusive education. Reactions of parents, quality of instruction and institutional support have created a feeling of un-certainty and dissatisfaction amongst the parents of children with disabilities about inclusion. Large class sizes and time constraints have been established as barriers to inclusion. Implications/Originality/Value: The study would be beneficial for the school department to consider the factors adversely affecting the process of inclusion.  Parents’ guidance and counselling may be made mandatory to make inclusive education successful.

scholarly journals The Functions of SBST and DBST in South African Primary Schools

2020 ◽  
Vol 5 (7) ◽  
pp. 1243-1248
Author(s):  
Sefudi Isaac Nong
Keyword(s):  
South African ◽  
Inclusive Education ◽  
Primary Schools ◽  
Research Policy ◽  
Barriers To Learning ◽  
Policy And Practice ◽  
Inadequate Knowledge ◽  
Short Period ◽  
Proper Training ◽  
Inclusive Schooling

This research focuses on the functions of the SBST and DBST in supporting the teachers to address the challenges they face in teaching inclusive education in South African primary schools. In some instances, inclusive education seeks to identify and dismantle barriers to education faced by all the learners, so that they can have access to quality education. Furthermore participate effectively in class and achieve optimal academic outcomes at school. Although inclusive education has developed and established itself as field of educational research, policy and practice in a relatively short period of time as stated some of the literatures. There is inadequate knowledge and lack of skills in supporting teachers involved in teaching inclusive education and there has been no proper training for those teachers. The collected data has revealed some of the frustrations and challenges experienced by teachers who need support in teaching learners inclusive education. Teachers in South African public primary schools have been assigned to teach classes that include learners with special needs, in a regular classes as emphasised by Whitepaper 6. Over and above, this move requires positive experiences and the support of inclusive schooling, otherwise teachers are unlikely to succeed in teaching inclusive classes (Ernst and Rogers, 2009Guskey, 2002). In responding to what is perceived unjust for these learners experiencing barriers to learning and the teachers involved in teaching inclusive education, this paper attempts to chart the relationship and functions of SBST and DBST as a means for analysing the weakening support offered to inclusive education.

Supporting teachers in their use of ICT in teaching mathematics: What kind of support is necessary and when is it required?

2018 ◽  
Vol 6 (7) ◽  
pp. 1-8
Author(s):  
Benard Litali Ashiono
Keyword(s):  
Public Schools ◽  
Primary Schools ◽  
Quantitative Data ◽  
Mixed Methods Research ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Teaching Mathematics ◽  
Second Phase ◽  
Grade One ◽  
Supporting Teachers

This article reports on a study that was carried out to establish determinants of ICT integration in mathematics teaching and learning. This paper focuses on the kind of support teachers require to effectively use ICT in teaching mathematics. An exploratory sequential mixed methods research design was employed to conduct this study in which quantitative data was initially collected in the first phase. Qualitative data was then collected in the second phase to explain the quantitative data collected in the initial phase. The study targeted all the teachers teaching in lower grades in both private and public schools. A sample size of 40 lower primary schools were purposively selected based on the availability of ICT tools for instructional purposes in those schools. Three teachers teaching in grade one, two and three were then selected using simple random sampling technique especially in cases where more than three teachers existed. Teacher Questionnaire, Teacher Interview Protocol and Observation Protocol were used to collect data. Data was analyzed qualitatively using descriptive phenomenological analysis in which data transcriptions were divided into themes and sub-themes related to phenomena under study. The findings of the study revealed that there was a significant relationship between supporting teachers’ use of ICT in the classroom and their actual use of ICT in teaching mathematics. The study findings however revealed that teachers teaching lower grades in Mombasa, Kenya were not adequately supported in their use of ICT in teaching mathematics. It was recommended that teachers must be granted adequate support in their use of ICT in teaching mathematics.

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