scholarly journals Inclusive Education Implementation in Public Universities of Uganda and Development Implications

2020 ◽  
pp. 29-39
Author(s):  
Grace Lubaale ◽  
Keyword(s):  
Inclusive Education ◽  
Public Universities

scholarly journals A inclusão educacional de pessoas com deficiência nas universidades federais sob a perspectiva da lei 13.409/2016

2019 ◽  
Vol 2 (3) ◽  
pp. 45-57
Author(s):  
Lorena Ismael Fernandes
Keyword(s):  
Public Schools ◽  
Inclusive Education ◽  
Regular Education ◽  
Public Universities ◽  
Educational Process ◽  
Education Law ◽  
Academic Environment ◽  
Higher Education Law ◽  
Educational Inclusion ◽  
The University

A educação inclusiva visa ampliar a participação de todos os estudantes no ensino regular, garantindo o exercício da cidadania. No ensino superior, a Lei 13.409/2016 cria uma reserva de vagas às pessoas com deficiência, advindas de escola pública, nas universidades públicas federais. O presente artigo busca compreender como o acesso impulsionado pela legislação mobiliza políticas e instrumentos de permanência estudantil e quais são os obstáculos encontrados para a efetivação dessa política no meio acadêmico. Além disso, apresenta-se ferramentas que podem auxiliar o processo educacional inclusivo nas universidades, como a Tecnologia Assistiva, e discute-se o papel da universidade na expansão e consolidação das práticas inclusivas. De acordo com os levantamentos bibliográficos realizados, é notório a importância de uma ação afirmativa na promoção da democratização do ensino, porém é observado que o sucesso da política está relacionado a utilização de mecanismos ao longo da trajetória universitária que permitam a inclusão educacional em sua totalidade. Inclusive education aims to increase the participation of all students in regular education, ensuring the exercise of citizenship. In higher education, Law 13.409/2016 creates a reserve of vacancies for people with disabilities, coming from public schools, in federal public universities. This article tries to understand how the access impelled by the legislation stimulates policies and instruments of student permanence and what are the obstacles found for the accomplishment of this policy in the academic environment. In addition, devices that can aid the inclusive educational process in universities are presented, such as Assistive Technology, and discuss the university's role in expanding and consolidating inclusive practices. According to the specialized literature, the importance of affirmative action in the promotion of the democratization of education is notorious, but it is observed that the success of the policy is related to the use of mechanisms along the university trajectory that allow the educational inclusion in totality.

Partizipation aus der Perspektive von Kindern

2020 ◽  
Vol 9 (1) ◽  
pp. 3-8
Author(s):  
Itala Ballaschk ◽  
Yvonne Anders
Keyword(s):  
Social Support ◽  
Inclusive Education

Zusammenfassung. Bildungsteilhabe und Partizipation gelten mittlerweile als Kernbegriffe der aktuellen bildungspolitischen Diskussion um Inklusion. Dabei meint Partizipation explizit die Möglichkeit für Kinder, aktiv an der Gestaltung ihrer Lebens- und Lernerfahrungen teilzuhaben ( Prengel, 2016 ). Der vorliegende Beitrag knüpft an dieses Konzept an und stellt Ergebnisse einer Fallstudie vor, die sich insbesondere mit der Sicht der Kinder zum Thema Partizipation und Wohlbefinden in der Kindertageseinrichtung beschäftigt. Im Rahmen des von der Europäischen Union geförderten Projektes „ISOTIS – Inclusive Education and Social Support to Tackle Inequality in Society“ wurden zehn Kinder im Alter von vier bis sechs Jahren aus einer Berliner Kindertageseinrichtung mit einem hohen Anteil an Familien mit Migrationshintergrund über Fokusgruppen und malbegleitete Gespräche dazu befragt, wie sie mit Verschiedenheit umgehen und welche Ansprüche sie selbst an eine gute Kindertagesbetreuung haben. Die Ergebnisse zeigen, welch eine bedeutende Rolle Partizipation für das Wohlbefinden der Kinder zu haben scheint. Frei zugängliche Spielmöglichkeiten und Materialien für die kreative Gestaltung, Mitbestimmung in der Gestaltung und Nutzung von Räumen sowie ein Tagesablauf, der weitestgehend individuelle Gestaltung zulässt, sind Aspekte, welche die Kinder als für sie bedeutsam beschreiben.

Site as a tool for pedagogical support of parents of students with autism spectrum disorder

2020 ◽  
pp. 46-51
Author(s):  
M. V. Kolmakova
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Organization ◽  
Education Environment ◽  
Students With Autism ◽  
A Site

The article considers an innovative form of interaction between an educational organization and parents of students with autism spectrum disorder in inclusive education environment. A site developed by the author is presented, on the basis of which it is planned to implement pedagogical support for parents of students with autism spectrum disorder. The structure and approximate content of such a site are described. Each section of the site corresponds to certain areas of activity within the framework of pedagogical support of parents.

Theoretical and Methodological Elements of an Inclusive Approach to Education

2020 ◽  
pp. 123-136
Author(s):  
Antonello Mura ◽  
Antioco Luigi Zurru ◽  
Ilaria Tatulli
Keyword(s):  
Inclusive Education ◽  
Collaborative Work ◽  
Qualitative Investigation ◽  
Training Process ◽  
Continuous Training ◽  
Learning Contexts ◽  
Inclusive Learning ◽  
Inclusive Approach ◽  
Slow Evolution ◽  
Methodological Principles

The educative experience of people with disability leads the inter­na­tio­nal debate towards the value of inclusive learning contexts. Nonetheless, the theoretical and methodological principles of an inclusive education approach have to be outlined. Data collected using explorative questionnaires during a five-years survey in an Italian region's schools show a slow evolution of the scholastic context. From the perspective of Special Pedagogy, the qualitative investigation on three macro-dimensions (the diversity perception, the didactic and methodological means, the wellbeing of pupils) reveals an emerging development of solid awareness among teachers. Findings confirm that the inclusion processes at school are attainable only throughout a series of clear methodological elements: 1) a valorising attitude towards diversity; 2) an orienting learning process; 3) a plural and flexible use of both methodologies and strategies; 4) a collaborative work environment; 5) a continuous training process; 6) a deontological approach. These are the principles that allow teachers to support each student in the manifold itineraries of identity fulfilment, encouraging pupils to express their needs and to develop their abilities in a welcoming and participative context.

Penglibatan Ahli Akademik Terhadap Pengajaran Hadith di Institusi Pengajian

2018 ◽  
pp. 47-52
Author(s):  
Amran Abdul Halim ◽  
Abdulloh Salaeh
Keyword(s):  
Public Universities ◽  
Academic Staff ◽  
Descriptive Analysis ◽  
Good Knowledge ◽  
Islamic Studies ◽  
National University ◽  
Islamic Science ◽  
The University

This study is to identify the involvement of academicians on the teaching of the hadith. The contribution of the academicians to the teaching of the hadith is also very much needed so that Muslims can acknowledge al-Sunnah closely. The academicians were selected from Academic of Islamic Studies, University of Malaya Islamic Studies Academy, the National University of Malaysia, the Islamic Science University of Malaysia and the International Islamic University which they are all from various fields of Islamic Studies. The methodology used in this study is a questionnaire which is group sampling. The researcher distributes the questionnaire to the academic staff at the university involved. Based on this descriptive analysis of the questionnaire, it can be concluded that academic practitioners either in the field of hadith or other fields are involved and contribute to the teaching of hadith such as in public universities and other institutions. This shows that most academicians have good knowledge related to the field of hadith. Therefore, they are among the most suitable as references to the community in solving Sunnah and bidaah issues, especially the academicians who are experts in the field of hadith. Abstrak Kajian ini adalah untuk mengenalpasti penglibatan ahli akademik terhadap pengajaran hadith. Sumbangan ahli akademik terhadap pengajaran hadith juga amat diperlukan agar umat Islam dapat mengenali al-Sunnahsecara  lebih  dekat.  Ahli-ahli  akademik  yang  dipilih  adalah  dari  Akademi  Pengajian  Islam  Universiti Malaya,   Universiti   Kebangsaan   Malaysia,   Universiti   Sains   Islam   Malaysia   dan   Universiti   Islam Antarabangsa  yang  mana  kesemuanya  dalam  pelbagai  bidang  Pengajian  Islam.  Kaedah yang  digunakan dalam kajian ini adalah soal selidik iaitu persampelan berkelompok. Penyelidikmengedarkan borang soal selidik tersebut kepada ahli akademik di universiti tersebut. Berdasarkan, analisis deskriptif soal selidik ini, dapat dirumuskan bahawa ahli akademik sama ada dalam bidang hadith atau lain-lain bidang adalah terlibat dan turut memberi sumbangan dalam pengajaran hadith seperti di universiti-universiti awam dan lain-lain institusi  pengajian.  Ini  menunjukkan  bahawa  kebanyakan  ahli  akademik  mempunyai  pengetahuan  yang baik  berkaitan  dengan  bidang  hadith.  Oleh  itu,  mereka  adalah  antara  golongan  sangat  sesuai  dijadikan sebagai rujukan masyarakat dalam menyelesaikan permasalahan Sunnah dan bidaah, terutama sekali ahli akademik yang pakar dalam bidang hadith.

A Survey on the Effectiveness of Inclusive Education Implementation at Elementary School

2014 ◽  
Vol 4 (6) ◽  
pp. 439-447
Author(s):  
Martini Jamaris ◽  
Indina Tarjiah, Wuryani ◽  
Trisna Mulyeni
Keyword(s):  
Elementary School ◽  
Inclusive Education
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