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.

scholarly journals Inclusão escolar de jovens e adultos com deficiência: vivências e possibilidades na escola pública

2021 ◽  
Vol 14 (3) ◽  
pp. 394
Author(s):  
Gerda de Souza Holanda ◽  
Marcelino Arménio Martins Pereira ◽  
Sónia Cristina Mairos Ferreira
Keyword(s):  
Public Schools ◽  
Young People ◽  
Students With Disabilities ◽  
Well Being ◽  
The State ◽  
Educational Process ◽  
Adults With Disabilities ◽  
Teachers And Students ◽  
Educational Inclusion ◽  
The University

Este estudo emerge das leituras e discussões envolvendo a inclusão educacional de jovens e adultos com deficiência na escola regular do estado Ceará e se configura como uma ferramenta para a reflexão sobre os papéis desempenhados por gestores, professores e alunos no processo de inclusão desses alunos, bem como sobre a responsabilidade da escola na promoção de uma educação de qualidade para todos. Este estudo, cujo objetivo é analisar a situação de desenvolvimento do processo de inclusão de jovens e adultos com deficiência na escola pública brasileira, especificamente no contexto do estado do Ceará, a partir do exame de como as ações de apoio a esses alunos têm sido geridas por gestores e professores, com vistas à aprendizagem significativa e ao bem-estar do aluno, assim como das perspectivas dos alunos sobre o processo de inclusão na escola regular noturna, está vinculado ao projeto de doutorado desenvolvido na Universidade de Coimbra, que aborda a inclusão escolar de alunos com deficiência na modalidade Educação de Jovens e Adultos (EJA). Os resultados evidenciam que as mudanças não conseguem incluir todas as pessoas, em todas as suas necessidades e continuam privilegiando alguns, enquanto excluem sistematicamente muitos outros, exigindo um redesenho do contexto educacional brasileiro, que privilegie as experiências e saberes dos alunos e intensifique as relações com as comunidades onde o processo educativo se consolida.Palavras-chave: Escola regular noturna; Educação de Jovens e Adultos; Inclusão de alunos com deficiência.School inclusion of youth and adults with disabilities: experiences and possibilities in public schoolABSTRACTThis study emerges from readings and discussions involving the educational inclusion of young people and adults with disabilities in regular schools in the state of Ceará and is configured as a tool for reflection on the roles played by managers, teachers and students in the process of inclusion of these students, as well as on the school's responsibility in promoting quality education for all. This study, whose objective is to analyze the situation of development of the process of inclusion of young people and adults with disabilities in Brazilian public schools, specifically in the context of the state of Ceará, from an examination of how actions to support these students have been managed by managers and teachers, with a view to meaningful learning and student well-being, as well as the students' perspectives on the inclusion process in the regular night school, is linked to the doctoral project developed at the University of Coimbra, which addresses the inclusion of students with disabilities in the Education of Young People and Adults (EJA) modality. The results show that the changes cannot include all people, in all their needs and continue to privilege some, while systematically excluding many others, requiring a redesign of the Brazilian educational context, which privileges students' experiences and knowledge and intensify relations with the communities where the educational process is consolidated.Keywords: Regular night school; Education for Youths and Adults; Inclusion of students with disabilities.Inclusión escolar de jóvenes y adultos con discapacidad: experiencias y possibilidades em la escuela públicaRESUMENEste estudio surge de lecturas y discusiones que involucran la inclusión educativa de jóvenes y adultos con discapacidad en las escuelas regulares del estado de Ceará y se configura como una herramienta de reflexión sobre los roles que desempeñan los directivos, docentes y estudiantes en el proceso de inclusión de estos, así como sobre la responsabilidad de la escuela de promover una educación de calidad para todos. Este estudio, cuyo objetivo analizar la situación de desarrollo del proceso de inclusión de jóvenes y adultos con discapacidad en las escuelas públicas brasileñas, específicamente en el contexto del estado de Ceará, a partir de un examen de cómo se han gestionado las acciones de apoyo a estos estudiantes, por administradores y profesores, con miras a un aprendizaje significativo y el bienestar de los estudiantes, así como las perspectivas de los estudiantes sobre el proceso de inclusión en la escuela nocturna regular, está vinculado al proyecto de doctorado desarrollado en la Universidad de Coimbra, que aborda la inclusión de estudiantes con discapacidad en la modalid Educación de Jóvenes y Adultos (EJA). Los resultados muestran que los cambios no pueden incluir a todas las personas, en todas sus necesidades y seguir privilegiando a algunas, mientras que excluyen sistemáticamente a muchas otras, requiriendo un rediseño del contexto educativo brasileño, que privilegie las experiencias y conocimientos de los estudiantes e intensifique las relaciones con las comunidades donde se consolida el proceso educativo.  Palabras clave: Escuela nocturna regular; Educación para Jóvenes y Adultos; Inclusión de estudiantes con discapacidad.

scholarly journals Blended Learning Environments in Inclusive Education at the University

2020 ◽  
Vol 15 (21) ◽  
pp. 145
Author(s):  
Yaqun Zhang ◽  
Fayruza Rebrina ◽  
Fairuza Sabirova ◽  
Julia Afanaseva
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Inclusive Education ◽  
Educational Process ◽  
Digital Learning ◽  
Education Development ◽  
Current State ◽  
The University ◽  
Digital Learning Environments

The modern education system in most countries is built on providing equitable education opportunities to all people, regardless of the limitations they have. There are no significant problems in primary and secondary inclusive education, while most traditional higher education models are not sufficiently adapted to the needs of people with learning disabilities. Thus, it has been replaced by a blended learning model built on new digital learning environments in recent years. The aim of the article is to study the blended learning environment of inclusive educa-tion systems in China and Russia. The article presents the findings of a “The Global Learner Survey”, conducted on behalf of Pearson in May 2019 by The Harris Poll. The survey involved over 11,000 learners aged 16-70 across nine-teen countries. Additionally, statistics on the higher education development in Russia and China were used. The analysis of the current state of higher education in Russia and China, as well as the development of a blended learning environ-ment, shows the positive effect as that it allows students with limited educational opportunities to integrate into the educational and public life of the university and implement all types of rehabilitation along with the educational process.

PREPARING OF PRESCHOOL ТEACHERS TO WORKING WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

2019 ◽  
Vol 3 ◽  
pp. 83
Author(s):  
Olena Kolosova ◽  
Anna Hilya ◽  
Irina Sarancha
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Preschool Teachers ◽  
Educational Needs ◽  
Educational Process ◽  
Special Educational Needs ◽  
Professional Activities ◽  
The Future ◽  
Personal Qualities ◽  
The University

In the article, the authors analyzed the research on the problem of preparing the future preschool teachers for professional activities in an inclusive education. The barriers to the implementation of inclusive education in the practice of general education institutions have been identified. The conditions and ways to overcome obstacles and difficulties in the solving the problems of inclusion are highlighted. Attention is focused on the importance of the forming the professional and personal qualities of the future preschool teachers, required for working with children with special educational needs. It is proved that for effective implementation of the inclusive education in the practice of general education institutions by the future preschool teachers it should make some changes to the methodology of the organization of the educational process of the university in the process of their preparing. A number of tasks aimed at the preparing future preschool teachers for the professional activities in the inclusive education have been identified.  

Monitoring the Readiness of the Teaching Staff to Work in Inclusive Groups

2020 ◽  
Vol 8 (3) ◽  
pp. 17-22
Author(s):  
L. Il'ina
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Volgograd Region ◽  
Monitoring Study ◽  
The Russian Federation ◽  
The University ◽  
Methodological Difficulties

The article presents the results of monitoring the readiness of the teaching staff to work with students with disabilities in educational institutions of higher education in the Astrakhan region, Volgograd region, Republic of Adygea, Republic of Crimea and Sevastopol. Information was collected by placing a questionnaire for teachers on the portal of higher inclusive education of the Russian Federation and analyzing the obtained quantitative data from General monitoring forms by region. The monitoring study confirmed the presence of a number of problematic aspects in ensuring the educational process for people with disabilities at the University: the need to develop inclusive competence of the teaching staff; the presence of psychological and methodological difficulties in organizing and conducting the educational process in inclusive academic groups; lack of sufficient knowledge about special technical means of training and skills of adaptation of educational and methodological support taking into account the educational needs of students of various nosological groups.

scholarly journals IMPLEMENTATION OF INCLUSION IN HIGHER EDUCATION

2021 ◽  
Author(s):  
Inna Fedotenko ◽  
Irina Yugfeld
Keyword(s):  
School Violence ◽  
Inclusive Education ◽  
Teaching Practice ◽  
Role Playing ◽  
Educational Process ◽  
Special Educational Needs ◽  
Difficult Situation ◽  
Student Groups ◽  
Role Playing Games ◽  
The University

The authors consider the ways and means of implementing the idea of inclusion in the university educational process. The researchers have included information on the history of inclusion, on various models of inclusive education, and on the specifics of a family with a child with special educational needs in the content of psychological and pedagogical disciplines, as well as elective courses. The authors have introduced new tasks of teaching practice, with students describing conflicts, bullying, mobbing, and school violence in traditional and inclusive classrooms. Stu-dents have been asked to justify their intended actions, which could prevent potential risks and find a competent way out of a difficult situation. Plot-role-playing games and group discussions held in student groups on the problems of "special" children and migrant schoolchildren have also facilitated implementation of the idea of inclusion. Discussion teaches future teachers to coordinate positions, values, to make decisions, and helps them see new personal meanings. Students' daily communication at the university with physically or mentally challenged mates with students of different cultures, faiths, and languages has played a significant role in their acceptance of inclusion.

scholarly journals Psychosocial Wellbeing of the Students with Limited Opportunities of Health Studying at the University

2019 ◽  
Vol 11 (3) ◽  
pp. 84-94
Author(s):  
L.A. Osmuk ◽  
M.S. Melnikova
Keyword(s):  
Inclusive Education ◽  
Educational Environment ◽  
Educational Process ◽  
Self Determination ◽  
Dynamic State ◽  
Psychological Wellbeing ◽  
Psychosocial Wellbeing ◽  
Professional Self ◽  
The University

In article being considered the problem of psychosocial wellbeing of students with limited opportunities of health connected with development of inclusive education at the higher school. It is offered to consider psychosocial wellbeing of students in the context of process of their professional self-determination and to consider features of psychosocial wellbeing of the students with limited opportunities of health getting to educational space of the university. The psychosocial wellbeing is considered as a dynamic state, need of development of a technique of its research, taking into account stages of educational process is stated. The flight base for development of a technique offers tools of the realized monitoring of social and psychological wellbeing (n=846, the students of 10 universities studying in inclusive groups). In order, that the student with limited opportunities of health steadily experienced feeling of psychosocial wellbeing, it is necessary that the inclusive group and the educational environment were safe, comfortable and having all necessary resources for self-realization.

scholarly journals Educational inclusion of migrant children in the ideological attitudes of school teachers

2020 ◽  
Vol - (4) ◽  
pp. 3-17
Author(s):  
Kozlova M ◽  
Keyword(s):  
Inclusive Education ◽  
Ethnic Diversity ◽  
Educational Process ◽  
Migrant Children ◽  
Cultural Groups ◽  
School Teachers ◽  
Migration Experience ◽  
Cultural Inclusion ◽  
Educational Inclusion ◽  
Ideological Attitudes

The problems of inclusion of representatives of ethnic minorities in host societies in modern studies are often associated not so much with explicit discrimination, but with questions about the ways in which the majority understands cultural and ethnic diversity. The education, in particular the school, is one of the key channels for the inclusion of ethnic and cultural groups. In this regard, the article attempts to explicate the discursive practices of school teachers in relation to inclusive education of children with migration experience. We try to answer the question of how teachers' interpretation of cultural differences and of the goals of educational inclusion of migrant children affects the approach to the educational process and the nature of socio-cultural inclusion in general.

scholarly journals La competencia genérica de reconocimiento y aprecio por la diversidad humana: Evaluación en la formación inicial de docentes

2017 ◽  
Vol 21 (3) ◽  
pp. 1
Author(s):  
Carla Leticia Paz-Delgado ◽  
Lorenzo Eusebio Estrada-Escoto
Keyword(s):  
Inclusive Education ◽  
Educational Process ◽  
Faculty Members ◽  
Curricular Reform ◽  
University Professors ◽  
Ongoing Training ◽  
Curricular Implementation ◽  
Attention To Diversity ◽  
The University ◽  
Depth Interviews

Currently, teaching takes place in highly diverse social, educational and cultural environments. Understanding and accepting this fact has allowed that pre-service and in-service teaching training be taught as education for diversity. It is in this sense that the Universidad Pedagógica Nacional Francisco Morazán (UPNFM, Pedagogical University Francisco Morazán) has, in a recent curricular reform, included a generic and transverse competency to contribute to the training of the University faculty, so that they can appreciate and understand diversity as an enriching asset of the educational process. The main objective of this research is to identify the level of development of this competency to propose a strategy to visualize inclusive education as transverse knowledge. This project was developed from the perspective of research for improvement and decision making, using a mixed methodology and collecting data through the analysis of documents, in-depth interviews, and a questionnaire. The participants in the study were 225 students, who were in their professional internship II, and eight professors from the General Ed courses.The results showed that UPNFM, in its curricular offer, has achieved great improvements as for the training of their faculty members regarding attention to diversity by incorporating in its curriculum a competency linked to an inclusive education. However, both members of the faculty and students pointed out that they did not have the skills to apply teaching strategies suitable to deal with diversity. Therefore, it is necessary to strengthen the process of curricular implementation through ongoing training of university professors.

scholarly journals The Personality of a University Teacher from the Perspective of Academic Culture

2018 ◽  
Author(s):  
Mariana Sirotova ◽  
Eva Frydkova
Keyword(s):  
Academic Culture ◽  
Educational Process ◽  
Educational Activity ◽  
Academic Environment ◽  
Quantitative Survey ◽  
University Teachers ◽  
Personal Qualities ◽  
The University

This submission deals with the personality of a university teacher as a member of an academic environment and a bearer of academic culture. The work also includes the results of a quantitative survey executed via questionnaire presenting the FF UCM (Philosophical Faculty of St. Cyril and Methodius University in Trnava) students´ views of university teachers and their perception of the teachers in the educational process of the university. The analysis of the opinions confirms that students not only perceive the personal qualities of a teacher, but also evaluate his/her educational activity.

scholarly journals Organizational Features of Inclusive process of Teaching Students with Disabilities according to Adapted Basic Professional Educational Programs at the University

2021 ◽  
pp. 44-50
Author(s):  
A.G. Stanevsky ◽  
◽  
T.A. Guzeva ◽  
V.M. Krikun
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Programs ◽  
Educational Process ◽  
Inclusive Process ◽  
Education Programs ◽  
Successful Employment ◽  
Organizational Features ◽  
The University

Researched is the problem of developing inclusive Higher education with an emphasis on the success of its completion and subsequent effective employment of graduates is very urgent. Today the number of students with disabilities requiring such training is estimated in the thousands. The accumulated experience of inclusive education confirms that vocational education, including higher education, provides the best vocational rehabilitation and subsequent successful employment of people with disabilities in the labor market. A key contribution to solving this problem is made by universities that create adapted educational programs for this category of students. The article summarizes the experience of the Bauman University on the creation of adapted basic professional educational programs for students with disabilities. The features of the organization of the inclusive educational process of learning, the features of the development and implementation of its methodological support: curricula, calendar educational schedules, competency matrices, work programs of disciplines and practices, assessment and other teaching materials are analyzed. The development and institutionalization of adoptive basic professional educational programs allows the university to pursue a targeted policy of attracting students with disabilities to higher education and ensures the success of mastering professional higher education programs approaching 90%, with 100% successful subsequent employment of graduates.

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