Inclusive Education in the University

2021 ◽  
pp. 66-80
Author(s):  
Marylin Figueroa Cruz ◽  
Gretel Vázquez Zubizarreta ◽  
Ivette Méndez Forns ◽  
María Jackeline Langarano Delá ◽  
Carlos Andres Loyola Romero
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Higher Education Institutions ◽  
Educational Needs ◽  
Special Educational Needs ◽  
The University

The attention to special educational needs (SEN), in and from the university context, promotes the inclusion in all areas of life, the development of a fair and equitable society, and the functions of the university fulfillment as a radiator of influences in the national and foreign environment. Based on this premise, three experiences from different universities that applied technological possibilities in the visibility, awareness, intervention, and satisfaction of SEN are presented in the chapter. It also examines how these practices have benefited the functions achievement of these higher education institutions, the development of the academic digital brand, and university positioning.

scholarly journals La inclusión educativa en la Universidad Central del Ecuador desde las percepciones del estudiantado

2020 ◽  
Vol 4 (8) ◽  
pp. 1-14
Author(s):  
Alba Guadalupe Yépez Moreno ◽  
◽  
Marcelo Remigio Castillo Bustos ◽  
Keyword(s):  
Higher Education ◽  
Data Collection ◽  
Inclusive Education ◽  
Life Histories ◽  
Educational Needs ◽  
Inclusive Practices ◽  
Special Educational Needs ◽  
Research Context ◽  
Educational Relationships ◽  
The University

This paper presents the description of the students perceptions of the Central University of Ecuador regarding the inclusive education in the university context. The data collection was carried out through the analysis of 10 life histories of students with special educational needs associated with disabilities and situations of vulnerability, and 48 interviews applied to two students of each faculty of the aforementioned institution. The data was analyzed with Atlas Ti software. 8.0. The results reveal that in the research context there has been an important integration of students with special educational needs associated or not with disability. However, due to inherent limitations of policies, cultures and inclusive practices; socio-educational relationships and interrelationships are generally fragmented, traditional and homogenizing, same that with a view to a supposed regularity, in practice, are highly exclusive. The researchers affirm that their interests, motivations and needs are met in a limited way in the university context. Since the curriculum is inflexible and the physical facilities are not very accessible, they have to adapt to contexts and processes by making immeasurable efforts. Keywords: inclusive education, inclusive policies, inclusive cultures, inclusive practices, higher education.

scholarly journals Desafios institucionais à inclusão de estudantes com Necessidades Educativas Especiais no Ensino Superior

2017 ◽  
Vol 30 (2) ◽  
pp. 7 ◽  
Author(s):  
Maria Leonor Borges ◽  
Maria Helena Martins ◽  
Emilio Lucio-Villegas ◽  
Teresa Gonçalves
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Minority Student ◽  
Educational Needs ◽  
Academic Community ◽  
Teaching Staff ◽  
Special Educational Needs ◽  
Institutional Support Services ◽  
The University ◽  
Institutional Actors

Com base nos pressupostos da educação inclusiva e crescente democratização do ensino superior temos vindo a verificar a progressiva abertura da universidade a diversas minorias, nomeadamente estudantes com Necessidades Educativas Especiais (NEE). Constata-se que ainda há pouco conhecimento sobre o tema da diversidade e inclusão entre docentes e estudantes, em geral, sendo que os serviços institucionais de apoio aos estudantes com NEE existentes carecem de eficácia em diversos níveis, nomeadamente ao nível das atitudes dos docentes e pessoal não-docente. O que pensam estes atores institucionais sobre a inclusão destes estudantes? Proporcionam as universidades as condições adequadas a esta minoria estudantil? Através de um estudo de caso na Universidade do Algarve, pretendeu-se analisar as conceções e atitudes dos docentes e pessoal nãodocente face à inclusão dos estudantes com NEE no Ensino Superior. Pretendeu-se ainda conhecer quais os desafios que estes atores institucionais assinalam no âmbito da inclusão. Tendo por referência os seus testemunhos, constata-se que, apesar do esforço da instituição em análise, continuam a existir áreas que necessitam de um maior investimento, desde a remoção das barreiras arquitetónicas, ao desenvolvimento de atitudes mais inclusivas da comunidade académica, passando por práticas de ensino aprendizagem e de avaliação, que assegurem a igualdade e equidade.Palavras-chave: Educação Inclusiva; Necessidades Educativas Especiais; Ensino Superior ABSTRACTBased on assumptions of inclusive education and increasing democratization of higher education, the university has been progressively opening up to various minorities, including students with Special Educational Needs (SEN). There is still little knowledge on the subject of diversity and inclusion among teachers and students, in general. Institutional support services to students with SEN need improvement at various levels, namely in terms of the attitudes of teachers and non-teaching staff. What do these institutional actors think about the inclusion of these students? Do the universities provide appropriate conditions to this minority student group? In order to address this issue, we present the results of a study, at the University of Algarve, that aimed to analyze the concepts and attitudes of teachers and non-teaching staff in view of the inclusion of students with SEN in higher education. It was also intended to understand what challenges these institutional actors point out in a context of inclusion. The results presented, with reference to the testimonies of several institutional actors, reveal that, despite the efforts made by the institution, there are still many areas that need more investment: the architectural barriers, the development of more inclusive attitudes of the academic community, teachinglearning practices, and evaluation to ensure equal and fair treatment.Keywords: Inclusive Education; Special Educational Needs; Higher Education

Inclusive Education as a Condition for Innovative Activities at Higher Education Institutions

2021 ◽  
Vol 9 (5) ◽  
pp. 432-441
Author(s):  
Yuliia M. Bahno ◽  
◽  
Olena M. Serhiichuk ◽  
Svitlana M. Tanana ◽  
Larysa V. Tkachenko ◽  
...  
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Education System ◽  
Higher Education Institutions ◽  
Educational Needs ◽  
Educational Process ◽  
Educational Systems ◽  
Special Educational Needs ◽  
Higher Education System ◽  
Study Results

This study discusses the activities of higher education institutions in the context of inclusive education as an innovative approach. The introduction of inclusive education in the modern higher education system is highly important. The existing specialised education system is undergoing changes resulting in new requirements for work with people with special educational needs in various areas. The purpose of this study is to consider the mechanism of implementation of inclusive education in the activities of higher education institutions, which ensures accessibility and requires high-quality education, in particular, taking into account the educational needs of every individual. The problems of the educational process faced by the students are analysed in detail. This study justifies the necessity of introducing inclusive education in modern educational systems, describes positive experiences of some higher education establishments, provides a step-by-step analysis of the introduction of inclusive education in higher education institutions in Ukraine and defines promising areas for its implementation. This study's theoretical and methodological basis included the works of the world’s leading scientists and a regulatory framework for inclusive education. The article presents students’ attitudes to the implementation of inclusive education. To achieve these objectives, the analysis of the latest research on the implementation of the right to education of persons with special educational needs was carried out. The study results showed a positive attitude towards inclusive education and joint education of people with special educational needs. The study found that inclusive education requires more time and effort to organise the educational process. The introduction of inclusive education elements can increase the efficiency of this process. The effective use of the methods to implement inclusive education in higher education institutions contributes to achieving its goals and results. The introduction of inclusive education provides an effective operational analysis of training quality for students with special educational needs and educational process adjustments, which ultimately creates a management system.

scholarly journals The Right to Education for Learners with Special Educational Needs in Lithuanian Higher Education

2020 ◽  
Vol 25 (4) ◽  
pp. 233-255
Author(s):  
Aušrinė Pasvenskienė ◽  
◽  
Milda Žaliauskaitė ◽  
Keyword(s):  
Higher Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Higher Education Institutions ◽  
Legal Regulation ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Right To Education ◽  
Students With Special Needs ◽  
The Right

This article considers the implementation of the right to higher education for learners with special needs in Lithuania. Although this right is guaranteed by various international documents and national legal acts, the main responsibility to ensure equality in higher education for all learners is embedded in the discretion of higher education institutions. The aim of this article is to analyse Lithuanian legal regulation regarding inclusion of students with special needs into higher education institutions and to evaluate Lithuanian university policies, as institutional documents, concerning students with special educational needs. A brief overview and comparison of all Lithuanian HEI policies illustrates the institutional approach towards educating students with SEN and the level of attentiveness to realization of their right to education. The research also considers pivotal challenges of ensuring inclusive education for those students as well as presents recommendations to address these challenges.

scholarly journals ACMEOLOGICAL INTERACTION OF PARTICIPANTS OF THE INCLUSIVE PROCESS IN THE INCLUSIVE EDUCATIONAL ENVIRONMENT IN HIGHER EDUCATION SETTINGS OF UKRAINE

2021 ◽  
pp. 267-278
Author(s):  
Tetyana Shapovalova
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Legal Framework ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Inclusive Process ◽  
National University ◽  
The Right

The article describes the prerequisites for the creation and implementation of an inclusive educational environment in higher education settings in Ukraine. Contradictions have been identified between the legal framework governing higher education for students with special educational needs and the lack of appropriate physical and psychological conditions for the realization of the right to education, and the contradiction between the existence of a tendency to integrate the educational process and the need to individualize the educational process. It is determined that the state of development of inclusive education in Ukraine is characterized by insufficient development of both social and acmeological mechanisms of interaction of key figures of the educational process. The types of inclusive education implemented by higher education institutions are described. The experience of implementation of inclusive educational policy at Lviv Polytechnic National University and the University "Ukraine" is considered. The author's development of the model of acmeological interaction of participants of the inclusive process in the inclusive educational environment is presented, and the criteria and indicators of evaluation of the interaction of the participants of the inclusive process in the inclusive educational environment are explained. It was found that a serious obstacle to the introduction of inclusive higher education in Ukraine is the lack of financial capacity of universities: there is no equipped environment, there are no special programs aimed at such education. Conclusions are made regarding the importance of acmeological interaction of participants in the inclusive process in an inclusive educational environment, which is not only to improve the situation of students with special educational needs but also to create positive aspects of social development in general.

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.  

scholarly journals Socialization of Young People with Special Educational Needs

2021 ◽  
Vol 25 (1) ◽  
pp. 98-104
Author(s):  
Tеtiana Lunkina ◽  
◽  
Julia Sizonenko ◽  
Keyword(s):  
Higher Education ◽  
Young People ◽  
Special Needs ◽  
Inclusive Education ◽  
People With Disabilities ◽  
Educational Needs ◽  
Educational Process ◽  
Quality Education ◽  
Special Educational Needs ◽  
Education Students

Annotation. Introduction. The unfavorable trend of disability in the world as a whole and in Ukraine in particular, necessitates solving the problems of access to education for children and youth with special needs, because a full life in society of people with disabilities is impossible without quality education and professional self-realization. Today, the education system for applicants with special educational needs is at a stage of inevitable change. Purpose. In the course of the research the essence and peculiarities of the development of inclusive education in Ukraine are considered. The advantages and disadvantages of including young people with special needs in the educational process are analyzed. The advantages of inclusion in the educational process both for young people with special needs and for typical applicants for higher education are substantiated. Results. A SWOT analysis of the socialization of young people with special educational needs was conducted. It is proposed to introduce measures to attract young people with special educational needs for their socialization, adaptation and integration into society. Conclusion. It has been proven that the problem of inclusive education is becoming more and more widespread every year, so higher education institutions need to respond immediately, developing mechanisms for attracting and further cooperation of young people with special needs. The practical value of the proposed ideas is: creating conditions for improving the competence of higher education students when working with people with disabilities; approbation of educational programs focused on training specialists with special needs; providing comprehensive and equitable quality education and encouraging lifelong learning opportunities for all. The socialization of young people with special educational needs will create conditions for effective work and interaction of higher education students with people with disabilities throughout the educational process. Keywords: inclusion; persons with disabilities; socialization; educational process; integration; institutions of higher education; tutor students.

scholarly journals Key Emerging Issues in Higher Education, Fiji

2019 ◽  
Vol 15 (6) ◽  
pp. 96
Author(s):  
Prashneel Ravisan Goundar
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Higher Education Institutions ◽  
South Pacific ◽  
The South ◽  
National University ◽  
Emerging Issues ◽  
Key Issues ◽  
Heavy Workload ◽  
The University

Fiji, an island nation located in the South Pacific has three major higher education institutions namely, “The Fiji National University, The University of the South Pacific which is also ‘the oldest university’ in the country and The University of Fiji”. This paper reviews key emerging issues that are being encountered in higher education (HE) in Fiji. The key issues’ faced by these universities, is showing a similar trend in higher education internationally which this paper examines. Plagiarism continues to be a global phenomenon which the literature objectively highlights along with problems arising due to heavy workload and negligence of not incorporating inclusive education. The paper explores possible solutions to these issues drawing evidence from the available literature. Further research on individual universities would provide greater data for analysis as well as broader solutions to the issues.

scholarly journals SOCIO-PSYCHOLOGICAL FEATURES OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS AS A CAUSE OF CONFLICTS IN INCLUSIVE GROUPS

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Olena Mykolayivna Vasylenko
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Interpersonal Relationships ◽  
Education Institution ◽  
Educational Needs ◽  
Diagnostic Study ◽  
Full Time ◽  
Special Educational Needs ◽  
Student Groups ◽  
Low Level

The article examines the causes of conflicts in inclusive student groups and means of their prevention. It has been found that the success of inclusive education in higher education institutions mainly depends on interpersonal relationships in inclusive student groups. This is due to the fact that communicating with each other, students with special educational needs acquire skills of social interaction, widen the range of their social roles, learn more about their own personality. However, the peculiarities of moral attitudes, values, behavior, features of the emotional and volitional sphere development, cognitive processes of students with special educational needs lead to conflict situations in inclusive student groups. To determine the causes of conflicts in inclusive student groups, a diagnostic study was conducted among the full-time and part-time students with special educational needs of Khmelnytsky National University. The results of the diagnosis showed that main causes of conflicts in inclusive student groups are the following socio-psychological characteristics of students with special educational needs: low level of self-esteem due to which they get painful experiences because of critical remarks addressed to them, try to adapt to other people's opinions, have low motivation for achievement, feel lonely and anxious; low ability to establish new contacts for communication, low level of sociability; the desire to avoid conflict or to get out of it with dignity accepting the opinions and interests of others without seeking compromise solutions. Taking this into consideration, we have developed and substantiated conflict prevention tools for inclusive student groups that can help students with special educational needs to interact effectively with other students while studying at higher education institution.

scholarly journals STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN GREEK HIGHER EDUCATION: ICTS AS A VITAL TOOL FOR INCLUSION

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Asimina Riga ◽  
Vasiliki Ioannidi ◽  
Nikolaos Papayiannis
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
Inclusive Education ◽  
Professional Training ◽  
Educational Needs ◽  
Local Policy ◽  
Special Educational Needs ◽  
Students With Learning Disabilities ◽  
Discriminatory Practice ◽  
Made In

<p>The present paper intends to report and analyze ongoing practices and policies with respect to the inclusion of Students with Special Educational Needs (SEN) and/or disabilities into Higher Education in Greece. To achieve this goal, the researchers systematically searched the current literature sources to find out the extent to and the ways in which European priorities set by article 24 of the Convention on the Rights of Inclusion of Persons with Special Educational Needs and/or Disabilities, have been advocated by Greek educational policy within the Higher Education context. Actually, the literature review demonstrates the existing law framework of the Greek national and local policy whose purpose is to promote the development and implementation of digitally assisted services which ought to take into consideration the needs of students with learning disabilities and comply with the international strides calling for a broader inclusive education. The results of this review showed that Greek universities have endeavored to respond successfully to the Greek legislation’s mandates and to fully address anti-discriminatory practice. However, more adjustments and decisive progress steps have to be made in relation to the curriculum and to teachers’ professional training to ensure all students’ inclusion.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0606/a.php" alt="Hit counter" /></p>

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