Attitudes of Teachers towards Inclusive Education in Ethiopia

G Beyene; Y Tizazu

doi:10.4314/ejesc.v6i1.65383

Partizipation aus der Perspektive von Kindern

Frühe Bildung ◽

10.1026/2191-9186/a000461 ◽

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.

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Attitudes Toward Inclusive Education Scale

PsycTESTS Dataset ◽

10.1037/t08495-000 ◽

1992 ◽

Cited By ~ 1

Author(s):

Felicia L. Wilczenski

Keyword(s):

Inclusive Education

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RESEARCH OF FEATURES OF A PROFESSIONAL AND PERSONAL POSITION OF TEACHERS OF INCLUSIVE EDUCATION

Pedagogical IMAGE ◽

10.32343/2409-5052-2018-12-4-63-75 ◽

2018 ◽

Vol 12 (4) ◽

pp. 63-75

Author(s):

N. P. Epova ◽

Keyword(s):

Inclusive Education

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

Informatics in school ◽

10.32517/2221-1993-2020-19-2-46-51 ◽

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.

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Theoretical and Methodological Elements of an Inclusive Approach to Education

EDUCATION SCIENCES AND SOCIETY ◽

10.3280/ess2-2019oa8654 ◽

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.

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