scholarly journals THE SOCIAL DIMENSION OF INCLUSIVE EDUCATION: SPECIAL ELEMENTARY SCHOOL PUPILS WITH MILD INTELLECTUAL DISABILITIES TALK ABOUT THEIR EXPERIENCE FROM A SOCIAL CO-EXISTENCE PROGRAM

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Vasileiadis Ilias ◽  
Dadatsi Aikaterini ◽  
Koutras Spyros
Keyword(s):  
Special Education ◽  
Elementary School ◽  
General Education ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
School Setting ◽  
Social Dimension ◽  
Structured Interviews ◽  
Post Intervention ◽  
The Social

<p>Formally, inclusive education is part of the primary policies in the Greek educational system. However, pupils with intellectual disabilities still attend special schools and their socialization is mainly monitored through the implementation of social co-existence programs in the school setting. The present study aimed to explore the outcomes of a social co-existence program that was implemented in two co-located schools, a general education elementary school and a special education elementary school. Semi-structured interviews with the special education elementary school pupils were used for pre- and post-intervention assessments. Qualitative analyses of the data revealed important differentiations in the ways pupils with intellectual disabilities understood a) their social interaction with typically developing peers and b) acceptance by peers. In fact, the pupils with intellectual disabilities consistently acknowledged that participation in the social co-existence program enhanced their social interactions and improved acceptance by peer.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0683/a.php" alt="Hit counter" /></p>

scholarly journals Age Dynamics of Social Situation of Development in Elementary School Students in Inclusive Education

2021 ◽  
Vol 17 (3) ◽  
pp. 135-142
Author(s):  
T.A. Yudina ◽  
S.V. Alekhina
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Elementary School Students ◽  
Inclusive Education ◽  
Social Situation ◽  
Sentence Completion ◽  
Primary School Students ◽  
School Students ◽  
Age Dynamics ◽  
The Social

The article presents results of an empirical study of the age dynamics of the social situation of develop¬ment in primary school students in inclusive education. The study sample consisted of 328 children aged from 7 to 11, including 18 children with SEN, studying in two inclusive schools in Moscow. The hypothesis of the study was that the characteristics of the objective and subjective aspects of the social situation of chil¬dren’s development change in accordance with the two phases of primary school age. The characteristics of the social situation of the development of children were measured using the “Sociometry” method and two projective methods: “Color Test of Relationship” and “Sentence Completion Test”. The age dynamics is ob¬served in changes in the social position and the system of orienting images of primary school students. The significant differences between the distribution of sociometric statuses of students in inclusive classes and the age standard obtained in the conditions of traditional education were found. The results of the study reveal the specificity of elementary school students’ development in conditions of inclusive education.

scholarly journals Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership

2018 ◽  
Vol 2018 ◽  
pp. 1-13 ◽  
Author(s):  
Zachary Y. Mngo ◽  
Agnes Y. Mngo
Keyword(s):  
Special Education ◽  
Instructional Leadership ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Education Program ◽  
Future Research ◽  
Teachers Perceptions ◽  
Highly Educated ◽  
Integrated Classrooms

The opinions of general education secondary school teachers in seven select schools involved in a pilot inclusive education program in the Northwest Region of Cameroon were sought. The findings reveal that most teachers in Cameroon still prefer separate special education institutions to inclusive ones. These conclusions contradict earlier research which showed that resistance to integrated classrooms was emanating from beliefs and customs. Teachers with some training on teaching students with disabilities and more experienced and highly educated teachers were more supportive of inclusive education indicating that resistance to the practice is linked to inadequate or complete lack of teachers’ preparedness. Younger, less experienced teachers with no training in special education indicated less enthusiasm regarding the benefits of inclusion, their ability to manage integrated classrooms, and teach students with disabilities. The implication of these findings for future research, institutional support systems, institutional policies, and overall instructional leadership is discussed in this article.

Investigation of the usage of mainstreaming and general education teachers' educational activities on phonological awareness

2015 ◽  
Vol 1 (1) ◽  
pp. 15-33
Author(s):  
Ceyda Emir ◽  
M. Cem Girgin ◽  
H. Pelin Karasu
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
Research Process ◽  
Hearing Impaired ◽  
Special Education Services ◽  
Education Services ◽  
Literacy Activities ◽  
Analysis Question ◽  
Hearing Impaired Students

It is observed that the number of students with hearing impairment placed in inclusive practices in our country has increased rapidly. In parallel, the need for support special education services to be provided in these environments also increases. Support education room is one of the support special education services offered in line with the needs of the student. The aim of this research is to examine the literacy activities applied in Turkish lessons within the scope of support education room service. This research was designed as an action research. The participants of the research; Three hearing-impaired students who receive inclusive education in the fourth grade of primary school are researchers, general education classroom teachers and validity committee members as support education room teachers. Research data was collected with videotape recordings of real classroom interactions, validity committee sound recordings and meeting minutes, lesson plans, reflective research diary, student products and archive documents. The data were analyzed by the researcher and the validity committee members during and after the research process. During the research process, text analysis, question-answer creation, story map creation and space filling activities were applied in Turkish lessons. As a result of the research, it was seen that the students were able to explain the texts they read, guess the meaning of the words they did not know, use the question-answer strategy, determine the text structures, summarize the text, and place words in the text in syntax and meaning. Research results of the hearing impaired students in Turkey is expected to provide support to the training room to offer programs to create benefits for their perspectives on lessons and Turk. Keywords: Hearing impaired student, inclusion, support education room, literacy activities.

Investigation of Turkish activities applied in support education room for hearing impaired students in inclusive environment

2015 ◽  
Vol 1 (1) ◽  
pp. 1-14
Author(s):  
Elif Akay
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
Research Process ◽  
Hearing Impaired ◽  
Special Education Services ◽  
Education Services ◽  
Literacy Activities ◽  
Analysis Question ◽  
Hearing Impaired Students

It is observed that the number of students with hearing impairment placed in inclusive practices in our country has increased rapidly. In parallel, the need for support special education services to be provided in these environments also increases. Support education room is one of the support special education services offered in line with the needs of the student. The aim of this research is to examine the literacy activities applied in Turkish lessons within the scope of support education room service. This research was designed as an action research. The participants of the research; Three hearing-impaired students who receive inclusive education in the fourth grade of primary school are researchers, general education classroom teachers and validity committee members as support education room teachers. Research data was collected with videotape recordings of real classroom interactions, validity committee sound recordings and meeting minutes, lesson plans, reflective research diary, student products and archive documents. The data were analyzed by the researcher and the validity committee members during and after the research process. During the research process, text analysis, question-answer creation, story map creation and space filling activities were applied in Turkish lessons. As a result of the research, it was seen that the students were able to explain the texts they read, guess the meaning of the words they did not know, use the question-answer strategy, determine the text structures, summarize the text, and place words in the text in syntax and meaning. Research results of the hearing impaired students in Turkey is expected to provide support to the training room to offer programs to create benefits for their perspectives on lessons and Turk. Keywords: Hearing impaired student, inclusion, support education room, literacy activities  

On the Use of Speech Technologies to Achieve Inclusive Education for People with Intellectual Disabilities

2013 ◽  
pp. 163-174
Author(s):  
Ana Pérez Pérez ◽  
Zoraida Callejas Carrión ◽  
Ramón López-Cózar Delgado ◽  
David Griol Barres
Keyword(s):  
Quality Of Life ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
New Technologies ◽  
Language Disorders ◽  
The Social ◽  
Educational Integration ◽  
People With Intellectual Disabilities ◽  
Speech And Language Disorders

New technologies have demonstrated a great potential to improve the social, labour, and educational integration of people with special needs. That is why there is a special interest of academia and industry to develop tools to assist this people, improving their autonomy and quality of life. Usually, intellectual disabilities are linked with speech and language disorders. In this chapter, the authors present a review on the efforts directed towards designing and developing speech technologies adapted to people with intellectual disabilities. Also, they describe the work they have conducted to study how to gather speech resources, which can be used to build speech-based systems that help them to communicate more effectively.

Project-Based Learning for Students With Intellectual Disabilities

2018 ◽  
pp. 196-221 ◽  
Author(s):  
Vardan Mkrttchian
Keyword(s):  
Intellectual Disability ◽  
General Education ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Subject Area ◽  
General Education Teachers ◽  
Project Based Learning ◽  
Learning Method ◽  
Disabled Students ◽  
General Education Classroom

With the push to include all students, despite disability, in the general education classroom, general education teachers need to be trained in ways to adequately educate intellectually disabled students alongside their nondisabled peers. Many students with an intellectual disability are capable of learning in an inclusive environment if provided with proper support, such as through instructional methods like project-based learning. Project-based learning actively involves learners in investigating real-world issues and answering related questions. This chapter focuses on how to use the project-based learning method to teach children with intellectual disabilities within the framework of inclusive education, using biology as an example subject area.

Practice-Based Educational Research

2021 ◽  
pp. 207-226
Author(s):  
Roberto M. Garcia
Keyword(s):  
Special Education ◽  
General Education ◽  
Intellectual Disabilities ◽  
Student Teacher ◽  
Narrative Analysis ◽  
Classroom Behavior ◽  
General Education Teachers ◽  
Education Experience ◽  
Personal Perceptions ◽  
Individuals With Intellectual Disabilities

Incoming PK12 general education teachers beginning their careers are not wanting to have individuals with intellectual disabilities in their classroom due to a lack of special education experience and knowledge. This practice-based qualitative narrative dissertation study explored student teacher individual perceptions and experiences on special education classroom behavior and inclusion for elementary public-school general education student teachers. The practice-based problem was the negative views pre-service K12 educators held for classroom inclusion and personal perceptions of individuals with intellectual disabilities. The study sample included 10 student teacher college students enrolled in one Texas early childhood program. Schlossberg's Transition Model was used as the practice-based conceptual framework and data were gathered from interviews and analyzed using Clandinin and Connelly's procedures for narrative analysis. The findings determined pre-service general education teachers are not always provided adequate inclusion training.

Defining the Social Dimension of Sustainability in Product Design

2013 ◽  
Vol 572 ◽  
pp. 24-27
Author(s):  
Matthew Watkins
Keyword(s):  
Product Design ◽  
Design Education ◽  
Teaching And Learning ◽  
Social Dimension ◽  
Structured Interviews ◽  
Doctoral Study ◽  
Face To Face ◽  
The Social ◽  
Sustainable Product ◽  
Effective Teaching And Learning

This paper presents a summary of a larger study into the formulation of a set of criteria for consideration of the Social criteria of Sustainable Product Design (SPD). A multidisciplinary literature review was conducted, which was developed further through semi structured interviews with nine experts in the field of sustainable design education. These interviews were conducted face to face and responses were analysed using the coding and clustering technique. A list of criteria was refined and these were used to inform a doctoral study which considered effective teaching and learning methods in the social aspects of SPD.

scholarly journals Happy Sustainability: A Future Quest for More Sustainable Universities

2022 ◽  
Vol 11 (1) ◽  
pp. 24
Author(s):  
Kelum A. A. Gamage ◽  
Nora Munguia ◽  
Luis Velazquez
Keyword(s):  
Sustainable Development ◽  
Inclusive Education ◽  
High Stress ◽  
Quality Education ◽  
Social Dimension ◽  
Sustainable Development Goal ◽  
2030 Agenda ◽  
The Social ◽  
Sustainability Initiatives ◽  
Sustainable Universities

For decades, sustainability researchers have tenaciously insisted on transforming higher education institutions into more sustainable and inclusive campuses. Yet, as the 2030 agenda seems unlikely to be achieved, universities are struggling to meet the fourth Sustainable Development Goal (SDG 4) before the 2030 deadline. In addition, the post-COVID-19 era demands quality and inclusive education that entails care for students experiencing high stress levels. So far, most of the significant achievements are within the environmental or economic dimensions of sustainable development, but strengthening the social dimension is still one pending task. The importance of happiness to sustainability initiatives on campus, and beyond, deserves further research. To this end, this article offers insights into incorporating the sustainability–happiness nexus into sustainable universities to enhance the social dimension of sustainability. COVID-19 reminds sustainability academics and stakeholders that teaching technical and scientific knowledge is necessary to become more sustainable. Still, it is not sufficient to achieve the goals in the 2030 agenda. Providing inclusive and sustainable quality education will be reached when more sustainable universities consider happiness the ultimate goal of human development.

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