PROBLEMS AND SOLUTIONS IN AN INCLUSIVE EDUCATIONAL SYSTEM

Equal Treatment ◽

Equal Rights ◽

Right To Education ◽

Problems And Solutions ◽

The Republic ◽

What is inclusive education? It is a process of changing preschool, secondary and higher education that all our children with disabilities can use, assuming that this education can be adapted to their different needs. Inclusive education is based on an ideology that excludes any discrimination against children with disabilities, provides equal treatment for all, but creates the necessary conditions for children with special educational needs. The Constitution of the Republic of Uzbekistan guarantees the right to education for all. Our national legislation also provides for equal rights for persons with disabilities in the exercise of their potential. The state pays special attention to the home education of children with disabilities who are unable to attend school.

THE RIGHT TO INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES IN THE REPUBLIC OF NORTH MACEDONIA: OPPORTUNITIES AND CHALLENGES

Society Register ◽

10.14746/sr.2020.4.4.10 ◽

2020 ◽

Vol 4 (4) ◽

pp. 209-226

Author(s):

GORDANA STANKOVSKA ◽

IMRAN MEMEDI

Keyword(s):

Human Rights ◽

Students With Disabilities ◽

Inclusive Education ◽

Educational Needs ◽

Educational Process ◽

Right To Education ◽

The Republic ◽

A child is a member of a vulnerable group in societies. Children's rights are equal for all children and they cannot be denied, because they are a birthright. However, throughout the world, children with disabilities and their families constantly experience a barrier in regard to the enjoyment of their basic human rights and to their inclusion in society. Their abilities are overlooked, their capacities are underestimated and their needs are given low priority. The barriers they face are more frequently a result of the environment in which they live rather than a result of their impairment. The situation began to change only when requirements to include disabled children in the education system were introduced in legislation. Following the example of other countries worldwide, the Republic of North Macedonia introduced inclusion of children with disabilities in the mainstream educational process, because the right to education is a right for all children, including the ones with special educational needs. For this purpose, the Republic of North Macedonia implemented a series of changes in the educational system for successful inclusion of children with special educational needs. Hence, the main aim of our paper is to represent the actual situation in Macedonian schools regarding the problem of educational inclusion of students with disabilities in the regular school system. The research methods are based on document studies and case studies about changes in social and educational policies for students with disabilities and special educational needs who are included in primary and secondary education. At the same time we shall present some guidelines for teachers who work with these children and future directions for a proper inclusion system in the Republic of North Macedonia, because every child has a fundamental right to education and must be given the opportunity to achieve and reach an acceptable level of learning. In this frame, school societies try to support full participation of students with disabilities in areas of their lives on equal terms, conditions, social justice and basic human rights.

Implementacija i provedba inkluzivnog odgoja i obrazovanja u sustavu redovnih škola

Magistra Iadertina ◽

10.15291/magistra.822 ◽

2012 ◽

Vol 7 (1.) ◽

Author(s):

Matilda Karamatić Brčić

Keyword(s):

Inclusive Education ◽

Teaching And Learning ◽

Compulsory Education ◽

Educational Practice ◽

Inclusive School ◽

Educational Need ◽

The Right ◽

Educational Inclusion

Implementation and educational inclusion in school is a relevant topic for pedagogical and social context because it implies the acceptance and appreciation of differences among children as incentives, rather than obstacles in the process of teaching and learning. On the UNESCO World Conference concerning Special Educational Needs held in 1994, Statement and Framework for Action were adopted, which promote the right of every child to be involved in the educational system, and in regular schools, regardless of their physical, intellectual, emotional, social, linguistic or other conditions. The term special educational need in this context does not exclusively refer to children with disabilities. The concept of inclusive education with the meaning of inclusion of all children in compulsory education extends and deepens the educational model of integration of children with disabilities in regular education. The introduction and implementation of inclusion in schools becomes the requirement of contemporary educational policies of Europe and the world, whereby the changing of schools in order to achieve educational inclusion is conditional on changing the entire educational practice (Mittler, 2006). This paper will show some of the assumptions that are crucial for the implementation of inclusion in schools with special emphasis on the role of activities of teachers as key participants in the process of inclusive school.

Progress in Education of Children With Disabilities in Zambia

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00034 ◽

2020 ◽

Vol 5 (6) ◽

pp. 1820-1827

Author(s):

Muchinka Mbewe Peele ◽

Cindy Gill ◽

Sarah Wainscott

Keyword(s):

Inclusive Education ◽

Speech Therapy ◽

Speech Pathology ◽

Language Therapy ◽

Preparation Programs ◽

Social Barriers ◽

University Preparation ◽

The Republic

Purpose The purpose of this review article is to review the progress made in the treatment and education of persons with disabilities in Zambia, to identify barriers that have hindered change and initiatives that have facilitated positive changes in Zambia, and to highlight the initial steps toward the establishment of the profession of speech-language pathology in Zambia. Conclusions There have been remarkable strides in the education of children with disabilities and the establishment of support for persons with disabilities since the Republic of Zambia became an independent nation in 1964. Zambia's limited resources, understanding of disabilities, and cultural and social barriers have hampered efforts to provide special services to children. Despite these challenges, many policies have been adopted and laws passed to protect the rights of those with disabilities, including access to quality equitable and inclusive education programs. Though implementation of the stated ideals has been difficult, and poverty continues in many areas, preparation of special education teachers and inclusion practices has improved. One vital service for children with disabilities, speech/language therapy, remains outside the new provisions. Speech therapy is not currently provided in the schools and is rarely available elsewhere. Though there are currently no Zambian college or university preparation programs for speech therapists, plans to bring speech pathology to Zambia are underway.

The Right to Inclusive Education in the Light of the Convention on the Rights of Persons with Disabilities

Studia Edukacyjne ◽

10.14746/se.2018.47.20 ◽

1970 ◽

pp. 329-342

Author(s):

Boubacar Sidi Diallo

Keyword(s):

Human Rights ◽

Students With Disabilities ◽

Inclusive Education ◽

Academic Progress ◽

Social Situation ◽

Quality Education ◽

Educational Institutions ◽

Right To Education ◽

This article examines the rights of persons with disabilities in the field of inclusive education based on fundamental human rights outlined in the Convention on the Rights of Persons with Disabilities. Inclusive education is essential to achieve universal respect for the right to education, including persons with disabilities. Only inclusive education systems can offer persons with disabilities both quality education and the opportunity to improve their social situation. Inclusive education is not just about placing students with disabilities in mainstream educational institutions; it also means making them feel welcome, respected and valued. The values that underlie the concept of inclusive education reinforce the capacity of everyone to achieve their goals and to conceive of diversity as a source of enrichment. Students with disabilities need appropriate support to participate in the education system on an equal basis with other students. Ordinary educational institutions must provide students with disabilities with a learning environment that maximizes academic progress and socialization.

Equality of What? The Capability Approach and the Right to Education for Persons with Disabilities

Social Inclusion ◽

10.17645/si.v6i1.1193 ◽

2018 ◽

Vol 6 (1) ◽

pp. 29-39 ◽

Cited By ~ 5

Author(s):

Andrea Broderick

Keyword(s):

Inclusive Education ◽

Capability Approach ◽

National Level ◽

Human Potential ◽

Educational Equality ◽

Right To Education ◽

Mainstream Society ◽

The Right ◽

The Capability Approach

The right to education is indispensable in unlocking other substantive human rights and in ensuring full and equal participation of persons with disabilities in mainstream society. The cornerstone of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities seeks to ensure access to inclusive education for persons with disabilities on an equal basis with others as well as the full development of human potential. Since the adoption of the Convention, there has been much theorising about inclusive education; however, there has been little focus on the meaning of equality in the context of the right to education for persons with disabilities. The capability approach, developed by Amartya Sen and further refined by Martha Nussbaum, focuses on ensuring equality and developing human potential. It is often viewed as a tool that can be used to overcome the limitations of traditional equality assessments in the educational sphere, which only measure resources and outcomes. This article explores whether the capability approach can offer new insights into the vision of educational equality contained in the Convention and how that vision can be implemented at the national level.

Readiness for pedagogical activity as a criterion for the development of inclusive practice in the education system of the Republic of Tatarstan

Pedagogy and Psychology ◽

10.51889/2021-2.2077-6861.15 ◽

2021 ◽

Vol 47 (2) ◽

pp. 143-152

Author(s):

М.Р. Osipovskaya ◽

◽

О.V. Laukart-Gorbacheva ◽

Keyword(s):

General Education ◽

Inclusive Education ◽

Education System ◽

Teaching Experience ◽

Educational Needs ◽

Educational Process ◽

Pedagogical Discourse ◽

The Republic

An interdisciplinary study examines the problems of implementing the concept of inclusive education in the education system of the Republic of Tatarstan. An urgent problem is the lack of training of teachers of General education organizations to work with children with disabilities who have special educational needs, which makes it necessary to form professional competencies of teachers related to the development of the ability to design and implement innovative technologies of educational and correctional work aimed at achieving educational results. The purpose of the study was to identify the opinions of teachers about the difficulties of implementing the concept of inclusive education in the national educational system and their readiness to be active in the new conditions. The object of the author's research was chosen pedagogical discourse. Written works (essays) of primary school teachers and subject teachers were used as a communication space reflecting pedagogical discourse. Discourse analysis was used as the main research method. The results of the analysis of pedagogical discourse confirmed the research hypothesis about the lack of training of teachers of the General education system to work with children with disabilities and indicate that the common problem of all teachers is the lack of positive motivation to work; lack of special knowledge about the organization of the educational process; practical skills necessary to work with children with special educational needs. The research data presented in the article give grounds to say that the Republican education system should create conditions for the development of inclusive practices using the network interaction of educational organizations, health and social protection institutions, constant methodological support for teachers, innovative teaching experience.

The Path to Inclusion for Children with Learning Disabilities in Guyana: Challenges and Future Considerations

Journal of International Special Needs Education ◽

10.9782/2159-4341-20.2.79 ◽

2017 ◽

Vol 20 (2) ◽

pp. 79-89

Author(s):

Sherwin Fraser

Keyword(s):

Learning Disabilities ◽

General Education ◽

Inclusive Education ◽

Education For All ◽

Right To Education ◽

Barriers To Education ◽

Decision Making Processes ◽

Teachers And Parents ◽

Abstract One of the major challenges facing special and general education teachers and parents in Guyana is the current educational move towards inclusion. This move has been characterized by the changing political and economic systems which have resulted in inclusion gaining increased momentum in many circles including major organizations, institutions, and even among members of civil society. Inclusion has also been touted as the prelude to meaningful political, economic, social, educational, religious, and cultural engagement in governance and other decision making processes in Guyana. The concept hinges on the right to participate and become involved in various activities regardless of ability or disability. The Jomtien Declaration (1990) which was adopted by the World Conference on Education for All in Thailand in March 1990, mandates the removal of barriers to education for all children. The declaration also affirms the right to education for every individual as well as equal access for all categories of persons with disabilities (United Nations Education, Scientific and Cultural Organization (UNESCO), 1990). While the main pillar of the declaration is the right to education, it also mandates the removal of barriers that would prevent equal learning opportunities for vulnerable and marginalized groups (UNESCO, 1990). This paper examines issues relevant to inclusion and the education of children with learning disabilities in Guyana. The author gives an account of the political system, inclusive education, and legislation for persons with disabilities, and highlights the challenges faced by teachers in educating children with learning disabilities in Guyana.

Inclusive Education for Refugee Children With Disabilities in Berlin—The Decisive Role of Parental Support

Frontiers in Education ◽

10.3389/feduc.2020.529615 ◽

2020 ◽

Vol 5 ◽

Author(s):

Felix Steigmann

Keyword(s):

Inclusive Education ◽

Parental Support ◽

Decisive Role ◽

Theory And Practice ◽

Refugee Children ◽

Structural Level ◽

Human Right ◽

Inclusive education for persons with disabilities, although an internationally recognized human right, is far from being fully and adequately implemented. Since this crucial human right does not only apply to citizens, the lack of implementation holds true for refugees, too. Therefore, the present research elaborates on the extent to which the right to inclusive education is ensured for refugee children with disabilities in Berlin as well as on the obstacles and challenges with regard to access to this right. The theoretical basis of this research is formed by an outline and discussion of the manifold legal frameworks on different relevant levels of law and is contextualized by pertinent key concepts. Shedding light on the discrepancy between theory and practice, problem-centered expert interviews with six social workers in Berlin were conducted. These interviews were evaluated and analyzed according to the so-called Grounded Theory. It will be shown that apart from structural shortcomings and resource shortages, the parents' capacity is one of the decisive aspects on which the prospects of inclusive schooling depend on. Within this context, the research focuses on the parent's capacity in terms of, inter alia, knowledge about the education and support system and their personal conditions in either facilitating or constraining their children's access to inclusive education as well as on the importance of social worker's support and consultation measures which aim at strengthening the parent's capacity. Interestingly, this approach shifts away the focus from accusations on a structural level of policymaking to suggestions of improving low-threshold support systems.

PROSPEK PERLINDUNGAN PENYANDANG DISABILITAS TERHADAP PERILAKU DISKRIMINATIF DI KOTA SEMARANG*

MASALAH-MASALAH HUKUM ◽

10.14710/mmh.44.3.2015.253-264 ◽

2015 ◽

Vol 44 (3) ◽

pp. 253

Author(s):

Lita Tyesta ALW

Keyword(s):

Equal Treatment ◽

Specific Reference ◽

Conceptual Approach ◽

Discriminatory Behavior ◽

The Law ◽

The Republic ◽

The Government ◽

The Right ◽

To Receive

This research aims to determine the prospects of persons with disabilities protection against discriminatory behavior in Semarang. The research method is normative using the laws approach (statutory approach), and the conceptual approach (conceptual approach). Results of the study found that the government of Semarang have prospects in providing protection and fulfillment of the rights of persons with disabilitas of discriminatory behavior. Constitution of the Republic of Indonesia Act1945 does not set a specific reference on Disability, but set firmly and clearly regarding non- discrimination, equality before the law, and the right to receive equal treatment before the law throughout Indonesia.

The main stages of the process of formation and development of inclusive education in the United States in the context of multicultural educational policy

10.18411/sr-10-04-2021-67 ◽

2021 ◽

Author(s):

E.S. Kurysheva

Keyword(s):

United States ◽

Educational Policy ◽

Inclusive Education ◽

The United States ◽

Alternative Development ◽

Right To Education ◽

The Law ◽

This article identifies the main stages of the formation of inclusive education (segregative, integrative, inclusive), reveals the evolutionary nature of inclusive education. The article analyzes the content of the main document regulating the right to education of children with alternative development - The Law on Education of Persons with Disabilities (1975).