scholarly journals Authentic Inclusion in Two Secondary Schools: "It’s the Full Meal Deal. It’s Not Just in the Class. It’s Everywhere."

2017 ◽  
Vol 27 (1) ◽  
Author(s):  
S. Anthony Thompson ◽  
Vianne Timmons
Keyword(s):  
Secondary Schools ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Social Inclusion ◽  
Educational Institutions ◽  
Critical Element ◽  
School Based ◽  
Educational Assistants ◽  
Specialized Care ◽  
Authentic Inclusion

Inclusive educational practices vary across Canada, and perhaps most especially in secondary schools. Researchers use the term authentic inclusion to describe exemplary inclusive educational institutions. Using an appreciative inquiry framework, two such high schools were identified and profiled within the Canadian province of Saskatchewan. Students with and without disabilities, parents and/or guardians, teachers, educational assistants, and other school-based personnel were interviewed using semi- structured protocols. Data were analyzed and two main interrelated themes emerged; the first, authentic inclusion: “the full meal deal—it’s everywhere”; and the second, inclusive pedagogies. Several sub-themes provide greater detail, namely: a) a broad and infused inclusive vision, (b) leadership: implementing the vision, (c) pushing all students beyond comfort zones, (d) no to the new exclusion, and lastly, (d) rejection of false dichotomies: specialized care vs. social inclusion. In the final section, the notion of hope is taken up, as it hearkens back to the appreciative methodology, and more generally, to the promise of authentic inclusive education. We explore the notion of hope-filled schools, and students’ hopes for the future. Hope may be a critical element in the practice of authentic inclusion for students with disabilities.

scholarly journals Attitudes of undergraduates majoring in different branches of science towards fellow students with disabilities: A comparative analysis

2021 ◽  
Vol 11 (1) ◽  
pp. 7-30
Author(s):  
Ida Antonovna Mikhalenkova ◽  
◽  
Iya Evgenievna Rostomashvili ◽  
Yulia Vladimirovna Shumova ◽  
Aleksandr Vladimirovich Shumov ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Social Inclusion ◽  
People With Disabilities ◽  
Educational Institutions ◽  
Psychology Education ◽  
Inclusive Learning ◽  
Special Education Needs ◽  
Research Findings ◽  
Engineering Psychology

Introduction. The article addresses the relevant problem of designing an accessible socio- psychological environment within the framework of higher education institutions for people with special education needs and disabilities. The purpose of this study is to evaluate readiness of students majoring in different branches of science to understand, respect and accept rights and needs of fellow students with disabilities, as well as to interact with them. Materials and Methods. The authors provide a review of Russian and international literature on the priority of social inclusion for people with disabilities (V.N. Myasishchev, D. Thompson, K.R. Fisher, M. Biggeri, etc.) In order to reveal the attitudes of undergraduates majoring in different branches of science (Engineering, Psychology, Education, Law, Physical Education and Sports) to fellow students with disabilities the authors used the ‘Unfinished sentences’ inventory (adapted by I.A. Mikhalenkova and I.E. Rostomashvilli). The sample consisted of 370 students aged between 18 and 50 from 9 universities of the Russian Federation. Results. The study has revealed the peculiarities of developing attitudes towards fellow students with disabilities among undergraduates majoring in different branches of science, summarized the findings about the attitudes towards students with disabilities in the inclusive educational environment of higher educational institutions. The authors explained and clarified the concept of ‘attitude’ as a complex psychological phenomenon comprising cognitive, emotional and moral and ethical components. It is emphasized that students majoring in Education and Psychology are more tolerant, responsive and empathic to fellow students with disabilities than students doing degrees in Economics. According to the research findings, undergraduates’ attitudes towards fellow students with disabilities are determined by their moral and ethical values. It has been found that young adults who choose universities of a humanitarian orientation have a more mature value system. The authors have distinguished three types of attitudes to people with disabilities. The study has shown that undergraduates majoring in different branches of science are tolerant to the inclusion of students with disabilities in degree programmes. Most of them are ready to help, however, they try to avoid making disabled friends. Conclusions. The article concludes that the differentiated approach to creating an accessible socio-psychological inclusive learning environment, taking into account the attitudes of fellow students, is a leading factor in designing an accessible environment for inclusive education of university students majoring in different branches of science.

scholarly journals Readiness for Training Disabled Students in Academic Staff of Universities

2018 ◽  
Vol 23 (2) ◽  
pp. 68-76 ◽  
Author(s):  
N.Y. Sorokin ◽  
T.G. Lukovenko
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Academic Staff ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Persons With Disabilities ◽  
Professional Self ◽  
The University ◽  
High Degree ◽  
Special Competence

The readiness of the teaching staff of higher educational institutions for teaching and psychological and pedagogical support of students with disabilities is being considered. We emphasize that the personnel of the educational organization need special competence to work with persons with disabilities of various nosological groups. The issues of creating an accessible environment in the university were studied, the readiness of teachers to apply special educational technologies in the training of students with disabilities, to develop teaching and methodological materials; the ability to establish pedagogically appropriate relationships with students, and provide psychological and pedagogical support in matters of personal and professional self-determination. The results show a high degree of importance of special professional competencies for inclusive education. But, at the same time, teachers assess their own level of preparedness with students with disabilities as insufficient, which allowed to determine the main areas of work.

Challenges and Potential Solutions for Enabling Inclusion in Secondary Schools

2005 ◽  
Vol 29 (2) ◽  
pp. 93-105 ◽  
Author(s):  
Michelle Pearce ◽  
Chris Forlin
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Primary School ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Children With Disabilities ◽  
School Structure ◽  
Creative Solutions

Children with disabilities are increasingly being included in mainstream classes in Australian schools. In addition, many children with disabilities who are currently enrolled in primary school will be moving to secondary school in the next few years. For secondary schools to meet this challenge, it is important that the reasons for their difficulties are understood and ways of overcoming them are explored. This paper provides a discussion of the specific challenges for secondary schools regarding inclusive education, including the school structure, teaching methods, curriculum, external exams, training and the nature of adolescence. A discussion of a broad range of issues will highlight potential solutions to common concerns in secondary schools. While the inclusion of students with disabilities in secondary schools will undoubtedly identify many challenges, it is argued that these may inspire creative solutions that will benefit all children.

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.

Education of students with disabilities in higher education

2019 ◽  
Author(s):  
Екатерина Михальчи ◽  
Ekaterina Mihal'chi
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Programs ◽  
Educational Process ◽  
Educational Institutions ◽  
Technical Equipment ◽  
Persons With Disabilities ◽  
Education Of Students ◽  
Reference Form

The manual in a brief reference form includes such aspects of the implementation of higher inclusive education as pedagogical conditions for teaching students with disabilities, technical equipment of the educational process and the regulatory framework of inclusive education, the creation of adapted educational programs of higher education for persons with disabilities and the development of adaptation courses. The manual can be recommended to teachers, staff and administration of higher educational institutions of different profiles, assistants, psychologists, employees of centers of inclusive education and used in conducting briefings on work in inclusive groups.

scholarly journals A Study of Pedagogical Conditions of Realization of Inclusive Education in Universities

2015 ◽  
Vol 20 (2) ◽  
pp. 5-15 ◽  
Author(s):  
V.V. Volkova ◽  
E.V. Mihalchi
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Education System ◽  
Educational Institutions ◽  
Higher Education System ◽  
Theoretical Structure ◽  
Education Of Students

The article provides a classification of pedagogical conditions of realization of inclusive education in the higher education system and their analysis in six universities in Moscow. The study involved 212 students from 1 to 4 year studying in different majors and levels of training. The study was conducted by surveying. To study the teaching conditions two groups were identified in a contingent of students: students with disabilities, and without deviations in health. For the analysis of the data we used correlation and factor analysis. The results of the study confirmed the theoretical structure of the classification and showed differences in the estimates of pedagogical conditions of implementation of inclusive education of students with disabilities, and without them. The theoretical framework for the analysis and classification can be used in practice for the study of pedagogical conditions of implementation of inclusive education in educational institutions of different tupes.

Formation of a morphological basis for spelling activity among primary schoolchildren with speech underdevelopment

2021 ◽  
Vol 82 (1) ◽  
pp. 36-43
Author(s):  
I. V. Prishchepova
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Speech Therapy ◽  
Russian Language ◽  
Educational Activity ◽  
Practical Significance ◽  
Educational Institutions ◽  
Morphological Basis ◽  
Primary Schoolchildren

This paper sets out to investigate problems associated with the formation of educational activity (including spelling) among students with disabilities. The author describes principles of speech therapy, generalises the results of long-term experience in studying dysorphography among primary schoolchildren with speech underdevelopment, indicates a positive and stable dynamics in the formation of a morphological basis for spelling activity (need-motivational, content-operational, control-evaluative components), as well as notes an overall increase in academic performance in the Russian language. The study has practical significance in terms of developing prevention and correction methods for managing this type of dysorphography among primary schoolchildren with speech underdevelopment. The described methods can be used for eliminating the mechanisms and symptoms of dysgraphia, carrying out a targeted and controlled formation of spelling activity, and improving spelling literacy. The obtained findings can be applied in speech therapy centres and educational institutions that carry out inclusive education of schoolchildren.

Inculturation and Socialization of Students with Disabilities of Health by Means of Digital Educational Resources

2020 ◽  
Vol 8 (6) ◽  
pp. 31-35
Author(s):  
O. Shafranova
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Environment ◽  
Educational Resources ◽  
Educational Institutions ◽  
Technical Equipment ◽  
Special Equipment ◽  
Financial Investments ◽  
Free Environment ◽  
Investments In Education

One of the most obvious trends in the development of modern Russia is the development of the practice of inclusive education at all its levels. However, there are limitations that inhibit this process. In addition to objective limitations (insufficient material and technical equipment of modern educational institutions with special equipment, lack of financial investments in education to create a genuine barrier-free environment, etc.), subjective limitations associated with the lack of willingness of higher education teachers to work in an inclusive educational environment. The introduction of design technology and the use of digital educational resources for the inculturation and socialization of students with disabilities can solve this problem.

Education policies and organizational structures in Argentinian secondary schools

2016 ◽  
Vol 30 (6) ◽  
pp. 913-928
Author(s):  
María Eugenia Vicente
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Social Inclusion ◽  
Management Practices ◽  
First Grade ◽  
Educational Institutions ◽  
Education Policies ◽  
Educational Management ◽  
Institutional Practices ◽  
Content Type

Purpose – The purpose of this paper is to review the link between public education policies and institutional practices in Argentina throughout history and today. Design/methodology/approach – The methodology used is in line with socio-educational management studies oriented to analyse educational practices qualitatively from an institutional perspective. Findings – The review allows a wider discussion about the characteristics of the traditional organizational structure in relation to the rules, order, purposes and homogeneity of educational institutions. Furthermore, the paper shows there are some experiences and practices developed nowadays in Argentinian secondary schools that constitute a guide for social inclusion. Research limitations/implications – Throughout Argentina’s education history, secondary school has supported its policies on a bureaucratic institutional structure rationally oriented to serving interests of a minority. Today, social inclusion policies and compulsory secondary schooling are presented as an opportunity to democratize the management of educational institutions. Practical implications – In the early 2000s, the education system in Argentina kept a traditional bureaucratic structure based on a selective education policy. In this regard, statistics are quite revealing as regards the degree of social exclusion in secondary school: only 11 per cent of the students that begin first grade, finish secondary school. In 2006, after the enactment of the compulsory secondary education law, educational management is faced with the challenge to renew its institutional practices in order to make inclusion feasible. In this sense, the paper shows that secondary schools are implementing certain management practices aimed at achieving greater social inclusion. Originality/value – The paper focuses on the notion that the characteristics of management practices are related to the social interests of education policies. In this sense, the educational management of Argentinian secondary schools is undergoing a process of transformation from traditional selective practices towards more inclusive practices.

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