scholarly journals Integrating disability and developmental theories for an equitable inclusive education: towards transformative educational praxes

2021 ◽  
Vol 32 (2) ◽  
pp. 148-173
Author(s):  
Dušana Podlucká
Keyword(s):  
Inclusive Education ◽  
Educational Opportunities ◽  
Transformative Pedagogy ◽  
Learning And Development ◽  
Critical Disability Studies ◽  
Developmental Theories ◽  
The Us ◽  
Inclusive Pedagogy ◽  
Context Of Learning ◽  
Equal Educational Opportunities

The US higher education institutions are legally bound to provide equal educational opportunities for diverse learners. This paper contends that despite the growing interest in implementing more inclusive pedagogy, those efforts still fall short of systematically addressing intersecting, oppressive, and anti-ableist practices in the classroom. I call for a theory that frames disability in the context of learning and development and overcomes dichotomized, reductionist and individualistic notions of disability and learning. Drawing on Critical Disability Studies, Vygotsky’s theory of defectology and the Transformative Activist Stance, this paper outlines a transformative pedagogy framework for inclusive, equitable, and anti-ableist education for all learners.

The Learning Satisfaction, Attitudes, and Grades of E-Tutees Receiving Online English Tutoring

2015 ◽  
Vol 5 (3) ◽  
pp. 17-30
Author(s):  
Chiung Wei Huang ◽  
Eric Zhi Feng Liu
Keyword(s):  
Distance Education ◽  
Educational Opportunities ◽  
Learning And Development ◽  
Remote Areas ◽  
Learning Satisfaction ◽  
Space And Time ◽  
Learning Attitudes ◽  
Equal Educational Opportunities

One-on-one online English tutoring provides equal educational opportunities for students living in remote areas. This study examines the learning satisfaction, attitudes, and grades of e-tutees receiving online English tutoring. Ten e-tutees and ten e-tutors participated in the study. The study found that the e-tutees were satisfied with their one-on-one online English tutoring and that they performed well on online English tests. In addition, evaluations made by e-tutors show their e-tutees learning attitudes were positive. Online English distance education not only overcomes the limitations of space and time but also facilitates e-tutees' learning and development.

Understanding the Role of Culture in Developing Inclusive Schools: A Case Study from Cyprus

2012 ◽  
Vol 22 (1) ◽  
pp. 186-209 ◽  
Author(s):  
Panayiotis Angelides ◽  
Eleni Antoniou
Keyword(s):  
Inclusive Education ◽  
Educational Opportunities ◽  
Educational Systems ◽  
Ministry Of Education ◽  
Inclusive Practices ◽  
School Cultures ◽  
Inclusive Schools ◽  
Equal Educational Opportunities

Over the last few years, there has been considerable debate regarding the ways in which the different educational systems in the world should develop more inclusive practices in their schools. An important aspect of this discussion revolves around the question of what schools can do to become more inclusive in terms of maximizing the participation of all children in their cultures, curricula, and communities. The Cyprus educational system, in responding to international developments, has made certain efforts to provide equal educational opportunities. These initiatives are undertaken centrally by the Ministry of Education and Culture without paying much attention to individual schools, their cultures, and the relations between schools and their communities. Given these efforts, this study examined how school cultures influence the development of inclusive practices, using case study in a rural primary school in Cyprus with 115 students, and through the analysis of our data, we spotted certain elements of the school's culture that contributed to the success of inclusive education. The provided examples, as well as the way that the leaders led the school under investigation toward an inclusive culture, might be helpful for educators in other contexts who struggle to develop inclusive schools.

scholarly journals BASIC ASPECTS AND PRINCIPLES OF USING MULTIMEDIA TECHNOLOGIES IN INCLUSIVE EDUCATION 

2019 ◽  
Author(s):  
Э.Д. Алисултанова ◽  
А.А. Бисултанова
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Opportunities ◽  
Education Policies ◽  
Persons With Disabilities ◽  
Principle Of Justice ◽  
Inclusive School ◽  
Multimedia Technologies ◽  
Inclusive Society ◽  
Equal Educational Opportunities

В статье рассматривается вопрос включения лиц с инвалидностью и ограниченными возможностями здоровья в общество с помощью мультимедиа технологии. Представлен макет системы. Инклюзивное образование может заложить основы более инклюзивного общества, в котором все люди равны и где иное воспринимается и ценится как часть человечества. Школьное инклюзивное образование дает возможность учащимся, не являющимся инвалидами, делиться со сверстниками, которые отличаются от них, так научиться принимать и уважать эти различия . В свою очередь, ученикиинвалиды имеют возможность стать частью школьного сообщества и получить реалистичное представление о том, как выглядит конкурентоспособное общество, а также о своих собственных возможностях и ограничениях. Они уполномочены более полно участвовать в жизни общества. В настоящее время инклюзивное образование является фундаментальным правом, вытекающим из принципа справедливости. В этом контексте необходима согласованная политика и практика в области образования для удовлетворения разнообразных потребностей учащихся и обеспечения того, чтобы все учащиеся, включая инвалидов, имели равные возможности в образовании. Достигается это путем диверсификации практики образования. The article discusses the inclusion of persons with disabilities and disabilities in society using multimedia technology. The layout of the system is presented. Inclusive education can lay the foundations of a more inclusive society in which all people are equal and where the other is perceived and valued as part of humanity. Inclusive school education enables students who are not disabled to share with peers who are different from them, so learn to accept and respect these differences. In turn, students with disabilities have the opportunity to become part of the school community and get a realistic idea of what a competitive society looks like, as well as their own opportunities and limitations. They are authorized to participate more fully in society. At present, inclusive education is a fundamental right arising from the principle of justice. In this context, coherent education policies and practices are needed to meet the diverse needs of students and to ensure that all students, including persons with disabilities, have equal educational opportunities. This is achieved through the diversification of educational practices.

scholarly journals Light People: Professor Chennupati Jagadish

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Hui Wang
Keyword(s):  
Developing Countries ◽  
Scientific Research ◽  
Educational Opportunities ◽  
Research Career ◽  
National University ◽  
Education In India ◽  
Set Up ◽  
Equal Educational Opportunities ◽  
Australian Academy ◽  
Young Researchers

EditorialIn 2018, the Indian film “Starting Line” focused the public’s attention on the issue of education in India. It depicted the length some Indian parents were willing to go to secure educational resources for their children, as well as the difficulties faced by those disadvantaged in society in their fight for equal educational opportunities. In reality, many brilliant young Indian talents have been able to study in Australia through a fund set up by Prof. Chennupati Jagadish, a Distinguished Professor of the Australian National University. Prof. Jagadish is a Fellow of the Australian Academy of Science and the Australian Academy of Technological Sciences and Engineering. In 2018 he was awarded a UNESCO Prize for his contribution to the development of nanoscience and nanotechnology. He holds many positions, and has won numerous awards. What started Prof. Jagadish on his scientific research career? How did he become the respected scientist he is today? What was his intention in setting up the educational fund for students from developing countries? What advice does he have for young researchers? Here are the answers from Prof. Jagadish.

scholarly journals The governors of school markets? Local education authorities, school choice and equity in Finland and Sweden

2018 ◽  
Vol 13 (4) ◽  
pp. 481-498 ◽  
Author(s):  
Janne Varjo ◽  
Ulf Lundström ◽  
Mira Kalalahti
Keyword(s):  
School Choice ◽  
School Achievement ◽  
Geographic Origin ◽  
Welfare States ◽  
Educational Opportunities ◽  
Education Systems ◽  
Local Education ◽  
Equal Educational Opportunities ◽  
Choice Policy ◽  
Welfare Model

As one of the key elements of the Nordic welfare model, education systems are based on the idea of providing equal educational opportunities, regardless of gender, social class and geographic origin. Since the 1990s, Nordic welfare states have undergone a gradual but wide-ranging transformation towards a more market-based mode of public service delivery. Along this trajectory, the advent of school choice policy and the growing variation in the between-school achievement results have diversified the previously homogenous Nordic education systems. The aim of our paper is to analyse how Finnish and Swedish local education authorities comprehend and respond to the intertwinement of the market logic of school choice and the ideology of equality. The data consist of two sets of in-depth thematic interviews with staff from the local providers of education, municipal education authorities. The analysis discloses the ways in which national legislation has authorized municipal authorities to govern the provision of education.

The Pennhurst and Rowley Decisions: Issues and Implications

1983 ◽  
Vol 49 (6) ◽  
pp. 517-522 ◽  
Author(s):  
Martha M. McCarthy
Keyword(s):  
Developmentally Disabled ◽  
Educational Opportunities ◽  
Education For All ◽  
Board Of Education ◽  
Bill Of Rights ◽  
Adequate Treatment ◽  
Handicapped Children ◽  
The Supreme Court ◽  
Individualized Educational Program ◽  
Equal Educational Opportunities

The Supreme Court recently delivered two significant decisions interpreting the federal rights of the handicapped. In Pennhurst v. Halderman (1981), the Court ruled that the Developmentally Disabled Assistance and Bill of Rights Act contains a statement of national goals for the developmentally disabled, but does not create substantive rights to adequate treatment. In Board of Education v. Rowley (1982), the Court interpreted the Education for All Handicapped Children Act as assuring handicapped children procedural safeguards and an individualized educational program, but not placing an obligation on states to provide a particular level of education or equal educational opportunities for such children. Both decisions suggest a reduced federal role in determining what constitutes appropriate programs and services for the handicapped.

scholarly journals Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401880779 ◽  
Author(s):  
Edward Asamoah ◽  
Kwadwo Ofori-Dua ◽  
Ebenezer Cudjoe ◽  
Alhassan Abdullah ◽  
Joy Ato Nyarko
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Visually Impaired ◽  
Educational Institution ◽  
Phenomenological Approach ◽  
Eastern Region ◽  
Inclusive School ◽  
Visually Impaired Students ◽  
Equal Educational Opportunities ◽  
Depth Interviews

The purpose of this study is to investigate the perception of visually impaired students, their peers without disabilities, and teachers about inclusive education, focusing on a second cycle educational institution in the Eastern region of Ghana implementing inclusive education for the visually impaired. In this study, we collected data from 23 visually impaired students, 27 students without disabilities, and 19 teachers in the inclusive school. Data were collected through semistructured in-depth interviews. This study followed a phenomenological approach, reporting findings from participants’ own words. The study findings revealed that visually impaired students and some teachers supported inclusion while a number of students without disabilities disliked the practice. Some teachers indicated that the idea of inclusive education is a good way to ensure equal educational opportunities. The study concludes that Ghanaian teachers in inclusive schools should be equipped with training to teach students with disabilities.

scholarly journals Challenges and Opportunities for Educational Actors in light of the COVID-19 Pandemic in Paraguay / Desafíos y oportunidades para los actores educativos ante la pandemia de COVID-19 en Paraguay

2021 ◽  
Vol 6 (28) ◽  
pp. 167-181
Author(s):  
Valentina Canese ◽  
Juan Ignacio Mereles ◽  
Jessica Amarilla
Keyword(s):  
Educational Opportunities ◽  
Digital Tools ◽  
Educational Institutions ◽  
School Activities ◽  
Educational Processes ◽  
The World ◽  
Challenges And Opportunities ◽  
Show Evidence ◽  
Equal Educational Opportunities ◽  
Improve Access

The measures implemented in response to COVID-19 have affected education systems around the world, generating significant disruptions. This study examines the main challenges and opportunities presented to the different educational actors in Paraguay considering the health emergency and the need to give continuity to the educational processes in the country from the last week of March until the first days of May 2020. A total of 2501 people participated, including teachers, students, parents of non-university students, and managers from educational institutions at all levels and from all over the country. It follows a mixed-quan-qual explanatory approach and data collection was conducted through online questionnaires. The study showed changes and strategies implemented by educational actors for the development of classes mediated by digital tools. The results reflect challenges related to access to technological resources, training in the use of ICT, and difficulties in carrying out school activities. Among the opportunities mentioned is the possibility of continuing with studies, learning about technology, and transforming the educational system. These show evidence of the need to improve access to technology to guarantee equal educational opportunities in the country.

scholarly journals The Benefits of Gamification in the English Learning Context

2020 ◽  
Vol 7 (1) ◽  
pp. 32-47
Author(s):  
Eka Fajar Rahmani
Keyword(s):  
Qualitative Research ◽  
Review Process ◽  
English Education ◽  
English Learning ◽  
Learning Context ◽  
English Class ◽  
Positive Attitudes ◽  
The Us ◽  
Context Of Learning ◽  
Positive Results

ABSTRACTThis study aims at displaying the results of reviewing research-based articles about gamification in the context of learning English. The concept of games has changed from a self-entertainment into an edutainment through adjustments and modifications. This notion is adapted by teachers in big countries such as Poland, China, and the US to enhance their English class with surprisingly ensuing positive results (Rothwell & Shaffer, 2019). These results have triggered the writer to find out more about the benefits of gamification and to conduct qualitative research through the review process. The writer collected and analyzed thirteen relevant articles from journals and websites. The results indicated that gamification indeed brought benefits to students. The foremost results included motivation improvement, promoting positive attitudes and better performances, fostering 21st-century skills and better cognitive achievements, encouraging social interaction and independencies, and improving competitiveness among students during the learning process.ABSTRAKPenelitian ini bertujuan untuk memaparkan hasil dari telaah artikel berbasis riset tentang gamifikasi pada konteks pembelajaran Bahasa Inggris. Konsep permainan telah berubah dari hiburan mandiri menjadi edutainment melalui penyesuaian dan modifikasi. Konsep ini, terutama permainan online, diadaptasi oleh para guru di negara-negara besar seperti Polandia, China, dan US untuk meningkatkan aktifitas kelas Bahasa Inggris mereka dengan yang hasil positif yang mengejutkan (Rothwell & Shaffer, 2019). Hasil ini menjadi motivasi penulis untuk menggali lebih dalam tentang manfaat gamifikasi dalam pembelajaran Bahasa Inggris sehingga penulis melakukan penelitian kualitatif melalui proses review. Penulis telah mengumpulkan dan menganalisa tiga belas artikel yang relevan dari jurnal dan situs web. Hasil analisa menunjukkan bahwa gamifikasi memang bermanfaat bagi siswa. Manfaat yang paling utama yaitu meningkatkan motivasi dan penampilan yang baik, mengembangkan keterampilan Abad 21, mendorong interaksi social dan kebebasan, serta meningkatkan daya saing antar siswa selama pembelajaran. How to Cite: Rahmani, E.F. (2020). The Benefits of Gamification in the English Learning Context. IJEE (Indonesian Journal of English Education), 7(1), 32-47. doi:10.15408/ijee.v7i1.17054

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