Inclusive Intelligence

2021 ◽  
Author(s):  
Aleksandar Krastev
Keyword(s):  
Inclusive Education ◽  
Inclusion Process

Inclusive education happens when all children and students regardless of their specific features, disabilities or gifts are placed under conditions that enhance their personal potential and talents to develop. Successful inclusive education is being achieved mainly when the differences and diversity among children and students are accepted, comprehended and taken into account. Extremely significant appears also the attitude of the adults applying the integration in practice. All pedagogic professionals and concerned sides such as parents and community are responsible for the inclusion quality. The ability of everybody participating in the inclusion process to support, tolerate and accept the diversity and individuality is in itself intelligence – inclusive intelligence. The degree of inclusive intelligence depends not only on the information volume, knowledge and experience, but also on the willingness of every pedagogic professional to support and accept the diversity in children.

scholarly journals Certain Inclusion Problems in Autism Spectrum Disorders

2020 ◽  
Vol 18 (1) ◽  
pp. 51-61
Author(s):  
S.A. Morozov ◽  
S.S. Morozova ◽  
T.I. Morozova
Keyword(s):  
Autism Spectrum Disorders ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Ceteris Paribus ◽  
Inclusion Process ◽  
Great Achievement ◽  
Patterns Of Behavior ◽  
Spectrum Disorders ◽  
The Stability ◽  
Autistic Disorders

The term “Inclusion” is not identical to the concepts of “Inclusive education”, which is much wider. The educational system of children with autism spectrum disorders (ASD) in Russia is only developing and the focus on inclusion is a great achievement. Inclusive education in autistic disorders is a special case. The most difficulties in organizing of inclusion of children with ASD caused by main symptoms — communication and social interaction disorders, repeated stereotypical patterns of behavior, interests and activities. After all, these symptoms create a special development situation that makes necessary to solve the following problems: improving the organization of the inclusive process, feasibility and possibility of inclusion process. Typical difficulties faced by domestic and foreign experts reviewed, for example: increased social anxiety in children, lack of trained personnel, and lack of diagnostic in children. Emphasized that the success of inclusion process depends on several things: the readiness for inclusion of the child with autism, the readiness of the environment where inclusion carried out, the level of its tolerance and, finally, the competence of psychological and pedagogical staff. The age of the child and the environment plays a large role: ceteris paribus, the early onset of inclusion contributes to the stability of inclusive readiness of the environment.

scholarly journals The challenge of inclusive education in a Brazilian School: teachers’ concerns regarding inclusion

2016 ◽  
Vol 2 (2) ◽  
pp. 94-106 ◽  
Author(s):  
Adriane Cenci ◽  
Daniela Fuhro Vilas Bôas ◽  
Magda Floriana Damiani
Keyword(s):  
Inclusive Education ◽  
School Teachers ◽  
Main Category ◽  
Effective Learning ◽  
Inclusion Process ◽  
Cultural Historical Activity ◽  
Inclusive Education Policy ◽  
Collective Creation ◽  
The Impact ◽  
First Time

This intervention research analyzes the impact of implementation of the Brazilian inclusive education policy on the teachers of a public school. The intervention was based on Cultural-Historical Activity Theory, using the methodology of Change Laboratory. Such methodology is based on the idea of expansive learning, which proposes the collective creation of new solutions to deal with the contradictions faced in an activity system (in this case, the school). Inclusive education has been a challenge to this school and its teachers: most of them were dealing with it for the first time. Ten group sessions were carried out from March to December 2014 and data were collected during such sessions. Three categories emerged from the data in an attempt to explain the teachers’ concerns about inclusion: 1) inclusion as learning, 2) inclusion as fallacy and 3) manifestation of contradictions related to inclusion. Students’ effective learning was the least frequent category. Manifestation of contradictions was the main category, indicating that the proposed inclusive education must advance to improve students’ performance. Such advances could take place through facing the contradictions appointed by the subjects themselves. Under the light of the theoretical framework, it was possible to perceive that the contradictions reveal the tensions involved in the inclusion process and, at the same time, the potential for change they carry in themselves.

scholarly journals Alumnos con discapacidad: modelo de inclusión de la Universidad Federal de San Carlos

2021 ◽  
Vol 34 (72) ◽  
pp. 1189-1212
Author(s):  
Miriam Viridiana Verástegui Juárez ◽  
Crisina Broglia Feitosa de Lacerda
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Cultural Change ◽  
Structured Interviews ◽  
Attitudinal Barriers ◽  
Inclusion Process ◽  
Palabras Clave ◽  
Investigación Cualitativa ◽  
The University ◽  
San Carlos

Alumnos con discapacidad: modelo de inclusión de la Universidad Federal de San Carlos Resumen: El objetivo fue describir cómo funciona el programa de inclusión para alumnos con discapacidad en la Universidad Federal de San Carlos, en Brasil. Es una investigación cualitativa con análisis del discurso de cuatro entrevistas semiestructuradas con alumnos con discapacidad, investigadores especialistas y gestores. Los principales resultados muestran que no es suficiente trabajar sobre los ejes de atención a estos estudiantes sino se analizan y evalúan las funciones de los actores involucrados en el proceso de inclusión. Es necesaria una estructura que promueva cambios culturales en la comunidad universitaria, de otro modo, las barreras actitudinales siguen siendo uno de los principales límites para estos alumnos. Palabras clave: Educación Superior, Discapacidad, Educación Especial, Educación Inclusiva   Alunos com deficiência: modelo de inclusão na Universidade Federal de São Carlos  Resumo: O objetivo desta pesquisa foi descrever o funcionamento do programa de inclusão para alunos com deficiência na Universidade Federal de São Carlos, Brasil. Trata-se de uma pesquisa qualitativa com base na análise do discurso de quatro entrevistas semiestruturadas com alunos com deficiência, pesquisadores especializados e gestores. Os resultados centrais mostram que não é suficiente trabalhar sobre os eixos principais de atenção a estes alunos, que deve-se analisar e avaliar as funções dos atores envolvidos no processo de inclusão, e é preciso uma estrutura que motive uma mudança cultural na comunidade universitária, caso contrário, as barreiras atitudinais continuam sendo limites principais para estes alunos.  Palavras-chave: Ensino Superior, Deficiência, Educação Especial, Educação Inclusiva Students with disabilities: inclusion model of Federal University of São Carlos  Abstract: The objective of the study is to describe the inclusion program for students with disability in the Federal University of São Carlos, in Brazil. A qualitative study based on discourse analysis of four semi-structured interviews with students with disability, specialist researchers, and managers. The main results shows that is not enough to focus on the principal subjects of inclusive education, instead, it’s necessary to analyze responsibilities of every actor involved in the inclusion process, motivation based structure is needed towards a cultural change. Otherwise, attitudinal barriers of the university community continue to be one of the principal limits for these students.  Key words: Higher Education, Disability, Especial Education, Inclusive Education

scholarly journals Stavovi nastavnika o inkluzivnom odgoju i obrazovanju

2019 ◽  
Vol 13 (1) ◽  
pp. 92-104
Author(s):  
Matilda Karamatić-Brčić ◽  
Tea Viljac
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Education Policies ◽  
Inclusion Process ◽  
Positive Attitudes ◽  
Role Of Teachers ◽  
Teachers Attitudes

The concept of inclusive education puts all educational institutions in front of new tasks in which the role of teachers and other important educator’s changes in line with the demands of education policies. Attitudes determine people's behavior and they are formed on the basis of different factors. In the context of inclusive education, the positive attitudes of teachers and other educators towards implementation and providing inclusive education is a key prerequisite for a successful inclusion process at the level of school practice. The aim of this paper is to present teachers' attitudes towards the inclusion process in elementary schools. The results of this research have highlighted the importance and role of teachers at the level of teaching in the inclusion process. The results also represent some other important areas in which teachers can contribute to raise the quality of the inclusion process in all its dimensions. Within the educational system and the pedagogical sense of meaning, reducing the differences in everyday practice means accepting differences among students as an incent in the process of teaching and learning, and not as an obstacle.

scholarly journals Inclusão Escolar: Análise do Processo de Inclusão na Escola Doutor Severino Alves de Sá, Instituição de Ensino Público no Município de Salgueiro-PE / School Inclusion: Analysis of the Inclusion Process at the Doctor Severino Alves de Sá School, Public Education Institution in the Municipality of Salgueiro-PE

2021 ◽  
Vol 15 (58) ◽  
pp. 292-303
Author(s):  
Gabriela Gonçalves Pires ◽  
Venceslau José Da Silva Filho ◽  
Kennya De Lima Almeida
Keyword(s):  
Public Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Institution ◽  
People With Disabilities ◽  
Education Institution ◽  
Educational Context ◽  
Inclusion Process ◽  
The Disabled ◽  
Long Time

Resumo: O presente artigo tem como principal objetivo abordar o processo de inclusão na Escola Doutor Severino Alves de Sá, uma instituição pública de ensino que tem como proposta um ensino inclusivo próprio para atender aos alunos com deficiências que têm seus direitos garantidos por Lei. Sendo que um dos objetivos específicos deste trabalho é fazer uma análise sobre a historicidade do ensino inclusivo, o aspecto inclusivo no contexto educacional, a formação docente na perspectiva escolar e os benefícios da inclusão escolar para os alunos. Já a justificativa vem ao encontro da temática ser bastante quente e sempre está em discussão no meio educacional. O estudo visa ainda uma explanação bibliográfica sobre o tema apontando, inclusão escolar para pessoas com deficiências. Vale salientar que por muito tempo as pessoas com deficiências foram mantidas segregadas e praticamente privadas de convívio social. Apenas a partir do século XX, quando teve início sua desinstitucionalização e sua educação escolar é que se verificou uma melhor aceitação do deficiente. A problemática presente no artigo vem ao encontro de como se dá a prática do ensino inclusivo mediante teórica descrita no PPP. A metodologia utilizada consiste na revisão bibliográfica sobre o tema e no estudo do Projeto Político Pedagógico (PPP) da referida instituição de ensino. O principal resultado encontrado é que a escola embora tenha como proposta o ensino inclusivo, é perceptível que esse objetivo ainda está em implementação na instituição. Palavras-chave: Inclusão; Deficiência; Escola; Família; Sociedade.                            Abstract: The main aim of this article is to address the inclusion process at Escola Doutor Severino Alves de Sá, a public educational institution that proposes an inclusive education to serve students with disabilities who have their rights guaranteed by law. One of the specific objectives of this work is to carry out an analysis of the historicity of inclusive education, the inclusive aspect in the educational context, teacher education from a school perspective and the benefits of school inclusion for students.  The justification, on the other hand, is in line with the fact that the theme is quite hot and is always under discussion in the educational environment.  The study also aims to provide a bibliographical explanation on the topic, pointing to school inclusion for people with disabilities.  It is worth noting that for a long time people with disabilities were kept segregated and practically deprived of social interaction.  It was only from the 20th century onwards, when its deinstitutionalization and school education began, that there was a better acceptance of the disabled.  The issue present in the article is in line with how the practice of inclusive education takes place through the theoretical described in the PPP.  The methodology used consists of a literature review on the topic and the study of the Pedagogical Political Project (PPP) of the aforementioned educational institution.  The main result found is that the school, although its proposal is inclusive education, it is noticeable that this objective is still being implemented in the institution.Keywords: Inclusion, Disability, School, Family, Society. 

scholarly journals QUALITY OF INCLUSIVE EDUCATION, OBSTACLES AND NECESSARY PEDAGOGICAL SOLUTIONS IN WORKING WITH PUPILS WITH AUTISM IN ITALY

2018 ◽  
Vol 3 ◽  
pp. 190
Author(s):  
Vita Voitkane
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Early Stage ◽  
Close Contact ◽  
Opportunity To Learn ◽  
Clear Understanding ◽  
Inclusion Process ◽  
Organization And Management ◽  
Research Activities

Nowadays are increasingly encountered children diagnosed with autism, but there are still serious problems of inclusion of these children in the comprehensive general education system. This is due to various factors. The author of this study many years is working in the schools of special education in Rome, so in the year 2010 started research on inclusion of pupils with autism into the Italian schools. The idea is to transmit the author's knowledge and experience further in Latvia, where inclusion of such pupils into general education schools is still at an early stage because of a lack of both human resources and financial resources, as well in regard of experience and clear understanding about organization and management of this inclusion process. Here in this article is described the purpose of the study to explore the experience of people linked with the special pedagogy in Italy, attitudes, thoughts on the inclusion process quality of pupils with autism in schools, obstacles and solutions needed by methodological instructions. It will complement the already existing knowledge and give the opportunity to learn from the gained experience.The study is built on research activities and there are used both theoretical and empirical methods, such as scientific literature research, analysis and interview with 4 individuals who are in close contact with the pupils with autism. The qualitative data resulting from interview are processed with the software AQUAD Six. The results obtained from the interview indicate that there are serious difficulties of inclusion of the pupil x with autism in the school because the teachers and support staff are not professionally prepared for it.

scholarly journals EDUCAÇÃO INCLUSIVA: um estudo sobre a percepção dos professores de uma escola em Espinosa – MG

2020 ◽  
Vol 17 (01) ◽  
pp. 70-85
Author(s):  
Ertz Ramon Teixeira Campos ◽  
Humberto Gabriel Rodrigues ◽  
Helen Cristhianne de Oliveira Macedo ◽  
Aliny Cristiany Cardoso de Sá ◽  
Francisco Malta de Oliveira ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Classroom Practice ◽  
The State ◽  
Contributing Factors ◽  
Educational Management ◽  
Inclusion Process ◽  
Palabras Clave ◽  
The Disabled ◽  
Regular Network ◽  
La Red

O processo de inclusão do aluno com deficiência em classes comuns da rede regular ainda requer muitas mudanças na gestão educacional por parte do Estado, que funciona como um exemplo da sociedade, dando uma visão geral de como ela é, ressaltando uma importante missão da escola que é a de proporcionar relacionamentos em um ambiente de interação. A prática em sala de aula não atende efetivamente as necessidades dos alunos no processo de inclusão e um dos motivos que contribuem para isso é a falta de adaptação do currículo por parte da escola. Este estudo proporcionou um olhar mais atento no que envolve a realidade da educação inclusiva nas escolas e também trouxe para mais perto a realidade vivenciada nas escolas da rede regular.  Palavras-chave: Inclusão. Gestão educacional. Interação. Educação Inclusiva.   INCLUSIVE EDUCATION: a research on the perception of the teachers of a school in Espinosa – MG ABSTRACT The process of inclusion of the disabled student in common classes of the regular network still requires many changes in the educational management by the State, which functions as an example of society, giving an overview of how it is, highlighting an important mission of the school that is to provide relationships in an interaction environment. Classroom practice does not effectively meet the needs of students in the inclusion process and one of the contributing factors is the school's lack of adaptation of the curriculum. This study provided a closer look at what is involved in the reality of inclusive education in schools and also brought the reality of schools in the regular network closer. Keywords: Inclusion. Educational management. Interaction. Inclusive education.   EDUCACIÓN INCLUSIVA: un estudio sobre la percepción de los profesores de una escuela en Espinosa – MG RESUMEN El proceso de inclusión del estudiante con discapacidad en clases comunes de la red regular todavía requiere muchos cambios en la gestión educativa por parte del Estado, que funciona como un ejemplo de la sociedad, dando una visión general de cómo es, resaltando una importante misión de la escuela que es la de proporcionar relaciones en un ambiente de interacción. La práctica en el aula no atiende efectivamente las necesidades de los alumnos en el proceso de inclusión y uno de los motivos que contribuyen a ello es la falta de adaptación del currículo por parte de la escuela. Este estudio proporcionó una mirada más atenta en lo que implica la realidad de la educación inclusiva en las escuelas y también trae para más cerca la realidad vivida en las escuelas de la red regular. Palabras-clave: La inclusión. Gestión educativa. Interacción. Educación inclusiva

scholarly journals Inclusive Education: from Policy to Practice

2016 ◽  
Vol 21 (1) ◽  
pp. 136-145 ◽  
Author(s):  
S.V. Alekhina
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Process Development ◽  
Professional Community ◽  
Federal State ◽  
Practical Implementation ◽  
Social Efficiency ◽  
Inclusion Process ◽  
Group 4 ◽  
System 2

The author has made an attempt to analyze the current stage in the devel- opment of an inclusive process in the domestic education. We considered the specifics of the Russian development model of the inclusion in education; defined levels of socio-psychological of actuation process as follows: 1) the system; 2) or- ganizational; 3) group; 4) individual; noted the basic tendencies and contradictions of the transition from policy-making to practical implementation. The paper also covered an issue of the dynamics of the inclusion process in children with disabilities throughout the country. We choose Federal State Primary Education Standard for students with disabilities as a reference point of the inclusion process development. Author is deeply convinced that idea of inclusive education is deeply social. Social efficiency depends not only on the development of systems additional, general, and vocational education, but also on the acceptance and understanding of the inclusion idea by the professional community, and this will keep the link between the basic requirements of education policy and the possibility of practical implementation.

scholarly journals A Afetividade como Fator de Estimulação na Aprendizagem de Alunos com Síndrome de Down em Escolas da Rede Privada, em São Luís, Maranhão

2018 ◽  
Vol 19 (1) ◽  
pp. 99
Author(s):  
Christiane Valêska Araujo Costa Lima
Keyword(s):  
Down Syndrome ◽  
Inclusive Education ◽  
Teaching Practice ◽  
Research Focus ◽  
Field Of Study ◽  
Early Stimulation ◽  
Inclusion Process ◽  
Teaching Learning

ResumoO presente estudo apresenta seu foco principal na afetividade como fator de estimulação na aprendizagem de alunos com Síndrome de Down. Trata-se de um estudo de campo, dissertativo, exploratório, quanti-qualitativo, envolvendo 60 professores que trabalham com educação inclusiva, cujo foco da pesquisa foi entender como os professores estão percebendo a afetividade como competência essencial na prática pedagógica.  A relevância do estudo ocorre por contribuir para que os docentes se percebam autores do processo de inclusão de crianças, que apresentam Síndrome de Down, utilizando-se da afetividade como estratégia para motivar os alunos em seu processo de ensino-aprendizagem.Palavras-chave: Síndrome de Down. Inclusão Escolar. Afetividade. Contribuições.AbstractThis study focuses primarily on affection as early stimulation on learning of students with Down Syndrome. This is a field of study, argumentative, exploratory, quantitative and qualitative, involving 60 teachers working with inclusive education, whose research focus was to understand how teachers have noticed affection as an essential competence in teaching practice. The relevance of the study takes place to contribute to that teachers see themselves as authors of the inclusion process of children presenting SD, using the affection as a strategy to motivate students in their teaching-learning process.Keywords: Down Syndrome. School Inclusion. Affectivity Contribution.

scholarly journals A Prática do Professor de Apoio na Escola Inclusiva: Sugestões para Aprimoramento

2021 ◽  
Vol 22 (4) ◽  
pp. 467-474
Author(s):  
Danielle Nunes Martins do Prado ◽  
Celia Regina Vitaliano ◽  
Isabel Rodrigues Sanches
Keyword(s):  
Inclusive Education ◽  
Collaborative Work ◽  
School Context ◽  
Support Service ◽  
Special Educational Needs ◽  
Theoretical Contribution ◽  
Inclusion Process ◽  
Support Teacher ◽  
Education Support

ResumoA partir do movimento da inclusão escolar, os alunos com necessidades educacionais especiais (NEE) passam a frequentar o ensino regular nas classes comuns, paralelamente amplia-se a presença do professor de apoio à inclusão para atendê-los. Este artigo tem o objetivo de apresentar as sugestões relatadas por professores de apoio visando aprimorar o seu trabalho junto aos alunos com NEE para favorecer o processo de inclusão. O aporte teórico deste texto está sustentado pelos pressupostos da educação inclusiva, aliado com a análises de diversos estudos sobre o papel do professor de apoio no contexto da escola inclusiva. Participaram da pesquisa 67 professores desenvolvendo a função de apoio à inclusão. A coleta dos dados ocorreu por meio da aplicação de um questionário. Entre os resultados se destaca a necessidade de maior investimento na formação continuada para os professores de apoio à inclusão, juntamente com os professores regentes sobre o processo de inclusão dos alunos com NEE, bem como de se estabelecer um trabalho entre eles na perspectiva colaborativa, aliado aos demais profissionais internos e externos à escola e familiares. Palavras-chave: Educação Inclusiva. Serviço de Apoio. Trabalho Colaborativo. AbstractFrom the school inclusion movement, students with special educational needs (SEN) start to attend regular education in common classes, in parallel the presence of the inclusion support teacher is expanded to serve them. This article aims to present the suggestions reported by support teachers in order to improve their work with SEN students to favor the inclusion process. The theoretical contribution of this text is supported by the assumptions of inclusive education, combined with the analysis of several studies on the role of the support teacher in the inclusive school context. 67 teachers engaged the research, developing the role of supporting inclusion. Data collection occurred through the application of a questionnaire. Among the results, the need is highlighted for greater investment in continuing education for teachers to support inclusion together with the governing teachers on the inclusion process of SEN students, as well as establishing a work between them in a collaborative perspective, allied to other internal and external professionals at the school and family. Keywords: Inclusive Education. Support Service. Collaborative Work

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