scholarly journals Zero Rejection Policy in Admission of Children with Special Needs - Myth or Reality

2018 ◽  
Vol 1 (2) ◽  
pp. 118-127
Author(s):  
Bharti Kaushik
Keyword(s):  
Special Needs ◽  
School Bullying ◽  
Inclusive Classroom ◽  
Children With Special Needs ◽  
Head Teacher ◽  
Admission Process ◽  
Resource Teachers ◽  
Resource Teacher ◽  
Regular Teachers ◽  
Teaching Learning

Purpose: To study the difficulties (if any) faced in the admission process of Children With Special Needs (CWSN) and the reason for these difficulties (if any) and also to suggest possible solutions for overcoming the difficulties.Methods: The data was collected from 16 resource teachers working in Delhi. The anecdotal narratives provided by resource teachers were qualitatively analyzed via content shifting.Results: Majority (more than 80 %) of the resource teachers faced lot of difficulties while acting as facilitator for admission of CWSN.Conclusion: Existing lack of awareness about the zero rejection policy by the school authorities (principal/head teacher), fear of accidents in the school, bullying of CWSN by non-CWSN, non-availability of resource teacher and the required support, were found to be the main challenges in implementation of zero rejection policy in admission of CWSN. The possible solution lies in preparing the regular teachers for addressing the needs of CWSN in the inclusive classroom and in turn making them responsible and accountable for teaching learning of CWSN, just like they are for children without special needs.

scholarly journals Investigation of Experiences Teaching Students with Intellectual Disabilities / Geografijos mokytojų darbo pamokose su sutrikusio intelekto mokiniais patirties tyrimas

2017 ◽  
Vol 5 ◽  
pp. 153-167
Author(s):  
Regina Venckienė
Keyword(s):  
Intellectual Disabilities ◽  
Special Needs ◽  
Evaluation Method ◽  
Children With Special Needs ◽  
Self Evaluation ◽  
Teaching Aids ◽  
Students With Intellectual Disabilities ◽  
Teaching Learning ◽  
Almost All ◽  
Teaching Programs

The article contains a survey of some aspects of experiences teaching students with intellectual disabilities. It emphasizes the learning problems, discusses the issues of planning and individualization of teaching/learning substance, points out the most popular methods of teaching geography and nuances of communication and cooperation with other interested persons. Generalization of investigation data showed that almost all interrogated persons work with children with special needs. The majority of respondents seek solutions of the mentioned problems individually. They mainly communicate with their colleagues and students’ parents and individualize the teaching substance and tasks on their own. Their solutions usually are based on teaching aids designed for implementation of the general teaching programs. For complementary information, they usually address the internet sources or attend special courses, seminars and conferences. Most of geography teachers working with children with intellectual disabilities use both classic and active teaching/learning techniques and formal and informal evaluation applying oral and written interrogation methods. According to the obtained data, the teachers of geography, who participated in the interrogation, give priority to teaching skills of geography and all general competencies. It should be noted that generalization of the survey data highlighted some negative aspects of the work with students with intellectual disabilities. It was determined that during the lessons most of the interrogated teachers do not apply evaluation/self-evaluation method and use written quizzes alone. They scored own experience of working with children with special needs to 2–3 points and pointed out lack of competence. Unfortunately, few geography teachers think that students with intellectual disabilities should not be trained at comprehensive schools.

scholarly journals Implementation of Islamic Religious Education Learning for Children with Special Needs at Al-Azhar Elementary School Kota Bukittinggi

2020 ◽  
Vol 17 (2) ◽  
pp. 217-228
Author(s):  
Suharjo Suharjo ◽  
Silfia Hanani ◽  
Jasmienti Jasmienti
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Special Needs ◽  
Religious Education ◽  
Inclusive Education ◽  
Education System ◽  
Inclusive Classroom ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
The Subject

The segregation education system is starting to be abandoned and shifting to an inclusive education system. The inclusive education system is to unite children with special needs (ABK) with children without special needs (ATBK) in the same class they interact with, communicate and learn together. This research uses descriptive qualitative research with data collection obtained from observations, interviews, and documentation. The implementation of Islamic religious education learning for students with special needs at SD Al-Azhar Bukittinggi unites ABK students with ATBK in a fully inclusive classroom under the supervision of class teachers and special companion teachers (GPK). The implementation of Islamic Religious Education learning for children with special needs through inclusive education at SD Al-Azhar Bukittinggi students with special needs assisted by a striking companion teacher has a better understanding of the subject matter than ABK without a special companion teacher.

scholarly journals The Impact of Peer-mediated Intervention on Children with Special Needs in Inclusion Classroom

2020 ◽  
Vol 8 (2) ◽  
pp. 126-137
Author(s):  
Faqihul Muqoddam ◽  
Wiwin Hendriani
Keyword(s):  
Autism Spectrum Disorder ◽  
Special Needs ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Inclusive Classroom ◽  
Children With Special Needs ◽  
Online Databases ◽  
Inclusive Settings ◽  
Inclusion Classroom ◽  
The Impact

AbstractSystematic review aims to analyze the impact of interventions that mediated by peers on children with special needs in an inclusion setting. The review was conducted with the search keywords "peers" and "inclusive class", "peers" and "inclusion settings", "peers" and "inclusive settings", "peers" and "inclusive classrooms" in 2 online databases, namely ERIC and ScienceDirect. There were 11 articles reviewed from the total number of initial searches of 1,233 obtained from screening results according to inclusion and exclusion criteria. The results show that all interventions that have been implemented involve the role of peers. The focus of interventions various kinds, ranging from children aged 3-16 years and more focus on children with Autism Spectrum Disorder (ASD). Eleven Interventions that involve peers are significantly able to improve interaction, communication, social skills and social initiation in children with special needs so that it can be a reference in the process of intervention in the further application or research. AbstrakSistematik review bertujuan untuk menganalisis dampak intervensi yang dimediasi oleh teman sebaya pada anak berkebutuhan khusus di setting inklusi. Review dilakukan dengan kata kunci pencarian “peers” and “inclusive class”, “peers” and “inclusion setting”, “peers” and “inclusive setting”, dan “peers” and “inclusive classroom” pada 2 database online, yakni ERIC dan ScienceDirect. Terdapat 11 artikel yang direview dari jumlah total pencarian awal 1.233 yang diperoleh dari hasil screening sesuai dengan kriteria inklusi dan eksklusi. Hasil menunjukkan bahwa seluruh intervensi yang telah diterapkan melibatkan peran teman sebaya. Fokus intervensi beraneka ragam, mulai dari anak berusia 3-16 tahun dan lebih banyak fokus pada anak dengan Autism Spectrum Disorder (ASD). Sebelas Intervensi yang melibatkan teman sebaya tersebut secara signifikan mampu meningkatkan interaksi, komunikasi, keterampilan sosial dan inisiasi sosial pada anak berkebutuhan khusus sehingga dapat menjadi rujukan dalam proses intervensi pada penerapan selanjutnya.  Kata Kunci: Intervensi; Teman Sebaya; Kebutuhan Khusus; Inklusi

scholarly journals PEMBELAJARAN PENDIDIKAN INKLUSI PADA SEKOLAH DASAR

EDUTECH ◽  
2017 ◽  
Vol 16 (2) ◽  
pp. 157
Author(s):  
Lia Kurniawati
Keyword(s):  
Special Needs ◽  
Teaching And Learning ◽  
Classroom Teacher ◽  
Department Of Education ◽  
Inclusive Classroom ◽  
Children With Special Needs ◽  
National Education ◽  
Child Psychologists ◽  
Inclusive Learning

Abstract. The learning process and the handling of Children with Special Needs (ABK) grade inclusions pinned to the classroom teacher in several schools without teacher inclusion Spe-cial Assistants (GPK) the background for this thesis. Theoretically GPK still needed to be able to assist the process of Teaching and Learning Activities (KBM) and according to researchers it will have implications for the management of classroom learning the handling of children with special needs and other students joined in the inclusive classroom. Special Advisors Teacher procurement program has not been met and this is an obstacle. As a first step to determine the problem, the au-thors examined the inclusive learning management with or without Teacher Special Assistants (GPK) in order to improve the service quality of education both in process and outcome. The im-plementation are not of cooperation team of child psychologists, pediatricians, neurologists, and psychologists who can contribute greatly to the effectiveness of teaching children with special needs. From the findings of the researchers in the field can provide recommendations that the live-liness of the school component can be improved by following IHT or KKT program organized by the Department of Education so that the provincial level without any GPK implementation of inclu-sive education learning can be run in accordance with national education goals.Keywords : Inclusive, Learning, Education, Teacher, GPKAbstrak. Proses pembelajaran dan penanganan Anak Berkebutuhan Khusus (ABK) kelas inklusi ditumpukan kepada guru kelas pada beberapa sekolah inklusi tanpa Guru Pendamping Khu-sus (GPK) yang melatar belakangi penelitian tesis ini. Secara teoritis GPK tetap dibutuhkan untuk dapat membantu proses Kegiatan Belajar Mengajar (KBM) dan menurut peneliti hal ini akan ber-implikasi pada manajemen pembelajaran di kelas terhadap penanganan anak berkebutuhan khusus maupun siswa lainnya yang tergabung dalam kelas inklusif. Pengadaan Guru Pembimbing Khusus belum terpenuhi dan hal ini merupakan kendala. Sebagai langkah awal untuk mengetahui masalah tersebut, penulis meneliti manajemen pembelajaran inklusif dengan atau tanpa Guru Pendamping Khusus (GPK) guna meningkatkan layanan mutu pendidikan baik proses maupun hasil. belum ter-laksananya kerjasama tim yang terdiri dari para ahli psikologi anak, dokter anak, dokter neurologi, dan psikolog yang dapat memberikan kontribusi yang besar terhadap efektifitas pembelajaran Anak Berkebutuhan Khusus. Dari hasil temuan dilapangan peneliti dapat memberikan rekomendasi bah-wa keaktifan komponen sekolah dapat ditingkatkan dengan mengikuti IHT atau program KKT yang diselenggarakan oleh Dinas Pendidikan tingkat Provinsi sehingga tanpa GPK pun penyeleng-garaan pembelajaran pendidikan inklusif dapat berjalan sesuai dengan tujuan pendidikan nasional.Kata Kunci : Inklusi, Pembelajaran, Pendidikan, Guru, GPK

scholarly journals USAGE OF SELECTED RESOURCES FOR INCLUSIVE EDUCATION IN MAINSTREAM PRIMARY SCHOOLS: ISSUES AND CHALLENGES FROM A KENYAN PERSPECTIVE

2013 ◽  
Vol 8 (1) ◽  
pp. 16-24
Author(s):  
Pamela Buhere ◽  
Pamela Ochieng
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Survey Design ◽  
School Setting ◽  
Learning Resources ◽  
Head Teachers ◽  
Regular Teachers ◽  
The Government ◽  
Teaching Learning

This study assessed the effectiveness of the use of selected teaching/learning resources in the implementation of Inclusive Education (I.E) for Special Needs Education (SNE) learners in mainstream primary schools. Focusing on the organisational effectiveness of the school management in meeting the needs of Special needs Learners, research questions explored the following: the availability of the selected teaching/learning resources, effectiveness of the use of available teaching /learning for Inclusive Education, challenges in the use of available teaching/learning resources and possible improvements with regard to the implementation of Inclusive Education for Special Needs Learners in mainstream primary schools. The study adopted a descriptive survey design. Out of 150 schools that had integrated Special Needs Learners in Bungoma Count, Kenya, 20% were stratified, proportionately and randomly sampled. Purposive sampling was used to obtain the participants; head teachers, regular, and special teachers. The sample comprised of 30 head teachers, 120 regular teachers and 8 special teachers (total 158). Data were collected using questionnaires for 30 head teachers, 120 regular teachers, interview schedules for 8 special teachers and observation schedule. Data was analyzed using descriptive statistics. The study findings reveal that the integration of inclusive education has not been accompanied by support structures; educators lack the knowledge in handling the available resources, the available learning resources are inadequate and inappropriate. The study recommends that Ministry of education and school managers can implement inclusion smoothly and effectively through a variety of vehicles including in-service opportunities, professional support groups, mentoring activities, monitoring the degree of collaboration between general and special educators and improving the school setting to accommodate learner diversity. In addition, the government should improve on funding to cater for facilities and modification of structures. Key words: inclusive education, special needs learners, teaching/learning resources.

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