scholarly journals Determining the Views of School Principals and Guidance Teachers on Inclusive Practices at Anatolian High-Schools

2020 ◽  
Vol 9 (1) ◽  
pp. 87
Author(s):  
Tansel Yazicioglu
Keyword(s):  
High Schools ◽  
Inclusive Education ◽  
School Administrators ◽  
Inclusive Practices ◽  
Focus Group Interviews ◽  
School Year ◽  
Special Education Needs ◽  
Inclusive School ◽  
Group Interviews ◽  
Guidance Teachers

The number of students who attend an inclusive school in Turkey has been increasing. This increase in the number of students attending inclusive education makes the inclusive policies more significant and requires that schools of all types and levels should be ready for inclusive practices. This study aims at uncovering the views of school administrators and guidance teachers working at Anatolian high schools concerning the inclusive education. The data of the study were collected through focus group interviews. The study was carried out in Ankara during the school year of 2018–2019 with a sample of school administrators and guidance teachers working at different Anatolian high schools. The findings of the study indicate that there are serious problems in inclusive education practices at Anatolian high schools, the educational setting needed for students with special education needs cannot be provided and teachers do not have necessary experience in inclusive education.

scholarly journals “Choose Your Own Adventure”: Web-Based Case Studies of Inclusive Education as a Form of Professional Learning for School Principals

2021 ◽  
pp. 194277512110469
Author(s):  
Steve Sider ◽  
Kimberly Maich ◽  
Jacqueline Specht ◽  
Carolyn Treadgold ◽  
Hillary Winger
Keyword(s):  
School Leadership ◽  
Case Studies ◽  
Inclusive Education ◽  
Professional Learning ◽  
School Principals ◽  
School Administrators ◽  
Function Form ◽  
Multiple Perspectives ◽  
Web Based ◽  
Inclusive School

We examine the process of developing web-based case studies, a novel form of professional learning for principals, specifically related to inclusive school leadership. Based on the input from 39 principals, 5 case studies were developed with branching scenarios that provided multiple options for decision-making. These “choose your own adventure” case studies were used in a special education for school administrators course with 109 participants in Ontario, Canada. We consider the authenticity of the cases, the importance of incorporating multiple perspectives, and issues related to function, form, and choice. We incorporate five lessons for developing web-based case studies.

Perspectives of Adolescents With Disabilities on Summer Employment and Community Experiences

2010 ◽  
Vol 45 (3) ◽  
pp. 157-170 ◽  
Author(s):  
Audrey A. Trainor ◽  
Erik W. Carter ◽  
Beth Swedeen ◽  
Laura Owens ◽  
Odessa Cole ◽  
...  
Keyword(s):  
Community Involvement ◽  
Focus Group Interviews ◽  
High Expectations ◽  
School Year ◽  
Opportune Time ◽  
Low Expectations ◽  
Academic School ◽  
Group Interviews ◽  
Summer Experiences

Although summer represents an opportune time for adolescents to garner employment and community experiences that may further long-term transition goals, little is known about the expectations and needs of adolescents with disabilities during this break in the academic school year. In this article, the authors explore adolescents’ perceptions about summer employment and community involvement, adult guidance, and factors that facilitate or hinder access to these experiences. They conducted focus group interviews of 16 adolescents with cognitive, emotional/behavioral, and learning disabilities from two distinct communities. Although participants held high expectations for maintaining summer jobs, they pursued work and community experiences independently and with varied success. Despite articulating low expectations for adult guidance, participants expressed a desire and/or need for mentorship or other more indirect support. By drawing on the perspectives of the adolescents themselves, the authors address (a) the value of summer as a vehicle for transition education and (b) the implications for helping teenagers secure fulfilling summer experiences.

scholarly journals Persepsi Siswa Difabel terhadap Praktik Pendidikan Inklusif di SMA Inklusi di Yogyakarta

INKLUSI ◽  
2016 ◽  
Vol 3 (2) ◽  
pp. 225
Author(s):  
Jamil Suprihatiningrum
Keyword(s):  
Content Analysis ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching Practices ◽  
Single Case ◽  
System Support ◽  
Inclusive Practices ◽  
Analysis Technique ◽  
Inclusive School

The rationale behind this study is how students with disabilities’ perception towards the inclusive education and inclusive teaching practices. As a qualitative single case study, two participants (student with hearing loss and visual impairment) were involved to give their depth explanation about inclusive practices in one secondary inclusive school in Yogyakarta. These participants were recruited by purposive technique sampling. Data were gathered by open-ended interview, documents’ analysis, and direct observation for building and learning media. Data then were analyzed using content-analysis technique. The results show students with disabilities have a positive perception towards the inclusive practices in their school. They claimed, this practice would be valuable if: the school provides learning materials in different modalities and teachers offers multiple ways in teaching. Furthermore, system support and shaping the inclusive culture is necessary to realize the inclusive education and teaching practices.[Penelitian ini mencoba untuk mengungkap persepsi siswa difabel mengenai praktik pendidikan dan pembelajaran inklusif di salah satu SMA Inklusi di Yogyakarta. Pendekatan yang digunakan dalam penelitian ini adalah kualitatif dengan mengambil satu studi kasus yang melibatkan dua orang siswa difabel (Tuli dan tuna netra) sebagai responden melalui teknik purposive sampling. Data diungkap dengan wawancara semi terbuka, analisis dokumen dan observasi terhadap bangunan fisik dan media pembelajaran. Data kemudian dianalisis menggunakan teknik content-analysis. Hasil penelitian menunjukkan siswa memiliki persepsi yang cukup baik terhadap pelaksanaan pendidikan dan pembelajaran inklusif. Menurut siswa, praktik pembelajaran inklusif akan lebih bermakna jika aksesibilitas terhadap materi-materi pelajaran semakin dipermudah dengan menyediakan berbagai macam sumber belajar yang bervariasi, termasuk cara guru dalam menyampaikan pelajaran perlu menggunakan berbagai metode. Selain itu, dukungan sistem dan penciptaan budaya inklusif juga harus selalu dipupuk agar warga sekolah mampu mewujudkan praktik pendidikan dan pembelajaran inklusif yang seharusnya.]

scholarly journals Inclusive education and insufficient school readiness in Grade 1: Policy versus practice

2014 ◽  
Vol 4 (2) ◽  
pp. 18 ◽  
Author(s):  
Marietjie Bruwer ◽  
Cycil Hartell ◽  
Miemsie Steyn
Keyword(s):  
School Readiness ◽  
Inclusive Education ◽  
White Paper ◽  
Policy Statement ◽  
Formal Learning ◽  
Focus Group Interviews ◽  
Education Policies ◽  
Group Interviews ◽  
The Impact ◽  
City Schools

A significant number of young learners entering into Grade 1 in South Africa have not reached the required level of readiness for formal learning due to inadequate early learning experiences. As found in many studies worldwide, these learners are often traumatised because they cannot keep up with the pace and requirements of the formal learning situation, putting them at risk for school failure. Focus group interviews were conducted with Grade 1 teachers at two city schools in Pretoria to explore their experiences regarding the insufficient school readiness of their learners and the impact thereof on the learning process. The predominant concerns emerging from this investigation are the inaccessibility of the current curriculum (Curriculum and Assessment Policy Statement – CAPS) for learners with insufficient school readiness, and education policies which seem to work against inclusivity. Although Education White Paper 6 (RSA DoE 2001) states that providing quality education to all learners requires adapting curricula, teaching strategies and organisational arrangements to meet the needs of the learners, the teachers in this study feel that they are not allowed the freedom to do so. Recommendations are made to remedy the situation.

Sustained Positive Behavioral Interventions and Supports Implementation: School Leaders Discuss Their Processes and Practices

2020 ◽  
Vol 23 (1) ◽  
pp. 30-41
Author(s):  
Michael Scaletta ◽  
Marie Tejero Hughes
Keyword(s):  
Behavioral Interventions ◽  
School Leaders ◽  
School Administrators ◽  
Leadership Teams ◽  
Leadership Team ◽  
Successful Implementation ◽  
Focus Group Interviews ◽  
Team Members ◽  
Positive Behavioral Interventions ◽  
Group Interviews

The purpose of the study was to investigate the leadership practices that elementary school administrators and leadership teams utilize to promote effective, successful, and sustainable schoolwide positive behavioral interventions and supports (SWPBIS). The study focused on the practices, processes, and challenges that administrators and school leaders indicated led to the successful implementation of the SWPBIS framework. Twenty-four school leaders (six administrators; 18 leadership team members) from five elementary schools with platinum recognition for their high-quality SWPBIS implementation participated. School administrators participated in an in-person interview, and leadership team members participated in focus group interviews. Results revealed that successful SWPBIS framework implementation was promoted by establishing a distributed leadership approach that leveraged teachers as leaders while shaping their buildings’ systems of practices and processes, providing training and professional development to staff, establishing buy-in by stakeholders, and engaging stakeholders in their PBIS efforts.

scholarly journals The needs of teachers of children with hearing loss within the inclusive education system

2004 ◽  
Vol 51 (1) ◽  
Author(s):  
Catherine Van Dijk ◽  
René Hugo ◽  
Brenda Louw
Keyword(s):  
Hearing Loss ◽  
Focus Group ◽  
Inclusive Education ◽  
Questionnaire Survey ◽  
Focus Group Interviews ◽  
Special Schools ◽  
Educational Management ◽  
Number Of Children ◽  
Group Interviews ◽  
Children With Hearing Loss

In South Africa, the current movement towards the inclusion of children with disabilities, including children with hearing loss, is likely to have far-reaching consequences for both teachers and learners. Undoubtedly, needs will arise from teachers during the transition, especially in the areas pertaining to the audiological and educational management of children with hearing loss. Therefore, a descriptive research design was developed comprising of a questionnaire survey followed by focus group interviews to determine teachers needs. The questionnaire survey explored the needs of 664 teachers while focus group interviews were conducted with 19 teachers of children with hearing loss. Teachers were mostly from special schools as only a very small number of children are educated outside these establishments. Findings revealed that, although participants realised the importance of various aspects of development of the child with hearing loss, they generally did not realise the importance of receiving support from an educational audiologist.

“Students Getting Pregnant Are Not Gonna Go Nowhere”: Manifestations of Stigma in Adolescent Mothers’ Educational Environment

2016 ◽  
Vol 50 (3) ◽  
pp. 423-436 ◽  
Author(s):  
Autumn M. Bermea ◽  
Michelle L. Toews ◽  
Leila G. Wood
Keyword(s):  
Focus Group ◽  
Adolescent Mothers ◽  
Educational Experiences ◽  
School Personnel ◽  
Educational Environment ◽  
Focus Group Interviews ◽  
School Policies ◽  
School Year ◽  
Group Interviews

The purpose of this study was to examine adolescent mothers’ perceptions of how individuals within the schools viewed them and how those views shaped their educational experiences. The sample consisted of 83 primarily Hispanic adolescent mothers who participated in one of 19 semi-structured focus group interviews during the 2014-2015 school year. Although we did not specifically explore stigma, the adolescent mothers described feeling stigmatized by school personnel and their non-parenting classmates. They also discussed how school policies were not conducive to parenting. Based on the results, recommendations are provided that will help school personnel effectively meet the needs of this population by creating an atmosphere in which the students feel safe, supported, and are able to learn.

scholarly journals Relationship between Knowledge, Attitudes, Concerns and Competency Skills of Regular Teachers about Inclusive Education

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Lalitha Subramanian ◽  
Sarah Manickaraj
Keyword(s):  
Teacher Efficacy ◽  
Inclusive Education ◽  
Rating Scales ◽  
Rating Scale ◽  
Successful Implementation ◽  
Inclusive Practices ◽  
Regular School ◽  
Point Rating Scale ◽  
Special Education Needs ◽  
The Relationship

The present study explored the relationship between knowledge, attitudes and competency skills of regular school teachers (n=149) pertaining to children with special education needs (CSEN) and Inclusive Education (IE). The knowledge about CSEN and IE were measured using a 4 point rating scale and an informal questionnaire that were specifically modified for this study. The attitudes, concerns and competency skills were measured using 4 point rating scales. Results of the study indicated significant correlations between knowledge about CSEN and attitudes towards disability and teacher efficacy for inclusive practices; attitudes towards disability and attitudes towards inclusive practices and attitudes towards inclusive education and concerns about inclusive education and teacher efficacy for inclusive practices. The findings offers insight into preparation of training programs for teachers for successful implementation of inclusive education.

scholarly journals The views of teachers toward the Balanced Day schedule in one elementary school in southern Ontario

2011 ◽  
Vol 6 (1) ◽  
Author(s):  
Lori Peebles ◽  
Kristian John Kirkwood
Keyword(s):  
Elementary Schools ◽  
Student Learning ◽  
Instructional Practices ◽  
Traditional Schedule ◽  
Case Study Method ◽  
Focus Group Interviews ◽  
Southern Ontario ◽  
School Year ◽  
Group Interviews

Using a case study method to describe the experience of the teachers of five Ontario elementary schools to implement the Balanced Day schedule in the 2004-2005 school year, data sources included questionnaires completed by teachers from the pilot schools, which were administered at the beginning of the year and at the end of the year, and three focus group interviews from one school, conducted twice during the year. Findings indicate that, overall, teachers perceived the Balanced Day to be more effective than the traditional schedule for student learning, and that the schedule also resulted in changes to their own instructional practices that positively impacted student learning.

scholarly journals A FRIENDLY INCLUSIVE ENVIRONMENT TOWARD LEARNING IN INCLUSIVE EDUCATION

2018 ◽  
Author(s):  
Mega Iswari ◽  
marlina
Keyword(s):  
High Schools ◽  
Special Needs ◽  
Inclusive Education ◽  
Basic Education ◽  
Students With Special Needs ◽  
Inclusive Learning ◽  
Inclusive Schools ◽  
West Sumatra ◽  
Environment Service ◽  
Guidance Teachers

ABSTRACTThis study revealed that friendly schools are able to develop the potential of students with special needs as optimally as possible from a variety of students' diversity. Therefore, "all children" of school age without exception should receive education services at the school that closed to their place of residence. This study used a descriptive study with a qualitative approach that was related to the objective conditions of the students with special needs in inclusive schools who attended Basic Education. Furthermore, this research was designed with developmental research because it began by describing the initial data from the observation in the field, analyzing the data based on the literature review, and formulating the friendly inclusive environment service model for the Basic Education level. The results stated that there were 5140 students with special needs in West Sumatra Education Office (the year 2016) with details: 4358 elementary, 578 secondary, 204 high schools / vocational high schools. Thus, 2570 special guidance teachers were needed to handle two children for each. A friendly inclusive learning environment was expected to develop the potential of the students with special needs according to their needs and abilities.

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