Inclusive education policy and assurance of the quality of learning for children with disabilities

2018 ◽  
Vol LXXIX (2) ◽  
pp. 124-135
Author(s):  
Le Thi Thuy Hang
Keyword(s):  
Education Policy ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Quality Of Education ◽  
Special Educational Needs ◽  
School Teachers ◽  
Inclusive Settings ◽  
Educational Situation ◽  
Inclusive Education Policy

The article analyzes the educational situation of students with disabilities in Vietnam. The author reviews legal acts regarding inclusive education. He also presents research aiming to determine the preparation level of preschool and school teachers in four Vietnamese regions to work in inclusive education. The results of the survey were compared with data obtained through direct observation of teachers' work in inclusive settings. It turned out that the declared level of teachers' preparation for inclusive education did not coincide with their real competences. Teachers overstated their degree of preparation to work in inclusion with students with disabilities. The author formulates a number of recommendations that are intended to improve the quality of education for students with special educational needs in Vietnam.

scholarly journals La Educación Inclusiva como un derecho humano

2019 ◽  
pp. 24-31
Author(s):  
Eliseo Guajardo-Ramos ◽  
Fanny Elizabeth Corral-Carteño ◽  
Laura Padilla-Castro ◽  
Alma Janeth Moreno-Aguirre
Keyword(s):  
Quality Of Life ◽  
Education Policy ◽  
Inclusive Education ◽  
Human Right ◽  
International Agencies ◽  
Inclusive Education Policy ◽  
Educational Inclusion ◽  
The Impact ◽  
Over Time

The interest of many scholars in the field of education to contribute to the task of moving from an educational inclusion policy towards an inclusive education policy involves aspects that go beyond recognizing the issues being addressed. At first, it represents the identification and analysis of the contributions of experts who have problematized on the different contexts surrounding the issue of inclusion in education for several decades. Proposals, initiatives and actions derived from each of the different scenarios mentioned, both by national and international agencies over time, have laid the foundations for inclusive education to approach its consolidation as a fundamental human right. At the same time, the impact of the results of an inclusive education for the benefit of the quality of life of those who have identified themselves as socially violated subjects over time is analized.

scholarly journals Children with Special Educational Needs and Their Inclusion in the Educational System: Pedagogical and Psychological Aspects

2016 ◽  
Vol 8 (1) ◽  
pp. 37-42 ◽  
Author(s):  
Anda Kauliņa ◽  
Daina Voita ◽  
Irēna Trubina ◽  
Toms Voits
Keyword(s):  
Inclusive Education ◽  
Educational System ◽  
Educational Needs ◽  
Quality Of Education ◽  
Special Educational Needs ◽  
Education Professionals ◽  
Analysis And Evaluation ◽  
Teachers And Parents ◽  
Education Opportunity

Abstract One of the measures of the quality of education system is equal access to the education opportunity to enable learning for everyone. In the recent years, multiple conventions, declarations, announcements and resolutions regarding inclusive education have been approved internationally and included in the Latvian law of education. Nevertheless, even with the abundant amount of data and previous research results, the introduction and provision of inclusive education in practice has been controversial. The main focus has been placed on child inclusion within the educational system, but support for teachers and parents or legal guardians has not always been sufficient. For inclusive education to be truly successful, all involved parties should be receiving adequate support. Aim of the present study: analysis and evaluation of the present state of inclusive education framework and its success within the Latvian educational system. Materials and methods: literature review, survey. Conclusions: Inclusion of children with special educational needs in the inclusive education framework is a complicated pedagogical and psychological process requiring a specific attitude and preparedness of the education professionals, school staff, parents, children and society as a whole.

scholarly journals Inclusive education in Italy: Historical steps, positive developments, and challenges

Prospects ◽  
2020 ◽  
Vol 49 (3-4) ◽  
pp. 249-263
Author(s):  
Dario Ianes ◽  
Heidrun Demo ◽  
Silvia Dell’Anna
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Medical Model ◽  
Monitoring And Evaluation ◽  
Positive Outcomes ◽  
Special Educational Needs ◽  
School Practices ◽  
Medical Model Of Disability ◽  
The Right

AbstractThe Italian school system has a long tradition of inclusive education, starting in the 1970s with the first experiences of integrating students with disabilities into regular schools. Since then, legislation has developed to guarantee students with disabilities and other special educational needs the right to individualization and personalization. This article presents the main developments in Italian inclusive education, documenting both positive outcomes and ongoing challenges, especially those which could be of interest for international readers. The article is structured around three relevant themes: the persistent influence of an individual-medical model of disability on school practices; support opportunities and additional resources for inclusion; and monitoring and evaluation mechanisms and their role in the improvement of the quality of inclusion.

scholarly journals The Evolution of Jordanian Inclusive Education Policy and Practice

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Sarah K Benson
Keyword(s):  
Rural Communities ◽  
Education Policy ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Geographic Location ◽  
Comparative Case Study ◽  
Case Study Methodology ◽  
Depth Analysis ◽  
Inclusive Education Policy

Research on the internationalization of inclusive policies for students with special needs is still developing alongside the shifting implementation of practice. This analysis seeks to understand the process of adopting inclusive policies in Jordan and the subsequent implementation through a modified comparative case study framework. Current research demonstrates how global forces have led to the adoption of a national inclusive education policy that local programs redefine and negotiate in implementation. The paper uses emerging frameworks from Schuelka (2018b) and existing comparative case study methodology from Bartlett and Vavrus (2006; 2009; 2014; 2017) to structure an in-depth analysis of the macro, mesa and micro levels of inclusive policy adoption and implementation across time. Jordan is a developing nation and in a strategic geographic location, two factors which bring multiple international organizations into its borders. This has had a significant effect on the development of education policy. At the same time, local construction of disability and inclusion continue to marginalize students with disabilities, especially in rural communities. This paper will outline the current state of inclusive education at the international, national and local levels in Jordan based on a review of policy and academic literature.

THE REALITY OF QUALITY OF INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES AT PRIMARY EDUCATION LEVEL FOLLOWING THE QUALITY ASSURANCE APPROACH IN VIETNAM

2020 ◽  
Vol 65 (12) ◽  
pp. 106-118
Author(s):  
Hai Nguyen Xuan
Keyword(s):  
Quality Assurance ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Primary Education ◽  
Education Level ◽  
Quality Factors ◽  
Community Members ◽  
School Teachers ◽  
Education Process

Quality and quality assurance of inclusive education in general as well as in primary education level have been paid attentions by scientists, school teachers, parents of students with disabilities and community members. Doing research this issue in order to draw an overall picture of reality and to have bases for the future actions taken for improving the quality of inclusive education following the quality assurance approach has an important meanings. The contents of papepr reflects a research results by the author on this issue which follows the quality assurance approach as for the quality which is considered an overall quality or the quality combination by all the quality factors of inclusive education process in school and manifested by the development results of students with disabilities

Edukacja włączająca – korzyści dla uczniów z niepełnosprawnością i bez niepełnosprawności

2020 ◽  
Vol 64 (4 (254) ◽  
pp. 120-134
Author(s):  
Karolina Gniazdowska
Keyword(s):  
Social Development ◽  
Students With Disabilities ◽  
Social Exclusion ◽  
Inclusive Education ◽  
Natural Environment ◽  
Quality Of Education ◽  
Education For All ◽  
Value System ◽  
Teachers And Students

Parents, teachers and students often wonder whether inclusive education brings benefits and enriches students with and without disabilities, or if it adversely affects one of the groups. Inclusive education has many benefits such as improving the quality of education for all students, overcoming social exclusion and combating discrimination. Inclusive education enables development for all students. There are benefits for students with disabilities such as the possibility of personal, intellectual and, above all, social development. Importantly, a student with a disability has a chance to develop in a natural environment. Students without disabilities can also experience the benefits of inclusive education. They have a chance to get used to difference, learn tolerance and sensitivity to the needs of others. Inclusive education can therefore significantly affect the students’ value system and bring positive changes in the attitudes of students with and without disabilities.

scholarly journals Inclusive education policy provision in South African research universities

2018 ◽  
Vol 33 (3) ◽  
pp. 349-373 ◽  
Author(s):  
Maria Ramaahlo ◽  
Kerstin Monika Tönsing ◽  
Juan Bornman
Keyword(s):  
Education Policy ◽  
South African ◽  
Inclusive Education ◽  
Research Universities ◽  
Inclusive Education Policy

scholarly journals Riviu sistematis sikap guru terhadap pendidikan inklusif

2019 ◽  
Vol 4 (1) ◽  
pp. 88-112
Author(s):  
Farida Kurniawati ◽  
Sulistami Prihandini
Keyword(s):  
Teacher Attitudes ◽  
Inclusive Education ◽  
Quality Of Education ◽  
Negative Attitudes ◽  
Electronic Search ◽  
The World ◽  
Category Knowledge ◽  
Professional Assistance ◽  
Very High

Teachers’ attitude is an important factor that influences the quality of the implementation of inclusive education. The quality of inclusive education is part of the quality of education in general in a country. The quality of education of countries around the world is measured by the United Nations using the Human Development Index and placing countries in the very high, high, medium, and low categories. Systematic review was carried out to  get an idea of ​​the attitudes of teachers towards inclusive education and the factors that influence it in countries based on the HDI category. By using three electronic search engines for academic data, namely EBSCOhost, ProQuest, and Taylor & Francis Online, 18 articles reporting teacher attitudes towards inclusive education in various countries were discussed. The results found that there were no differences in teacher attitudes towards inclusive education between countries with very high and high HDI categories with countries in the moderate HDI category. Knowledge of children with disabilities and teaching experiences of these children is known to influence the attitudes of teachers towards inclusive education in countries with all HDI categories. The support from community, the availability of professional assistance, and the length of the implementation of inclusive education are factors that influence the attitudes of teachers in very high and high HDI categories countries, while the negative perception of disability makes teachers held negative attitudes towards inclusive education. Recommendations for improving the review of this topic are discussed in this study

scholarly journals TEACHERS’ OPINIONS ON THE PROCESS OF (SELF) EDUCATION IN WORLD STUDY IN AN INCLUSIVE CLASSROOM

2014 ◽  
Vol 11 (3) ◽  
pp. 9-22
Author(s):  
Angelija Mačiukaitė ◽  
Irena Balčiūnaitė
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Educational Needs ◽  
Independent Study ◽  
Inclusive Classrooms ◽  
Inclusive Classroom ◽  
Special Educational Needs ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Aids

When students with special educational needs (SEN) started to be educated in inclusive classrooms of the mainstream school, some issues concerning the organisation of the process of (self) education in the subject World Study came to the fore. The present research aims at revealing the views of mainstream primary school teachers on the difficulties of preparation for the classes on World Study and the process of organisation of (self) education, when students with SEN are educated in the same classroom. 62 mainstream primary school teachers took part in the research. The survey was conducted on the basis of a special questionnaire. It was established that half of the research participants expressed the opinion that they experience difficulties in preparing for the World Study classes in inclusive classrooms. The difficulties are in adapting the content of education, in the choice of teaching aids and methods, in preparing tasks for independent study. The difficulties caused by the preparation for World Study in inclusive classrooms, in teachers’ opinion, are related more to the education of different ability students, provision of individual support, combining teaching methods, giving attention to the student and stimulation of motivation. It is more difficult to give attention to every student with the greater number of students with SEN. The process of education is also made more difficult due to the fact that students with SEN are seldom active and very rarely can work independently. Key words: primary school teachers, students with special educational needs (SEN), inclusive education, world study.

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