Unity in diversity in terms of inclusive education and cooperative learning

2020 ◽  
Vol 48 (2) ◽  
pp. 47-58
Author(s):  
Jarosław Bąbka ◽  
Regina Korzeniowska
Keyword(s):  
Cooperative Learning ◽  
Special Needs ◽  
Inclusive Education ◽  
Personal Characteristics ◽  
System Transformation ◽  
Specific Kind ◽  
Social Competencies ◽  
Unity In Diversity ◽  
Inclusive Society ◽  
Double Character

Inclusive education is an expression of the educational system transformation and the transfer from focusing on adapting a pupil with special needs to school onto adapting teaching conditions to the pupul’s special needs. In this context, inclusive education is shown as a specific kind of intervening into the process of an individual’s socialisation having a double character of changes: in people, and in culture, which supports people’s development and building the inclusive society, in which people can experience unity in diversity. Cooperative learning is an educational strategy, which makes it possible to create a pro-inclusive social context and to develop pupills’ cognitive and social competencies necessary to function in a heterogenic community. The deliberations can be completed with the analysis of the selected factors conditioning cooperative learning in relation to pupils with disabilities and their non-disabled schoolmates. They are: (1) experience related to cooperation; (2) personal characteristics of pupils and (3) pupils’ preferences related to exercising task roles.

scholarly journals PELATIHAN EMPATI PADA REMAJA DI YAYASAN PENDIDIKAN ISLAM AL MUHAJIRIN SEBAGAI AGEN UNTUK MENCIPTAKAN MASYARAKAT INKLUSIF

2021 ◽  
Vol 4 (1) ◽  
pp. 309-313
Author(s):  
Iftita Rahmi
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Community Service ◽  
Social Economic ◽  
Role Play ◽  
Education For All ◽  
Change Perceptions ◽  
Academic Activities ◽  
Service Activity ◽  
Inclusive Society

Abstract An inclusive society is a society that involves all elements and aims to empower and promote social, economic, and political diversity. In an inclusive society, everyone can participate effectively and live together. To realize an inclusive society, we need an understanding of the importance of an inclusive education system that has an important impact on the development and maintenance of education for all (Education for All / EFA). Inclusive education in Indonesia still has many gaps, including low acceptance from peers which can lead to acts of harassment / bullying. This harassment action arises because of the low understanding of the community especially peers towards individuals with special needs (IBK). Whereas support from peers is able to increase IBK interaction with other friends, increase IBK involvement in academic activities, social participation, initiate new friendships for IBK. For this reason, friends need to improve their empathy skills so that they can provide support for IBK. This community service activity is carried out to adolescents with discussion activities, peer tutoring, and role play to change perceptions and increase empathy for IBK   Key words –training, empathy, bullying, individual with special needs   Abstrak Masyarakat inklusif merupakan masyarakat yang melibatkan semua unsur dan bertujuan untuk memberdayakan dan mempromosikan keberagaman social, ekonomi, dan politik. Dalam masyarakat inklusif, semua orang dapat berpartisipasi secara efektif dan hidup bersama. Untuk mewujudkan masyarakat inklusif, diperlukan pemahaman akan pentingnya sistem pendidikan inklusif yang memiliki dampak penting dalam perkembangan dan mempertahankan pendidikan untuk semua (Education for All/EFA). Pendidikan inklusif di Indonesia masih terdapat banyak ketimpangan, diantaranya rendahnya penerimaan dari teman sebaya yang dapat berujung pada tindakan perundungan/bullying. Tindakan perundungan ini muncul karena rendahnya pemahaman masyarakat terutama teman sebaya terhadap individu berkebutuhan khusus (IBK). Padahal dukungan dari teman sebaya merupakan dapat meningkatkan interaksi IBK dengan teman-teman lainnya, meningkatkan keterlibatan IBK dalam kegiatan akademik, partisipasi sosial, memulai pertemanan baru bagi IBK. Untuk itu teman sabaya perlu meningkatkan kemampuan empati agar dapat memberikan dukungan bagi IBK. Kegiatan pengabdian masyarakat ini dilakukan kepada remaja dengan kegiatan diskusi, tutor sebaya, dan roleplay untuk mengubah persepsi dan meningkatkan empati terhadap IBK.   Kata kunci –pelatihan, empati, bullying, individu berkebutuhan khusus

scholarly journals MODELO SOCIAL NA PERSPECTIVA DA EDUCAÇÃO INCLUSIVA

2020 ◽  
Vol 1 ◽  
pp. 90
Author(s):  
Caroline Becker ◽  
Alexandre Guilherme Anselmo
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Medical Model ◽  
Social Model ◽  
Special Needs Education ◽  
The Social ◽  
History Of ◽  
Education Medical ◽  
The Subject ◽  
Inclusive Society

Este artigo apresenta a perspectiva do modelo social como possibilidade de transcendência do modelo médico na educação inclusiva. Tem por objetivo promover uma reflexão sobre a ideia de que uma educação inclusiva implica em pensar em uma sociedade inclusiva. Apresenta ainda diferenças sobre as perspectivas dos modelos médico e social dentro da educação inclusiva e suas implicações diante dos processos inclusivos. Para analisar a temática, como referencial teórico, realizou-se pesquisa sobre estudos na área da educação inclusiva, em especial sobre perspectivas do modelo médico e do modelo social na educação inclusiva, contextualizados dentre as legislações e histórico da educação inclusiva mundial. Como conclusão, apresenta contribuições da educação, na perspectiva do modelo social, entendendo a importância das ações escolares serem pautadas nas potencialidades dos alunos e não na deficiência. Ressalta-se ainda que o modelo social transcende o modelo médico, por compreender o sujeito de forma integral, na busca de estratégias para seu pleno desenvolvimento, com respeito às diversidades das demandas e à garantia de direitos.Palavras-chave: Educação Inclusiva. Inclusão. Modelo Médico. Modelo Social.ABSTRACTThis article presents the perspective of the social model as a possibility of transcendence of the medical model in inclusive education. Its purpose is to explore the idea that inclusive education implies thinking about an inclusive society. It also presents differences on the perspectives of medical and social models within inclusive education and their implications for inclusive processes.To analyze the theme, a research was conducted on studies in the area of inclusive educationwith a special view to the medical and social model in inclusive education, considering legislations and history of inclusive education worldwide. As a conclusion, contributions of education are presented from the perspective of the social model, mastering the importance of school actions being based on students’ potential, not on their disability.It is also noteworthy that the social model surpasses the medical model because it understands the subject as a whole and pursuits strategy for their development concerning the variety of demands and guarantee of rights.Keywords: Inclusive Education. Special Needs Education. Medical Model. Social Model.

scholarly journals Special or Inclusive Education in Romania?

2016 ◽  
Vol 9 (13) ◽  
pp. 15-27
Author(s):  
Teodor Mircea Alexiu ◽  
Elena-Loreni Baciu ◽  
Johans Tveit Sandvin ◽  
Andreea Georgiana Birneanu
Keyword(s):  
General Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Communist Regime ◽  
Special Schools ◽  
Disabled Students ◽  
Special Needs Education ◽  
Inclusive School ◽  
The Disabled ◽  
Inclusive Society

AbstractIn our paper we will try to explore the process of reforming the “special needs education” ideology of the Romanian school system toward the European target called “inclusive education”. Following the method of inquiry named Institutional Ethnography, our study investigated first the everyday dysfunctional experiences of special needs populations approaching the scholar system, and then the institutional response for these dysfunctionalities, the final target being a better understanding and finding solutions to the problematics encountered.After the dissolution of the communist regime very few disabled students succeeded to be integrated in the general education and these happy cases happened in the prestige schools with dedicated teachers and mainly because of the huge efforts of the parents. The most part of the disabled students had to address the old special schools (much less organized and financed than they used to be) to get vocational training for the special protected units that disappeared in the meantime.An inclusive school would be fit for an inclusive society but when the labour market and society as a whole is excluding this category, the segregated education seem the proper approach and illustrate the reproductive efforts of the society through the education in the Bourdieu perspective.In fact the “inclusive education” European model seems still far for Romania. Even the objective is clear the path is still unclear, due the discriminatory resistance of the society. A learning process is needed but the process seems difficult because “students” refuse to learn it and teachers seem very hard to find.

scholarly journals MANAJEMEN SEKOLAH PENYELENGGARA PENDIDIKAN INKLUSIF: KAJIAN APLIKATIF PENTINGNYA MENGHARGAI KEBERAGAMAN BAGI ANAK-ANAK BERKEBUTUHAN KHUSUS

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Trimo SD Negeri 1 Magelung Kabupaten Kendal
Keyword(s):  
Special Education ◽  
Cooperative Learning ◽  
Secondary School ◽  
Special Needs ◽  
Inclusive Education ◽  
Content Standards ◽  
Adaptation Process ◽  
Students With Special Needs ◽  
Educational Environments ◽  
Assessment Standards

Inclusive education is a system of education that provides opportunities to all learners who have the disorder have the potential of intelligence and special talents to keep learning in educational environments together with the students in general. Based on Permendiknas 70 of 2009 article 4 (1) stated that the district appoint at least one primary, one secondary school in each district and one unit of secondary education for inclusive education are obliged to accept students with special needs. Implementation of inclusive education is done by adapting to the eight national educationstandards, the content standards, processes, competence of graduates, teachers/staff, facilities andinfrastructure, management, financing, and assessment standards. The adaptation process includes the activities of organizing, directing, coordinating, supervising, and evaluating. In providing services for children with special needs, learning activitiesin the inclusion classes have created a cooperative learning atmosphere among students familiar with students with special needs. For children to be conditioned to havean empathy for children who need special education, so children who need special education will feel comfortable learning with other kids my age, which ultimatelydid not feel inferior. ?é?á Pendidikan inklusif pada dasarnya merupakan system penyelenggaraan pendidikan yang memberikan kesempatan kepada semua peserta didik yang memiliki kelainan dan memiliki potensi kecerdasan dan/atau bakat istimewa untuk mengikuti pendidikan atau pembelajaran dalam lingkungan pendidikan secara bersama-sama dengan peserta didik pada umumnya. Berdasarkan Permendiknas No.70 tahun 2009 pasal 4 (1) menyebutkan bahwa pemerintah kabupaten/kota menunjuk paling sedikit satu sekolah dasar, satu sekolah menengah pertama pada setiap kecamatan dan satu satuan pendidikan menengah untuk menyelenggarakan pendidikan inklusif yang wajib menerima peserta didik berkebutuhan khusus. Penyelenggaraan pendidikan inklusif dilakukan dengan melakukan adaptasi terhadap delapan standar nasional pendidikan, yakni standar isi, proses, kompetensi lulusan, pendidik/tenaga kependidikan, sarpras, pengelolaan, pembiayaan, dan penilaian. Proses adaptasi tersebut mencakupi kegiatan mengorganisasikan (organizing), mengarahkan (directing), mengkoordinasikan (coordinating), mengawasi (controlling), dan mengevaluasi (evaluation), hal-hal yang berkaitan dengan proses penyelenggaraan pendidikan inklusif. Dalam konteks aplikatif, dalam memberikan layanan bagi anak-anak berkebutuhan khusus, kegiatan pembelajaran dalam kelas-kelas inklusi harus tercipta suasana belajar yang kooperatif antara siswa-siswa biasa dengan siswa yang berkebutuhan khusus. Anak-anak biasa harus dikondisikan untuk memiliki sikap empati terhadap anak yang membutuhkan pendidikan khusus, dengan demikian anak yang membutuhkan pendidikan khusus akan merasa nyaman belajar bersama-sama dengan anak-anak sebaya lainnya, yang akhirnya tidak merasa inferior (rendah diri). Key words: inclusion, curriculum, learners, and management

scholarly journals Inclusive Education in the 21st Century: Parameters and Opportunities for Learners with Special Needs

2016 ◽  
Vol 12 (10) ◽  
pp. 188
Author(s):  
Udeme Samuel Jacob ◽  
Angela Nneka Olisaemeka
Keyword(s):  
Cooperative Learning ◽  
Learning Environment ◽  
Special Needs ◽  
Inclusive Education ◽  
21St Century ◽  
Educational System ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Age Appropriate ◽  
Special Classes

This paper examined parameters and opportunities for learners with special educational needs in an effective inclusive education as it relates to 21st century. It differentiated inclusive education from mainstreaming and integration and went further give a comprehensive meaning to the term inclusive education. Some of the benefits of this inclusive education are multicultural learning environment, socialization and the development of the child. Parameters identified for effective inclusive education are placing the child in age appropriate grade place, no special classes or schools and cooperative learning practiced where teachers can share ideas for improvement of the educational system. Conclusion was made on the need for inclusive education.

Issues of training of specialists of inclusive education

2020 ◽  
Vol 43 (2) ◽  
pp. 83-90
Author(s):  
K. Myrzakhankizi ◽  
Keyword(s):  
Young People ◽  
Special Needs ◽  
Inclusive Education ◽  
Speech Pathology ◽  
Learning Needs ◽  
Equal Rights ◽  
Rights Of The Child ◽  
Speech Pathologist ◽  
The Republic ◽  
Special Learning Needs

In this article, the authors point to the most acute problem today of children with special learning needs in an inclusive environment. Today it is one of the world’s problems. The 1989 UN Convention on the Rights of the Child and the Salamanca Declaration on Principles of Education Policy with Special Needs (Salamanca, Spain) of 1994 are the legal basis for this issue. The “State Program for the Development of Education in the Republic of Kazakhstan for 2011 - 2020” says that the legislation of our country provides equal rights to children with special learning needs, and in the coming period the number of kindergartens and schools with inclusive education will increase. In accordance with world processes, our country is also expanding inclusive education. It is well known that there is a need for specialists to educate children with special needs. In this regard, the authors disclose the practice of the department of special education Abay KazNPU for the training of speech pathologist. At the same time, given that young people today do not understand speech pathology well, the author points out the importance of involving the media in this process, thereby emphasizing the importance of expanding the understanding of inclusion, by parents, young people and the general public.

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

scholarly journals PSYCHOLOGICAL ISSUES OF LEARNING AND ADAPTATION OF CHILDREN WITH SPECIAL NEEDS

2017 ◽  
Vol 15 (3) ◽  
pp. 80-83
Author(s):  
NARINE STEPANYAN
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Psychological Factors ◽  
Children With Special Needs ◽  
Psychological Issues ◽  
New Class ◽  
Learning And Adaptation

This article deals with the problems of learning and adaptation of children with the special needs. In the article, we examine the features of adaptation and emotional sphere of children that was integrated into a new class. Similarly, we examine those psychological factors that promote or prevent to adaptation and organization of studies of children with special needs in the premises of inclusive education.

scholarly journals PROBLEM ISSUES OF EVACUATION TIME CALCULATION DURING FIRES IN PRESCHOOL AND SECONDARY EDUCATION INSTITUTIONS WITH INCLUSIVE GROUPS

Fire Safety ◽  
2021 ◽  
Vol 37 ◽  
pp. 72-76
Author(s):  
O. V. Khlevnoy ◽  
D. Kharyshyn ◽  
O. Nazarovets
Keyword(s):  
Comparative Analysis ◽  
Special Needs ◽  
Inclusive Education ◽  
Fire Safety ◽  
Educational Institutions ◽  
Projection Area ◽  
Children With Special Needs ◽  
Evacuation Time ◽  
Time Calculation ◽  
Movement Parameters

Introduction. In 2015-2020, the number of inclusive groups in preschools and classes in secondary schools of Ukraine increased almost 7 times. For our country, inclusive education is an innovative phenomenon, so its implementation raises many problems. One of the most significant problems is low level of fire safety measures. Сhild death from fires in Ukraine exceeds the European Union numbers by more than 4 times. As children with special needs are more vulnerable during fires, research on fire safety in inclusive groups is an urgent task.The purpose of the article is to identify problematic issues of calculating the time of evacuation in case of fires in educational institutions with inclusive groups based on statistical data, regulatory framework, and modern scientific developments analysis.The current regulations governing the organization of inclusive education in preschool and secondary school have been analyzed. Building codes that set the requirements for inclusive buildings and structures have been analyzed. Standards and methods for calculating the evacuation time from buildings have been also considered. The comparative analysis of the possibilities of the modern application software intended for evacuation time calculation has been carried out. According to the analysis, the main problematic issues have been identified.Conclusion. Currently, some necessary data about children with special needs are not available. That fact doesn't allow calculating with exact accuracy the evacuation time in case of fire in educational institutions with inclusive groups. A comparative analysis of the calculations made with the help of applied computer programs shows that in most of them there is no possibility to take into account the presence of children with special needs on the premises. In some software products, where such a possibility is provided, the movement parameters of children with special needs do not differ from the movement parameters of adults with disabilities. Therefore, determining the values of the horizontal projection area of children with different special needs, as well as the study of their speeds and the influence of their presence on the intensity of the general movements is an urgent technical and scientific task that requires further experimental and theoretical research.

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