Responsible preparation of the school for the inclusion of students with disabilities. Challenges, principles and practices of inclusion

2020 ◽  
Vol XI (3 (32)) ◽  
pp. 135-166
Author(s):  
Elżbieta Bednarz
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching Practice ◽  
Student Support ◽  
Social Attitudes ◽  
Planning Stage ◽  
Modern School ◽  
Education Demand ◽  
Individualized Teaching ◽  
Teaching Learning

From the perspective of modern pedagogy, the appreciation of each person and, consequently, the inclusion with him, should constitute a principality not so much of theory as of teaching practice. Entity-oriented concepts direct attention among others on the issue of implementation of the idea of inclusive education. The theories of inclusive education demand bold pedagogical concretization. Inclusion is not just a slogan idea of education, but a series of activities, ranging from social attitudes towards people with disabilities, through the construction of an individualized teaching process to specialist student support. The article presents the ideas of inclusions in education, in confrontation with the reality of modern school. The overarching goal became to popularize knowledge about the model of education of a student with disabilities in a public school, with the implementation of the idea already at the planning stage, and then responsible specialist assistance and the implementation of an individualized teaching-learning process.

scholarly journals Inclusive educational process at the university: Theoretical and experimental model of teachers' psychological readiness

2021 ◽  
Vol 23 (3) ◽  
pp. 156-182
Author(s):  
V. Z. Kantor ◽  
Yu. L. Proekt
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching Practice ◽  
People With Disabilities ◽  
Educational Process ◽  
Integrative Model ◽  
Teaching Staff ◽  
Disabled Students ◽  
University Teachers

Introduction. The institutionalisation of inclusion in higher education determines new requirements for university teachers, what is also found in the field of psychological readiness for the implementation of the educational process with the participation of students with disabilities. Aim. The present research was aimed to develop theoretical framework and experimental verification of the model of psychological readiness of academic teaching staff for the implementation of an inclusive educational process. Methodology and research methods. Methodologically, the research was based on the idea that the true implementation of inclusive higher education is conditioned by the formation of an inclusive culture of university teachers, which serves as the foundation for the implementation of inclusive practices and policies and one of the immanent attributes of which is psychological readiness to implement the educational process with the participation of disabled students. In the diagnostic and methodological terms, the current study relied on the authors' questionnaire containing the blocks of questions built using a 5-point Likert scale and characterising the severity of the various components of such readiness among university teachers in relation to working with disabled students of diverse nosological groups. The survey results were analysed qualitatively and quantitatively using the Cronbach Alpha coefficient, Shapiro-Wilk, Kolmogorov-Smirnov, Mann-Whitney tests, and the median test applying the Pearson test. To check the consistency of the proposed theoretical model of the psychological readiness of university teachers to implement an inclusive educational process, structural equation modelling (or SEM - the method of asymptotically non-parametric assessment) was employed. For statistical calculations, the program IBM SPSS Statistics ver.23 and the AMOS module were used. Results. The integrative model of the psychological readiness of faculty for the implementation of an inclusive educational process has been theoretically substantiated and experimentally confirmed. This model includes a motivational-value component (the acceptance of the values of an inclusive culture, beliefs and attitudes of the teacher regarding inclusive education), an affective component (the emotional acceptance of the situation of inclusive education and its subjects) and an operational component (the teacher's assessment of own skills in using the tools of inclusive education). In the presented model, the teacher's methodical preparedness for teaching students with disabilities acts as a cognitive component, and the resulting component is the implementation of inclusive practice based on the willingness and ability to interact with students with disabilities. It was found that, to the greatest extent, university teachers have formed a motivational readiness to implement inclusive education, but they experience a deficit of operational skills, when working with students with disabilities. At the same time, the level of psychological readiness to implement an inclusive educational process significantly differs depending on the subject specialisation of teachers and the presence / absence of previous experience of interaction with people with disabilities. Scientific novelty. The model of the psychological readiness of teachers for the implementation of inclusive education in Russia was developed and empirically confirmed. Practical significance. The findings of this research highlight the significance of the stages of the formation of university teachers' psychological readiness for inclusive education. The following stages are determined: from providing basic methodological readiness in the framework of professional development through the creation of internal conditions for readiness for inclusive education, examining the experiences and psychological difficulties in interacting with people with disabilities, and, finally, to accompanying the actual inclusive teaching practice.

scholarly journals PERSONALIZED TECHNOLOGY FOR ORGANIZING CORRECTIONAL SELFEDUCATIONAL ACTIVITIES FOR STUDENTS WITH DIFFERENT EDUCATIONAL NEEDS IN THE STUDY OF MATHEMATICS

2020 ◽  
Vol 22 (75) ◽  
pp. 81-86
Author(s):  
E.N. Ryabinova ◽  
◽  
A.A. Zhikhareva
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Institution ◽  
Educational Needs ◽  
Educational Process ◽  
Educational Activities ◽  
Analytical Review ◽  
The Russian Federation ◽  
Teaching Learning ◽  
Education Process

The ability to take into account the needs of each individual by creating a modern educational space around him for receiving continuous and distance learning in the education system of the Russian Federation is extremely relevant at the present time. The article examines the analysis of the state of application of the personified technology of organizing corrective self-educational activities for students with different educational needs in training technical specialists. The problem of the readiness of future competitive engineers to master the disciplines of the mathematical cycle is relevant for students, including those with individual educational needs.The problem of inclusive education, which consists in the joint education and upbringing of students with disabilities and those who do not have such limitations, is not only relevant, but also poorly studied. Inclusive education currently only forms its own methodology, principles and methods, develops approaches to teaching, learning and the development of the holistic personality of students. The implementation of the educational process in a higher educational institution should take into account the peculiarities of inclusive education. The issues of increasing the level of students' mathematical abilities, taking into account the competence approach in the education process, are considered. The concept of a personified technology for organizing corrective self-educational activities for students who want to independently master and eliminate gaps in the basic geometry course, as well as increase the level of application of geometric skills on problems of professional topics and increased complexity is stated. contain an analytical review of the use of personalized technology for organizing corrective self-educational activities for students with different educational needs in teaching mathematics.

Designing an Inclusive Educational Environment in a General Education Organization: The Experience of Conceptualization

2020 ◽  
Vol 19 (4) ◽  
pp. 145-152
Author(s):  
A.G. Madzhuga ◽  
◽  
S.A. Zhantasova ◽  
L.K. Fortova ◽  
Zh.V. Sharafullina ◽  
...  
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Legal Aspects ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Modern School ◽  
The Government

the article reveals the content and legal aspects of the design features of an inclusive educational environment in a mass school. The understanding by the government and society as a whole of the concept of equal opportunities for children with disabilities and children with disabilities formed the basis for creating a special inclusive educational environment at school, determined the need to find effective ways to include and opportunities for interaction of subjects of an inclusive educational process. Based on the theoretical analysis of domestic and foreign literature, the authors present a refined definition of “inclusive educational environment”, define and describe its essential characteristics. Based on their research and personal experience in implementing inclusive education programs, they prove that an inclusive educational environment is a variation of the educational environment in which students with disabilities are provided with conditions for self-realization and the formation of value-semantic life orientations in the context of their special educational needs. For the first time in the context of the study, a scientifically based relationship between the values of inclusive education and inclusive policies, inclusive practices and inclusive culture is presented. When describing the fundamental principles underlying the design of an inclusive educational environment in a modern school, the authors reveal its algorithm and describe the value system of inclusive education.

scholarly journals Inclusive Education at Primary Level: Reality or Phantasm

2014 ◽  
Vol 1 (1) ◽  
pp. 1-19
Author(s):  
Itfaq Khaliq Khan ◽  
Malik Ghulam Behlol
Keyword(s):  
Public Schools ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Positive Attitude ◽  
Structured Interviews ◽  
Government Schools ◽  
Technological Support ◽  
Learning Aids ◽  
The Government ◽  
Teaching Learning

The objectives of this study were to assess the impacts of Inclusive Education (IE) Project implemented in government schools of Islamabad and anticipate its practicability for public schools. Quantitative and qualitative methods were applied for data collection. Study instruments were structured interviews, unstructured focus group discussions, and questionnaire. The study revealed that Students with Disabilities (SWDs) carrypositive attitudes about their mainstreaming and promote friendships among them. The accessibility of school infrastructure normally addresses the needs of all students, but curriculum, equipment, teaching, learning aids, and assessment methods need to be adjusted. Principals in the schools have a positive attitude towards IE and suggested the government take more concrete measures toward mobilizing financial and technical resources for the training of teachers and providing them with technological support. Teachers involved in IE practices have a positive attitude for inclusion of SWDs and they proposed that it can be replicated in all public schools.

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 SALA DE ATENDIMENTO EDUCACIONAL ESPECIALIZADA (AEE): O USO DA TECNOLOGIA ASSISTIVA NO PROCESSO DE INCLUSÃO DOS ALUNOS NAS ATIVIDADES DE ENSINO-APRENDIZAGEM

2019 ◽  
Vol 12 (1) ◽  
pp. 72
Author(s):  
Márcia Lazzari Viana ◽  
Maria do Rocio Fontoura Teixeira
Keyword(s):  
Assistive Technology ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
School Context ◽  
National Policy ◽  
Pedagogical Practices ◽  
Teacher Needs ◽  
Resource Rooms ◽  
Teaching Learning ◽  
The Right

It’s not enough, to ensure the schooling of the students with disabilities, only the right of attending school, it is necessary to teach and give meaning to the contents developed and that meet the different characteristics, potential, and learning pace. Through the National Policy on Specialized Education in Inclusive Education, the classrooms called: Salas de Recursos Multifuncionais e a Instituição do Atendimento Educacional Especializado (AEE) na Educação Básica were promoted. The AEE classroom is a space of the school, where didactic, pedagogical and Assistive Technology materials are available, where professionals with specific training to attend the students with special educational difficulties due to some type of disability are ready to support them. These classrooms aim to improve student learning in the school context. In the Education field, the Assistive Technology aid in the Process of Learning and Development of Students with Disabilities, further promoting the autonomy within their abilities in the accomplishment of their own tasks. It’s important to emphasize that the teacher needs to have technical knowledge and mastery of Assistive Technology resources, so this tools can be implemented within his/her pedagogical practices. In this context, this research aims to make a bibliographical research, through the literature on the subject, proposing a discussion about the state of the art of work. In this context, this work objective was to present a bibliographic study, proposing a discussion about the art state of issues related to the Multifunctional Resource Rooms and scholar inclusion of students with disabilities. With the ending of the presente work, can be concluded that, the students’ with desabilities inclusion, as well the Multifunctional Resource Rooms usage, still a great challenge to be worked on in the educational system. A new look at education is needed, since it’s possible, through public policies, promote accessibility and inclusion for students with desabilities, seeking to develop their skills during the teaching-learning process.

scholarly journals Preliminary Indicators of the Use of Lesson Study as a Teaching Practice Capable of Enabling an Inclusive Perspective in Higher Education

2021 ◽  
Vol 27 ◽  
Author(s):  
Jáima Pinheiro de OLIVEIRA ◽  
Seán BRACKEN ◽  
Natália NAKANO
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Lesson Study ◽  
Teaching Practice ◽  
Point Of View ◽  
University Professors ◽  
Academic Activities ◽  
Field Notes ◽  
Teaching Learning ◽  
The University

ABSTRACT: This study approached the Lesson Study strategy as a support for planning academic activities of teachers who intend to adopt or contribute to the adoption of an inclusive perspective in Higher Education. The general objective of this study was to describe preliminary indicators of the use of the Lesson Study as a teaching practice capable of enabling an inclusive perspective, in the context of Higher Education. Specifically, we aim to: a) identify strategies by student with and without markers (social, linguistic, ethnic, neuromotor, among others) as suggestions for the teaching-learning process with an inclusive perspective, and b) compare these strategies and discuss them from the point of view of the teaching practice aspects tested in this analysis. With a predominantly qualitative approach, this research was characterized as descriptive and the investigation instruments used for data collection consisted of interviews, observation and field notes. Three university professors and a group of twelve students, four of them with markers (social, linguistic, ethnic, neuromotor, among others), and eight of them without any makers participated in this analysis. The results allowed to highlight four specific indicators of the Lesson Study and 26 types of strategies indicated by the students (with and without markers) as suggestions for support during teaching practices. It was observed that those provided by students without markers did not differ much from those presented by the students with markers, except in specific situations, such as those pointed out by the deaf student. The obtained data contributed to the discussions on the existing policies and guidelines generated in the University itself and, in particular, the analysis provided professional improvement of the involved professors, in addition to the indication of possibilities of this improvement in relation to the other professors who are concerned with the adoption of actions with inclusive education perspectives.

scholarly journals Exploring Inclusion in Secondary Schools: A Study on Dhaka City

2020 ◽  
Vol 2 (12) ◽  
Author(s):  
Nazmun Nahar Chaitee ◽  
Biplob Mallick ◽  
Md. Shamsul Arefin ◽  
Fatema Begum Popy
Keyword(s):  
Students With Disabilities ◽  
Gender Equity ◽  
Inclusive Education ◽  
Gender Discrimination ◽  
Mixed Methods Research ◽  
Primary Data ◽  
Exploratory Research ◽  
Dhaka City ◽  
Major Purpose ◽  
Teaching Learning

This paper presents findings of a mixed methods research which is mainly exploratory research by nature. The primary data have been collected from 180 students and 60 teachers by questionnaires, classroom observation and FGD. To analysis the data a descriptive triangulation approach is used. The Major purpose of this study is to present the practice of inclusive education on inclusive schooling in Dhaka city and other vulnerability discourses that elevated utmost challenges for survival of students with Disabilities (PWDs), disadvantage, gender discrimination during study time. The study findings explore multiple factors poses a threat to inclusion, as Bangladesh is considered one of the most growing concern countries in the world about inclusion. The study reveals that there is gender equity and empty gender discrimination in Dhaka city but still there is unpleasant proportion between student and teacher ratio. Although the lack of enough facilities, schools are welcoming different categories of students in their classroom while teachers are not always prepared to support students for ensuring quality education together with special need child. Though the different initiatives have been taken to train the teachers, which is a must for achieving goals but there is a lack of trained teachers in school to nurture the special need children whereas unified curriculum has been used with ICT teaching-learning materials. Making creative question is one of the most highly encouraging reforms in our country and whenever students take it positively but teachers either have a little idea or dislike the process. In this circumstances it is expected that the findings would influence policies for ensuring inclusive intervention of preparedness and rehabilitation. 

scholarly journals An Exploration of Inclusive Education Policies Aimed at Students with Disabilities vs. the Panorama of EFL Scenarios in Colombia

2017 ◽  
Vol 9 (2) ◽  
Author(s):  
Dayra Piedad Ochoa
Keyword(s):  
Foreign Language ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Language Education ◽  
Foreign Language Education ◽  
Government Officials ◽  
Education Policies ◽  
Disabled Students ◽  
Efl Teaching ◽  
Teaching Learning

This article reflects upon the policies that regulate inclusive education in Colombia for students with disabilities and contrasts it with the reality of EFL teaching/learning nowadays. The concept of inclusion has gained interest among government officials and scholars in recent decades; as a result, much inclusivity legislation has been created to guarantee access for disabled students in mainstream schools. However, there are not clear procedures and adequate scenarios to address foreign language education in Colombia for this population, resulting in more exclusion, discrimination and lack of opportunities for disabled learners.

Sign in / Sign up

Export Citation Format

Share Document