scholarly journals Die Umsetzung schulischer Inklusion nach der UN-Behindertenrechtskonvention in den deutschen Bundesländern

2021 ◽  
Author(s):  
Sebastian Steinmetz ◽  
Michael Wrase ◽  
Marcel Helbig ◽  
Ina Döttinger
Keyword(s):  
Structural Analysis ◽  
Young People ◽  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Children And Young People ◽  
Current State ◽  
German States

The study examines the current state of implementation of the UN Convention on the Rights of People with Disabilites (CRPD) with regard to the inclusion of children with special needs in mainstream schools in the German states. It provides a comprehensive structural analysis of this area. Article 24 of the convention obliges the signatory states to guarantee an inclusive education system at all levels. In order to examine the extent to which the German states (Länder) implement this requirement in law and practice in their school systems, empirically measurable indicators were formed on the basis of the provisions of the CRPD. Even more than 10 years after ratification of the CRPD, the majority of the German states still face major challenges. Only a few German states are currently undergoing a process of transformation, which is why the majority of children and young people with special educational needs continue to be trained in special and segregated structures.

scholarly journals Historical Background of Inclusive Education Development in the Nordic Countries

2017 ◽  
Vol 4 (1) ◽  
pp. 97-104 ◽  
Author(s):  
Natalia Andriichuk
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Nordic Countries ◽  
Historical Background ◽  
Alternative Form ◽  
Children With Special Needs ◽  
Education Development ◽  
History Of

The article analyzes and interprets the comprehensive presentation of the development of inclusive education in some Nordic countries, namely Sweden, Norway and Iceland. The article states that the special education is still an alternative form of education for children with special needs who cannot attend secondary schools in the majority of the countries. Thus, the relation between inclusive and special education allows the author to draw some parallels between these two types of study to trace the transition from one to another. The author concludes that the history of inclusive education formation in Sweden, Norway and Iceland has much in common, but the Icelandic education system has characteristics which distinguish it from the two others

Inclusive and Special Education Services in Rural Settings

2020 ◽  
Author(s):  
Jayanthi Narayan ◽  
Nibedita Patnaik
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Rural Areas ◽  
Urban Areas ◽  
Educational Needs ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Rural And Remote ◽  
Remote Areas ◽  
Rural And Remote Areas

Education is a fundamental right of all children, including those with special educational needs. Efforts to achieve education for all has resulted in the focused attention of governments around the world, thereby improving the quality of education in schools and leading to dignified social status for students previously marginalized and/or denied admission to schools. This worldwide movement following various international conventions and mandates has resulted in local efforts to reach rural remote areas, with education provided by the government in most countries. Though there has been significant progress in reaching children, it has not been uniform. There are still many barriers for children in rural and tribal areas or in remote parts of the country that prevent them from receiving equitable education. The essence of inclusive education is to build the capacity to reach out to all children, thereby promoting equity. In the 1990s, special needs education was a focus, and integrating it into the overall educational system led to reforms in mainstream schools which resulted in inclusive education that addressed the diverse learning needs of children. How successful have we been in these efforts particularly in the remote and rural areas? There are various models and practices for special and inclusive education in rural and remote areas, but reaching children with special educational needs in such areas is still a challenge. Though there are schools in these areas, not all are sufficiently equipped to address the education of children with special needs. Furthermore, teachers working in rural areas in many countries are not adequately trained to teach those with special needs, nor are there the technological support systems that we find available in urban areas. Yet, interestingly, in some rural/tribal communities, the teachers are naturally at ease with children with diverse needs. The schools in such areas tend to have heterogeneous classes with one teacher providing instruction to combined groups at different grade levels. Evidence shows that rural teachers are less resistant to including children with special needs compared to urban teachers. Because of their homogeneous lifestyle, community supports in rural areas offer another supportive factor toward smooth inclusion. Though primary education is ensured in most rural and remote areas, children have to travel long distances to semi-urban/urban areas for secondary and higher education; such travel is further complicated when the child has a disability. In many rural areas, children with special needs tend to learn the traditional job skills naturally associated with that area, though such skills are not always blended into the school curriculum. Preparing teachers to provide education in rural areas with the latest technological developments and a focus on vocation is bound to make that education more meaningful and naturally inclusive.

scholarly journals Socialization of Young People with Special Educational Needs

2021 ◽  
Vol 25 (1) ◽  
pp. 98-104
Author(s):  
Tеtiana Lunkina ◽  
◽  
Julia Sizonenko ◽  
Keyword(s):  
Higher Education ◽  
Young People ◽  
Special Needs ◽  
Inclusive Education ◽  
People With Disabilities ◽  
Educational Needs ◽  
Educational Process ◽  
Quality Education ◽  
Special Educational Needs ◽  
Education Students

Annotation. Introduction. The unfavorable trend of disability in the world as a whole and in Ukraine in particular, necessitates solving the problems of access to education for children and youth with special needs, because a full life in society of people with disabilities is impossible without quality education and professional self-realization. Today, the education system for applicants with special educational needs is at a stage of inevitable change. Purpose. In the course of the research the essence and peculiarities of the development of inclusive education in Ukraine are considered. The advantages and disadvantages of including young people with special needs in the educational process are analyzed. The advantages of inclusion in the educational process both for young people with special needs and for typical applicants for higher education are substantiated. Results. A SWOT analysis of the socialization of young people with special educational needs was conducted. It is proposed to introduce measures to attract young people with special educational needs for their socialization, adaptation and integration into society. Conclusion. It has been proven that the problem of inclusive education is becoming more and more widespread every year, so higher education institutions need to respond immediately, developing mechanisms for attracting and further cooperation of young people with special needs. The practical value of the proposed ideas is: creating conditions for improving the competence of higher education students when working with people with disabilities; approbation of educational programs focused on training specialists with special needs; providing comprehensive and equitable quality education and encouraging lifelong learning opportunities for all. The socialization of young people with special educational needs will create conditions for effective work and interaction of higher education students with people with disabilities throughout the educational process. Keywords: inclusion; persons with disabilities; socialization; educational process; integration; institutions of higher education; tutor students.

scholarly journals EQUAL ACCESS TO QUALITY EDUCATION THROUGH THE PRISM OF ORGANIZING INCLUSIVE EDUCATION IN HUB SCHOOLS

2018 ◽  
pp. 56-61
Author(s):  
O. DENYSIUK ◽  
D. SULIMENKO ◽  
T. DRON
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Educational Institution ◽  
Quality Education ◽  
Equal Access ◽  
Educational Services ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
National Education ◽  
Wide Range

The process of reforming national education involves solving a number of overdue problems, among which an urgent issue of equal access to quality education still remains. Providing high-quality educational services to learners regardless of their social status, locality of residence, financial capacity, and other concomitant factors are a social and humanitarian task of the state.The introduction of the inclusive education system is an integral part of the functioning of the reference schools. The success of this process depends on the implementation of a number of systemic tasks, among which the following are the priorities: convenient location of the educational institution for the transportation of children from different settlements; provision of qualified pedagogical staff with appropriate training for working with children with special needs as well as staff units of correctional educators; presence of the modern level of material and technical support in accordance with the needs of children with special needs (meeting the requirements for the architectural accessibility of the premises of the educational institution); ensuring equal access to quality education for all persons, including those with special educational needs; creation of a single  information space  for the organization of distance learning for children with special needs; collection of reliable statistics to provide up-to-date information on reference schools and the organization of inclusive education for further analysis and adoption of sound management decisions based on it; bringing to a wide range of users of educational services, parents, communities of OTG, public organizations of positive experience of work of basic educational institutions; Disclosure of information about inclusive classes, forms and methods of training in them; monitoring of the functioning of the reference 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 Implementation of an individual educational route in inclusive practice

2021 ◽  
Vol 98 ◽  
pp. 01019
Author(s):  
Oksana Titova ◽  
Margarita Bratkova ◽  
Olga Karanevskaya ◽  
Elena Gravitskaya ◽  
Irma Barbakadze
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Educational Needs ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
Educational Organization ◽  
Number Of Children ◽  
Advantages And Disadvantages ◽  
Inclusive Schools

There is currently a trend towards an increase in the number of children with special educational needs enrolled in inclusive schools. Thus, the number of children with special educational needs enrolled in inclusive schools is growing. This is caused both by significant changes in the legal regulatory framework, including the 2012 Federal Law on Education, the adoption of the Federal State Educational Standard of Primary General Education for Children with Special Needs, etc. and by the fact that in some regions the number of specialized schools is decreasing, inclusive education becomes a more affordable option for children with special education needs. School specialists, parents, and the public engage in an active dialogue about choosing the most efficient path for an educational route for special needs children, comparing the advantages and disadvantages of inclusive and special education. The design and implementation of an individual educational route, an individual curriculum is essential for children with special needs in terms of improving the quality of education and efficiently entering social life. The relevance of the study is determined by identifying the components that facilitate and complicate, hinder the development and implementation of an individual educational route for these children in an educational organization; the determination of the content of an individual educational route based on the current situation in a practical institution considering the requirements of inclusive education. The purpose of the study is to explore the problems of developing and implementing individual educational routes for children with special needs in the context of inclusion and to determine ways to solve these problems. The key methods of the study are a questionnaire and a structured interview. The empirical data confirms the assumption that the development and implementation of an individual educational route for children with special needs in an educational organization are problematic and inefficient for several reasons. The data obtained is new since similar research results have not been found in the open sources over the past five years.

BARRIERS IN POLISH INCLUSIVE EDUCATION IN THE OPINION OF STUDENTS' PARENTS WITH SPECIAL EDUCATIONAL NEEDS

2019 ◽  
Vol 3 ◽  
pp. 107
Author(s):  
Agnieszka Lewicka-Zelent ◽  
Dorota Chimicz
Keyword(s):  
Young People ◽  
Inclusive Education ◽  
Teaching Methods ◽  
Educational Needs ◽  
State School ◽  
Special Educational Needs ◽  
Children And Young People ◽  
Research Results

The principles of inclusive education have been orientating the ways of working with children and young people with special educational needs for many years. Nevertheless, it is difficult to change the process of modifying the teachers’ thinking about a student with disabilities or deficits in the aspect of teaching him in a state school. In 2017, legal acts in Poland were modified to provide psychological and pedagogical assistance to pupils with special educational needs. However, the Ombudsman for Children received many letters from parents of students who gave examples of violations of their rights at school. Therefore, in 2018 a survey was conducted among parents on the difficulties encountered by their children while studying at school. The research results revealed some irregularities both in the aspect of teaching methods which were applied to children and the cooperation of teachers with parents and other specialists. On this basis, it was possible to identify barriers to inclusive education in Polish schools.

scholarly journals CURRENT STATE OF INCLUSIVE EDUCATION AND WAYS OF ITS IMPROVEMENT

2020 ◽  
Vol 66 (2) ◽  
pp. 49-54
Author(s):  
S.A. Uzakhbayeva ◽  
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Creative Process ◽  
Children With Disabilities ◽  
Educational Institutions ◽  
Successful Implementation ◽  
Special Educational Needs ◽  
Current State ◽  
Teacher Skills ◽  
Creative Contribution

The article examines the current state and problems of inclusive education in Kazakhstan, reveals the possibilities of inclusive education in the development of children with disabilities, suggests methods of psychological and pedagogical correction of professionally significant qualities of teacher skills necessary for working with children with special educational needs. Inclusive education requires constant creative contribution from everyone; all its participants (teachers, parents, children, administration, etc.) are involved in the creative process of education. For the successful implementation of inclusive education of children with special needs, changes in the education system itself are needed. The difficulty in solving the problem of working with children with disabilities is exacerbated by the professional incompetence of specialists of educational institutions, a lack of understanding in society of the possibilities of such children, who participate equally in society.

scholarly journals RE-INTERPRETASI DAN RE-ORIENTASI PENDIDIKAN INKLUSIF

2018 ◽  
Vol 10 (2) ◽  
pp. 128
Author(s):  
Nenden Ineu Herawati
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Children With Special Needs ◽  
National Education ◽  
National Education System ◽  
The Right ◽  
Article 5 ◽  
To Receive

Abstract: The understanding of inclusive education is still inaccurate, so the interpretation and orientation towards that implementation are not appropriate as it should be. Nowadays, be found in the field that term of inclusive education is only limited to children with special needs learned together with general children in regular schools. Whereas, the term of inclusive education refer to provide the possible opportunity or access widely for all children in order to obtain the quality of education and in accordance with the needs without discrimination. Therefore, schools that enroll in inclusive education are required to adjust in terms of curriculum, facilities, the infrastructure of education, and learning systems as well that adjusted with the needs of children with special needs. In the other hand, children with special needs are those with temporary or permanent special needs that require more intense educational services. If children are required to receive an education service that is appropriate to their needs and existence through an inclusive education program, it will provide the possible opportunity widely for all children with special needs to get a proper education according to their needs. Moreover, it can create an education system that respects to diversity, non-discrimination and friendly in learning. Thus, it can implement the mandate of the Constitution of 1945, article 31, paragraph 1, Law of 2003 No. 20 regarding National Education System on article 5, paragraph 1, and Law of 2002 No 23 regarding The Right and Protection of Children in article 51. Abstrak: Pemahaman terhadap pendidikan Inklusif masih belum tepat, sehingga in terpretasi dan o-rientasi pelaksanaannya pun belum sesuai  sebagaimana seharusnya yang sekarang dijumpai di lapangan bahwa yang dinamakan pendidikan inklusif adalah hanya sebatas anak kebutuhan khusus belajar bersama-sama dengan anak-anak normal di sekolah reguler.Padahal yang dinamakan pendidikan inklusif adalah memberikan kesempatan atau akses yang seluas-luasnya kepada semua anak untuk memperoleh pendidikan yang bermutu dan sesuai dengan kebutuhan tanpa diskriminasi, oleh karena itu sekolah yang menyeleggarakan pendidikan inklusif dituntut harus menyesuaikan baik dari segi kurikulum, sarana dan prasarana pendidikan maupun sistem pembelajaran yang sesuai dengan kebutuhan individu peserta didik yang berkebutuhan khusus. Sedangkan yang dimaksud dengan anak berkebutuhan khusus adalah mereka yang memiliki kebutuhan khusus sementara atau permanen yang membutuhkan pelayanan pendidikan yang lebih intens. Jika anak berkebutuhan mendapat layanan pendidikan yang sesuai dengan kebutuhan dan keberadaannya melalui program pemdidikan inklusif, maka akan memberikan kesempatan seluas-luasnya kepada semua anak berkebutuhan khusus mendapatkan pendidikan yang layak sesuai dengan kebutuhannya. Serta dapat menciptakan sistem pendidikan yang menghargai keanekaragaman, tidak diskriminasi serta ramah terhadap pembelajaran sehingga dapat mengamalkan amanat Undang-Undang-Undang 1945 pasal 31 ayat 1 juga undang-undang  No 20 tahun 2003 tentang system pendidikan Nasional pasal 5 ayat 1 dan Undang-Undang no 23 tahun 2002 tentang hak dan perlindungan anak pasal 51.

scholarly journals Implementasi Pendidikan Inklusif Pada Lembaga Pendidikan Anak Usia Dini Di Indonesia

2020 ◽  
Vol 4 (02) ◽  
Author(s):  
Syahria Anggita Sakti ◽  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Early Age ◽  
Children With Special Needs ◽  
Childhood Education ◽  
Equal Education ◽  
Inclusive Learning

This study aims to analyze the extent of the implementation of inclusive education in early childhood education institutions in Indonesia. Inclusive education at an early age begins by accommodating the needs of children, identifying the special needs of children, and mapping the development potential and barriers of children now and in the future. Inclusive education provides opportunities for children with special needs to get an equal education. The practice of the inclusive education system implemented at the level of early childhood education still leaves problems, the implementation of inclusive education which is apparently still not inclusive. The issue of educators, supporting facilities, and inclusive education curricula in early childhood education institutions is also not yet capable Inclusive education in Indonesia must involve parents, teachers and the environment, the implementation of inclusive education in Indonesia leads to the goal of inclusive learning that provides the broadest opportunities- breadth to all children including children with special needs to get proper education in accordance with their needs.

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