scholarly journals Creating a Democratic Culture in Managing Classroom Contexts of Disability – PART 1

2021 ◽  
Author(s):  
Gregg Alexander ◽  
Duma Mhlongo
Keyword(s):  
Inclusive Education ◽  
Basic Education ◽  
Lesson Plan ◽  
White Paper ◽  
Training System ◽  
Inclusive Classroom ◽  
Classroom Context ◽  
Democratic Culture ◽  
Democratic Classroom ◽  
Assessment Activity

The Department of Basic Education (DBE) in South Africa ratified Education White Paper 6: Building an Inclusive Education and Training System- a policy document which made an explicit declaration to create inclusive classroom contexts within a targeted period of 20 years. Succinctly, this declaration has cast the year 2021, as a major social justice milestone for citizens with disabilities. The chapter strongly believes that this milestone deserves to attract both critical dialogue and empirical engagements as to determine the impact of the Education White Paper 6. Internationally, there are various policy guidelines available, in the quest to create a democratic classroom context with the objective of accommodating diversity, more specifically to address oppressive and non-inclusive disability contexts. The reader audience will be taken across various discourses on disability rights and literature readings responding to redress within the realm of the World Health Organisation and the International Labour Organisation, among others. Before the chapter concludes, a reflective activity is provided; together with a practical assessment activity where the authors create a democratic culture-centric lesson plan meant to support teachers in their inclusive education quest to create ideal democratic classroom contexts.

scholarly journals Engaging, Affirming, Nurturing Inclusive Environment: A Grounded Theory Study in the Philippine Context

2021 ◽  
Vol 9 (1) ◽  
pp. 113-131
Author(s):  
Princess Zarla J. Princess Zarla J. Raguindin ◽  
Zhanina U. Custodio ◽  
Ferdinand Bulusan
Keyword(s):  
Grounded Theory ◽  
Inclusive Education ◽  
High Standard ◽  
The Philippines ◽  
Inclusive Classroom ◽  
Primary Concern ◽  
Theory Approach ◽  
Classroom Context ◽  
Filipino Children ◽  
Teachers And Parents

Implementing the tenets of inclusive education in different countries may be diverse because of varying interpretations, contexts, and ways of application. In the Philippines, studies that delve into the kind of environment involving Filipino children with special needs are scarce. Thus, through a grounded theory approach, this qualitative paper aims at developing a framework as a means of understanding inclusive environments thriving in an inclusive Philippine setting. Thirty-two special education teachers from three private schools were interviewed, the data being triangulated through class observations. The emerging theory encapsulated three major dimensions to understand concepts of inclusive environment: engaging environment, affirming environment, and nurturing environment. An engaging environment points to having high-standard learning outcomes, promoting collaboration and communication among learners, teachers, and parents, and involving them in decision-making. An affirming environment, on the other hand, denotes practicing expressive and receptive languages, imbibing the sacred worth of class members, and celebrating diversity. Finally, a nurturing environment can be achieved through interdependence and care for the needs of everyone. These dimensions are inter-related and are not standalone. This paper advances that success in the diversified Philippine inclusive classroom context can be achieved through the interdependence of school community members. The question of the significance of the inclusive practices and principles should not be the primary concern of a particular context. Rather, involvement and interdependence to achieve an engaging, affirming, and nurturing environment matter. Ramifications to micro and macro integration of inclusion that support inclusive environments are also discussed.

scholarly journals Sustaining a Democratic Culture through Collaborative Engagements for Citizens with Disabilities: Part 2

2021 ◽  
Author(s):  
Duma Mhlongo ◽  
Gregory Alexander
Keyword(s):  
Inclusive Education ◽  
Classroom Environment ◽  
Basic Education ◽  
Monitoring And Evaluation ◽  
Collaborative Culture ◽  
Decent Work ◽  
Democratic Culture ◽  
Agenda 2030 ◽  
Development Goals ◽  
Democratic Principles

The United Nations (UN) has since the year 2015 challenged countries to develop structures of collaboration between governments, businesses, and citizens to enhance the monitoring and evaluation of their social justice challenges, advocacy initiatives and the progress thereof. To achieve the UN’s Agenda 2030 for Sustainable Development Goals, this chapter proposes for educational and workplace institutions to collaborate as sub-systems. Historically, citizens with disabilities have been hit the hardest regarding decent work opportunities and inaccessible basic education classroom amenities. The existence of a democratic culture in an ideal classroom setting should be where all learners are mentored to display the democratic principles of unity, uniformity, diversity and homogeneity. This chapter aims to contribute towards the imaging of teachers who succeed in creating and sustaining a democratic classroom environment, guided by the ethos of inclusive education, wherein both classrooms and workplaces of the year 2030 and beyond, iconise a democratic aura and praxis by adopting an institutional collaborative culture. As an ideal, all learners and employees will entrench the ethos of democratic co-existence by embracing diverse contexts of disability, when empathising with citizens with a disability. In this way a genuine democratic culture could possibly become spontaneously sustainable.

scholarly journals The management of inclusive education in the four selected junior primary schools in the Empangeni district, KwaZulu-Natal

2013 ◽  
Author(s):  
◽  
Happy Maureen Majola
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Education And Training ◽  
White Paper ◽  
Training System ◽  
Learning And Development ◽  
Barriers To Learning ◽  
Special Needs Education ◽  
And Training

This study investigated the management of inclusive education in the four selected junior primary schools in the Empangeni District, KwaZulu-Natal. Despite the fact that the White Paper 6 on Special Needs Education and Training: Building Inclusive Education and Training System was released in 2001, aiming at providing quality education for all learners, the implementation and management of inclusive education in schools still remain a challenge. This research, therefore, investigated possible challenges and suggested solutions that could be used for the effective implementation and management of inclusive education in schools. This study was conducted to answer the following questions: i. What are the challenges at school level that delay the implementation of inclusive education? ii. What skills do teachers and principals have or acquired in order to identify and support learners who experience barriers to learning and development? iii. What are the teachers’ perceptions regarding the inclusion of learners who experience barriers to learning and development? iv. Does our education system provide teachers with relevant training to meet the challenges that come with inclusive education? An ethnographic research was conducted in four junior primary schools at the Empangeni District, KwaZulu- Natal to find out what happens in their school setting. Fifteen foundation phase teachers from four junior primary schools, four principals and six final year university student teachers participated in the study. The findings of data collected from teachers, principals and student teachers regarding their views on inclusion of learners who experience barriers to learning were used to make recommendations. The findings from the study revealed the need for schools to effectively implement the White Paper 6 on Special Needs Education and Training: Building Inclusive Education and Training System (2001). Inclusion of learners who experience barriers to learning and development is an international initiative, which aims to provide quality education for all learners. The success of inclusion is based on the adoption and implementation of the international, national and provincial inclusive education policies, declarations and guidelines. In this study, it became evident that there is a shortage of teachers who have specialization in Special Education: Barriers to Learning. In- service teacher training and special education element should be included in all courses of initial teacher training. Ongoing professional development of teachers on inclusive education issues is also crucial. Teachers need to be provided with necessary skills to identify developmental delays and barriers to learning early. This study highlighted the importance of the establishment of the functional support structures, Institutional Level Support Team and District Based Support Team so that inclusive education is effectively managed in the education system. Provision of skills that will assist teachers to provide relevant support to learners who experience barriers to learning, lies on the existence of the support structures. The findings also revealed that schools or any other stakeholder cannot address barriers to learning in isolation. Linkages with Tertiary Institutions, Department of Health, Department of Social Development, Non-Governmental Organizations, parents/ caregivers and teacher unions need to be prioritized, in order to ensure that diverse needs of learners are met and barriers to learning and development are addressed. The positive response from the National Department of Education to the international initiatives for promoting single inclusive education system that is responsive to the diverse needs of all learners, resulted to the release of the White Paper 6 on Special Needs Education and Training: Building Inclusive Education and Training System in 2001. The need to close the gap between theory outlined in all the policies and guidelines that promote inclusive education and practice becomes evident in this study. The management of inclusive education in schools, therefore requires the School Management Team to facilitate, amongst other things, human resource development and establishment of the Institutional Level Support Team.

Students with disability perspectives towards inclusive education at the College of Basic Education in Kuwait: Barriers and challenges: اتجاهات الطلبة ذوي الإعاقة تجاه الدمج التعليمي في كلية التربية الأساسية في دولة الكويت: العوائق والتحديات

2021 ◽  
Vol 5 (41) ◽  
pp. 218-200
Author(s):  
Nouf Salem Alenezi, Bader Jassim Alqallaf, Hamed Jassim Alsa Nouf Salem Alenezi, Bader Jassim Alqallaf, Hamed Jassim Alsa
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Basic Education ◽  
Structured Interviews ◽  
Visual Disability ◽  
Social Barriers ◽  
Data Coding ◽  
Inclusive Practice ◽  
College Of Basic Education ◽  
Barriers And Challenges

This research is a qualitative interpretive case study focuses on the perspectives of (6) students with physical and visual disability who study at college of basic education in Kuwait. It sought to elicit the “voice” of students with disabilities, seeking to identify their experiences of inclusive practice and any barriers to participation. The researchers conducted semi structured interviews. It was processed and analysed through data coding, categorising and emergence of themes. Participants of the current study showed a willingness towards the concept of inclusion with some concerns, which include the cultural, structural, and social barriers of implementing inclusive education. The results of this study emphasise the importance of increasing the knowledge of inclusion and how to deal with students with disability. Overall, recommendations include a need for training courses for the faculty members at the College of Basic Education in the field of disability and inclusion.

scholarly journals TEACHER EDUCATION FOR INCLUSION - THE PREMISES FOR IMPLEMENTING A NEW INITIAL TEACHER TRAINING PROGRAMME / PRIELAIDOS ĮGYVENDINTI NAUJĄ MOKYTOJŲ RENGIMO PROGRAMĄ: INKLIUZINIS UGDYMAS MOKYKLOJE

2017 ◽  
Vol 1 (35) ◽  
pp. 9
Author(s):  
Elena Marin
Keyword(s):  
Teacher Training ◽  
Inclusive Education ◽  
School System ◽  
Policy Development ◽  
National Level ◽  
Training System ◽  
Font Size ◽  
Initial Teacher Training ◽  
Starting Point ◽  
Training Programmes

<p><span>This paper attempts to highlight and examine the Romanian perspective regarding inclusive education by presenting some statistical data and the steps that have been made in order to make the switch from a school system lead by the segregation principle to a school system based on inclusive principles. Moreover, the attention focuses on schools` key actors, the teacher, more specifically on the initial teachers training programmes available in Romania. The starting point when it come to the initial teacher training programmes is based on the assumption that there is an acute need for training when it comes to the implementation of an inclusive educational system in Romania. Using a qualitative approach, we aimed at presenting specialists’ opinion on priority issues in policy development regarding the teacher training in the field of inclusive education, </span><span>focusing on </span><span>the premises for implementing a training system that is mandatory for every teacher in the inclusive education and on the aspects that relate to the rethinking of the teacher’s training process at a national level.</span></p><p><span lang="RO"><span style="font-family: Calibri; font-size: medium;"> </span></span></p><p><span lang="RO"><span style="font-family: Calibri; font-size: medium;">Straipsnyje bandoma analizuoti inkliuzinio ugdymo diegimą Rumunijoje: pateikiama statistinių duomenų ir aprašoma, kokių veiksmų buvo imtasi pereinant nuo segregacijos principu pagrįstos ugdymo sistemos mokykloje prie inkliuzijos principais grindžiamos sistemos. Dėmesys kreipiamas į mokytojus ir mokytojų pirminio rengimo programas.<br />Mokytojų pirminis rengimas Rumunijoje remiasi prielaida, kad, siekiant įdiegti inkliuzinio ugdymo sistemą, tokių mokytojų rengimo poreikis yra labai didelis. Kokybiniu tyrimu buvo siekiama pateikti specialistų nuomonę dėl inkliuzinio ugdymo mokytojų rengimo politikos prioritetų, atkreipiamas dėmesys į tokių specialistų rengimo, privalomo kiekvienam inkliuzinį ugdymą taikančiam mokytojui, sistemos įdiegimo sąlygas<br />ir aspektus, susijusius su mokytojų rengimo proceso reformavimu nacionaliniu lygmeniu.</span></span></p>

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.

scholarly journals PROTEIN TEACHING: AN APPROACH FOR TEACHER TRAINING APPLIED TO STUDENTS OF THE BIOLOGICAL SCIENCES COURSE AT UFRN

2015 ◽  
Vol 13 ◽  
pp. 34
Author(s):  
J. K.S. NASCIMENTO et al
Keyword(s):  
Biological Sciences ◽  
Teaching Practice ◽  
Basic Education ◽  
New Technologies ◽  
Lesson Plan ◽  
Three Dimensional ◽  
Structural Features ◽  
Dimensional Structure ◽  
Educational Models ◽  
Teaching Learning

Teaching biochemistry in higher education is increasingly becoming a challenge. It is notoriously difficult for students to assimilate the topic; in addition there are many complaints about the complexity of subjects and a lack of integration with the day-to-day. A recurrent problem in undergraduate courses is the absence of teaching practice in specific disciplines. This work aimed to stimulate students in the biological sciences course who were enrolled in the discipline of MOLECULAR DIVERSITY (MD), to create hypothetical classes focused on basic education highlighting the proteins topic. The methodology was applied in a class that contained 35 students. Seven groups were formed, and each group chose a protein to be used as a source of study for elementary school classes. A lesson plan was created focusing on the methodology that the group would use to manage a class. The class was to be presented orally. Students were induced to be creative and incorporate a teacher figure, and to propose teaching methodologies for research using the CTS approach (Science, Technology and Society). Each group presented a three-dimensional structure of the protein they had chosen, explained their structural features and functions and how they would develop the theme for a class of basic education, and what kind of methodology they would use for this purpose. At the end of the presentations, a questionnaire was given to students in order to evaluate the effectiveness of the methodology in the teaching-learning process. The activity improved the teacher’s training and developed skills and abilities, such as creativity, didactical planning, teaching ability, development of educational models and the use of new technologies. The methodology used in this work was extremely important to the training of future teachers, who were able to better understand the content covered in the discipline and relate it to day-to-day life.

Instructional Strategies for the Inclusive Music Classroom

2018 ◽  
Vol 31 (3) ◽  
pp. 61-65 ◽  
Author(s):  
Alice-Ann Darrow ◽  
Mary Adamek
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
Instructional Strategies ◽  
Inclusive Education ◽  
Teaching Strategies ◽  
Inclusive Classroom ◽  
Teaching Approaches ◽  
Music Classroom ◽  
Inclusive Teaching

While inclusive education is an admirable ideal, it is often difficult to implement. Successful educators have found that employing certain instructional strategies can help meet the needs of students with varying abilities. Inclusive teaching strategies refer to any number of teaching approaches that address the needs of students with a variety of backgrounds, learning styles, and abilities. This article cites various strategies found to be effective in the inclusive classroom. These strategies contribute to the overall learning environment.

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