A Comparative Study of primary school teachers’ attitudes and opinions towards inclusive education in the South Moravian Region and Split-Dalmatian County

2020 ◽  
Author(s):  
Nikola Stračárová
Keyword(s):  
Czech Republic ◽  
Elementary Schools ◽  
Inclusive Education ◽  
Primary Schools ◽  
Structured Interview ◽  
The South ◽  
School Year ◽  
Teachers Attitudes ◽  
Specific Disorders ◽  
Open Question

The research is focused on teachers‘ approaches, opinions, and visions concerning inclusive education in the South Moravian Region and the Split-Dalmatian County. Further to that, it analyses the degree of Inclusion in these areas. The relationship of pedagogues towards Inclusion, due to a steep increase of specific disorders, is extremely important. The research was made in the year when the inclusive education bill was passed in the Czech Republic. Data was collected in the first school year when schools in Czech Republic functioned as in-clusive. Data collection took place in Split-Dalmatian county in 2016 and the South Moravian Region in 2017. The research is qualitative, an open-question questionnaire was made, and a non-structured interview was made when visiting schools. We set the following hypothe-ses. We assume that teachers of selected schools of the Split-Dalmatia County evaluate Inclusion more negatively than teachers of selected primary schools in the South Moravian Region. This hypothesis is not confirmed. We expect that Inclusion will take place in selected elementary schools in the South Moravian Region more than in selected elementary schools in Split-Dalmatia County. This hypothesis is not confirmed. This research is based on the methodology and data from the diploma thesis of Nikola Stračárová 2017 (Stračárová, 2017).

I Like to Solve Problems like an Adult — Global Storylines As a Way of Global Education

2016 ◽  
Vol 6 (1) ◽  
pp. 9-25
Author(s):  
Ivana Márová ◽  
Lenka Slepičková
Keyword(s):  
Elementary Schools ◽  
Inclusive Education ◽  
Interpersonal Relationships ◽  
Primary Schools ◽  
Global Education ◽  
Social Issues ◽  
Role Playing ◽  
Activity Level ◽  
Global Issues ◽  
Motivational Influence

Drama techniques such as role playing or structured drama are widespread and frequently used methods of supporting the activity and participation of students in learning. Less known method which combines elements of drama education with global social issues is a Scottish method called Global Storylines. Within a three-year partnership project entitled "Expanding Participatory Teaching of Global Issues in the Primary Schools by Global Storylines Method" in whichthe Centre for Global Education NaZemi and the Institute for Research in Inclusive Education of Faculty of Education of Masaryk University participated, with the support of the Ministry of Foreign Affairs,three principal research goals were followed: Global Storylines effect on the participation of students in education; Global Storylines supportive role in teaching global issues, and inclusive potential of Global Storylines method. In the first cycle of the method implementation the research sample consisted of 6 teachers from two elementary schools and one kindergarten, in the second cycle of 16 teachers from seven elementary schools and one kindergarten. To fulfill the research project the following qualitative research methods were used: repeated direct observation in classes (3–4 observations in each class), individual and group interviews with teachers and students, analysis of written teacher’s reflections of the story episodes and the analysis of other outcomes such as students’ works and photographs taken by teachers. The survey showed a high motivational influence on the activity level of students and their participation in education. Building a fictional community, which is the basis of work with the story, positively contributed to the development of imagination of students, strengthening their cooperation, self-esteem and interpersonal relationships. A linking has been detected between the level of participation and the inclusive potential of the method. Creating a new identity allows students and teachers to secede from existing social roles and gain a whole new perspective of each other. Students appreciated the privileges associated with adulthood, especially decision-making power and respect, while teachers welcomed the opportunity to leave the role of authority and become part of a community of learners.

scholarly journals Menores migrantes de retorno: problemática académica y proceso administrativo en el sistema escolar sonorense

2018 ◽  
Vol 30 (72) ◽  
Author(s):  
Gloria Ciria Valdez Gardea ◽  
Liza Fabiola Ruíz Peralta ◽  
Oscar Bernardo Rivera García ◽  
Ramiro Antonio López
Keyword(s):  
Primary Schools ◽  
School Principals ◽  
The United States ◽  
Structured Interview ◽  
Academic Problems ◽  
School Year ◽  
El Sistema ◽  
New Students ◽  
Level Of Training ◽  
Management Functions

En este artículo se analizan las consecuencias de la migración internacional en los procesos académicos y administrativos escolares, para ello se examinaron las funciones directivas en la inscripción de los menores migrantes de retorno a México. Los resultados se obtuvieron a partir de los datos recopilados en 34 escuelas primarias públicas de Hermosillo, Sonora, durante el ciclo escolar 2014-2015. Se aplicó una entrevista semiestructurada a 34 directores y a 3 funcionarios de la Secretaría de Educación y Cultura del estado, para identificar la dinámica administrativa que realizan al momento de recibir a los niños y las niñas con experiencia educativa en Estados Unidos, y conocer el grado de capacitación y conocimiento que tienen los directores, para facilitar el proceso de incorporación de los nuevos estudiantes al sistema educativo de Sonora.Returning migrant minors: academic problems and administrative process in the Sonoran school systemThis article analyzes the consequences of international migration for the school academic and administrative processes; for this purpose, management functions in the enrollment of migrant minors returning to Mexico were examined. The results were obtained from data collected in 34 public primary schools in Hermosillo, Sonora during the 2014-2015 school year. A semi-structured interview was conducted with 34 school principals and three officials of the state Secretariat of Education and Culture in order to identify the administrative dynamics involved when receiving children with school experience in the United States, as well as to determine the level of training and knowledge of school principals with the aim of facilitating the process of incorporation of new students into Sonora’s education system.

scholarly journals TEACHERS’ ATTITUDES TO SPECIAL NEEDS STUDENTS IN ENGLISH LANGUAGE TEACHING

2020 ◽  
Vol 8 (2) ◽  
pp. 37-45
Author(s):  
Firman F ◽  
Friscilla Wulan Tersta ◽  
Cicyn Riantoni ◽  
Fellicia Ayu Sekonda
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
English Language ◽  
Structured Interview ◽  
Research Subjects ◽  
Special Needs Students ◽  
Teaching Aids ◽  
The Government ◽  
Teachers Attitudes

The purpose of the study: This study aimed to investigate the teachers' attitudes to special needs students and also the contribution that will be useful in inclusive education. Methodology: This study used qualitative methods. The research subjects were five general teachers who teach students with special needs in inclusive education in Jambi, Indonesia. The sampling procedure was used for purposive sampling. The data were collected by a semi-structured interview with five teachers from different backgrounds of teaching. The recorded interview data were transcribed. The documents were then studied, labelled, and elucidated comprehensively. Main Findings: The result of the research revealed that teachers’ attitude to special need students is good. In addition, the contribution of the teachers’ attitudes is formed from this research, such as the transformation of the value of each student, the strategies of the teachers like seating arrangement, the using of the different curriculum, teaching aids and rapport. Applications of this study: To achieve education for all and education equality, the government in Indonesia increases the number of inclusive education. The findings of this research are expected to add new knowledge to the scope of inclusive education especially in EFL contexts. Theoretically, the results of this study are expected to provide some references and contributions for the study on special needs students in inclusive education. Novelty/Originality of this study: This issue becomes a new atmosphere for teachers, especially for EFL teachers in teaching the various students. It is essential to know teachers' attitudes to special needs students in the context of inclusive education because that aspect will be piloting to the contribution of the teaching and learning process.

EXPERIENCES OF PARENTS OF FIRST GRADERS IN CZECH REPUBLIC PERCEIVE EDUCATIONAL PROCESS OF READING AND WRITING DURING COVID-19 PANDEMIC

2021 ◽  
Author(s):  
Eva KKoželuhová ◽  
Lenka Zemanová ◽  
Radka Wildová ◽  
Ondřej Koželuh
Keyword(s):  
Czech Republic ◽  
Distance Learning ◽  
Primary Schools ◽  
Online Teaching ◽  
Educational Process ◽  
Full Time ◽  
Reading And Writing ◽  
School Year ◽  
Children First

"The period of the covid pandemic changed day-to-day full-time teaching into distance learning. Teachers, but also parents without any prior training, had to react immediately. What has long been theoretically talked about professionally, namely the use of digitization of teaching in the online environment, has suddenly become a reality. Long discussions about the innovation of the curriculum for primary schools in terms of the scope and quality of educational content were suddenly solved by the teachers themselves using their professional skills and experience. Most of the surveys show [22], [15] that the teachers handled this situation very responsibly and that it can be stated that they managed it within the specific possibilities. Teachers, parents, and especially first-year primary school pupils had a very specific role during the pandemic, and thus the transition to distance learning. It is for this reason that we focused on this group, in our opinion the most affected by pandemics. The present study describes the experience of parents with distance learning reading and writing in the first grades of primary schools at the time of closing schools in the Czech Republic in the school year 2020/2021. The aim of the survey was to describe the effects of distance learning on the development of initial literacy, the differences between day-to-day and online teaching; problems, challenges, pros and cons that the distance learning period brought. The research was carried out as a multi-case study, in which interviews were conducted with six mothers of children - first-class pupils. The results showed that distance learning did not affect the quality of children's acquisition of reading and writing techniques, it only slowed it down. However, there was a decline in pupils' interest in reading and a disruption of their relationship with education in general. It was difficult for parents to motivate children to learn, to help them in case of difficulties with reading and writing techniques, and to evaluate their learning outcomes. On the other hand, distance learning has made it possible to further individualize education with regard to the needs of children and has deepened cooperation between school and family. Distance learning placed increased demands (physical and mental), especially on mothers, when it was necessary for their intensive involvement in the teaching process. Based on the evaluation of the course of distance learning, the paper brings general recommendations applicable to both distance and full-time teaching reading and writing."

Teachers’ Attitudes toward Inclusive Education in Public Elementary Schools in the Northern Part of Nueva Vizcaya, Philippines

2012 ◽  
Vol 4 (1) ◽  
Author(s):  
Maricris A. Marzo ◽  
Juanita B. Pascua
Keyword(s):  
Elementary Schools ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Survey Method ◽  
Length Of Service ◽  
Public Elementary Schools ◽  
Teachers Attitudes ◽  
Special Children

Inclusive education means that students with disabilities are members of the general education classes and do not belong to any other separate, specialized environment based on the characteristics of their disability. This study is conducted to determine the teachers’ attitudes toward inclusive education in public elementary schools in the northern part of Nueva Vizcaya. The study used descriptivecorrelational survey method of research. The researchers used structured questionnaire in gathering the needed data. The study found out that the teachers have a high acceptance of the idea of inclusive education. The overall attitude of the teachers towards inclusive education was comparable regardless of age, class size and length of service. Teachers who were handling bigger class sizes possess more favorable attitude or they feel so fortunate to be a great help to children with disabilities to feel important and accepted by their non – disabled peers. Teachers who were newer in service were more reluctant on the inclusion of inclusive education probably because they have not been trained or have not acquired the variety and latitude of experiences that were vital in teaching children with disabilities as compared to their counterparts who have rendered more years of services in teaching special children.   Keywords - inclusive education, attitudes, descriptive–correlation, northern part of Nueva Vizcaya

scholarly journals School and community partnership in promoting elementary education: A case study of union council Chountra, Rawalpindi, Pakistan

2021 ◽  
Vol 5 (1) ◽  
pp. 301-319
Author(s):  
Malik Ghulam Behlol ◽  
Faiza Masood
Keyword(s):  
Elementary Schools ◽  
Public Schools ◽  
Elementary Education ◽  
Primary Schools ◽  
Retention Rate ◽  
Research Question ◽  
Structured Interview ◽  
Union Council ◽  
School And Community

The local communities and School Councils (SC) play a significant role in supporting the schools for successful and effective learning at the elementary level. This study examines the extent of community-school partnership in improving the functioning of elementary schools, and community development through the agency of SC. The main research question of the study was, how school and community mutually guide, interact and support each other for solving the burning issues faced to primary schools in their effective functioning.  The case study method with survey technique was applied to conduct this study. Thirteen elementary schools located in Union Council (UC) Chountra, a Sub-Tehsil of district Rawalpindi were taken as an integrated case. The quantitative and qualitative data was gathered through a checklist with five point Likert scale, and a semi-structured interview which were corroborated for analysis to draw findings and conclusions. Analysis revealed that schools are not fully successful in increasing the retention rate for the universalization of elementary education due to poor teachers’ commitment, unattractive school buildings, corporal punishment, and parents’ deteriorating trust in public schools. Participation of community through the agency of SC in academic, administrative, logistic matters of schools is almost non-functional.

scholarly journals Inclusive Primary Schools Without Shadow Teachers: Can Learning Services be Optimal?

2020 ◽  
Vol 5 (2) ◽  
pp. 149
Author(s):  
Arif Widodo ◽  
Umar Umar
Keyword(s):  
Elementary Schools ◽  
Data Collection ◽  
Special Needs ◽  
Inclusive Education ◽  
Learning Process ◽  
Primary Schools ◽  
Educational Institutions ◽  
Students With Special Needs ◽  
Learning Programs

<p class="abstrak" style="text-align: justify;">The Shadow Teacher is urgent in inclusive education. However, the shadow teacher cannot be found in all-inclusive educational institutions. The purpose of the study is to evaluate learning programs in inclusive primary schools that do not have Shadow Teachers. This case study was carried out in SDN Gunung Gatep, one of Central Lombok's inclusive elementary schools, from May to November 2020. The data was obtained through interviews with teachers, principals, and students with special needs. In addition to interviews, the data collection was taken by recording and observation during the learning process. Based on the results of the report, the teaching services provided by teachers are not satisfactory.</p><p class="abstrak" style="text-align: justify;"><em>Guru pendamping khusus berperan penting dalam pendidikan inklusif. Permasalahannya adalah tidak semua penyelenggara pendidikan ink</em><em>l</em><em>usif memiliki guru pendamping khusus. Penelitian ini bertujuan untuk menganalisis layanan belajar di sekolah dasar inklusif yang tidak memiliki guru pendamping khusus. Pengambilan data </em><em>dilaksanakan di SDN Gunung Gatep</em><em>, salah satu sekolah dasar inklusif di</em><em> Lombok Tengah, </em><em> </em><em>sejak </em><em>Mei </em><em>hingga </em><em>November 2020. </em><em>Data p</em><em>enelitian </em><em>deskriptif kualitatif jenis studi kasus ini dilaksanakan </em><em>melalui wawancara</em><em> dengan</em><em> </em><em>i</em><em>nforman utama</em><em> </em><em>guru, kepala sekolah dan siswa berkebutuhan khusus. Selain dengan wawancara, pengumpulan data dilakukan dengan dokumentasi dan observasi pada saat proses pembelajaran. Berdasarkan hasil penelitian</em><em>,</em><em> layanan belajar yang dilakukan guru belum optimal. </em><em></em></p>

scholarly journals EVALUATION OF CLASS TEACHERS’ OPINIONS ON THE REMEDIAL PROGRAM IN PRIMARY SCHOOLS (RPPS)

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Sevgi Balkan ◽  
Coşkun Küçüktepe
Keyword(s):  
Primary Schools ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Second Grade ◽  
Future Research ◽  
Remedial Program ◽  
School Year ◽  
Grade Levels ◽  
Service Training ◽  
Implementation Stages

The purpose of the current study is to evaluate the remedial program first implemented in primary schools in the 2018-2019 school year on the basis of teacher opinions. To this end, it is attempted to perform a holistic analysis of the opinions of the class teachers implementing the training program in their classes, its implementation stages, the grade levels covered by the program, the content of the book used in the implementation and its applicability, the place and time of the implementation and to provide some insights for future research. In the current study designed as a qualitative study, the purposive sampling method was used and thus, a total of 8 tenured teachers implementing this program in their classes were selected. A semi-structured interview form was prepared to collect data and the data collected through this semi-structured interview form were analysed by using the descriptive analysis and content analysis techniques. The findings obtained from the analysis of the data revealed that the teachers evaluated the general objectives of RPPS as positive, partially positive and negative. Although they did not receive any in-service training while implementing the program, they did not encounter a general problem, and implemented the program in line with the information given to them. The teachers expressed different opinions about the objectives of the program and generally stated that the program should be started from the second grade onwards. The teachers made different comments on the content of the source book prepared for the program according to different modules and gave positive and negative opinions about its applicability. The teachers arranged the implementation steps according to their own knowledge and experience; they found the school suitable for the place of implementation, but they put forward different opinions about the time of implementation. In addition, the teachers presented various ideas on the basis of their experiences during the implementation. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0772/a.php" alt="Hit counter" /></p>

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