scholarly journals Educational and Digital Divides in Inclusive Education

Seminar.net ◽  
2020 ◽  
Vol 16 (1) ◽  
pp. 17
Author(s):  
Proscovia Suubi Nantongo ◽  
Per Hetland
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Educational Practices ◽  
Learning Session ◽  
Special Needs Education ◽  
Digital Divides ◽  
The Status ◽  
Video Material

How does the use of teacher-mediated videos facilitate access, interaction and participation among in-service teachers learning inclusive education? This study centred on observations of a teaching and learning session among in-service teachers, using the video material ‘Teachers for All’, to understand the status of inclusivity (i.e., access, interaction and participation – AIP model) in current educational practices. The aim of using the AIP model (Carpentier, 2012, 2015)was to provide a theoretical framework for analysing and building bridges between special needs education, where access signifies presence, and interaction socio-communicative relationships, and inclusive education, where participation signifies co-deciding and power. We conclude that the current educational practices are problematic. First, the learning focus is unilaterally directive (teacher-centred) towards students and lacks a dialogical component. Second, access, interaction and participation are thwarted because the existing teaching conditions do not accommodate the deeper dialogical practices that define the inclusive pedagogical intention of the video design.

scholarly journals Assessment of Availability and Use of Teaching and Learning Resources for Retention of Learners with Special Needs in Regular Primary Schools in Dadaab Sub-County, Kenya

2020 ◽  
Vol 16 (2) ◽  
pp. 112
Author(s):  
Dure Mohammed Osman ◽  
Oracha P. A. ◽  
Okutoyi Joel
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Retention Rate ◽  
Regular Neighborhood ◽  
Learning Resources ◽  
Learning Materials ◽  
Head Teachers ◽  
The Status

The status of implementation of inclusive education in terms of availability and use of teaching and learning resources for retention of learners with special needs in Garissa County was unknown. Inclusive education refers to a situation where learners with disabilities and special educational needs have full membership in age-appropriate classes in their regular neighborhood schools with appropriate supplementary aids and support services. Records from Educational Assessment and Resource Centres (EARC) Garissa County revealed that there was a decline in the retention rate of learners` admitted. For example, in the year 2014, the retention rate was 37 learners (45.7%), 2015 (114 learners, 38.0%), 2016 (43 learners, 28.9%), 2017 (35 learners, 31.5%) and 2018 (41 learners, 23.7%). The purpose of the study was to assess the status of implementation of inclusive education practices for the retention of learners with special needs in regular primary schools in Dadaab sub-county. The specific objective of the study was to establish the extent to which the availability and use of teaching and learning resources affect the retention of learners with special needs in regular primary schools in Dadaab sub-county. The study adopted a descriptive survey research design. The target population comprised 26 head-teachers, 78 teachers, 300 learners with special needs, and 4 education officers. Saturated sampling technique was used to select 23 head-teachers, 70 teachers, 100 learners with special needs, and 4 education officers. Instruments for data collection were questionnaires, interview schedules and observation schedules. Quantitative data were analyzed using frequency counts, percentages, and mean. The findings of the study indicated that the availability and use of teaching and learning materials were inadequate (mean= 2.18). The study concluded that the low retention of learners with special needs as a result of the availability and use of teaching and learning materials to a small extent.  The study recommended that the country and national government should ensure that there is adequate provision of teaching and learning resources to enhance learning for learners with special needs. The budget for materials should be enhanced. The study also recommends to non-governmental organizations to assist regular primary schools to access teaching and learning materials that can be used by learners with special needs.

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.

scholarly journals Mapping Schools’ Strength in Inclusive Education Learning for Building Language Competence in Wetland Ecological Awareness

2019 ◽  
Vol 4 (1) ◽  
pp. 38
Author(s):  
Moh. Yamin ◽  
Utomo Utomo
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Junior High School ◽  
Teaching And Learning ◽  
Children With Special Needs ◽  
Language Competence ◽  
Ecological Awareness ◽  
Limited Knowledge ◽  
Learning Plans ◽  
Peat Area

This research aims at mapping schools’ strength in facilitating the inclusive education learning towards for building language competence in wetland ecological awareness. It is descriptive in qualitative approach. The respondent is teachers in three schools, namely state junior high school 13, 15, and 21 in Banjarmasin. The instrument used is questionaire and interview. The results state that there has been positive teachers’ perception about inclusive education dealing the adaptation of the curriculum and/or individual learning plans, teaching and learning materials for learners with special needs, communication skill in accordance with the characteristics of children with special needs, and the minimum completeness criteria for children with special needs that are in accordance with their abilities and needs. There is also positive perception about Banjarmasin as the peat area, loving the river as the manifestation of taking care of the river, and the ecological education to maintain and keep Banjarmasin as a city of a thousand rivers inserted in certain subject. However, in practice, all teachers do the task based on limited knowledge and experience. Strengthening language competence so that the teacher can interact wih the learners for special needs inspite of limited knowledge and experience should be conducted.

PENDIDIKAN INKLUSIF DI TINGKAT SEKOLAH DASAR

2016 ◽  
Vol 9 (1) ◽  
pp. 9
Author(s):  
Erni Murniarti ◽  
Nouf Zahrah Anastasia
Keyword(s):  
Public Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Development Time ◽  
Education For All ◽  
Children With Special Needs ◽  
National Education ◽  
National Education System ◽  
Special Needs Education ◽  
Education Strategy

In 1994, it has been set Salamanca Statement and Framework for Action on Special Needs Education which contains about the importance of Education for all including education for children with special needs. In the development time, it was then born the idea of inclusive education is friendly public education for all children without exception. In Indonesia, 10 years ago, the Indonesian government has shown the attitude to education for children with special needs to enact legislation governing the national education system and also specifically on inclusive education in Indonesia. But along the way, there are still many schools that still not understand the concept, implementation, and strategies on the implementation of the inclusive education. The purpose of this paper is to explain theconcept, how the implementation and strategies that can be done in the implementation of inclusive education.Keywords : inclusive education, the concept of inclusive education, the implementation of inclusive education, inclusive education strategy

scholarly journals Application of Mathematical Methods to the Study of Special-Needs Education in Spanish Journals

Mathematics ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 684
Author(s):  
José Luis Gallego Ortega ◽  
Antonio Rodríguez Fuentes ◽  
Antonio García Guzmán
Keyword(s):  
Special Needs ◽  
Relevant Information ◽  
High Impact ◽  
The Body ◽  
Mathematical Methods ◽  
Journal Citation Reports ◽  
Body Of Knowledge ◽  
Special Needs Education ◽  
The Status ◽  
Education Administrators

This research analyzes the written production on special-needs education in Spanish high-impact journals indexed in the Journal Citation Reports (Web of Science). Its objective is to show the status of this issue in the past 20 years based on updated and relevant information that contributes to the development of the discipline itself and to improving special-needs education. A total of 1201 special-needs education documents published in 15 high-impact journals were analyzed. The results evince the development of this discipline and the principal subjects of study and other relevant aspects associated with this field of knowledge. This research allows for reinforcing the body of knowledge in this field of study, which would be far-reaching for researchers and education administrators alike.

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