The Inclusion of Children With Special Education Needs

This chapter represents a literature review of inclusion policies and practices for children with special needs into the mainstream education system of Romania. The authors provide a structured analysis of the main inclusion practices, with an emphasis on the criticism of the current practice. The main criticisms come from teachers, informal caregivers, students with disabilities, and stakeholders. The analysis is backed up by official documents (reports and legislation), empirical research, and other papers of Romanian professionals in the field of special and inclusive education. After approximately two decades of inclusive schooling in Romania, the authors conclude that there is still a lot of room for improvement. Inclusion is an uninterrupted process that requests resources, structure, and scientific evidence, all embodied in technical and material means, diverse teaching strategies, and well-trained professors that are able to face the challenges.

Barriers and Enablers to Inclusive Education in Mauritius: Perceptions of Secondary School Educational Practitioners

Advocated as an educational philosophy to tackle exclusion, inclusive education (IE) is now a worldwide trend. Despite the well-acknowledged benefits of inclusion, educational practitioners have several difficulties which act as significant setbacks in operationalising inclusion in practice. Given its novelty in Mauritius, IE implementation is not fully understood. The purpose of the study was to explore the perceptions of secondary school educational practitioners on certain aspects of inclusive education, namely the academic profile of students with special education needs encountered by secondary school educators and rectors, the difficulties faced when dealing with them, and the barriers and enablers to inclusive education. It involved a quantitative descriptive research design. Data were collected from 588 secondary educators and 42 rectors using a specifically designed questionnaire. Following the analysis of data, respondents confirmed the presence of children with special education needs in their classrooms. While respondents indicated that the majority of students with special education needs had an academic profile of the same level of age-matched peers, they reported difficulties encountered with these learners in terms of deficits in attention, participation and behavioural problems. The main barriers identified were the lack of training in special education and the lack of proper infrastructure. Findings revealed training and knowledge in special education, the availability of proper infrastructure, support in terms of teaching aids, specialised equipment and teaching assistants as the main enabling factors. Training is therefore recommended to build competency of educators and rectors in inclusive practices. Appropriate infrastructure and support in terms of educational materials and support personnel should also be provided.

SpLD - Silent Learning Difficulties? Factors influencing literacy learning of Māori students, as identified by teachers, SENCo, and parents

<p>This qualitative research study, conducted in primary English-medium schools in a mid-sized, central New Zealand city, uses mixed-methods to investigate the factors that teachers, special education needs coordinators (SENCo), and parents identify as influencing Māori student literacy learning. It looks at the prevalence of discourse around specific learning difficulties (SpLD), and whether the different parties consider SpLD as a potential reason behind low literacy achievement among Māori students. The motive for the study is to begin a conversation around the possibility of SpLD being overlooked in favour of socio-cultural understandings of literacy learning. It uses a critical theory lens and touches on the potential influence of unconscious bias amongst participant teachers. Data collection methods included an online survey, sent to all of the schools in the area for teaching staff to complete, interviews conducted with teachers and SENCo, both online and in person, and focus groups with groups of parents, in neutral and welcoming environments. There are three significant findings, and the study concludes that teachers, SENCo, and parents tend to look for social and cultural causes where there is low literacy achievement amongst Māori students. The three main findings are that teachers look ‘outwards’, to influences on literacy learning such as socioeconomic status, transiency, home background, and oral language development. Secondly, both teacher and parent participants generally do not consider specific learning difficulties as one of the main influences on literacy learning. There seems to be a lack of confidence amongst teachers in supporting students who have been identified as having a SpLD. The final major finding was that teachers, SENCo, and parents all agreed on and promoted the importance and value of relationships between teacher and child, and whānau as underpinning the student’s learning.</p>

SpLD - Silent Learning Difficulties? Factors influencing literacy learning of Māori students, as identified by teachers, SENCo, and parents

<p>This qualitative research study, conducted in primary English-medium schools in a mid-sized, central New Zealand city, uses mixed-methods to investigate the factors that teachers, special education needs coordinators (SENCo), and parents identify as influencing Māori student literacy learning. It looks at the prevalence of discourse around specific learning difficulties (SpLD), and whether the different parties consider SpLD as a potential reason behind low literacy achievement among Māori students. The motive for the study is to begin a conversation around the possibility of SpLD being overlooked in favour of socio-cultural understandings of literacy learning. It uses a critical theory lens and touches on the potential influence of unconscious bias amongst participant teachers. Data collection methods included an online survey, sent to all of the schools in the area for teaching staff to complete, interviews conducted with teachers and SENCo, both online and in person, and focus groups with groups of parents, in neutral and welcoming environments. There are three significant findings, and the study concludes that teachers, SENCo, and parents tend to look for social and cultural causes where there is low literacy achievement amongst Māori students. The three main findings are that teachers look ‘outwards’, to influences on literacy learning such as socioeconomic status, transiency, home background, and oral language development. Secondly, both teacher and parent participants generally do not consider specific learning difficulties as one of the main influences on literacy learning. There seems to be a lack of confidence amongst teachers in supporting students who have been identified as having a SpLD. The final major finding was that teachers, SENCo, and parents all agreed on and promoted the importance and value of relationships between teacher and child, and whānau as underpinning the student’s learning.</p>

School Performance among Children and Adolescents during COVID-19 Pandemic: A Systematic Review

As a result of COVID-19 restrictions, conventional ways of schooling were not possible, and in order to continue the educational process new digital resources, such as online learning platforms, were imposed. Although virtual courses provided high-quality educational material, the efficiency in children’s and adolescents’ academic performance in general is yet to be known. The purpose of this systematic review is to examine whether the academic performance of school-aged students was impacted or not through online learning and modified educational methods during the ongoing COVID-19 pandemic. According to the studies, either students suffered from learning losses comparing to pre-pandemic years or, in some cases, they benefited from online learning, especially in mathematics. Younger students and students with neurodevelopmental disorders or special education needs seemed to suffer more. Parents/caregivers reported that their children’s performance deteriorated, while others thought that online learning was beneficial. Teachers also reported that students presented academic gaps and difficulties in mathematics and reading compared to typical years. Consequently, the new ways of schooling imposed by the restrictions have not been fully tested and the impact cannot be described thoroughly. The investment in technological equipment in schools for the majority of students, along with the training of teachers in digital competence, should be a priority.

Investigating inclusive practice in international schooling: a case study of two schools

Although the underlying principles and the founding history of international schools supposedly advocate the notions of providing equal opportunities, catering for diversity, and promoting global citizenship, the dimensions of inclusive education might not be self-evident. Findings from this qualitative case study show that the understanding of inclusion in the context of international schools goes beyond disabilities and special education needs. Several approaches to evolving inclusive practice are highlighted. However, there are tensions between different stakeholders of international schools in defining inclusion; between the rhetoric of inclusion found in school documents and the reality, and between the original philosophy of international education and schools’ admission policies.

Construct validity for the self-reported competency and sub-construct associated characteristics of Romanian physicians in autism spectrum disorder

Background Lack of physicians’ knowledge regarding mental health, including Autism Spectrum Disorder (ASD) could have adverse effects on affected individuals’ health and quality of life. The purpose of this study was to provide construct validity for a modified questionnaire in order to determine the self-reported competency for underlying sub-constructs in ASD, make inferences on perceived competence in ASD based on a sample of Romanian physicians, and identify physicians’ characteristics associated with these sub-domains of competency. Methods For this survey, we modified a questionnaire that was used in Pakistan and Turkey, and administered it to a sample of 383 practicing physicians in Romania to assess their perceived competency regarding ASD. Exploratory factor analysis on 12 knowledge questions revealed five sub-domains: stigma, potential causes, children’s behavior, misconceptions, and educational needs associated with ASD knowledge. Using General Linear Models, we determined physicians’ characteristics that predict the total competency score and various competency sub-scores. Results Seventy-five percent of the responding physicians were female and 30% had over 30 years practicing medicine. The majority (73–94%) of physicians have correctly responded to some basic questions regarding knowledge about ASD. We also found that younger physicians were more knowledgeable about potential causes of ASD than older physicians (Adjusted Mean Score (AMS): 2.90 vs. 2.18, P < 0.01), while older physicians knew more about the behavior of children with ASD (AMS: 0.64 vs. 0.37, P = 0.02). We found a significant interaction (P < 0.01) between television as source of ASD knowledge and city where the clinic is located in relation to knowledge of the physicians regarding stigma related to ASD. However, the total score was not associated with the variables associated with sub-domains. Conclusion Using factor analysis, we demonstrated construct validity of five sub-domains related to Romanian physicians’ knowledge about ASD that include stigma, potential causes, behavior in ASD children, special education needs, and misconceptions related to ASD. The lack of significant association of the knowledge of physicians on ASD neither with the Psychiatry nor the Pediatric ward rotations at medical school may support the need for improving the curriculum on ASD in Romanian medical schools.

Teachers’ perceptions of their school principal's leadership style and improvement in their students’ performance in specialized schools for students with conduct disorders

We examined the relationship between the school principal's leadership style, as perceived by the school teachers, and improvement in the performance of students with special education needs enrolled in specialized schools for students with conduct disorders. Our motivation originates in the increasing trend in their share within the general population and the premise that this unique population may respond differently to school principal leadership style. Datasets on students’ previous performance, students’ background characteristics, teacher profiles, and school features were collected. In addition, a questionnaire on teachers’ perceptions of their school principal's leadership style was distributed. Datasets were collected from 92 teachers who worked in special education needs public schools that specialized in conduct disorders. Using STATA software, we measured multilevel fixed-effects models. We found that the more the school principal is perceived as a transformational leader, the higher the students’ performance. Additionally, secondary school advantaged students (i.e. having a high level of previous performance, high socioeconomic strata), who are taught by more educated teachers, exhibit higher performance compared with their counterparts. Based on our finding, we recommend that policy makers would consider assigning transformational leaders to low-performing schools. In addition, policy makers may want to allocate extra learning resources and to provide access to learning services to support the disadvantaged students’ learning process.

The Developing Role of the Special Education Needs Coordinater: an Evaluation Study on the Effects of an RTLB Project, which Provided a Wrap around Special Education Needs Coordinator Service to All of the Schools within Its Region

<p>The purpose of this mixed methods study was to investigate the systems level intervention which was initiated by an RTLB (Resource Teachers’ of Learning and Behaviour) cluster, through EPF (enhancing programming funding) and with local Principals’ Association support in order to improve the SENCo (special education needs coordinator) service (outcomes for students) within the region. This intervention based on an inclusive paradigm involved creating dedicated SENCo positions within each of 19 schools involved and assisting in setting up special need’s committees, gaining release time for SENCos, negotiating and arranging professional development, developing a reporting system for SENCos, developing interagency collaboration and fostering a community of practise among the SENCos. This study found that the RTLB cluster, working collaboratively with the local principals, successfully initiated the EPF application in order to aid in the creation of the SENCo positions within all of the schools in the region, along with leading the project of professional development and supporting SENCos in schools in order to provide a better service for special education students within the region. New Zealand’s education system historically either ignored students with special education needs or placed them into special settings. Special education and the Tomorrow Schools policy provided the next step toward inclusive practices. However, the tools to implement shifts in paradigm are found through; professional development, communities of practice, collaborative-consultative approaches, teacher/school change and the management and facilitation of the transfer of learning. The research clearly indicates that further investigation is needed to understand the role of the SENCo within New Zealand schools. Is there a place for SENCos in our post Special Education 2000 schools? Do; release time, PD, professional support and role development affect the SENCo role and does a SENCo service impact on the service provided to students with special educational needs? There is much scope for future research within this area. It would be interesting to follow what happens with this group of SENCos in the long term. A longitudinal study of this kind would be able to answer questions about the long term implications and outcomes that may arise. Do the systems put in place lead to more inclusive classroom practices within the region and better outcomes of the students? Is this fledgling community of practice maintained and do the SENCos take up the mantle of change agents within their schools? It would also be worthwhile to look at the other two clusters who have initiated their own versions of this project. Undertaking case studies for schools which create SENCo positions would shed further light on what works and what doesn’t at the school level and the outcomes for students with special educational needs.</p>

The Developing Role of the Special Education Needs Coordinater: an Evaluation Study on the Effects of an RTLB Project, which Provided a Wrap around Special Education Needs Coordinator Service to All of the Schools within Its Region

<p>The purpose of this mixed methods study was to investigate the systems level intervention which was initiated by an RTLB (Resource Teachers’ of Learning and Behaviour) cluster, through EPF (enhancing programming funding) and with local Principals’ Association support in order to improve the SENCo (special education needs coordinator) service (outcomes for students) within the region. This intervention based on an inclusive paradigm involved creating dedicated SENCo positions within each of 19 schools involved and assisting in setting up special need’s committees, gaining release time for SENCos, negotiating and arranging professional development, developing a reporting system for SENCos, developing interagency collaboration and fostering a community of practise among the SENCos. This study found that the RTLB cluster, working collaboratively with the local principals, successfully initiated the EPF application in order to aid in the creation of the SENCo positions within all of the schools in the region, along with leading the project of professional development and supporting SENCos in schools in order to provide a better service for special education students within the region. New Zealand’s education system historically either ignored students with special education needs or placed them into special settings. Special education and the Tomorrow Schools policy provided the next step toward inclusive practices. However, the tools to implement shifts in paradigm are found through; professional development, communities of practice, collaborative-consultative approaches, teacher/school change and the management and facilitation of the transfer of learning. The research clearly indicates that further investigation is needed to understand the role of the SENCo within New Zealand schools. Is there a place for SENCos in our post Special Education 2000 schools? Do; release time, PD, professional support and role development affect the SENCo role and does a SENCo service impact on the service provided to students with special educational needs? There is much scope for future research within this area. It would be interesting to follow what happens with this group of SENCos in the long term. A longitudinal study of this kind would be able to answer questions about the long term implications and outcomes that may arise. Do the systems put in place lead to more inclusive classroom practices within the region and better outcomes of the students? Is this fledgling community of practice maintained and do the SENCos take up the mantle of change agents within their schools? It would also be worthwhile to look at the other two clusters who have initiated their own versions of this project. Undertaking case studies for schools which create SENCo positions would shed further light on what works and what doesn’t at the school level and the outcomes for students with special educational needs.</p>