Educational Issues of Indigenous Learners with Disabilities: Basis for a Culturally Responsive Special Needs Education Framework

This review paper explores the critical role of psychological and educational frameworks in promoting inclusive education for students with special needs. It examines key psychological theories, such as cognitive-behavioral and developmental models, which help educators understand and address the diverse challenges faced by students with disabilities. Additionally, it highlights the importance of psychological assessments and interventions in identifying and supporting learning disabilities and mental health issues. The review also discusses educational frameworks, including Universal Design for Learning (UDL) and Response to Intervention (RTI), as effective strategies for fostering inclusive learning environments. Furthermore, the paper identifies significant challenges in implementing inclusive education, such as resource limitations, lack of teacher training, and societal biases. It recommends improving inclusive education through teacher development, policy reform, community collaboration, and technological integration. By integrating psychological and educational frameworks, schools can better meet the needs of all learners, ensuring equal access to quality education. Keywords: Inclusive Education, Psychological Frameworks, Special Needs Support, Universal Design for Learning (UDL), Response to Intervention (RTI), Educational Frameworks.

British Journal of School NursingVol. 7, No. 8 Special NeedsAn introduction to the role of the special needs school nurseMelanie FryMelanie FrySearch for more papers by this authorMelanie FryPublished Online:16 Aug 2013https://doi.org/10.12968/bjsn.2012.7.8.403AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Department for Children, Schools and Families (2004) Every Child Matters. DCSF, London Google Scholar Department for Children, Schools and Families (2009a) Special Educational Needs (SEN)—A guide for parents and carers. DCSF, London Google Scholar Department for Children, Schools and Families (2009b) Aiming High for Disabled Children—best practice to common practice. DCSF, London Google Scholar Department for Children, Schools and Families (2010) Working Together to Safeguard Children—A guide to inter-agency working to promote and safeguard the welfare of children. DCSF, London Google Scholar Department for Education and Skills (2007) Aiming High for Disabled Children: better support for families Department for Education and Skills. DfES, London Google Scholar Department of Health (2009) Healthy Lives, Brighter Futures: The strategy for children and young people's health. The Stationery Office, London Google Scholar Department of Health, Department for Education and Skills (2004) National Service Framework for Children, Young People and Maternity Services. The Stationery Office, London Google Scholar Council for Disabled Children (2005) Including Me: Managing Complex Health Needs in Schools and Early Years Settings. Google Scholar Miller D (2002) Disabled children and abuse. www.nspcc.org.uk/inform/research/briefings/disabledchildrenandabuse_wda48224.html (accessed 2 October 2012) Google Scholar Royal College of Nursing (2011) Consultation response to Support and Aspiration: A New Approach to Special Educational Needs and Disability. London, RCN Google Scholar FiguresReferencesRelatedDetailsCited byContainment20 November 2019The Role of the School Nurse in Special Education19 November 2015 1 October 2012Volume 7Issue 8ISSN (print): 1752-2803ISSN (online): 2052-2827 Metrics History Published online 16 August 2013 Published in print 1 October 2012 Information© MA Healthcare LimitedPDF download

Disability consists of a universal situation, observed in every domain of our daily living. Among these daily experienced environments, students with disabilities and / or special educational needs attend the education system, where they have to co-exist with students who are part of the typical population. These adolescents possess and develop attitudes towards their peers with motor, learning, sensory and emotional difficulties, which affect the special needs students’ lives, their social and learning abilities. The attitudes are determined by many factors and form the framework of an equal education. The present study aims to investigate thoughts, sentiments and behavior of typical developing students in secondary education toward their classmates with special needs, in favor of building positive relationships and providing social opportunities to every child [1]. The results are useful as guidance for educational policies to be improved, in order to facilitate school attendance in a common educational setting of all students, regardless of their difficulties [2].

The purpose of this study is to explore the school life of middle school students with special needs, focusing on general classes, special classes, and peer relationships, using the photovoice research method. Based on this, the study aims to examine the educational needs and supports needed by students with special educational need in middle school. To achieve this, five students from a special education class in the second year of middle school were selected as the research subjects. They participated in the photovoice study for four months from March to June 2023. Participants took part in orientation once, nine interviews on the topics of general education, special education, and peer relationships, photovoice exhibition once. Eleven individual and group interviews were conducted over a period of about four months, and the collected qualitative data were analyzed according to Wang & Burris’s the three steps of photovoice analysis. The analyzed data were categorized into four major categories, 11 sub categories, and 40 semantic units: “Half-hearted school life”, “My lonely day at school”, “Moments when I'm happy to have a friend”, and “the future I dream of”. The names of each category are based on the words, sentences, or parts of sentences expressed by the research participants themselves. The research process yielded the following findings: First, students with special educational need in middle school were experiencing both difficulties and pleasures in their academic performance during school. Second, students with special educational need in middle school had difficulty forming peer relationships and social interactions in the general classroom. Third, students with special educational need in middle school were experiencing intimacy through positive social interactions at school. Fourth, students with special educational need in middle school had expectations for those around them in school and dreams of what they wanted to be in adulthood.

This formative assessment sought to determine the educators' awareness of special needs students' abilities in promoting inclusive education at St. Pamachius Secondary School. Anchored in Scaffolding theory by the Russian psychologist Lev Vygotsky in 1978, the evaluation employed the convergent design under a mixed methods evaluation approach in which qualitative and quantitative data sets were collected at one point in time, analyzed separately before they were converged in a single study. The targeted population was 439, from which 151 respondents were sampled through stratified random, census and convenient sampling techniques. Data were gathered using questionnaires and interview guides from 123 students, 24 teachers, 1 head of school, and 1 Catholic Diocesan Education secretary. Tools for data collection were validated through research experts from Mwenge Catholic University, and the reliability of the questionnaire was achieved through the Cronbach Alpha technique, where coefficients for students' and teachers' questionnaires were 0.85 and 0.76, respectively. The trustworthiness of the qualitative data was ensured by the triangulation of instruments and peer debriefing methods. Quantitative data were descriptively analyzed in frequencies and percentages and presented in a table. The qualitative data were coded, thematically analyzed and presented in direct quotations. The research findings indicate that both teachers instructing students with special needs and the students themselves exhibit awareness of inclusive education principles. Furthermore, the study highlights positive interactions between teachers instructing both special needs and non-special needs students. Consequently, it can be inferred that teachers and students possess an awareness of effective teaching and learning strategies for both groups, which ultimately contribute to their potential development within the framework of inclusive education at St. Pamachius Secondary School.
 Based on these findings, it is recommended that the Ministry of Education, Science, and Technology enforce mandatory inclusive education courses within teacher training programs. This initiative aims to mandate the integration of inclusive education modules in all teacher training institutions. This mandate ensures that every graduating teacher possesses the essential knowledge and skills for proficiently implementing inclusive education. Such a systemic reform aligns with the overarching objective of advancing inclusive education and comprehensively addressing students' diverse needs.

Objectives: This study provided a comprehensive exposition of an educational delivery service framework incorporating inclusive education for children with special needs. It is of the utmost importance to investigate the most efficient models that can be established to assist children who have special needs in becoming active members of the society. The field of e-learning has experienced significant expansion owing to the proliferation of a diverse range of technological tools and devices which enable users to access educational resources. Numerous educational support frameworks have been implemented to make the integration of learners with special needs into regular academic programs swifter.
 
 Methodology: This study used the literature review as its methodology. The study gathered data from articles, books, videos and official circulations about the services and supporting systems used for students with special needs in Saudi Arabia. The study also relied on the descriptive approach to support the review by conducting interviews with school headmasters in 20 different schools. The interviews were content-analysed and reviewed to extract opinions on the models used in these schools.
 
 Results and conclusion: Most of the interviewed participants agreed that the comprehensive quality model presents better opportunities for all students and teachers alike. The findings showed the availability of several models that educators can use to evaluate the e-learning supporting systems. The study benefits teachers and educators in understanding the e-learning supporting systems.

In the culturally diverse Middle Eastern Arabian world, there are incompatible ideas about and definitions of “inclusion” and “inclusive education,” which result in these terms being multifaceted and complex. The issues surrounding policies, the legislative frameworks—but also the attitudes and practices and their implications for individuals with Special Educational Needs and Disorders (SEND)—are explored in this paper, starting with some consideration of the official guidelines for providing inclusive education and how these are enacted according to the social or local conceptualizations that influence practice. Around the world, the tendency is to support special needs in mainstream classes with other children at all school levels in order to prevent marginalization, labeling, and social stigmatization. However, in the process of developing effective educational policies that benefit students with SEND in practice, it is useful to consider whether inclusion actually serves their needs. Though some progress has been reported in the social integration and inclusion of individuals with SEND, more light needs to be shed on whether, under current circumstances inclusion does indeed benefit people with special needs and disabilities. An analysis of the necessary parameters for supporting a learning environment for the benefit of all children in an inclusive mainstream class is necessary. The examination of inclusion-based practices can help to dispel the misconceptions that consistently surround the practice of educating students with disabilities in any inclusive environment. Recommendations are made for community-oriented sensitization programs and education campaigns but also school-based disability awareness programs and teacher training that could be promoted by governmental organizations, human rights bodies, and other stakeholders in the Arab world to support and empower people with disabilities.

Kanne Lobal: A conceptual framework relating education and leadership partnerships in the Marshall Islands

In her recent pamphlet Special Educational Needs: a new look (2005) Mary Warnock has called for a radical review of special needs education and a substantial reconsideration of the assumptions upon which the current educational framework is based. The latter, she maintains, is hindered by a contradiction between the intention to treat all learners as the same and that of responding adequately to the needs arising from their individual differences. The tension highlighted by Warnock, which is central to the debate in special and inclusive education, is also referred to as the ‘dilemma of difference’. This consists in the seemingly unavoidable choice between, on the one hand, identifying children’s differences in order to provide for them differentially, with the risk of labelling and dividing, and, on the other, accentuating the ‘sameness’ and offering common provision, with the risk of not making available what is relevant to, and needed by, individual children. In this paper, I argue that the capability approach developed by Amartya Sen provides an innovative and important perspective for re-examining the dilemma of difference in significant ways. In particular, I maintain that reconceptualising disability and special needs through the capability approach makes possible the overcoming of the tension at the core of the dilemma of difference, whilst at the same time inscribing the debate within an ethical, normative framework based upon justice and equality.

Inclusive library services for deaf people: an overview from the social model perspective.

Review question/objective The objective of this review is to analyse and synthesise the best available evidence on the experiences of Indigenous people who engage in health care encounters in Western settings and contexts. The review question is: What are the experiences of Indigenous people engaged in health care encounters in Western settings and contexts? Inclusion Criteria Types of Participants Studies including two groups of participants, regardless of age or gender, will be considered for this systematic review. The first group is persons of Indigenous descent from the following countries and continents appearing most frequently in the literature: North America, South America, New Zealand, Australia, and Scandinavian countries. These countries include peoples such as First Nations, Native Americans, Metis, Inuit, North American Indians, South American Indians, Inca, Maori, Aboriginal and Torres Strait Islander peoples of Australia, and Sapmi. This list is not exhaustive, and any Indigenous population identified in a study will be included. Indigenous populations who immigrate to new countries will be excluded, given that immigrant status can confound Indigenous status. The second group of participants to be considered for inclusion is health care providers who work in Western settings and context, including, but not limited to, nurses, physicians, nutritionists, midwives, social workers, physiotherapists, occupational therapists, speech and language therapists, and respirologists. Phenomena of Interest The phenomenon of interest is the experience of Indigenous people in health care encounters in Western health care settings and context. Health care encounters refer to any interactions between an Indigenous person and a health care provider within the scope of Western health care services. All reasons for health encounters will be considered. Context The context will be Indigenous persons seeking health care services in Western settings and context. These services may be located within urban, rural, or remote health care settings where Western health care services are delivered.

There are some attempts to politically encourage the rights of social status to Special Needs Children by both Thai government and non-government organizations. Practically, the fact indicates that the Special Needs Children’s social status and roles are vaguely partial in terms of whether opportunities or social rights. The researcher has experimented by organizing traditional Thai musical activities to Special Needs Children, the case study of Panyawutikorn School. Pre-test and post-test results and observation evidently have shown that the musical skills are increasingly improved. Similarly, an empirical data presents they took pride proudly when they are being praised in their developing skills by teachers, parents as well as H.R.H. Mahachakri Sirindhron princess, has been at Panyawutikorn school in order to attend Thai musical performance of Special Needs Children, the attention of princess can encourage them to be more engaged in musical performance of Special Needs Children and also people involved. As mentioned above, ‘music’ is utilized as a tool to transforms the social status and give them a chance of playing role as givers. The traditional Thai music ensemble of Special Needs Children is requested to broadly show their abilities in many places such as hospitals, elderly cares, and in other school activities. Truly, music therefore is effectively able to transmit the social status of the Special Needs Children from previously they were defined as always receivers to be currently understood as givers. Furthermore, the study also provided the number of children is stepping up and paying more attentions in musical activities. This is to really consider the attempts to push up Special Needs Children in the same level of citizenship hierarchy.

ABSTRACTThis paper reconceptualises Special Educational Needs and Disabilities (SEND) through the lens of Niklas Luhmann's universal theory of society (Müller and Powell 1994), particularly the concepts of structural coupling and interdependency to emphasise a decolonial perspective. While SEND has traditionally been informed by Eurocentric models of disability and education, this paper argues for an epistemological shift towards recognising the experiences, epistemologies and needs of the Global South and indigenous communities. By critically engaging with international legal frameworks such as the Salamanca Statement and Framework for Action on Special Needs Education (UNESCO 1994) and the Convention on the Rights of Persons with Disabilities (CRPD) (2006), the paper highlights the limitations of existing SEND models and explores how a systems theoretical approach can better accommodate global diversity. The threefold argument focuses on how SEND can perform its educational function through structural coupling, navigate interdependencies and interpenetration with societal systems (such as economy, politics, healthcare and technology), and engage in self‐reflection to ensure systemic autopoiesis. Additionally, the paper calls for the inclusion of indigenous and Global South perspectives in SEND frameworks to address systemic inequalities and develop inclusive educational systems. Ultimately, it proposes a dynamic, decolonial re‐entry process that challenges the blind spots in SEND's self‐observation and seeks to create more equitable global policies, practices and research.

This essay explores methodological, ethical, and practical aspects of authentically co-creating participatory action research (PAR) in post-Covid 19 participatory arts contexts in the UK. It analyses the limits and possibilities of PAR methods into leadership pathways in the UK’s arts and culture sector. In critical dialogue with decolonial and intersectional frameworks that seek to challenge and transform institutionalised privilege in the wake of the Covid pandemic, we investigate the financialisation of participatory strategies of cultural co-creation, with a particular focus on questions of racial and class dynamics in the arts. This essay develops a decolonial political ontology of PAR through a critique of both authenticity and its financialisation in participatory action research projects. Drawing on recent critical analyses of ‘post-extractivism’ and ‘co-creation’ in participatory research, we suggest that the recent financialisation of ‘impactful’ participation is an increasingly important but neglected ‘matter of concern’ for critical PAR methodologies.

Academic medicine in the United States is at a crossroads. There are many drivers behind this, including health care reform, decreased federal research funding, a refined understanding of adult learning, and the emergence of disruptive innovations in medicine, science, and education. As faculty members are at the core of all academic activities, the definition of "faculty" in academic medicine must align with the expectations of institutions engaged in patient care, research, and education. Faculty members' activities have changed and continue to evolve. Academic health centers must therefore define new rules of engagement that reflect the interplay of institutional priorities with the need to attract, retain, and reward faculty members. In this Commentary, the authors describe and explore the potential effects of the changing landscape for institutions and their clinical faculty members. The authors make a case for institutions to adapt faculty appointment, evaluation, and promotion processes, and they propose a framework for a standardized definition of "faculty" that allows for individual variability. This framework also provides a means to evaluate and reward faculty members' contributions in education, research, and clinical care. The authors propose a deliberate national conversation to ensure that careers in academic medicine remain attractive and sustainable and that the future of academic medicine is secure.