Children In Regular Classes Research Articles

Analysis of the Implementation of the Inclusive Early Childhood Education Curriculum Model : Case Study at Bright Kiddie Kindergarten Ponorogo, Indonesia

This research aims to analyze the implementation of the inclusive Early Childhood Education curriculum model at Bright Kiddie Kindergarten Ponorogo, Indonesia. This research used a qualitative approach with a case study method. The informants for this research were the school principal, class teacher and teacher accompanying children with special needs. Data collection techniques used were interviews, observation, and documentation. Next, data analysis used interactive model analysis, and for the validity of the research data, the triangulation method was used. The research results showed that Bright Kiddie Kindergarten had children with special needs with different characteristics, needs and abilities. In implementing inclusive learning, the school used regular and pull-out class models with duplication, simplification, substitution and omission curriculum models according to the needs of each student with special needs. Children with special needs study with other children in regular classes. However, at certain times, they will be moved to another room to receive additional learning from special accompanying teachers. The curriculum model was also adjusted based on the identification and assessment results of each child with special needs as a basis for appropriate learning planning. Some duplicate the same curriculum as normal children (duplication), some simplify it without eliminating the substance (simplification), some replace it with equivalent material (substitution), and there are those who change it completely to suit the needs of each child.

Personal development of gifted students in chemistry education

Relevance. The level of innovative development of the state depends on the achievements of Kazakh scientists in the field of natural sciences. The question of ensuring the quality training of gifted students and allowing them to express their scientific and research potential in the field of chemistry is gaining relevance. Purpose. The purpose of the study was to reveal the specifics of the activity and personality formation of gifted children in regular classes during the study of chemistry. Methodology. The methods of analysis, synthesis, comparison, generalization, and deduction were used. Results. As a result, the priority role of such personal qualities as independence and discipline among gifted students in the process of learning chemistry in general educational institutions was revealed. It was established that the level of their chemical giftedness affects their activity during the performance of additional and complex educational tasks. Attention was paid to the peculiarities of the interaction between the gifted student and the teacher, based on which it was stated that it is based on interactive approaches and tools. It has been established that an important role is played by providing students with appropriate conditions for conducting laboratory work in chemistry as well as for the child�s investigation of problems related to teaching the content of chemistry. Conclusions. It was noted that gifted students can memorize educational material faster and interpret complex chemical concepts. It was established that for the high-quality organization of the educational process with gifted children, it is expedient for chemistry teachers to constantly improve their knowledge level to attract more creative and innovative pedagogical tools. The results obtained in the study should be used in the process of developing educational and methodological materials for improving the competence of chemistry teachers to qualitatively meet the academic and educational needs of gifted students. Keywords: natural sciences; additional classes; pedagogical competence; increased interest in classes; high school

Qualitative Analysis: Effective Practices in Inclusive and Special Needs Education in China

The sphere of inclusive and special needs education has garnered significant attention in contemporary educational discourse. China, as an influential global actor, provides a pertinent case study due to its socio-cultural dynamics and rapid educational reforms. This qualitative analysis seeks to elucidate effective practices prevalent in China's special needs education system and examine their implications for further academic and policy-oriented discussions. A qualitative study method was chosen and in-depth interviews were used to obtain in-depth information. The study sample consisted of 4 teachers,3 students,1 parent and 1 school manager in China using purposive sampling technique. Data analysis was analyzed inductively and successively coded to generate emerging themes. The results of the study shows that special needs children enjoy equal educational access in China, however, there is a lack of systematic and comprehensive support at school level resulting in limited compensatory equity and differential equity. Also, the results of the study show that teachers’ professional ethics and professional level are the keys for implementing relevant policies and ideas and promoting the educational equity of children in regular classes.

Academic motivation of intellectually gifted students and their classmates in regular primary school classes: A multidimensional, longitudinal, person- and variable-centered approach

Most prior studies on academic motivation of intellectually gifted children focused only on intrinsic motivation. To gain insight into the full scope of intellectually gifted students' motivation, differences between clinically diagnosed gifted students and their classmates in multiple motivational dimensions (intrinsic, identified, introjected, and external regulation, and amotivation) were examined across two school years. Using both variable-centered and person-centered techniques, we examined differences in separate motivational dimensions as well as differences in configurations of motivational dimensions (‘profiles’). A sample of 1438 primary school students in Grade 3–5 (5.5% clinically diagnosed as gifted with an IQ > 120) participated. They filled out motivation questionnaires pertaining to their regular class during two waves across two school years. Gifted students reported more favourable motivation at Wave 1 but lost this advantage over time. Specifically, they demonstrated more intrinsic motivation at Wave 1, but a decrease in identified regulation, and a stronger increase in external regulation and amotivation from Wave 1 to Wave 2. Similarly, gifted students were more likely to transition from theoretically more favourable to less favourable profiles. These findings suggest that children who are clinically diagnosed as gifted are at risk for developing unfavourable motivational patterns toward the end of primary school. Educational relevance statementMotivation for school plays a pivotal role in students' school engagement and achievement. This is also the case for intellectually gifted children. Just like other children, motivation enables them to translate their abilities into achievement. Intellectually gifted students in primary school may particularly be at risk of unfavourable motivational developments because it can be difficult for regular schools to provide an optimally challenging learning environment for them. This study aimed to get a full understanding of the motivational dynamics of intellectually gifted children in regular classes. This would be a step toward developing more targeted interventions that can address motivational problems encountered by gifted students in regular classes.The findings of this study indicated that, clinically diagnosed gifted children initially reported more favourable motivation, but lost this advantage over time. Toward the end of primary education, they were more likely than other children to show a decrease in external motivation and amotivation.These findings are of great practical importance. If teachers can identify students who start to become less motivated for school, it may be easier to intervene and prevent motivational problems and subsequent underachievement later on. To identify students who are at risk of developing an unfavourable motivational pattern, teachers or other educational professionals could regularly assess their students' motivation or engage in talks with their students about their motivation. Additionally, prior research suggests teaching practices and interventions which support students' need for autonomy, structure, and relatedness are likely to foster students' motivation for school, for gifted students as well as other students.

The Teacher’s Methodical Competencies in the Development of Students with Disabilities of Creative Abilities Based on the Content of the Subject

The requirement of socialization of children with disabilities, implemented by schools of the Russian Federation, involves teaching such children in regular classes to provide opportunities for a variety of contacts and communications with peers. However, the area of their creative abilities and giftedness development remains an unexplored and rarely realized aspect of the socialization of such children. The analysis of the available scientific and methodological studies shows that almost in the absolute majority all of them are devoted to the development of artistic, musical abilities, applied creativity, etc. The modern educational environment makes available resources for the intellectual development of children with disabilities, providing them with the same opportunities as children without restrictions (with the exception of children with developmental delay). Federal Law No. 273 suggests doing this as part of additional education, the potential of the process of studying subjects is practically not used. One of the reasons is the insufficient number of scientific and methodological studies on the development, including intellectual giftedness in children with disabilities, which has its own specifics. Each subject has significant potential for this, but the necessary methodological materials and recommendations have not been developed. The authors discuss the theoretical foundations of the teachers’ methodological competencies formation in the organization of the development of students with disabilities (children with visual impairments) creative abilities based on the content of the subject. The methods used are analysis of pedagogical and methodological sources; modeling; questioning, study and generalization of experience. As a result of the research, a set of competencies in the organization of the development of students with visual impairments of creative abilities based on the content of the subject “physics” is proposed.

小学生の発達性読み書き障害児と通常学級在籍児のカタカナ非語書取の分析

小学生の発達性読み書き障害児と通常学級在籍児のカタカナ非語書取の分析

Pembelajaran Anak Berkebutuhan Khusus di PAUD Alam Bengkulu Mahira Kota Bengkulu

This study aimed to find out the learning strategy of exceptional children in the Mahira Natural Kindergarten Bengkulu City. The method used is qualitative method with descriptive approach. Based on the result of the research and discussion, it is concluded that (1) the expectation / target in the learning of exceptional children are 7 development targets that are the the development of religious and moral values target, physical development target, cognitive development target, language development target, emotional social development target, self-building development target, and science development target. (2) Determination of the learning time allocation of exceptional children is within 1 week, it taken 1 hour to follow the learning activities in inclusion. For the rest, the exceptional children still followed the regular children learning. (3) Preparation of rewards/gift for exceptional children, there are three forms. First is physical form, such as food, snacks and toys. Second form is a gift / rewards given by the teacher in a verbal form, where gifts / rewards are given such as praise and motivation. Then the third gift / rewards in non verbal form such as hugs, thumbs up, applause, and tos together. (4) Provision of tasks / work for exceptional children. There are two forms of tasks. First is general task where general task form given same with the regular children, but the general task given still depends on the ability of the children itself. Second is a special task, where the task is designed specifically for exceptional children in accordance with the target of each children. (5) Provision of special assistance for exceptional children, there are three forms. First is physical assistance, where the assistance is provided directly to the exceptional children with direct physical touch. Then the second is verbal assistance, the help given such as teach the children to say hello, greet friends and say thank you. Then the third is emotional assistance, where the assistance is provided by helping to reduce emotions. (6) In the learning process, the themes and subjects given for the children are same, both for regular class and exceptional children. But different in the burden of learning given. Keywords: Learning, Exceptionl Children, Mahira Natural Kindergarten Bengkulu

A INCLUSÃO ESCOLAR DO DEFICIENTE NA PERCEPÇÃO DO COORDENADOR PEDAGÓGICO

Although there is broad support in the current Brazilian legislation and many curricular documents published in the last three decades, we still face the challenge of the inclusive education in our classrooms. This is a qualitative research in which we investigate the perception of three school pedagogical coordinators about the inclusion of disabled children in regular classes of Elementary and High School of the schools that self-declared favorable to the Inclusive Education. The results suggest perceptions of Inclusive Education with specific goal to comply with current legislation, which aims exclusively at the socialization of the disabled as a target of charity, without great teaching learning goals that allow equal access to school knowledge and continuity of study in the educational system.

Factors affecting the eye movements during oral reading in regular class children with reading difficulties

Factors affecting the eye movements during oral reading in regular class children with reading difficulties

Exploring the Influence of Institutionalisation on Beginning Teachers Thoughts about Inclusive Practices

This article explores the possible influence of past practices of institutionalization on discussions involving groups of beginning teachers who are exploring how to include all disabled children in regular classes in New Zealand. As part of a principal lecture about institutionalization, social norms, inclusion and disability rights, beginning teachers were asked to provide feedback about their knowledge of a large local institution – Tokanui Hospital. Two thirds of those responding, many aged under 25 years, reported no knowledge about the institution. However, one third indicated varying amounts of information about Tokanui and those who lived and worked in it. Comments made by the participants indicate that the legacy of institutional practice may influence at least some beginning teachers’ beliefs about inclusion in ways that need more consideration. Some narratives about institutionalisation are generally available but many stories about this period remain hidden. More concerted efforts to find and disseminate these stories are needed.

小学生のひらがな非語音読に関する分析

小学校通常学級に在籍する児童758名と発達性読み書き障害（DD）児36名を対象に，特殊音節を含むひらがな非語音読の特徴と，ひらがな非語音読にかかわる認知機能を検討した．DD群のひらがな非語音読の正答率は，全学年で通常学級在籍群より有意に低かった．また，通常学級在籍群において非語音読で誤りが多い群は，誤りがない群に比べ，音韻処理課題や視覚認知課題の得点が有意に低かった．両群を1つの対象群とした重回帰分析の結果，音韻処理能力に加え，視覚性記憶がひらがな非語音読に有意な影響を及ぼす要因として抽出された．DD群にとっては，ひらがな非語音読は困難な課題であること，通常学級在籍群のうち，非語音読で誤りが多い児童のなかにはDD児が含まれている可能性が考えられた．ひらがな非語音読には，音韻処理能力と視覚性記憶の双方が影響していることが示唆された．

Physical Activities for Overweight and Obese Children–an Inclusive Approach

This paper is tackling the inclusion of the overweight and obese children in the physical education classes. The physical problem is just the pick of the iceberg, because the psychological reverberations are deeper, causing low self esteem and a lack of self confidence. Being obese for a child is a handicap perceived worst than living without a leg. Facing such a perspective and being aware about the significance of physical activity in reducing the weight and in promoting a healthy life style, we must considerate some inclusion measures for overweight and obese children in regular physical education classes. Communication and motivation are the instruments that a teacher can use in operating changes in the student personality. These changes can have different intensities and could be cognitive, affective or behavioral.

Survey concerning support of developmentally-disabled children in regular classes : based on questionnaires from parents and teachers

Survey concerning support of developmentally-disabled children in regular classes : based on questionnaires from parents and teachers

Entwicklung und Evaluation eines Programms zur koordinativen Förderung von Kindern in Einschulungsklassen

Previous research showed that children in classes with reduced curriculum ("ready for school classes") perform systematically poorer in short-term memory, attention control and motor coordination skills than children in regular classes. Based on these results, a training to improve children's planning, sequencing, and executive control of motor actions was developed. It includes body coordination, (bi-) manual coordination, rhythm and balance. The tasks stress flexibility of action, interference control and focused attention. Training sessions proceed from easy to complex, from action accuracy to speed, and from teacher guidance to children's self monitoring. Over the course of 3 weeks, 53 children were trained daily for 20 mins. In pre- and posttests, motor coordination was assessed with the M-ABC; focused attention, short-term memory performance, and self-concept was tested with paper-pencil and computerized tasks. Half of the children were trained between pre- and posttest, the other half received the training after posttest. Results revealed no global training effects; however, children in the training condition caught up during training in specific cognitive and motor tasks, and trained children showed a more optimistic self-concept. Training effects were pronounced for children with balance problems. The findings are discussed in terms of reasons for the weak training effects, and potential improvements of the training.

Children in Regular and Special Needs Classes: Cognitive and Non-Cognitive Aspects

In the present study, systematic comparisons between Swiss children attending regular first grade classes and those enrolled in classes for children with special needs (so-called “Einführungsklassen”, in which the first grade curriculum is spread over two years) are reported. Different aspects of executive skills in the domain of short-term memory, attention, motor coordination, and achievement motivation are addressed. For most cognitive measures, children in special needs classes perform more poorly than children in regular classes. Deficits appeared to be pronounced in tasks of high complexity and with multiple demands, but there were no differences with respect to self-concept and school motivation. Follow-up analyses indicate that improvement in most of the tasks was minimal and that children in special needs classes do not catch up to their age-mates. The findings are discussed in terms of adequate placement of these children and the need for early and efficient prevention/intervention programs.

Interviews With Deaf Children About Their Experiences Using Cochlear Implants

Within the framework of a longitudinal study of deaf children with cochlear implants, 11 children with implants were interviewed. The objective was to shed light on what it is like for a child to use a cochlear implant, based on these children's own experience with implants, which ranged from 5.0 to 7.5 years. Six of the children were in schools for the deaf, five in regular classes. All but one used an implant daily. The children appreciated that an implant enabled them to perceive sounds in the environment. Some of the children in regular classes could take part in one-to-one conversations with teachers but had difficulty following teaching and discussions. This observation was consistent with what the children's parents and teachers had maintained. Peer interaction was said to be best when other children had the use of at least some signs.

Research Section: A study of the attitudes of primary school teachers in Harare towards the inclusion of blind children in regular classes

This article presents the results of a study of the attitudes of primary school teachers in Harare, Zimbabwe, towards the inclusion of blind children in regular classes. The ultimate aim was to assess the acceptability of moves towards inclusive education in mainstream Zimbabwean schools. The study was conducted from May to June 2000.The sample of teachers involved in this study (N=400) ranged over a wide area of Harare. The result can be considered to be representative of the views and feelings of primary school teachers in Harare towards including blind children in regular classes.Overall, the study established that the majority of teachers have a negative attitude towards the inclusion of blind children in regular classes and that male and female teachers were equally rejecting of the idea. Taruvinga Mushoriwa, of the Department of Education Foundations at the University of Zimbabwe, reports these results and goes on to consider the impact of the inclusion debate in developing countries. It is difficult to promote inclusive practices in situations where mainstream classes are large and resources, including aids, equipment and support staff, are rare.

Relationships Between Enrollment in an Inclusive Class and Preschool Children's Ideas about People with Disabilities

This research examines the relationships between participation in an inclusive preschool program, children's understanding of disabilities, and their acceptance of children with disabilities. Subjects were preschool children enrolled in regular ( n = 31) and inclusive ( n = 29) programs. Children's understanding of competencies associated with specific disabilities, and their general acceptance of others, were assessed using interview questions and dolls. Children were interviewed to learn their ideas about the immediate and long-term consequences of physical and sensory disabilities. In addition, children provided ratings of the social acceptance of hypothetical children with and without disabilities. Children in inclusive classes had more knowledge about long-term consequences of disabilities than did children in regular preschool classes. In addition, children in inclusive settings gave significantly higher acceptance ratings to children with and without disabilities than did children in regular preschool classes. Finally, it was found that children's knowledge of disabilities, their overall acceptance of individuals without disabilities, and their participation in an inclusive class contributed significantly and independently to their acceptance of children with disabilities.

Figural problem-solving processes of children with intellectual disabilities: Interrogative strategies and solution time rates

A comparison was made of the problem-solving abilities of children with intellectual disabilities, regular class children of comparable cognitive level and regular class children of approximately the same chronological age. The participants were asked to complete a problem-solving game which required them to ask questions of the experimenter in order to achieve solutions to set problems. The three dependent variables were time taken, total number of questions asked, and type of question generated to solve the problems. A fourth variable, level of motivation, was employed as a covariate. The most important finding was that there were no mean differences on any of the dependent variables between the children with intellectual disabilities and the regular class children of comparable mental age. Significant differences on these variables were revealed between the children with intellectual disabilities and regular class children of similar chronological age. These results suggest that children with intellectual disabilities and regular class children of comparable cognitive level employ much the same problem-solving strategies when involved in problem solving of game-like tasks. These findings give support to Zigler's developmental theory of mental retardation.

Hispanic Parents' Attitudes and Participation

This research project focused on the attitudes toward education of Hispanic parents with children in regular and special education classes, and it assessed their level of participation in their children's education. One hundred and eighty Hispanic parents participated in this study; 80 Hispanic parents with children in special education classes and 100 in regular education classes were interviewed. Using a series of questionnaires, the attitudes of Hispanic parents toward education were examined, the parents' level of participation in their child's education was determined, their perceptions of common barriers to participation were assessed and their definition of participation was addressed. The special and regular education groups did not differ in their attitudes toward education. There were no significant relationships between parent participation and education, salary or acculturation. There were, however, significant differences between the two groups in availability of transportation, educational activities at home, attendance at parent meetings, parent-parent contact, involvement with administration and advocacy groups and dissemination of information.