Context Of Inclusive Education Research Articles

«GeOrigaMetry» An Approach to the Accessibility of Geometry for Blind People

Making geometry accessible for blind people, apart from the formal aspects, can pose some difficulties, especially in terms of accessibility to figures. To deal with this problem this article focuses on paper folding where both Euclidean and origami axiomatic systems are used simultaneously. In the first case, with a ruler and compass, we can solve quadratic problems in a plane. In addition, the axioms of origami allow us to address unanswered questions with classical geometry methods, which involve cubic equations, such as the trisection of an angle. An experiment with INJA (National Institute for Blind Youth, Paris) students and other blind people will take place so that we can see the possibilities offered by this method, which brings a ludic, but rigorous approach to these complex and frequently off-putting issues. We believe that this dynamic pedagogical approach can increase interest and motivation, encourage tactile stimulation and facilitate the development of specific structures of brain plasticity. The article is written in a linear way, accessible to blind people; figures are provided to facilitate understanding for "visually impaired" people, who are not used to following a geometric concept without pictures. Finally, it should be noted that the method is particularly suitable in an inclusive education context.

A educação e socialização de crianças com Transtorno de Espectro Autista: Uma aproximação ao papel do professor

No campo educacional cubano, entende-se que, para avançar no paradigma da pesquisa educacional, os professores devem estar atentos aos avanços que ocorrem nas ciências pedagógicas atuais, com o intuito de poder dar respostas eficientes e eficazes às demandas de alunos com necessidades educacionais especiais. O objetivo deste trabalho é refletir criticamente sobre alguns aspectos relevantes que interferem na preparação de professores para formar e estimular a socialização de alunos com Transtorno de Espectro Autista em condições de inclusão escolar. Este trabalho pode contribuir para enriquecer as discussões que acontecem nas ciências da educação contemporâneas e, portanto, pode servir de suporte e informação para quem toma decisões políticas em contextos educacionais inclusivos, especialmente para professores com responsabilidade social de educar e socializar alunos com transtornos de espectro autista.

Reconceptualising teacher education for teachers of learners with severe to profound disabilities

ABSTRACT This paper considers teacher education for teachers of learners with severe to profound disabilities (SPD) in South Africa, in both formal and non-formal learning programmes within a disability studies in education framework. Qualitative data were collected from a range of education stakeholders including non-governmental (NGOs) and disabled people organisations (DPOs). Based on a thematic analysis, findings show limited pre-service teacher education programmes focused on teaching learners with SPD. In-service teacher training through education departments and NGOs and DPOs, is usually through basic short courses or workshops and are not complemented by on-going support. We argue for a reconceptualization of teacher education in South Africa to prepare teachers to meet the diverse needs of learners, including those with SPDs within an inclusive education context. Skills in addressing barriers to learning should be infused throughout initial teacher education, in line with the principles of universal design for learning while impairment-specific knowledge can be offered in related modules that focus on reasonable accommodation for children with disabilities. In-service education can occur in formal and informal programmes and should empowers teachers to become lifelong learners.

Special Educational Needs Categorisation Systems: To Be Labelled or Not?

ABSTRACT This paper explores the debatable usefulness of the categorisation of Special Educational Needs considering evidence from the literature. Classification systems of SEN are discussed through a brief historical review. In addition, the language of special education and the potential consequences of such a classification and labels are explored. Also, strengths and limitations of the continuous use of the traditional categories and labels as well as the extent of their usefulness in the wider context of inclusive education are examined. The main purpose is not to simply blame SEN labels as causes of discrimination, marginalisation and stigmatisation but to more broadly examine their usefulness. The article concludes with a discussion of possible solutions and future implications.

Змістові та процесуальні складові підготовки майбутніх учителів музичного мистецтва до професійної діяльності в умовах інклюзивної освіти

Змістові та процесуальні складові підготовки майбутніх учителів музичного мистецтва до професійної діяльності в умовах інклюзивної освіти

Principal leadership for students with disabilities in effective inclusive schools

PurposeCreating inclusive schools for students with disabilities is a major leadership responsibility for principals throughout the world. Each national, regional and local context is different, but every principal can help create and support inclusive schools. The purpose of this article is to describe the evolving context of inclusive education and school leadership in the United States aligning what is known to an established leadership framework (Hitt and Tucker, 2016), as there are similarities between the Hitt and Tucker domains and the work of leaders in inclusive schools. The authors emphasize that inclusive leadership is consistent with existing conceptualizations of principals' work. The authors consider specific policies and organizational conditions that support inclusive schools and highlight successes and continuing challenges for principals that can be applied throughout the world.Design/methodology/approachThis paper utilizes an exploratory approach to review the US policy-related and empirical literature on school leadership for effective inclusive schools. The authors draw across time from research syntheses in school and inclusive leadership from leading journals in educational leadership, special education and edited volumes focused on school leadership. The authors analyze common themes centered on leadership practice, organizational and social conditions and challenges.FindingsThe research review identified effective leadership practices that support inclusive education in the United States and provides a critical discussion of how these findings relate to international research and practice.Practical implicationsThe paper considers the relevance of national policy contexts coupled with a review of school leadership for inclusive schools that is insightful for policymakers and practitioners seeking to create more inclusive schools throughout the world.Originality/valueThe paper offers a situated review of leadership for inclusive schools in the United States. As such, this review lays the foundation for a comparative and international conversation on school leadership for inclusion.

Организация урока иностранного языка в условиях инклюзивного образования

Организация урока иностранного языка в условиях инклюзивного образования

Chapter 27 - Education for students with neurodevelopmental disabilities—Resources and educational adjustments

Children with neurodevelopmental disorders are more likely to face challenges of various kinds throughout their schooling due to their vulnerability factors. Although certain evidence-based practices have been recognized to be effective in supporting academic performance or social and personal adjustment, transferring these practices to school realities remains a challenge. Indeed, the educational trend favored for more than 20 years promotes the development of all students in the most natural context possible. The objective of this chapter is to shed light on how resources and EBPs can be organized in an inclusive education context. A tiered framework, commonly adopted as different models across the world, is presented and used to demonstrate how interventions can be prioritized for the difficulties and special needs of specific (e.g., ADHD, dyslexia, and developmental coordination disorder) and complex (e.g., autism spectrum disorder) neurodevelopmental disorders. The chapter ends with a discussion of the conditions and drivers of intervention fidelity and effectiveness in an inclusive context and, more specifically, support for teachers and parents.

A MOOC on universal design for learning designed based on the UDL paradigm

This article presents the design and pilot of an open online course, based on the principle of universal design for learning (Center for Applied Special Technology, 2011), to promote inclusive virtual education as an improvement transferable to other contexts. The course constitutes the first massive open online course (MOOC) training proposal of the University of Atlántico in Colombia. In this case study, we employed the instructional design methodology of analysis, design, development, implementation, and evaluation (Branch, 2009) and the universal design for learning guidelines. The design of this online training activity enhances the quality of inclusive virtual education, improves accessibility with no need for platform adjustments, and involves participants in their learning. This educational initiative complements the academic offer for students, graduates, administrators, teachers, and external guests, and contributes to the democratisation of education. The result is the creation of a MOOC, “Inclusive Educational Contexts: Design for all”, which is accessible to a diverse range of learners.

A AÇÃO MEDIADORA DO COORDENADOR PEDAGÓGICO NA APRENDIZAGEM E DESENVOLVIMENTO DO ALUNO COM DEFICIÊNCIA INTELECTUAL

As vivências como professoras no contexto da Educação Inclusiva possibilitaram-nos observar que em todas as escolas em que desenvolvemos nosso trabalho, a coordenação pedagógica encontra muitas dificuldades para se firmar no espaço educativo em relação à orientação, no que diz respeito à mediação do professor que atua com o aluno que apresenta deficiência intelectual. Desta forma, acaba por legitimar as dificuldades que os professores também sentem em relação à aprendizagem de tais alunos. Esta problemática conduziu o desenvolvimento desta pesquisa, que teve como objetivo investigar historicamente as relações sociais que estruturam a construção do trabalho do coordenador pedagógico e as implicações na prática social educativa conservadora para a aprendizagem dos alunos com deficiência intelectual. Os pressupostos teórico-metodológicos do materialismo histórico-dialético e a crítica marxista respaldaram nossas análises aqui realizadas. Tais análises partem do entendimento da realidade concreta do sistema metabólico do capital, e para interpretarmos laçamos mão das Leis de Diretrizes e Bases da Educação Nacional (LDBEN) nº 4024/61, 5692/71 e 9394/96, pois a LDBEN é aquela que dá o delineamento legal e orienta para a função do coordenador pedagógico. O arcabouço teórico permitiu compreender que as contradições na história da sociedade de classes e a divisão social do trabalho acarretam uma cisão entre o significado da ação do coordenador e o sentido pessoal que essa ação tem para si implicando na prática social educativa conservadora para a aprendizagem dos alunos com deficiência intelectual.

The self-efficacy of learning and support assistants in the Austrian inclusive education context

ABSTRACT In inclusive education, learning and support assistants (LSAs) play an increasingly prominent role in supporting students with disabilities in regular classrooms. Previous research has identified various factors that influence the implementation of inclusive education, such as collaboration and the self-efficacy beliefs amongst the involved professions. The present cross-sectional study examined the self-efficacy beliefs of 89 Styrian LSAs in interaction with their age, qualification, specialist knowledge and quality of collaboration with teachers. Our findings reveal that Styrian LSAs show a high amount of self-efficacy beliefs. Correlations confirm that their age, knowledge about special education, assessment of feeling qualified based on completed training and the estimated quality of teacher collaboration relate significantly to their self-efficacy beliefs. Further analyses demonstrate that respondents who had completed a degree in social work have the highest sense of self-efficacy and are thus feel best qualified for supporting children with disabilities due to their previous training. In line with earlier research, these findings strengthen the claim for LSAs to receive training that would impact their self-efficacy beliefs, which, in the long run, could increase the likelihood of inclusive educational practices being successfully implemented.

Perceptions of Turkish Preschool Teachers’ about Their Roles within the Context of Inclusive Education.

Normal 0 false false false BS-LATN-BA JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:Table Normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:Times New Roman,serif; mso-ansi-language:EN-US;} The roles and responsibilities of preschool teachers are principal factors in the success of inclusive practices. Teachers should be aware of their roles and act accordingly in order to be effective in inclusive settings. The aim of this study is to evaluate preschool teachers’ perceptions of their roles within the context of inclusion education. The participants were 19 preschool teachers with students with disabilities in their inclusive classrooms. Based on semi-structured interviews with the teachers, their role perceptions are discussed under six themes. Teachers are aware of some, but not all of their roles and responsibilities required of them by the relevant special law. They have significant deficiencies in knowledge and strategies necessary to adequately fulfil their legally-defined roles.

Зміст та організація логопедичної роботи з подолання дисграфії у молодших школярів в умовах корекційного та інклюзивного навчання

Зміст та організація логопедичної роботи з подолання дисграфії у молодших школярів в умовах корекційного та інклюзивного навчання

Обучение РКИ чешских студентов с нарушениями зрения в контексте инклюзивного образования

Обучение РКИ чешских студентов с нарушениями зрения в контексте инклюзивного образования

STRATEGIES TO IMPROVE TEACHERS� SELF-EFFICACY IN INDONESIAN INCLUSIVE ELEMENTARY SCHOOLS A LITERATURE REVIEW

ABSTRACTInclusive education (IE) has emerged worldwide since the United Nations held the international campaign of the World Declaration on Education for All. In 2003, the Indonesian government began to promote this new system by a new Law on the National Education System (Act N0. 20/ 2003) that directs its regions to have a minimum four inclusive schools. With the IE system, the school attendance of special need students (SNS) increased from 29,104 to 1,500,625. Previous studies suggest that the success of IE implementation depends on teachers. However, the results indicate that Indonesian teachers lack skills and knowledge that lead to their low levels of self-efficacy to support SNS in their classes. Many studies suggest the use of Bandura�s sources of self-efficacy theory to provide adequate related professional development programs for teachers. However, they partially discussed strategies to improve teachers� self-efficacy. Thus, the current study aims to synthesize the existing literature on strategies to improve teachers� self-efficacy. Adjustments to Indonesian inclusive education context are discussed. �Keywords: Inclusive Education, Self-Efficacy, Elementary School.

Elucidating transgender students’ experiences of microaggressions in social work programs: next steps for creating inclusive educational contexts

ABSTRACTSocial work education globally expresses an unwavering commitment to promoting social justice and the amelioration of oppression. Nevertheless, mounting research suggests that social work programs (SWPs) may inadvertently perpetuate microaggressions toward individuals who are transgender and gender non-conforming (TGNC). This qualitative study elucidates experiences of TGNC social work students in North America. Grounded theory analysis revealed six key themes related to students’ experiences of microaggressions within their SWPs: (1) structural oppression, (2) cisgender bias, (3) faculty knowledge gaps, (4) visible discomfort, (5) pervasive nature of transphobia, and (6) social exclusion. Despite the existence of educational and professional policies aimed at fostering transgender inclusive social work education and practice, results from this study underscore the need to take a closer look at the ways in which knowledge gaps, implicit cisgender biases, and existing practices and policies within SWPs inadvertently privilege the experiences of cisgender students and marginalize TGNC students. Key findings from the current study can be used to inform the implementation of transgender affirmative changes, contributing to efforts to eradicate transphobic bias within SWPs.

Mesto specijalnih škola u inkluzivnom obrazovanju

The role of schools for the education of students with disabilities is associated with the context of inclusive education in different ways. On the one hand, they are accepted as institutions that, in their full capacity, can and should support education and social inclusion, while another approach considers that further existence of these schools is a reflection of the lack of the inclusion process. The aim of this paper is to determine the role of these schools and the changes that have occurred in their work since 2009, when inclusive education was introduced into the Serbian educational system. The sample covered all 48 schools for the education of students with disabilities on the territory of the Republic of Serbia. For the needs of the research, a questionnaire for collecting data from these schools was prepared at the Institute for the Improvement of Education. The results showed that the network of these institutions has not changed, but that users have changed at all levels of education, since these schools now educate children with several types of disabilities. The number of defectologists is higher in Belgrade and Vojvodina than in the rest of Serbia, (p <0,05), while the number of defectologists, who only provide support to other schools, is the largest in Vojvodina, (p <0,05). Student achievement indicators show that 56,95% of pupils adopt elementary educational achievements and life skills useful in everyday activities. The inclusion of pre-school children is higher in Vojvodina (M = 6,83) and Belgrade (M = 6,71), compared to the rest of Serbia (M = 3,37). Horizontal movements show that the transition of pupils from regular to special school is 8.4 times more frequent than in the period before the inclusion law. Further research directions in this area could include the implemen­tation of several different ways of assessing the approach that under­pins early childhood development for their easier access to kindergartens and primary schools, as well as the examination of circumstances that would increase transition from special to regular schools.

Tolerance as a dominant social partnershih of intellectual education subjects

The article stresses the necessity of forming a tolerant attitude towards others in order to ensure effective interaction of all subjects of inclusive education, namely: pedagogical staff; children (both with special needs and ordinary pupils); parents, or persons who replace them. A comparative analysis of the content load of the concepts of «inclusive education» and «tolerance» is made. The ideology of social partnership and the establishment of «social peace» are defined. The compromise, as the leading method of solving social conflicts within the framework of social partnership, is emphasized. It has been determined that cooperation of all subjects in the context of inclusive education should be based on universal values, mutual respect and tolerance. It is proved that social partnership is a pledge of non-conflict tolerant interaction of children with special needs and their environment. The special role of the teacher from the point of view of tolerance is outlined, and the importance of possessing the technology of tolerant communication. It is emphasized that personal example and favorable environment help to establish and practical implementation of the value of tolerance. It is proved that one of the conditions for inclusion of a child in inclusive education is the ability of parents to consciously perceive the child’s condition, to be able to work with teachers, acting as their active assistants. It is stressed that the problem of education of tolerance for people with special educational needs should unite specialists of different directions and levels: philosophers, psychologists, teachers, managers, etc.; The representatives of different age groups are no exception. Tolerance, as the key value of the individual, has to become the dominant social partnership of all subjects of inclusive education, the uniting solution for a brick for the full development of children with special educational needs.

Recent trends in the development of lifelong inclusive education of persons with disabilities in the Russian Federation

The article is devoted to the organization and implementation of lifelong inclusive education for children with special healthcare needs and disabilities at various age stages; reveals key aspects of the implementation of inclusive education in the early, preschool and adolescence stages, as well as at the stage of professional education. It describes the special conditions for access to a high-quality education of children with special educational and reveals some problems of inclusive education. Significant attention is given to the issues of tolerance within the context of inclusive education for persons with special healthcare needs and disabilities.

Сучасний погляд на проблему професійної підготовки спеціальних педагогічних фахівців до роботи з дітьми в умовах інклюзивного навчання

Сучасний погляд на проблему професійної підготовки спеціальних педагогічних фахівців до роботи з дітьми в умовах інклюзивного навчання