Disabilities In Inclusive Education Research Articles

A Review of Educational, Psycho-Social, and Attitudinal Challenges in Addressing the Needs of Students with Disabilities in Inclusive Education

This review addressed challenges to addressing the needs of students with disabilities in inclusive Ethiopia related to educational, psychosocial, and attitudinal challenges. In order to conduct the review, the reviewer downloaded relevant articles on the topic, read them thoroughly, and selected 10 relevant articles for a review. The review employed a narrative review, in which major findings of the articles were narrated according to their similarities under three themes (i.e., education, psychosocial, and attitude). First, the analysis of studies demonstrated that the education of students in inclusive settings is far from practical and not as speculated in different policy frameworks and strategies. It is hindered by barriers related to a lack of educational material resources, a lack of skilled manpower on the issue of educating students with disabilities, and an inaccessible physical environment for SWDs to enroll in school. Second, psychosocial problems related to students with disabilities are observed due to their disabilities; there is discrimination, prejudice, and the stereotype that students with disabilities do not have access to equal opportunities, as well as an unpleasant relationship among the school community and students. This makes students with disabilities poor at social interaction, leads them to worry about their disabilities, and leads them to live separately. Third, the attitude of society's way of thinking and perception of persons with disabilities as weak, unable, hopeless, dependent, and unable to learn prevailed, and they were considered the subject of charity from the side of teachers, the school community, and students without disabilities. These challenges intensify the impact of disability on individuals and social aspects in general. Based on these facts, the necessity of removing barriers to learning and practice to raise awareness of disability through ongoing training of societies, an accessible environment, equipping schools, and working on raising awareness helps overcome the challenges.

The use of assistive technology for students with disabilities in inclusive education

Under Section 5, Subsection 5 of the Regulation of the Minister of National Education of August 9, 2017, on conditions for organizing education and care for children and adolescents with disabilities, children and adolescents who are socially maladjusted, and children and adolescents who are at risk of social maladjustment, children with disabilities are granted equal access to education in mainstream schools as well as to curricula, methods, and organization of instruction that are adapted to their psychophysical abilities and provided within an inclusive education model. Many researchers who analyze the conditions for successful inclusion of students with disabilities in mainstream school argue that assistive technology can help these students overcome a lot of barriers they encounter in inclusive settings, thus giving them a chance of a significantly higher level of academic performance and social functioning. This paper explains what assistive technology is and provides a review of available solutions in the area of technological support for students with visual impairments, hearing impairments, communication disorders, and mobility disabilities. It also analyzes the use of assistive technology in working with students with disabilities in a diverse school setting from the point of view of challenges facing teachers and the whole environment supporting students with disabilities.

Кризисные этапы профессиональной социализации студентов с ограниченными возможностями здоровья в условиях инклюзивного образования (пилотажное исследование)

The purpose of this paper is to substantiate the need to study the crisis stages of professional socialization of students with disabilities in inclusive education. The essence, types, and structural components of such students’ adaptation to university studies are revealed. Crises affecting adaptation are considered separately. The paper presents data from a pilot study which applies calculations using the Kruskal – Wallis H test and a posteriori comparisons of indicators using the Mann – Whitney U test. On the basis of the data obtained, the key crisis stages of professional socialization of students with disabilities are identified. The suitability of this psychodiagnostic complex for the main stage of the study is shown. The authors conclude that in order for the crisis stages of professional socialization in an inclusive educational environment to perform a stimulating function, it is advisable to include students in the support system.

Отношение младших школьников к детям с ОВЗ в инклюзивном образовании

In recent scientific studies, quite a lot of attention is paid to inclusive education. This article presents material devoted to the attitude of primary school children to children with disabilities. In this work, we used the following methods: theoretical data analysis, content analysis of Internet sources, empirical research. In the course of a theoretical analysis of prior research, certain aspects of addressing the problems of children’s attitudes towards peers with disabilities were highlighted. Relationship challenges of primary school students have been the focus of research by many authors. The main ones characterize aspects of mutual understanding and emotional patterns. Children in primary school age pay a lot of attention to external factors. Therefore, a group of children is often prone to bullying, fights, misunderstanding, etc. The challenge of organizing the education of children with disabilities is extremely relevant in the modern world. Children studying in school conditions constantly face various barriers, prejudices of others and limitations in their own abilities. Despite the promotion of inclusive education, the development of various adapted programs, the creation of a barrier-free environment, the education of children with disabilities in a regular school remains problematic. In the course of an empirical study, specific features of primary school children’s attitude to children with disabilities in inclusive education were identified. The results of the study allowed us to identify a number of urgent challenges in the relationship of primary school children to children with disabilities in inclusive education. In interaction with peers, primary school students were assessed to have a fairly high level of cohesion, students showed acceptance and friendliness. However, children with disabilities are not among the preferred peers. Other students are wary of them and refuse to interact with them in everyday life. Such challenges require dedicated psychological and educational interventions to promote better acceptance of children with disabilities by other primary school students.

Инклюзивное образование: политические аспекты и изменения. Права, изложенные в поправках к Закону Государства Израиль «О специальном образовании» (1988 г.)

This paper discusses the effects of Special Education law (1918) in Israel and amendments followed in 2002; 2018 on school placement policy and attitudes toward inclusion. The critics on differential budget to different setting that the budget doesn’t support the least restrictive environment concept and inequality in the allocation of resources among students in special education and students integrated in the regular education lead to the amendment nr.11 of Special Education law. Present paper argues that while state policy makes an ongoing effort to increase access to general edu- cation by innovative legislation, increasing the state funding in order to accommodate and meet the needs of students with disabilities in inclusive education the practices of educational institutions perpetuated exclusion from general education. For regular teachers to feel confident in their ability to teach all students, a change in teacher preparation programs should be implemented. A change in teacher preparation programs still needs a profound reform.

ПСИХОЛОГИЧЕСКАЯ ГОТОВНОСТЬ СТУДЕНТОВ ПЕДАГОГИЧЕСКОГО ВУЗА К ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИВ УСЛОВИЯХ ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ

The article presents the results of a study of the psychological readiness of students of a pedagogical university to work with children with disabilities in inclusive education. The article considers the features of motivational and emotional components in the structure of psychological readiness of a person for professional pedagogical activity.

Barriers and facilitators of using augmentative and alternative communication with students with multiple disabilities in inclusive education: special education teachers’ perspectives

ABSTRACT This study investigated special education teachers’ perspectives regarding barriers and facilitators when using Augmentative and Alternate Communication (AAC) with students with multiple disabilities. A sample of 172 teachers of such students in Riyadh, Saudi Arabia, responded to two questionnaires concerning barriers and facilitators to using AAC. The findings indicate that the school environment dimension poses the most serious barriers, more than the dimensions of teacher skills and students. Female teachers are more aware of their lack of knowledge and skills as barriers than are male teachers. Positive correlations were confirmed between previous AAC training and teaching experience as well as recognition of the seriousness of barriers. Participants also expressed positive and strong agreement about what facilitators provided to AAC use. The findings suggest fruitful ways to increase AAC use and improve the experiences of teacher and student users.

부모를 통하여 본 통합교육 상황 장애학생 상담실태 및 활성화 방안

부모를 통하여 본 통합교육 상황 장애학생 상담실태 및 활성화 방안

Teachers perceptions on the causes of indiscipline among learners with disabilities learning in inclusive education setting. A case study of Sanyati district in Zimbabwe

The purpose of this study was to investigate the causes of indiscipline among learners with disabilities in education setting in Sanyati District in Zimbabwe The researcher examined the causes of indiscipline among learners with disabilities in education setting in Sanyati District in Zimbabwe of the influence of teacher class management skills, teachers attitudes towards learners with disabilities teacher lesson preparation on indiscipline among learners with disabilities learning in inclusive education setting. A survey to determine investigate the causes of indiscipline among learners with disabilities in education setting in Sanyati District in Zimbabwe was carried using thirty teachers (15 males, 15 female) from both primary and secondary schools in Sanyati district in Zimbabwe. Measures of central tendencies (mode, percentages) were used to analyse data from the study. The study found out that they were a great influence of teacher class management skills, teacher’s attitudes towards learners with disabilities teacher lesson preparation on indiscipline among learners with disabilities learning in inclusive education setting in Sanyati District in Zimbabwe. This study recommends in servicing of teachers teaching learners with disabilities in inclusive education to equip them with basic special needs education skills so that they know how to handle such learners in an inclusive education setting. Keywords: Disabilities, inclusion, discipline, indiscipline, class management, attitude, teacher preparation

유아통합교육 현장에서의 사전 개별교육을 연계한 협력교수가 장애유아와 비장애유아의 수학적 역량에 미치는 영향

연구목적: 유아통합교육현장에서 협력교수를 활용한 수학활동이 장애유아와 비장애유아의 수학적 역량에 미치는 영향을 살펴보고, 이를 바탕으로 통합교육의 효과적인 방안을 마련하는데 목적이 있다. 연구방법: 장애통합어린이집의 만 4․5세 장애유아 6명과 비장애유아 20명을 대상으로 일반교사와 특수교사가 연령별 각 20회기씩 총 40회기의 협력교수를 실시하였고 장애유아의 경우 특수교사의 사전개별교육 후 협력교수에 참여하였다. 수학적 역량은 수학적 지식, 과정기술, 태도로 구성하였고 장애유아의 수학적 역량 변화 측정은 회기별 수업관찰의 서술기록 내용분석을 실시하였고, 평정척도 결과는 Wilcoxon 부호 순위 검정으로 분석하였다. 비장애유아의 경우, 사전-사후 표준화 검사를 실시하였고 결과 분석은 두 종속 표본 t검정을 실시하였다. 연구결과: 협력교수 중재에 참여한 장애유아의 수학적 지식과 태도의 역량 전반에 긍정적인 변화가 나타났고, 비장애유아는 수학적 지식의 ‘기초적인 측정하기’ 및 수학적 과정기술, 수학적 태도에서 유의미한 차이를 나타내었다. 결론: 유아통합교육현장에서 협력교수를 활용한 장애 및 비장애유아의 수학적 역량 증진 방안을 제안하였다.

Формирование коммуникативных навыков детей с ограниченными возможностями здоровья в инклюзивном образовании

Формирование коммуникативных навыков детей с ограниченными возможностями здоровья в инклюзивном образовании

INDIVIDUAL EDUCATION PLAN (IEP) FOUNDATION OF A QUALITY INCLUSIVE EDUCATION

Children with disability deserve equal access to quality education which enable them develop into useful member of the society and contribute to the economic growth of their immediate community irrespective of their areas of special needs. The Individual Education Plan (IEP) is a written document specifically developed for students with disabilities in inclusive education. The main goal of this article is to present a checklist of the essential elements required for an IEP and it is intended that these will form the basis for good inclusive practicein the future. The IEP is a working document and should be useful, available and comprehensible to all those dealing directly with the student. It needs to be considered in the context of home, school and classroom organisation.Effective individual education plans have key characteristics: Individualised and child-centred, Inclusive, Holistic, Collaborative and Accessible.

Human Rights Violations of Students with Disabilities in Inclusive Education and Its Prevention Strategy

Purpose: This study aimed to investigate the frequency of human rights violations that with disabilities in inclusive education suffered, the degree of seriousness among those violations, and its prevention strategies through experiences and suggestions. Method: The parent survey was used to collect data and 202 parents participated in the study. Results: The main results were as follows. First, the overall frequency of human rights violations, which with disabilities suffered, was closed to the category of “sometimes”; and the most frequently experienced category was verbal violence including harassment, coarse language (e.g., swearwords), and degradation. Second, secondary suffered more than elementary and severly disabled suffered more than mildly disabled from violations, as being compared with their school classes or severity in disability. Third, parents considered the human rights violations that their children suffered more frequently as more severe cases. Fourth, those prevention strategies that parents suggested were: reinforcement in education for regular students understanding and recognition improvement about with disabilities, reinforcement in the regular teachers understanding and instructing skill improvement with with disabilities, increase of special education assistants, provision of system and equipment including CCTV, and reinforcement in education of with disabilities for their self-efficacy and self-protection. Conclusion: The findings of this study will be useful to prepare policies or prevention strategies in order to realize a successful inclusive education for those with disabilities.

Human Rights Violation of Students with Disabilities in Inclusive Education

The purpose of this study was to investigate human rights violations among students with disabilities by 3 main categories: bullying, direct discrimination and indirect discrimination. 10 sub-categories include violence, sexual abuse, verbal abuse, harassment, cyber-bullying, invasion of privacy, educational neglect, discrimination of educational opportunities, unsupported reasonable accommodations and inconsiderateness, and 36 small-categories. Data were collected from 1,606 school members comprising of special education teachers, general education teachers, assistants and parents of the students with disabilities from inclusive classrooms. Overall, results showed that 59.2% of the participants had experienced human rights violations of students with disabilities. The experience of human rights violations, expressed as a percentage, was the highest for special education teachers and the lowest was for general teachers. Of the main categories of human rights violations, school bullying showed a higher proportion(42.3%) than direct or indirect discrimination. Of the 10 sub-categories the most frequently experienced human rights violation in all school members was the denial of accommodation. No support for communication and commute to school had the highest proportion of the 36 small-categories. Based on these findings, political implications were suggested for preventing school violence and eliminating direct and indirect discrimination.

Особенности профессионального самоопределения старшеклассников с ограниченными возможностями здоровья в условиях инклюзивного образования

Особенности профессионального самоопределения старшеклассников с ограниченными возможностями здоровья в условиях инклюзивного образования

SOCIAL SUPPORT AS A MEDIATOR OF PSYCHOLOGICAL HEATH IN INCLUSIVE EDUCATION

The article examines data on socio-psychological adaptation of students with disabilities in the conditions of inclusive education. The subjects were students with chronic diseases, students, together with healthy on the faculty of information technology and socio-pedagogical College. The study was conducted by the method of slices from 2009 to 2013. Based on the obtained data were calculated averages of social support and resilience, expressing the level of socially-pedagogical adaptation of students. The conclusion about the convergence of indicators of socio-psychological adaptation of healthy students and students with disabilities in inclusive education. Also there is a transition representation of social support from inter- to intra-psychical stage.

Teachers’ Attitudes and Self-Efficacy Towards Inclusion of Pupils With Disabilities in Tanzanian Schools

The purpose of this study in to investigate factors that are related to teachers’ attitudes and perception of self-efficacy towards pupils with disabilities and the problems teachers experienced in the implementation of inclusive primary education in Tanzania. The study involved a sample of 100 teachers from 10 inclusive schools in Dar es Salaam. The instrument included questions/items regarding (a) background information of teacher and school characteristics and about the type of disabilities of the pupils that are included in the teacher’s classroom, (b) teachers’ attitudes and self-efficacy regarding pupils with disabilities in inclusive education (Likert scales) and (c) statements to measure the problems that teachers face in the implementation of inclusive education. First, the findings show that demographics like gender, class size, type of disability and training in special needs education did not relate significantly to teachers’ attitudes and self-efficacy towards inclusive education. Furthermore, the results revealed that teachers face a lot of problems in the implementation of inclusive education, specifically in managing pupils with different disabilities, shortage of teaching and learning materials, lack of training and poor working environments. Multiple regression analysis showed that (a) working experience in inclusive education is significantly and positively related to attitudes towards including pupils with disabilities in mainstream education and (b) teachers with low self-efficacy face more problems with the implementation of inclusive education.

Curriculum for Children with Disabilities in Inclusive Education. A Literature Review

The main purpose of this meta-analysis study is to identify trends and emerging themes from the literature review regarding the curriculum for children with disabilities in inclusive education. The summary of findings: the curriculum for children with disabilities in inclusive contexts should ensure both equal rights and equal opportunities; individualised educational planning for these children is very wide spread; the teachers and parents opinions should be more reflected by different studies.Educational literature in Romania is generaly in line with the international and Europeean trends in the area of study but we need more research in connection with the emerging themes.