Disabilities In Inclusive Schools Research Articles

The Psychosocial Wellbeing of Children with Disabilities in Inclusive Secondary School Education Settings

Purpose. This study examined the psychosocial wellbeing of children with disabilities in inclusive secondary school education setting in Tanzania. The study particularly aimed to explore the psychosocial challenges which children with disabilities face in inclusive secondary school settings, leading to psycho-social impacts on their learning and wellbeing. Methodology. The study employed a mixed methods approach, adopting a case study design. Interviews and questionnaires were used to collect data from 49 students with special needs, 7 special needs education teachers, and 35 regular teachers. Results. The study findings revealed that teachers had low expectations on the academic performance of the students with disabilities, consequently rendering them little support in inclusive classrooms. Additionally, discrimination, stigmatisation were issues faced by students with disabilities in inclusive education settings which adversely affected their psychosocial wellbeing. The study recommends awareness creation among the students and regular teachers about the learning needs of children with disabilities in inclusive schools. Conclusions. The study recommends providing regular teachers who are not knowledgeable about the academic needs of students with disabilities in inclusive education settings with training and providing psychosocial support to students with special needs in inclusive education contexts.

Teaching Mathematics To Students With Visual Impairment In Inclusive Education Schools In Jordan

The students with visual disabilities is considered part of Jordanian society, and the Jordanian Constitution guaranteed that they are provided with all rights, including education. The study aimed to investigate the teaching of mathematics to students with visual disabilities in inclusive schools in Jordan. The researcher used the qualitative approach by conducting an interview with a mathematics teacher with long experience in teaching mathematics in inclusive schools. The results of the interview showed that there are ways and methods for teaching the content of mathematics curricula to students. People with visual impairment, and there is a positive impact and benefits of integrating students with visual impairment into inclusive schools, although there are some challenges facing students and mathematics teachers.

Evaluation of Al-Quran Hadith Learning in Inclusive Schools: Strategies to Improve Learning Outcomes of Students with Disabilities

This study aims to analyze the effectiveness of the Al-Qur'an Hadith learning evaluation method for students with disabilities in inclusive schools, focusing on MI Al-Ikhlas Bagorejo Srono Banyuwangi. Learning evaluation is an activity teachers must carry out to determine the extent to which learning successfully achieves the desired goals, especially for students with disabilities. This study uses a qualitative approach with a case study type, combining observation, interview, and test techniques. The validity of the data is tested by triangulation of sources, methods, and time. The study's results indicate that the Al-Qur'an Hadith learning evaluation design to improve the learning outcomes of students with disabilities is carried out the same as regular students, using the same test instruments. However, there are differences in teacher assistance, such as assistance in mentioning letters and additional time for work. Evaluation is carried out formatively and summatively with authentic assessments that include attitudes, knowledge, and skills. This study emphasizes the importance of adjusting evaluation methods, special training for teachers, and utilizing technology to create inclusive and fair evaluations. Although MI Al-Ikhlas has attempted to implement inclusive evaluations, there is a need for more adaptive strategies to meet the individual needs of students with disabilities.

School counselors’ microaggressions towards students with disabilities in inclusive schools

School counselors’ microaggressions towards students with disabilities in inclusive schools

POLICY OF ACCEPTANCE OF STUDENTS WITH DISABILITIES IN INCLUSION SCHOOLS

This study aims to describe the provisions in the process of accepting students with disabilities in inclusive schools. This research was conducted with a descriptive qualitative research approach. Data collection was carried out by interview, observation, and documentation techniques. Interviews were conducted with special supervising teachers, counseling teachers, and parents of students with disabilities. Data analysis using the Miles and Huberman technique includes data reduction, data display, and drawing conclusions. The validity of the data was tested by triangulation of sources and techniques. The results of the research show that there are different terms or conditions in the process of accepting students with disabilities in inclusive schools. Therefore, inclusive schools should take in account differences in terms or requirements in the acceptance of students with disabilities.

USING THE CANVA APPLICATION IN LEARNING TO COLLECT PRINT MEDIA ADVERTISING TEXT IN CLASS V ELEMENTARY SCHOOL

This study aims to describe the provisions in the process of accepting students with disabilities in inclusive schools. This research was conducted with a descriptive qualitative research approach. Data collection was carried out by interview, observation, and documentation techniques. Interviews were conducted with special supervising teachers, counseling teachers, and parents of students with disabilities. Data analysis using the Miles and Huberman technique includes data reduction, data display, and drawing conclusions. The validity of the data was tested by triangulation of sources and techniques. The results of the research show that there are different terms or conditions in the process of accepting students with disabilities in inclusive schools. The provisions are that prospective students bring an assessment document stating that the child is disabled, a minimum IQ test result of 75, types of disabilities that are acceptable and those that the school is able to serve are students with disabilities with mild types of disabilities.

Relația dintre modalitățile de tratare a informațiilor şi potențialul de învățare

The relationship between information treatment modalities and learning potential. Neuropsychological research (Flessas and Lussier, 2001) focused on the simultaneous and sequential treatment of verbal or nonverbal information and developed the constructivist pedagogical theory and the interactive methodology for the acquisition of knowledge by pupils with learning disabilities in inclusive schools (Shimamura, 2008). Research in cognitive psychology (Kurtz, Borkowski, 1984; Nelson, Narens, 1990) explored metamemory and metacognition skills in relation to information treatment modalities and to the role of the pedagogical interactive methodology in developing the learning potential.

Social participation of children with intellectual disabilities in inclusive sport: Practical implications for physical education.

The UN-CRPD has improved inclusion in sport for people with intellectual disabilities, yet this group remains marginalized and faces discrimination and exclusion in sport (Steiger et al., 2021). Although research in this area has increased, there is little empirical evidence of the effectiveness of inclusive settings or of factors that promote success. This study aims to analyse the social participation of children with intellectual disabilities in mainstream schooling and club sports, and the factors influencing this participation. This knowledge is key to the development of effective social participation of people with intellectual disabilities in inclusive schools and sports clubs. Applying the framework of Koster et al. (2009), a sample of 1,884 students (132 with intellectual disabilities) from 109 school classes (3rd to 6th grade) in 13 Swiss German-speaking cantons completed a standardised questionnaire composed of established instruments. Multi-level analysis reveals that the level of social participation depends on experienced social contacts and interactions, established relationships, and received social acceptance and perception. The overall effectiveness of participation of those with intellectual disabilities is consistently lower than that of non-disabled peers. Nevertheless, cases with high levels of participation were also observed. Influential factors are at a structural level, such as the design of lessons, trainer and teacher competencies, group climate, school and club conditions, as well as at an individual level such as children and trainer attitudes and competencies. Specific understanding of these factors supports practitioners to more effectively develop inclusive sport settings. Good practice that actively promotes inclusion in physical education classes includes individualization measures at various levels such as task difficulty and duration, individual assistance, and the use of adapted learning materials. These measures all aim to deepen student participation according to individual competencies.

A Systematic Review of Interventions to Promote Self-Determination for Students With Extensive Support Needs

Intervening to enhance self-determination has been linked to enhanced in-school outcomes (e.g., academic and transition goal attainment and access to general education) and post-school outcomes (e.g., competitive employment, community participation) for students with and without disabilities in inclusive schools. However, research is needed to examine the extent to which students with extensive support needs (ESN) are included in this body of research. This systematic review aims to identify empirical research articles that examined the outcomes of interventions designed to promote abilities and skills associated with self-determination for students with ESN. Results suggest that research on self-determination for students with ESN in school contexts is limited across grade levels, particularly in inclusive settings. Consequently, there is a need for ongoing research to consider effective self-determination assessments to inform the design and implementation of interventions that promote self-determination for students with ESN in inclusive settings. Implications for research and practice are discussed.

Implementing Pathways and Resources for Engagement and Participation (PREP) for Children with Disabilities in Inclusive Schools: A Knowledge Translation Strategy

Aims: To examine the effectiveness of PREP (Pathways and Resources for Engagement and Participation) knowledge translation (KT)-program on (a) change in practice behaviors and improved knowledge of school-based occupational therapists, and (b) participation of children with disabilities in inclusive education. Methods: A mixed-methods design was employed. Therapists (n = 39) completed a 30-hour program. Each therapist applied PREP intervention to one child (n = 39) aged 4-15 (Mean = 9.31, SD = 2.4). Therapists’ outcomes included: (a) knowledge of PREP evaluated using a clinical vignette, analyzed descriptively, (b) change in practice behavior measured by the Professional Evaluation and Reflection on Change Tool (PERFECT), analyzed thematically. Change in children’ participation pre- and post-KT-program and during follow-up was measured by the Canadian Occupational Performance Measure (COPM), analyzed using ANOVA. Results: Therapists acquired knowledge of PREP (vignette mean score 17.7/20). PERFECT revealed therapists’ self-perceived changes in practice: incorporating an environmental perspective, expanding partnerships, and redirecting focus on participation. Completing the KT-program was a primary enabler and reason for change. Children’s participation significantly improved post KT-program and during follow-up in both performance (p < 0.001) and satisfaction (p < 0.001). Conclusions. KT strategies, as illustrated in this study, accelerated the uptake of evidence-based interventions, minimizing existing ’know-do' gaps and promoting children’s health through participation.

Which One is Happier? Psychological Well-Being Level of Students with Disabilities in Special or Inclusive Schools

This research aims to prove the differences in psychological well-being (PWB) between students with disabilities in special and inclusive schools. This research is using the quantitative comparative method. The subjects are 69 students with disabilities from special schools and inclusive schools in Surabaya. This study focuses on students with disabilities such as deafness, hearing loss, physical disabilities, and other types of disabilities. The PWB level of each student is measured using Ryff’s multidimensional scales. The Mann-Whitney U analysis finds if the PWB level of students with disabilities in inclusive schools is higher than in special schools. The score of each dimension shows that purpose in life is the dimension with the highest average score in inclusive schools. Meanwhile, personal growth is the dimension with the highest average score in special schools. However, autonomy is the dimension with the lowest average score both in special schools and inclusive schools.

Assessment Practices: Ascertaining Views and Level of Understanding of Kindergarten Teachers in the Kumasi Metropolis, Ghana

The thrust of the study was to investigate the various assessment practices teachers employ in assessing children with intellectual disabilities in inclusive classrooms in the Kumasi metropolis as majority of them do not follow many recommended assessment practices. A descriptive survey design was espoused using a sample of 120 early childhood teachers from 22 public inclusive schools in the Kumasi Metro. The purposive sampling technique was used to select all 22 public inclusive schools, while convenience sampling technique was employed to select the actual respondents for the study. Questionnaire was used to gather the research data. Means and Standard deviations were used as statistical tools to analyse the data. The findings revealed that most inclusive public kindergartens teachers in the Kumasi metropolis have a positive view about assessment practices and confirmed to employing it in assessing children with intellectual disabilities in inclusive classrooms. It was also evident that most inclusive public kindergarten teachers in the Kumasi metropolis have knowledge about assessment practices in inclusive schools. In spite of the positive areas recorded about the use of assessment practices, more needed to be done by the teachers to manage the diverse needs of children with intellectual disabilities in inclusive schools. It was therefore recommended that more workshops and in-service training should be organized to inclusive public kindergarten teachers in the Kumasi metropolis with respect to the updated ways of adopting assessment practices for children with intellectual difficult.

Ерекше білім беру қажеттілігі бар балаларды қоғамға бейімдеудегі әлеуметтік педагогтың психологиялықпедагогикалық сүйемелдеу жұмыстары

The article describes measures to improve the situation of social groups and children with disabilities who are subjected to violence, discrimination, and degrading treatment by able-bodied, healthy, sane people in society. The study has been written in order to describe the role of the social educator and the types of psychological and pedagogical support for the adaptation of children with special educational needs to societyAccording to the results of a scientific study, in some cases, a discriminatory and abusive attitude towards people with disabilities, representatives of other nationalities, members of low-income society has been revealed. It is indicated that there is the necessity of teaching children with disabilities in inclusive schools in order to make them feel as a full members of society; it is revealed that there is the need for special psychological and pedagogical support for children with disabilities for learning in a regular school. The authors have considered the functions of psychological and pedagogical support (disclosure, development, stimulation, compensation, disclosure - correction), the levels of psychological and pedagogical support, regular monitoring of the child’s mental state; monitoring the learning process of a disabled child individually and in groups. Applicable methods of the study are description, analysis, control methods.

The experiences of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana.

BackgroundInclusive education is internationally recognised as the best strategy for providing equitable quality education to all children. However, because of the unique challenges they often present, children with intellectual and developmental disabilities (IDDs) are often excluded from inclusive schools. To date, limited research on inclusion has been conducted involving children with IDD as active participants.ObjectivesThe study sought to understand the experiences of children with IDDs in learning in inclusive schools in Accra, Ghana.MethodA qualitative descriptive design was utilised with 16 children with IDDs enrolled in inclusive schools in Accra, Ghana. Participants were recruited through purposive sampling and data were collected using classroom observations, the draw-and-write technique and semi-structured interviews. The data were analysed to identify themes as they emerged.ResultsChildren’s experiences in inclusive schools were identified along three major themes: (1) individual characteristics, (2) immediate environments and (3) interactional patterns. Insights from children’s experiences reveal that they faced challenges including corporal punishment for slow performance, victimisation and low family support relating to their learning.ConclusionAlthough children with IDDs receive peer support in inclusion, they experience diverse challenges including peer victimisation, corporal punishment and low family and teacher support in their learning. Improvement in inclusive best practices for children with IDD requires systematic efforts by diverse stakeholders to address identified challenges.

Understanding teachers’ attitudes towards the inclusion of children with disabilities in inclusive schools using mixed methods: The case of Trinidad

The purpose of this paper is to understand the attitudes of primary and secondary school teachers towards the inclusion of children with disabilities in inclusive schools in Trinidad using an explanatory sequential mixed methods design. Attitudes, perceived self-efficacy, and concerns are measured in the quantitative strand, while the reasons for the overall attitudes are sought in the sequential qualitative strand. Teachers’ attitudes are ambivalent and the integrated findings suggest the need for increased human and educational resources, improved infrastructure, and advanced professional development in inclusive education to improve their attitudes.

Teachers’ Attitude towards the Learning Achievement of Students with Learning Disabilities in Inclusive Schools

Students who have learning disabilities are more often to get poor learning outcomes. One of several factors that affect the learning outcome is the teacher’s attitude. The research aims at finding the students’ opinions on teacher’s attitude towards the learning outcomes of students with learning disabilities in inclusive primary schools. This research applies quantitative approach. Data were collected using questionnaire and analyzed descriptively. The results showed that teachers accept the learning achievements of students with learning disabilities in cognitive aspect (77.93%), affective aspect (80.50%), and conative aspect (77.92%)

The experiences of teachers of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana

Although inclusive education is the best form of education for all children including those with disabilities, children with intellectual and developmental disabilities (IDD) in developing contexts such as Ghana are often educated in segregated settings or institutionalised. An understanding of teachers’ experiences with children with IDD in inclusion can inform strategies for more effective inclusive systems for children with IDD. We analysed the interview data from 16 general and two special educators who teach children with IDD. Participants shared their positive and negative experiences of educating children with IDD in inclusive schools in Accra, Ghana. Participants also shared their suggestions of classroom practices and learning strategies that might further facilitate inclusion of children with IDD in Ghana in the future. Identifying and addressing factors accounting for participants’ negative experiences while supporting and encouraging positive experiences may create more conducive spaces for accommodation of diversity and improvement of outcomes for children with IDD.

Meaningful Connections: Making Inclusion Work

For many years, students with disabilities were educated in separate facilities on separate campuses from their same aged peers. With the original passing of what we now call the Individuals with Disabilities Education Act, these students were, and still are, required to be educated in the least restricted environment. Students with disabilities who had previously been separated were brought into their neighborhood schools. As we continue to see more and more students with disabilities in inclusive schools and classrooms, it is important that we work together and collaborate with other teachers and therapists in our schools to provide the best education to these students.

ENHANCING LEARNING BEHAVIOR OF STUDENTS WITH DISABILIITES THROUGH PULL-OUT CLUSTER MODEL (POCM) (A CASE STUDY ON LEARNING PROBLEMS OF STUDENTS WITH DISABILITY IN INCLUSIVE SCHOOLS)

Students with disabilities in inclusive schools are often hurdled in learning barriers, and differentiated instruction of Pull-out Cluster Model (POCM) is found to be a solution. This research aims at: (1) exploring the values of POCM. (2) measuring the effectof POCM on the learning behavior of students with disabilities in inclusive classroom. This research is a case study involving teachers and students in two different regular schools in Surakarta, Central Java, Indonesia. Data was collected from questionnaire and observation. Questionnaire was used to evaluate the lesson plan, while observation was used to describe the teacher’s activities and studens’ learning behavior during lesson study. The data was analyzed by both quantitative and qualitative descriptive of two different instructional models. The results showed that (1) POCM exceeded full inclusive model in term of lessson plan. (2) students with disabilities indicate better behavior of learning participation. This research suggests that inclusive schools provide POCM system that is adaptive to learning behavior of students with disabilities.

School counsellor training, attitudes, and perceptions of preparedness to provide services to students with disabilities in inclusive schools in Turkey

The purpose of this study was to investigate the role of school counsellors’ attitudes and training on their perceptions of preparedness to provide services to students with disabilities (SWD). Participants were 105 practicing school counsellors who completed the Attitudes toward Disabled Persons Scale Form-O (ATDP-O) as well as the School Counsellor Preparedness Survey-Revised (SCPS-R) in a web-based format. A hierarchical regression analysis was conducted with three types of counsellor training (courses, experiences and conferences/workshops) and counsellor attitudes towards SWD. The results revealed that school counsellors’ attitudes and training significantly predicted preparedness with an approximately 10% of variance explained. Out of all four variables, attitudes appeared to be the only significant predictor of preparedness scores. Results also indicated that school counsellors did not feel completely prepared to work with SWD.