Disabilities In Inclusive Schools Research Articles

Integrating Learner Disabilities in Inclusive Schools in Njoro Sub-County

The complexities and daily challenges experienced by learners with special needs in inclusive primary schools make them feel frustrated and unable to perform optimally in their studies. Sometimes they are unable to cope effectively with inclusive learning, and this makes them withdrawn. In order to avert such situations, counselling services are required in mainstream programmes to aid the learners develop academic, social and personal competencies that assist in their adjustment for life-long development.  The purpose of this study was to explore ways of integrating disabilities into the school for international, national and personal development among learners with disabilities in Njoro Sub-County. Data was collected using two questionnaires which were administered to 100 learners and 20 teachers. Interviews were conducted among 5 education officers in the sub-county. The data was analysed using the stastical package for social sciences (SPSS) to obtain descriptive statistics(percentages and frequencies).  The findings showed that learners with special in inclusive schools in Njoro sub county faced diverse psycho-social challenges including self-pity and self-devaluation among others. These challenges require well programmed guidance and counselling services. The findings of the study are expected to provide a basis upon which the ministry of Educations and the school administrators can operate to fully integrate learners with disabilities into all educational institutions for development. They can also help the ministry to formulate guidelines to address the challenges facing this special group of learners. The study recommended that the admission of learners into all schools should be so structured to include learners with disabilities irrespective of their gender and nature of impairment.Â

Precarious or Purposeful? Proactively Building Inclusive Special Education Service Delivery on Solid Ground

AbstractThe absence of unified and inclusive special education service delivery models represents a longstanding challenge to the education of students with the full range of disabilities in inclusive schools and classrooms. An exemplar model is offered for elementary schools within a multi-tiered system of support (MTSS) framework. To establish its practicality and cost-neutrality, the development of the exemplar model was based on personnel utilization data from 69 schools. After building a case for the importance of proactively developing inclusive models of special education service delivery, this article describes: (a) the types and source of the data upon which the exemplar model is based, (b) a set of underlying assumptions, (c) school demographic parameters upon which the exemplar model is based, (d) a comparison of 13 key variables between their actual averages in sampled schools with their proposed status in the exemplar model, and (e) nine conceptual and programmatic shifts designed to accompany the structural changes presented in the exemplar model. The article concludes with implications for practice and future research. Overall, the exemplar model is offered as a starting point to spur discussion, creative problem solving, and action planning to explore model development suited to local contexts.

Supporting Students With Severe Disabilities in Inclusive Schools

The purpose of the present study was to investigate practices that support the inclusion of students with severe disabilities in the learning and social activities of inclusive K-8 schools to inform inclusive school reform research and practice. Eighteen K-8 students with severe disabilities in six schools recognized for their implementation of inclusive practices were observed in a variety of school settings and activities. An appreciative inquiry lens was applied to these observations. The observation records were descriptively analyzed and organized around seven themes related to the practices used by the schools to support students with severe disabilities: (a) the teaching arrangement (who was providing instruction), (b) the type of engagement the student demonstrated during the activity, (c) the types of general classroom supports that were available during the observations, (d) the types of student supports that were provided to the student during the observation, (e) the type of work or activity the student was performing, (f) the interactions the student had with others, and (g) the choices provided the student. Findings provide information on the implementation of inclusive education for students with severe disabilities by reflecting contemporary best practices for inclusive education as well as identifying areas of need.

The effectiveness of a preparatory students programme on promoting peer acceptance of students with physical disabilities in inclusive schools of Tehran

This study investigates the effectiveness of a preparatory programme on the acceptance of students with physical disabilities by their peers in inclusive schools in Tehran. The classrooms which had students with physical disabilities were included in this study. Two hundred and twenty‐one third‐ to fifth‐grade students (116 girls and 105 boys) were selected randomly and were placed in experimental and control groups. The Acceptance Scale (Form B) established by Voeltz was used to measure peer acceptance. Data were collected from two groups before and after applying the preparatory programme. The data were analysed by t‐test for independent groups and two‐way ANOVA. The results showed increase of acceptance in experimental group. Also in comparing the level of acceptance in girls and boys, the results indicated that the acceptance in girls were more than boys.

Strategies That Promote Social Relations among Elementary Students with and without Severe Disabilities in Inclusive Schools

Using qualitative research methods, we studied the strategies that general education classroom teachers use to promote the development of positive relationships between children with and without moderate to severe disabilities in inclusive classrooms. We used observations and interviews with teachers, specialists, and administrators in two inclusive schools as bases for identifying five strategies used by classroom teachers: active facilitation of social interactions, empowering children, building a sense of community in the classroom, modeling acceptance, and developing school organizational supports. These practices are discussed in terms of their congruence with broader goals and best practices within K-12 education.