Educational Inclusion Of People Research Articles

Understanding Factors Affecting Inclusions of Students with Disabilities in Higher Education: A Study among Non-Disabled University Students

Inclusive education for people with disabilities is gaining importance globally, with improving factors that support the inclusion of students with disabilities in higher education as a key objective. This study explores how societal and environmental factors shape perceptions of disability, rather than viewing it solely as an individual limitation. A non-probability convenience sampling method was employed, involving 279 university students from six different faculties. Data were analyzed through frequency distribution and SPSS to examine the attitudes of non-disabled students toward the inclusion of their disabled peers in higher education. The findings reveal that environmental barriers are strongly associated with the attitudes of non-disabled students toward their peers with disabilities (r = .693, p < .01), indicating that these barriers significantly impact how students perceive and interact with those who have impairments. The non-disabled students identified specific environmental factors that either support or hinder the inclusion of disabled students in university settings. This research highlights the need for addressing environmental obstacles to foster a more inclusive and supportive educational environment for all students.

УПРОВАДЖЕННЯ ІНКЛЮЗИВНОГО ПІДХОДУ ДО НАВЧАННЯ В ЗАКЛАДАХ ВИЩОЇ ОСВІТИ УКРАЇНИ: ВИКЛИКИ ТА ПЕРСПЕКТИВИ

The issue of inclusion is particularly relevant in today's context, both globally and in Ukraine. Although the topic of inclusion is receiving a lot of attention in Ukraine today, inclusive education for people with disabilities in higher education institutions is not currently regulated by law, and therefore remains at the level of innovation and individual practice of a particular higher education institution. This is the reason for the relevance of this research, which aims to analyse the challenges of inclusive education in higher education institutions in Ukraine and draw conclusions about the prospects and methods of implementing this approach at the current stage of development of Ukrainian society. The purpose of this article is to analyse the existing approaches to inclusive education in secondary education institutions and to develop methods for implementing these approaches in the higher education system to ensure a sufficient level of accessibility of higher education for people with disabilities. Based on the analysis of scientific and statistical studies in the field of inclusive education, we have concluded that more attention within the framework of inclusion is primarily paid to the involvement of children of preschool, primary and secondary school age in inclusive processes. And this is right, because the earlier and faster a person with special needs is included in public life, the more effective the result of inclusion. Unfortunately, Ukrainian society is currently facing special challenges in rehabilitating and engaging people who have acquired physical and psychological disabilities in the course of and/or due to hostilities as a result of the aggression of an unfriendly country. The current conditions require a rapid response and the prompt creation of favourable living conditions for people with special needs. One of the aspects of implementing the principles of inclusion is inclusive education, including in higher education. New educational and professional programmes and curricula for disciplines taught in Ukrainian higher education institutions should be subordinated to this goal. Education systems should move away from more traditional pedagogy and adopt more learner-centred approaches that recognise that each person has a learning capacity and a specific way of learning. Curricula, teaching methods and materials, assessment and examination systems, and classroom management should be accessible and flexible to support differences in learning patterns. Key words: inclusion, person with special needs, inclusive education, person with disabilities, inclusive student.

Educational Inclusion of People With Disabilities and Well-Being: Desires, Needs and Wishes

This article aims to demonstrate how the transformation of the concepts of health, illness, and well-being interacts with the process of educational inclusion for people with disabilities. The reflection is based on the conceptions of the Policy Cycle, articulated with the concepts of inclusion, health, and well-being, and has as material for analysis Brazilian political-normative texts that guide the process of educational inclusion of people with disabilities. It is intended to reconstruct the context of influence from scratch using the Policy Cycle Approach that enabled the emergence of the discourse of inclusion from the perspective of social well-being and to problematize the context of text production and the context of practise through the analysis of public policies aimed at the educational inclusion of people with disabilities. Based on sociology of health studies, which understand health and disease as the subjects' social, material, and cultural contexts, this study understands that the new conceptions of health and disease give a new meaning to disability, distancing it from its immediate association with the concept of disease. Considering disability as not limiting individual potential, educational inclusion is approached from the perspective of promoting social well-being as a form of full participation by the disabled person in all dimensions of community life. Thus, it is concluded that inclusion, widely understood, contributes to the construction of a cultural, political, ethical, and epistemological project aimed at social emancipation, autonomy, and the guarantee of human rights, thus valuing various aspects of the demands for equality in differences.

Transforming the school in a communitarian way: the neighborhood of Jardín de Cantos (El Nodo) in Avilés.

This article recovers and documents the origin and development of the practical experience carried out during the academic year 2019-2020 in the Public-School Virgen de las Mareas (Avilés- Asturias). Faced with the situation of educational segregation that has been going on for years, a collective process of reflection and intervention is initiated to seek socio-educational improvements in the educational community, valuing the strength and power of positive interactions, inter-institutional cooperation and the participation of families and the community, with the common interest of enhancing the quality of public school and the inclusiveness of the neighbourhood. In the first phase of the social practice, one of the objectives of this process was to generate participatory structures. Another purpose has been to join efforts and create a network by establishing alliances between social actors and entities, promoting spaces for dialogue and exchange of knowledge with the aim of transforming the socio-educational reality of the center. The long-term objective of the intervention is to promote a dialogic learning model. Education is a possible field of action for Community Social Work, due to its potential to promote social equality and educational inclusion of people, as well as to generate a sense of community in society.

Os desafios da docência no ensino superior frente a inclusão de pessoas com deficiência nas universidades

Talk about the educational inclusion of people with disabilities (PCD) is not exactly a new theme in the Brazilian scenario. Taking the 1988 Federal Constitution as a legal and historical landmark, it can be said that for at least 30 years the issue of educational inclusion has been gaining prominence in the field of educational policies, research in education and teaching practices. On the other hand, when we deal with inclusion in Higher Education we face a contrary situation. Both public policies and knowledge production are very recent, which configures the inclusion of PCD in Higher Education still an open field, with many research fronts, in different areas of knowledge. One of the most important research themes is teaching in higher education and the challenges teachers face facing the inclusion of PCD in universities. Considering the above theme, the article aims to reflect on how much the access of students with disabilities in Higher Education, especially from the policy of reserving vacancies (Law 13.409 / 2016), has impacted the daily life of the classrooms. particularly in teaching practices. We will conduct a systematic literature review, based on a search in the Scielo database (Scientific Electronic Library Online), between 2008 and 2018, searching for articles on higher education teaching and the inclusion of PCD. The texts will be quantified and qualitatively analyzed, seeking to identify the challenges found in the context of teaching in Higher Education facing inclusion.

Os recursos de acessibilidade e tecnologia assistiva na sala de recursos multifuncionais nas escolas municipais de Manaus/AM

Este articulo tiene como objetivo discutir la accesibilidad y la tecnologia de asistencia en aulas de recursos multifuncionales, a traves de la investigacion realizada en las escuelas municipales de Manaus. La investigacion de Batista (2015), Bruce (2015) y Nogueira (2017), que visitaron los aulas de recursos multifuncionales (SRM) en las escuelas municipales de Manaus, se analizo para conocer su accesibilidad y los recursos tecnologicos de asistencia utilizados en Servicio Educativo Especializado (AEE). Se percibe que los estudios ganan fuerza, a medida que son elementos que tienen como objetivo brindar respuestas positivas con respecto a la inclusion social y educativa de las personas con discapacidad. Este estudio revela que la disponibilidad y el uso de estos materiales escolares y recursos pedagogicos adaptados pueden significar la diferencia entre que el estudiante con discapacidades pueda participar o no y aprender junto con otros companeros de clase.

O direito das pessoas com deficiência sensorial à inclusão educacional no Supremo Tribunal Federal

A pesquisa busca sistematizar casos relativos à inclusão educacional das pessoas com deficiência sensorial julgados pelo Supremo Tribunal Federal (STF) identificando questões empíricas envolvidas na concretização do direito titularizado pela minoria historicamente excluída. A investigação empregou o método de abordagem dedutivo, tem cunho descritivo e utilizou procedimentos técnicos, bibliográfico e documental. Define-se o direito à educação enquanto direito humano-fundamental, destaca-se sua gênese no contexto do reconhecimento das liberdades positivas, as dimensões humana, política e econômica e sua universalização progressiva por meio do processo de política pública que conjuga os esforços estatais, as iniciativas econômicas e as atividades do terceiro setor. Descrevem-se os reflexos de uma história de exclusão das pessoas com deficiência no contexto educacional cuja superação vem se constituindo em imperativo político-jurídico na atividade de interpretação e aplicação do direito pelo Supremo Tribunal Federal. A sistematização demonstra que a efetivação do direito das pessoas com deficiência sensorial à educação envolve: ambiente educacional acessível; profissionais especializados e de apoio escolar; tecnologia assistiva; atendimento educacional especializado em instituições inclusivas ou especiais; e, amplo acesso não-discriminatório às instituições privadas de ensino. Conclui-se destacando a contribuição da jurisprudência no processo multidimensional da inclusão educacional.

The Role of Regional Higher Education Institutions in Creating Conditions for People with Disabilities in Inclusive Educational Environment of the Russian Federation

Background: This article analyzes the problems concerning creation of conditions for inclusive education for people with disabilities, and Russia’s readiness and preparedness to implement the government initiatives. Methods: Analyzing and discussing the existing problems, the authors present an overview of the normative and scientific contexts of inclusive education in the region offering a generalization of their own experience in engaging the University in solving the problems of education accessibility for people with limited health. Findings: In general, the existing experience and its analysis allow stating that higher education has considerable potential to improve regional system of assistance for children with disabilities and complete satisfaction of their special educational needs. Singling out the determinants of the regional policy in creating legal and organizational support, we can distinguish key aspects in the state guarantees and protection of the inclusive education implementation that are expected from higher education institutions. The university is mainly responsible for special and inclusive education teacher training in the fields of teaching Bachelor's and Master's programs and also in the system of additional vocational training. Higher education has the potential to improve regional systems of educational assistance for children with disabilities and to meet and satisfy their special educational needs. Improvements: Dedicated problems require a broad interdepartmental interaction and discussion. It is necessary to involve not only the regional authorities, but also the federal government to solve these problems.

Qualidade na educação na perspectiva da inclusão

O artigo tem por objetivo conhecer os conceitos recorrentes de qualidade na educação para estabelecer relações com os preceitos de uma educação inclusiva. Partiu-se dos dados coletados com uma enquete direcionada a professores, cujos resultados foram tratados por meio da análise de conteúdo. Salientou-se conceitos e diferentes concepções sobre qualidade, relacionando-as com a inclusão educacional de pessoas com deficiência. Conclui-se esse estudo ressaltando que a qualidade na educação, por não ser influenciada por um único fator, está relacionada às melhorias na vida de todas as pessoas, e que, para efetivar a inclusão educacional, a intervenção do fator humano é imprescindível.

NGHIÊN CỨU XÂY DỰNG HỆ THỐNG TRUNG TÂM HỖ TRỢ PHÁT TRIỂN GIÁO DỤC HÒA NHẬP NGƯỜI KHUYẾT TẬT Ở VIỆT NAM

NGHIÊN CỨU XÂY DỰNG HỆ THỐNG TRUNG TÂM HỖ TRỢ PHÁT TRIỂN GIÁO DỤC HÒA NHẬP NGƯỜI KHUYẾT TẬT Ở VIỆT NAM

Approaching Disability and Educational Inclusion from the “Trinity” Model Perspective

Disability and inclusion should not be mutually exclusive events; rather they must be indivisible entity viewed from the stance of relevant conceptual frameworks and social justice point. Because of individual differences, needs and diversity, educational inclusion of people with disabilities has become a thorny issue and has raised debates from many quarters on how to ensure that educational accommodation is accomplished for all. Inasmuch as disability is a complex phenomenon that underpins the options available to students with disabilities, inclusion has equally been complex due to many associated and interwoven dynamics that come to the fore. Against this background, this paper examines the issue of disability and educational inclusion from a collectivity of three model fused into one model. Based on the assumption that any form of educational inclusion requires a multi-dimensional approach, the paper discusses Social Model of Disability, Inclusive Education Model and the Huitt’s Transactional Model of Teaching and Learning as one compact framework referred to as the “Trinity” model. In addition, it critically analyses the dynamics inherent in the model as they impact on the functioning of students with disabilities in the educational environment. DOI: 10.5901/mjss.2014.v5n20p2954

Inclusão educacional de pessoas com Autismo no Brasil: uma revisão da literatura

http://dx.doi.org/10.5902/1984686X10178A legislação brasileira determina que todas as crianças devem ter acesso à escola comum, incluindo sujeitos com transtornos do espectro do autismo. Embora um corpo substancial de pesquisas descreva os benefícios derivados da inclusão dessas pessoas, o tema ainda permanece controverso, principalmente quanto à possibilidade das escolas oferecerem respostas adequadas às necessidades de crianças com TEA. O presente artigo tem por objetivo identificar o que as produções científicas nacionais, publicadas entre 2008 e 2013, têm revelado sobre a inclusão de pessoas com TEA no Brasil. Os resultados mostram que a presença desses educandos em escolas regulares aumentou de forma expressiva após a popularização do paradigma da inclusão. Por outro lado, observa-se que o desconhecimento sobre a síndrome e a carência de estratégias pedagógicas específicas pode acarretar poucos efeitos na aprendizagem dessa população. Palavras-chave: Transtorno do Espectro do Autismo; Inclusão; revisão descritiva

Objetos de Aprendizagem como recurso pedagógico em contextos inclusivos: subsídios para a formação de professores a distância

esse artigo visa contribuir com o processo de inclusão de estudantes com deficiência no ensino regular ao relatar os resultados de uma pesquisa que teve como objetivo verificar se os Objetos de Aprendizagem (OA) são ferramentas eficientes na construção do processo de ensino e aprendizagem de conteúdos disciplinares, na perspectiva da educação inclusiva. Assim, foram analisadas vivências dos participantes, tutores e formadores de um curso a distância sobre Tecnologia Assistiva do Ministério da Educação (MEC) oferecido para professores das redes públicas de ensino do país por meio dos registros de atividades em um Ambiente Virtual de Aprendizagem (AVA) denominado TelEduc e dos relatórios das turmas participantes do curso. Para a análise dos dados foram eleitas três categorias: a) interatividade e feedback da equipe formadora do curso; b) aplicabilidade do conteúdo abordado no curso e c) novas aprendizagens. Os resultados evidenciaram que os OA podem favorecer o aprendizado de conteúdos disciplinares, além de serem concebidos como um recurso pedagógico de apoio ao processo de ensino e aprendizagem e, em consequência, à inclusão educacional de pessoas com deficiência. Em relação ao processo de formação de professores na modalidade a distância o curso contribuiu para a concretização de uma formação sólida e eficiente dos participantes ao propiciar: a aproximação com o mundo tecnológico; a possibilidade de inserção das tecnologias em sala de aula; a realização de estudos teóricos e práticos; a valorização da diversidade e do potencial de todos os estudantes; inovações nas estratégias e recursos pedagógicos e reflexão na ação.

Supported further education provision for people with long-term mental health needs: Findings from a survey of further education colleges and primary care trusts across the south east of England

Government policy has highlighted the need for inclusive education for people with long-term mental health needs. As a starting point, the aim of this study was to assess the extent to which further education (FE) colleges in the south east of England provide supported education for people with mental health needs, and the extent to which these organizations collaborate with local NHS primary care trusts (PCTs). Also, to assess the potential numbers of people who might benefit from fully inclusive educational provision needs assessment, together with the potential healthcare cost savings. A survey was conducted of 33 multi-faculty FE colleges and 49 PCTs via structured telephone interviews with nominated representatives, in order to collect quantitative and qualitative data of the provision of supported education provision for people with mental health needs. The FE survey enquired whether they had provision for people with mental health needs, and if so, the details. The PCT survey gathered data on their caseload of standard and enhanced clients for the population covered, and the extent to which they were aware of the benefits of learning on mental health. Only 15 FE colleges (45%) had some form of provision for students with long-term mental health needs, and only six PCTs (12%) provided an educational link co-ordinator. FE colleges with existing provision averaged 70 students per college, against an attainable potential target of 130 students per college. Encouragingly, cohorts of students with mental health needs were reported to have levels of 'retention', 'achievement' and 'success' rates that were comparable with students from the general population on mainstream courses--e.g. expected rates of around 85% retention, 75% achievement (of those retained), 65% success (overall from enrolled to achieving), with some 5% progressing to university and 12% into employment. On present levels of FE recruitment, there is a potential net saving to the taxpayer of 13 million sterling pounds in mental healthcare costs (around 50%) and if recruitment increased to projected levels, then the potential net saving to the taxpayer would be 26 million sterling pounds. The substantial estimated savings to the health budget not only shows that supported education provision in FE is effective in promoting mental health, it also indicates the high level of its cost-effectiveness. This research has implications for budget holders, health promotion staff and mental health teams working within a social model of health, and the collaborative use of resources to assist people recovering from or managing mental health difficulties in moving forward in their lives.

Everyone Belongs: Inclusive Education for People with Severe Learning Difficulties

Everyone Belongs: Inclusive Education for People with Severe Learning Difficulties