The classroom experiences of pupils with special educational needs in mainstream primary schools-1976 to 2012. What do data from systematic observation studies reveal about pupils’ educational experiences over time?

2015 ◽  
Vol 41 (6) ◽  
pp. 992-1009 ◽  
Author(s):  
Rob Webster
Keyword(s):  
Primary Schools ◽  
Educational Experiences ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Systematic Observation ◽  
Classroom Experiences ◽  
Over Time

scholarly journals Teachers’ Inclusive, Augmentative, Assistive and IT Competences in Working with Children with Special Educational Needs

2021 ◽  
Vol 4 (2) ◽  
pp. p132
Author(s):  
Tamara Milic
Keyword(s):  
Inclusive Education ◽  
Sixth Grade ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Information Communication ◽  
Systematic Observation ◽  
Resource Center ◽  
Technological Competencies ◽  
Teachers Attitudes ◽  
Desk Research

In this study we wanted to determine the presence of teachers’ information-communication-technological competencies in working with students with special educational needs. Desk research provides an overview of policy and support in inclusive education in Montenegro, with a focus on teachers’ inclusive training. From 2015 to 2018, 148 trainings were realized in the field of inclusive education and 3848 teachers were trained - most often, these were one-day trainings, duration - 8 hours, and the topics were: Working with specific disabilities, adaptation, individualization. Systematic observation based on a protocol was conducted with 15 children from the second to the sixth grade of primary school: autism; intellectual, visual, hearing, combined disabilities and difficulties: speech, language, reading and writing. The findings indicate that teachers are educated to an individualize approach. We observed the application of the approach and the use of learning and communication technology. The effects of teachers’ work and competencies are better after training, coaching and when they get support from the professional associates of the school and/or resource center. Teachers’ attitudes are positive, they show creativity, adaptability, use the technologies after they have been trained about the characteristics of students, and recommended approaches for working with them.

scholarly journals Perceção dos professores do 1o CEB, relativamente ao decreto-lei 54/2018 sobre a educação inclusiva

2019 ◽  
Vol 20 ◽  
pp. 702-713
Author(s):  
Sónia Leite ◽  
Diana Brás
Keyword(s):  
Special Education ◽  
Regular Education ◽  
Educational Needs ◽  
Target Audience ◽  
International Classification ◽  
Economic Factors ◽  
Special Educational Needs ◽  
Over Time ◽  
The Way

Resumo As sociedades têm, ao longo dos tempos, desenvolvido práticas e conceitos diversos face ao que consideram como “o diferente”. A forma como as pessoas “diferentes” têm sido encaradas em diversos momentos históricos traduz, de alguma forma, fatores de ordem social, cultural, religiosa e económica, próprios das diversas épocas (Pereira, 1999). Na última década, foram introduzidas mudanças significativas no apoio a prestar aos alunos com Necessidades Educativas Especiais (NEE) pelas escolas do ensino regular. O Decreto-Lei no 3/2008, de 7 de Janeiro veio revogar o Decreto-Lei no 319/91, de 23 de Agosto, o qual determina os apoios especializados a prestar aos alunos com NEE. Este diploma gerou muita controvérsia por parte dos investigadores nacionais, por limitar o público-alvo de apoios especializados e defender um modelo de avaliação das NEE por referência à Classificação Internacional de funcionalidade, incapacidade e saúde (CIF). Uma década depois, o diploma que regulamenta a Educação Especial foi novamente revisto, tendo surgido o Decreto-Lei 54/2018. Através de um questionário com questões abertas e fechadas foi nosso intuito obter informação relativamente à perspetiva dos professores de ensino regular acerca da inclusão de alunos com NEE nas salas de ensino regular e às alterações previstas no novo Decreto-Lei que regulamenta a Educação Especial e os apoios a prestar a estes alunos.Palavras-chave: Educação Especial, Necessidades Educativas Especiais, Decreto-Lei Abstract Societies have, over time, developed diverse practices and concepts in relation to what they consider as "the different". The way in which "different" people have been viewed at various historical moments translates in some way into social, cultural, religious and economic factors characteristic of the various eras (Pereira, 1999). In the last decade, significant changes have been introduced in support for pupils with Special Educational Needs (SEN) in regular schools. Decree- Law no. 3/2008, of 7 January, revoked Decree-Law no. 319/91, of 23 August, which determines the specialized support to be provided to students with SEN. This diploma generated much controversy on the part of the national researchers, for limiting the target audience of specialized supports and to defend a model of evaluation of the SEN with reference to the International Classification of functionality, incapacity and health (CIF). A decade later, the diploma that regulates Special Education was again revised, and Decree-Law 54/2018 emerged. Through a questionnaire with open and closed questions, it was our intention to obtain information regarding the perspective of teachers of regular education about the inclusion of students with SEN in the regular teaching rooms and the changes provided for in the new Decree- Law that regulates Special Education and the support to these students.Keywords: Special Education, Special Educational Needs, Decree-Law

scholarly journals Key Drivers of Optimal Special Education Needs Provision: An English Study

2015 ◽  
Vol 16 (3-4) ◽  
Author(s):  
Saneeya Qureshi
Keyword(s):  
Primary Schools ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Target Setting ◽  
Head Teachers ◽  
Doctoral Research ◽  
Special Education Needs ◽  
Key Drivers ◽  
Education Needs ◽  
Change Target

AbstractThe aim of this paper is to argue that there are a number of key drivers for Special Educational Needs (SEN) provision that have to be met by Special Educational Needs Coordinators (SENCOs) and teaching professionals so as to ensure optimal provision and inclusion for children with SEN in mainstream primary schools. Although the research has been carried out in England, there is a significant European Dimension to the issue, as a similar role to that of SENCOs in respect of SEN management already exists in countries such as Finland and Ireland, and is being considered in Italy.This paper focuses on the data gathered for the purpose of the author’s doctoral research in England, through questionnaires and interviews with SENCOs, head teachers and teachers. Thematic analysis was used to explore key drivers of SEN provision by practitioners who support children with SEN.Data illustrate that the key drivers of SEN provision include time; teacher openness to change; target setting; evidence of tried interventions; empowerment; decision-making and approachability. The implementation of such drivers depend largely on practitioner skills and competencies.The main conclusion within this paper is to develop points of reference for planning and practice, with illustrations of optimal provision by all practitioners who work with children with SEN.

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