Attitudes of Educational Professionals to the Implementation of Support Measures in the Context of Inclusive Education

2016 ◽  
Author(s):  
Jan Michalík
Keyword(s):  
Inclusive Education ◽  
Support Measures ◽  
Educational Professionals

scholarly journals Nuevos roles y estrategias de asesoramiento psicopedagógico para promover la educación inclusiva en la Comunidad Valenciana

2021 ◽  
Vol 32 (1) ◽  
pp. 59
Author(s):  
Odet Moliner García ◽  
Paula Fabregat Mas
Keyword(s):  
Inclusive Education ◽  
Educational Psychology ◽  
Descriptive Study ◽  
Qualitative Approach ◽  
Effective Strategies ◽  
Educational Professionals ◽  
Service Training ◽  
Resource Networks ◽  
La Red ◽  
Formación Permanente

RESUMEN El estudio se sitúa en el ámbito de la orientación educativa y se centra en indagar cómo los asesores psicopedagógicos intervienen en el desarrollo y la formación permanente de los profesionales de la educación para mejorar la educación inclusiva. La nueva organización de la red de Centros de Formación, Innovación y Recursos (CEFIRE) de la Comunidad Valenciana exige repensar los modelos de asesoramiento psicopedagógico y la práctica orientadora desde las funciones otorgadas y las asumidas. Se presentan los resultados de un estudio empírico cuyo objetivo es profundizar en los roles desempeñados y las estrategias utilizadas por los orientadores-asesores para impulsar el avance de la educación inclusiva en los centros educativos. Metodológicamente se adopta un enfoque cualitativo que permite realizar un estudio descriptivo a través de grupos focales en los que participan 22 asesores de educación inclusiva de todos los CEFIREs del territorio. Como resultado se obtiene que acompañar, dinamizar, o gestionar recursos, son algunos de los roles desempeñados y que la creación de redes de recursos, el impulso de las metodologías inclusivas o las visitas pedagógicas se identifican como las estrategias más efectivas. En las conclusiones se destaca la importancia de conjugar diversas estrategias para favorecer la movilización del conocimiento y el avance de las prácticas inclusivas. Finalmente se plantean los retos a los que se enfrentan los asesores para desarrollar un modelo de acompañamiento colaborativo más acorde con el enfoque de la inclusión y con las consiguientes implicaciones en el campo de la orientación y la psicopedagogía.ABSTRACT  The study is situated in the field of educational counselling and focuses on investigating how educational psychologists are involved in the development and in-service training of educational professionals to improve inclusive education. The new organisation of the network of Training, Innovation and Resource Centres (CEFIRE) in the Valencian Community requires rethinking the models of educational psychology counselling and counselling practice from the perspective of the functions provided and those assumed.  We present the results of an empirical study that aims to deepen the roles played and the strategies used by counsellors-advisers to promote the advancement of inclusive education in educational centres. Methodologically, a qualitative approach is adopted that allows a descriptive study to be carried out through focus groups in which 22 inclusive education advisers from all the  CEFIRE centres in the territory participate. As a result, some of the roles played include accompanying, energizing and managing resources. The creation of resource networks, the promotion of inclusive methodologies or pedagogical visits are identified as the most effective strategies. The conclusions highlight the importance of combining various strategies to promote the mobilization of knowledge and the advancement of inclusive practices. Finally, the challenges faced by advisers in developing a collaborative accompaniment model more in line with the approach to inclusion and with the consequent implications in the field of counseling and psychopedagogy are presented.

scholarly journals EARLY INTERVENTION POSSIBILITIES IN ASPECT OF INCLUSIVE EDUCATION

2016 ◽  
Vol 3 ◽  
pp. 128
Author(s):  
Ilga Prudņikova ◽  
Jekaterīna Jankovska
Keyword(s):  
Early Intervention ◽  
Child Development ◽  
Special Needs ◽  
Inclusive Education ◽  
Professional Competence ◽  
Professional Advice ◽  
Essential Component ◽  
Support Measures ◽  
Institutional Cooperation

Inclusive education is an essential component, which provides people with special needs state of society in the future. Nowadays   education, bringing together scientists, psychologists, educators theories and knowledge, gives off the focus early intervention idea. Early help is different sectoral expert professional advice and support. Fundamental of early intervention is inter-institutional cooperation that promote child development and socialization. Child's preparation to school is directly related to the timely, early assistance and support measures. Quality of inclusive education depends on all the parties of professional competence.

scholarly journals Literacy of Biology Teachers on Supportive Measures During the Biology Learning Process for Primary School Students with Learning Disabilities

2020 ◽  
Author(s):  
Inta Krauja-Kindzule ◽  
Keyword(s):  
Learning Disabilities ◽  
Primary School ◽  
Inclusive Education ◽  
Learning Process ◽  
Students With Learning Disabilities ◽  
Primary School Students ◽  
School Students ◽  
Biology Teachers ◽  
Support Measures ◽  
Biology Learning

In recent years there has been a lot of discussion about the students’ rights to equal educational quality. Several international documents and reports as well as Latvia’s Education Development Guidelines 2014–2020 envisage provision of inclusive and equitable quality education, reaching the maximum potential of each student according to his/her abilities, willingness and effort, not circumstances the student (also the teacher and parents) have no influence over. Inclusive education is also one of the six education principles included in the project “Competency Based Curriculum” by the National Centre for Education of the Republic of Latvia. Although in Latvia, as well as in other countries around the world, inclusive education is talked about a lot, the actual level of inclusion measured by the international research project OECD PISA 2015 is low and students with disabilities are still segregated. Teachers often lack professional knowledge and skills for working with students with learning disabilities; teachers of biology and natural sciences do not have enough specific recommendations and sample materials to provide adequate support measures for students with learning disabilities. The aim of this paper is to study the literacy of biology teachers at mainstream education schools on the support measures required by primary school students with learning disabilities during the biology learning process. The author analyzed legislative documents, statistics and scientific literature; developed a questionnaire and surveyed biology teachers working in mainstream education schools and summarized the results of the study. The empirical part of research determined the level of biology teachers’ literacy of supportive measures required by students with learning disabilities. The results suggest that biology teachers are able to choose the support measures required by students with learning disabilities during the biology learning process and they know how to provide these support measures according to their knowledge and experience. However, they are not able to use their knowledge and experience to offer and provide support measures tailored to each individual student.

scholarly journals Actuaciones llevadas a cabo en la Comunidad Autónoma del País Vasco con alumnado con necesidades específicas de apoyo educativo

2020 ◽  
Vol 31 (1) ◽  
pp. 81
Author(s):  
Inna Tsvintarnaia ◽  
María Teresa Vizcarra Morales ◽  
Ana Luisa López-Vélez
Keyword(s):  
Inclusive Education ◽  
Basque Country ◽  
Key Factors ◽  
Barriers To Learning ◽  
Educational Support ◽  
Educational Professionals ◽  
Grouping Strategies ◽  
Support Team ◽  
Pais Vasco ◽  
Depth Interviews

RESUMENEl trabajo que se presenta pretende dar a conocer las actuaciones llevadas a cabo en el País Vasco con alumnado con necesidades específicas de apoyo educativo (NEAE). El objetivo del estudio es analizar el modo en que se organiza la respuesta educativa para dicho colectivo. Desde una perspectiva cualitativa se indaga en la percepción que tienen las personas profesionales implicadas en este proceso con respecto a las medidas puestas en marcha. Se han realizado entrevistas en profundidad a docentes de Primaria y Secundaria, una profesora de pedagogía terapéutica (PT), una orientadora, y a una asesora especialista en este ámbito para tener una primera aproximación del desarrollo de la educación inclusiva en dicho territorio. Los resultados están relacionados con las barreras de aprendizaje, el tipo de aulas, las actuaciones metodológicas, los apoyos recibidos y el tipo de colaboración entre instituciones. Los resultados indican que en el País Vasco se han dado pasos importantes para crear un sistema educativo realmente inclusivo, pero que todavía quedan aspectos relevantes para mejorar, en lo relativo al modelo en que se basan las evaluaciones psicopedagógicas; las medidas de apoyo que se utilizan para el alumnado con NEAE; la función docente y sus metodologías de aula; la colaboración con el equipo de apoyo; y la relación con la comunidad. La discusión evidencia que la formación del profesorado en educación inclusiva y la colaboración entre profesionales e instituciones son claves para que se den transformaciones importantes en la atención personalizada al alumnado.ABSTRACTThis piece of research tends to get to know the actions addressed to the students with specific needs of educational support carried out in the Basque Country. The purpose of the study is to analyse how the educational answer is organized for this group. From a qualitative perspective, it deepens on the perceptions of educational professionals involved in this process considering the measures put in place.  In-depth interviews were held with Primary and Secondary teachers, an educational-psychologist, a counsellor and a professional consultant on this matter in order to get a first panoramic of the development of inclusive education in this region.  Results address barriers to learning, grouping strategies, methodological approaches, support received and collaboration among institutions. Results underline that in the Basque Country relevant milestones seem to have been achieved in order to create a highly inclusive educational system. However, there are still relevant aspects for improvement, considering the model where educational and psychological evaluations are based; the support measures used for students with specific educational needs; teacher’s role and methodologies in class; collaboration with the support team; and relationship with the community. Discussion evidences that teacher training on inclusive education and collaboration among professionals and institutions are key factors to achieve relevant transformations on the student’s personalized attention.

Partizipation aus der Perspektive von Kindern

2020 ◽  
Vol 9 (1) ◽  
pp. 3-8
Author(s):  
Itala Ballaschk ◽  
Yvonne Anders
Keyword(s):  
Social Support ◽  
Inclusive Education

Zusammenfassung. Bildungsteilhabe und Partizipation gelten mittlerweile als Kernbegriffe der aktuellen bildungspolitischen Diskussion um Inklusion. Dabei meint Partizipation explizit die Möglichkeit für Kinder, aktiv an der Gestaltung ihrer Lebens- und Lernerfahrungen teilzuhaben ( Prengel, 2016 ). Der vorliegende Beitrag knüpft an dieses Konzept an und stellt Ergebnisse einer Fallstudie vor, die sich insbesondere mit der Sicht der Kinder zum Thema Partizipation und Wohlbefinden in der Kindertageseinrichtung beschäftigt. Im Rahmen des von der Europäischen Union geförderten Projektes „ISOTIS – Inclusive Education and Social Support to Tackle Inequality in Society“ wurden zehn Kinder im Alter von vier bis sechs Jahren aus einer Berliner Kindertageseinrichtung mit einem hohen Anteil an Familien mit Migrationshintergrund über Fokusgruppen und malbegleitete Gespräche dazu befragt, wie sie mit Verschiedenheit umgehen und welche Ansprüche sie selbst an eine gute Kindertagesbetreuung haben. Die Ergebnisse zeigen, welch eine bedeutende Rolle Partizipation für das Wohlbefinden der Kinder zu haben scheint. Frei zugängliche Spielmöglichkeiten und Materialien für die kreative Gestaltung, Mitbestimmung in der Gestaltung und Nutzung von Räumen sowie ein Tagesablauf, der weitestgehend individuelle Gestaltung zulässt, sind Aspekte, welche die Kinder als für sie bedeutsam beschreiben.

Family and Friends Social Support Measures

1996 ◽  
Author(s):  
Christopher Rice ◽  
Richard Longabaugh
Keyword(s):  
Social Support ◽  
Support Measures

Social Support Measures

2018 ◽  
Author(s):  
Karin Wachter ◽  
Sarah M. Murray ◽  
Brian J. Hall ◽  
Jeannie Annan ◽  
Paul Bolton ◽  
...  
Keyword(s):  
Social Support ◽  
Support Measures

Site as a tool for pedagogical support of parents of students with autism spectrum disorder

2020 ◽  
pp. 46-51
Author(s):  
M. V. Kolmakova
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Organization ◽  
Education Environment ◽  
Students With Autism ◽  
A Site

The article considers an innovative form of interaction between an educational organization and parents of students with autism spectrum disorder in inclusive education environment. A site developed by the author is presented, on the basis of which it is planned to implement pedagogical support for parents of students with autism spectrum disorder. The structure and approximate content of such a site are described. Each section of the site corresponds to certain areas of activity within the framework of pedagogical support of parents.

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