scholarly journals THE INCLUSION OF SPECIAL EDUCATION INTO PRESCHOOL AND ELEMENTARY GENERAL EDUCATION INSTITUCIONS IN LATVIA

2017 ◽  
Vol 3 ◽  
pp. 60
Author(s):  
Ligita Kūle ◽  
Feliciana Rajevska
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Process Management ◽  
Educational Institution ◽  
Support Staff ◽  
Rational Approach ◽  
Children With Special Needs ◽  
Funding Model ◽  
Elementary School Education

The statistics of the Ministry of Education and Science show a positive dynamics in the availability of special education. However, for inclusion of children with special needs into the mainstream education, the provision of support staff (psychologist, speech therapist, special educator) is essential. The aim of this research is to investigate the national legislation on the inclusion of children with special needs in the pre-school and elementary school education system, exploring the funding aspect. The study analyses the legislative basis for the provision of special education in mainstream schools. The research investigated the provision of special education in general education institutions in Alūksne Municipality in September - December 2016 (case study) and carried out several interviews with field experts. The study is conducted in the context of theory of inclusive special education. The study shows that in providing education support staff in an educational institution in the framework of the existing public education and special education funding model and in the context of a rural region with a low population density, there is a need for a rational approach, careful planning and process management: gathering information about all pupils with special needs in a municipality, cooperation with parents, management and mobilization of all resources.

Trouble in Paradise: A Study of who is Included in an Inclusion Classroom

2009 ◽  
Vol 111 (8) ◽  
pp. 1971-1996
Author(s):  
Rachel Zindler
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Latin American ◽  
Receptive Language ◽  
Special Education Students ◽  
Second Grade ◽  
Children With Special Needs ◽  
Education Students ◽  
Inclusion Classroom

Background/Context This study is based on prior research regarding the need for explicit social instruction for children with special needs, cooperative educational models, and the goals and relative successes of inclusive educational practices. The author refers to several studies on these subjects, including those by Kavale and Forness; Salend; and Sapon-Shevin, Dobbelaere, and Corrigan. Purpose/Objective/Research Question/Focus of Study This teacher analyzes how truly “inclusive” her class was during 1 year of collaborative team teaching in a second-grade inclusion classroom. Employing research-based methods of cooperative education, she considered how successful she was in facilitating meaningful relationships between special education students from all backgrounds, and their peers. She also examined whether it was possible, despite differences in academic and social skills, to fully incorporate those children with special needs into a classroom so that their general education peers would value and include them in their activities and social life. Population/Participants/Subjects/Setting In this study, a second-grade teacher took on a new position as the general education teacher in a New York City school's inclusion team. Seven of the 24 students in the new class were special education students. These children struggled with a variety of developmental delays, such as expressive and/or receptive language processing disorders, physical disabilities, and social/emotional issues. Five of these children were bused from less affluent neighborhoods near the school to attend the program. Whereas the general population at the school consisted of upper-middle-class White and Asian families, these 5 children were from lower socioeconomic backgrounds and were either African American or of Latin American descent. Research Design This action research was conducted by a practicing teacher who collected data through interviews, sociograms, observations, and other anecdotal means.

scholarly journals Using Tablet Computers with Elementary School Students with Special Needs: The Practices and Perceptions of Special Education Teachers and Teacher Assistants / Utilisation des tablettes électroniques avec des enfants d’école primaire à besoins spéciaux

2013 ◽  
Vol 39 (4) ◽  
Author(s):  
Genevieve Marie Johnson
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Special Education Teachers ◽  
Mathematics Learning ◽  
Literacy Skills ◽  
Fine Motor ◽  
Children With Special Needs ◽  
Tablet Computers ◽  
School Students ◽  
Teacher Assistants

Twelve special education teachers and teacher assistants who have instructional experience using iPads with children with special needs completed a survey that queried their practices and perceptions. In general, teachers and assistants were extremely positive about the value of iPads for children with special needs, particularly for children with autism, attention deficits and limitations of fine motor control. Special education teachers and teacher assistants reported most frequently using iPads to promote student language and literacy skills, although mathematics learning activities were also commonly reported. Enhanced student motivation was the most frequently reported benefit of using tablet computers in school followed by instructional planning advantages. Tablet computers appear to have the potential to be an essential aspect of individual program plans. Teaching tasks might reasonably include downloading and organizing specific applications on specific children’s tablets and professional development might increasingly focus of evaluation of tablet applications. Douze professeurs en éducation spéciale et aides-enseignants utilisant les iPads dans leur enseignement avec des enfants à besoins spéciaux ont rempli un questionnaire relatif à leurs pratiques et à leurs perceptions. En général, les enseignants et les aides-enseignants se sont révélés extrêmement positifs quant à la valeur des iPads pour les enfants à besoins spéciaux, en particulier pour les enfants avec autisme, avec un déficit d’attention et avec un contrôle limité de la motricité fine. Le plus souvent, les enseignants en éducation spéciale et les aides-enseignants ont indiqué avoir utilisé les iPads pour améliorer les compétences linguistiques et de littératie des élèves, bien que des activités d'apprentissage des mathématiques aient aussi été mentionnées fréquemment. Le renforcement de la motivation des élèves constituait l'avantage le plus souvent associé à l’utilisation des tablettes à l'école, suivi par des avantages liés à la planification de l’enseignement. Les tablettes pourraient devenir un élément essentiel des plans de programme individuel. Les tâches d'enseignement pourraient inclure le téléchargement et l'organisation d’applications spécifiques sur les tablettes particulières des enfants, et le perfectionnement professionnel pourrait de plus en plus être consacré à l'évaluation des applications pour tablettes.

scholarly journals IMPLEMENTASI STRATEGI KAYANG TERHADAP KEBERHASILAN PAUD INKLUSI KASYA DAY CARE CENTER AND SCHOOL BANDA ACEH

2021 ◽  
pp. 171
Author(s):  
Yenni Muflihan
Keyword(s):  
Special Needs ◽  
Learning Strategies ◽  
Day Care ◽  
Care Center ◽  
Educational Institution ◽  
Special Treatment ◽  
Children With Special Needs ◽  
Day Care Center ◽  
Huge Impact ◽  
Banda Aceh

Basically, all children have the same rights to get education, including children with special needs. Teachers must be able to understand and think about what learning strategies are suitable for children with special needs, because children with special needs require special treatment in educating or teaching them. Inclusive PAUD is an educational institution intended for children with special needs, in addition to children with special needs, many students have also registered in Kasya Inclusion PAUD. This study aims to analyze the implementation of learning strategies in the Kasya Day Care Center and School Banda Aceh Inclusion PAUD, namely the “kayang” strategy, through the library research method. From the results of this study, it can be concluded that the “kayang” strategy has had a huge impact on the progress and success of the Kasya Day Care Center and School Banda Aceh Inclusion PAUD.

scholarly journals Historical Background of Inclusive Education Development in the Nordic Countries

2017 ◽  
Vol 4 (1) ◽  
pp. 97-104 ◽  
Author(s):  
Natalia Andriichuk
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Education System ◽  
Nordic Countries ◽  
Historical Background ◽  
Alternative Form ◽  
Children With Special Needs ◽  
Education Development ◽  
History Of

The article analyzes and interprets the comprehensive presentation of the development of inclusive education in some Nordic countries, namely Sweden, Norway and Iceland. The article states that the special education is still an alternative form of education for children with special needs who cannot attend secondary schools in the majority of the countries. Thus, the relation between inclusive and special education allows the author to draw some parallels between these two types of study to trace the transition from one to another. The author concludes that the history of inclusive education formation in Sweden, Norway and Iceland has much in common, but the Icelandic education system has characteristics which distinguish it from the two others

scholarly journals Supporting of Children with Special Needs in Inclusive Environment by the Teachers Collaboration

Pedagogika ◽  
2020 ◽  
Vol 138 (2) ◽  
pp. 193-208
Author(s):  
Tetiana Skrypnyk ◽  
Olena Martynchuk ◽  
Olha Klopota ◽  
Vytautas Gudonis ◽  
Nataliia Voronska
Keyword(s):  
General Education ◽  
Special Needs ◽  
Management Training ◽  
Children With Special Needs ◽  
Education School ◽  
Teamwork Skills ◽  
Positive Results

This article reveals the features of effective teamwork (teachers, specialists, parents) in management, training in working with children with special needs, in a general education school. To achieve positive results when working with children with special needs in mainstream schools, educators must have sufficient teamwork skills. The results of the study confirmed the effectiveness of the developed pedagogical, and psychological program for the optimization of command control and interaction.

Challenges and Dilemmas in the Education of Children With Special Needs in Romania

2022 ◽  
pp. 191-201
Author(s):  
Emilia Oprisan
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Point Of View ◽  
Children With Special Needs ◽  
Integrated Education ◽  
The Road ◽  
Material Resources ◽  
Inclusive Schools ◽  
Difficult Challenge

Educating children with special needs is a difficult challenge for both families and society. The newest trends in education for these children in Romania are represented by their inclusion in inclusive classes or inclusive schools. It is a beginning of the road both from a legislative point of view and from the point of view of analyzing the efficiency of the system. The issue of the resources dedicated to special education is concerned, this aspect being related both to the level of material resources and to the human resources, their availability, and the level of their training. The analysis of the progresses and the challenges that the Romanian-integrated education is encountering is an important step in identifying possible solutions for increasing the quality of special education in Romania.

Effective Practices for Teaching Writing to Students with Disabilities in the United States

2019 ◽  
Author(s):  
April Camping ◽  
Steve Graham
Keyword(s):  
Special Education ◽  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
The United States ◽  
Individual Student ◽  
Students With Special Needs ◽  
Writing Practices ◽  
General Education Classroom ◽  
Critical Skills

Writing is especially challenging for students with disabilities, as 19 out of every 20 of these students experience difficulty learning to write. In order to maximize writing growth, effective instructional practices need to be applied in the general education classroom where many students with special needs are educated. This should minimize special education referrals and maximize the progress of these students as writers. Evidence-based writing practices for the general education classroom include ensuring that students write frequently for varying purposes; creating a pleasant and motivating writing environment; supporting students as they compose; teaching critical skills, processes, and knowledge; and using 21st-century writing tools. It is also important to be sure that practices specifically effective for enhancing the writing growth of students with special needs are applied in both general and special education settings (where some students with disabilities may receive part or all of their writing instruction). This includes methods for preventing writing disabilities, tailoring instruction to meet individual student needs, addressing roadblocks that can impede writing growth, and using specialized writing technology that allows these students to circumvent one or more of their writing challenges.

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