scholarly journals Comparative Study on Approaching Inclusive Physical Education from the Perspective of Alternative Pedagogies

2018 ◽  
Vol 10 (1) ◽  
pp. 123
Author(s):  
Alina Gabriela RUSANESCU ◽  
Ana Maria SORA ◽  
Marius STOICESCU
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Learning Assessment ◽  
Successful Implementation ◽  
Special Educational Needs ◽  
Child Centered ◽  
Assessment Activity ◽  
Teaching Learning ◽  
New Forms Of Learning ◽  
Alternative Pedagogies

This century is characterized by rapid changes in society. In this light, education must help children by guiding the school to new forms of learning that give the students the opportunity to respond to unforeseen situations. Various ways to promote inclusive education are being explored nowadays, as an alternative for children with special educational needs (SEN). In this context, inclusive physical education is a methodological orientation aimed at organizing the learning process with mixed teams, which include pupils with and without deficiencies. A child-centered pedagogy is being promoted in this way, intended to reduce segregation and provide educational solutions regardless of the children’s level of abilities. Alternative pedagogies are one of the resources of conceptual and methodological development of inclusive physical education. These are present perspectives of approaching education by providing the teacher with variants of organizing the teaching-learning-assessment activity in accordance with the needs of students with SEN. This paper aims to highlight the specific way in which alternative pedagogies provide educational resources for the successful implementation of inclusive physical education programs. In this respect, a comparative analysis of educational alternatives is presented according to the organizational, curricular and didactic criteria that apply to the teaching process of physical education to classes in which children with SENs are integrated. At the same time, methodological suggestions are offered on optimizing the teaching of inclusive physical education.

scholarly journals Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Diego Navarro-Mateu ◽  
Teresa Gómez-Domínguez ◽  
María Padrós Cuxart ◽  
Esther Roca-Campos
Keyword(s):  
Secondary Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Instrumental Learning ◽  
Educational Systems ◽  
Successful Implementation ◽  
Special Educational Needs ◽  
Educational Strategies ◽  
Students With Special Needs ◽  
Documentary Analysis

Across Europe, the enrolment of students with special educational needs in regular classrooms is increasing, although it does not always mean access to high quality educational experience. In this context, inclusive education has been enhanced in most educational systems, but its successful implementation is still limited and has become a challenge in most countries, and specially in secondary education, when segregation due to learning achievement is more frequent. Educational practices that take into account the potential of promoting learning interactions within heterogeneous groups of students have already demonstrated contributing to educational inclusion of students with special needs. In this study we analyse the case of a secondary education school located in Valencian Community (Spain), which educates students with special needs along with their typically developing peers and is characterized by its inclusive ethos. The analysis focuses on three educational strategies implemented in the school and their impact on educational improvement and inclusion of the students with special needs: (1) co-teaching, (2) interactive groups, (3) dialogic literary gatherings. Qualitative data were obtained from communicative focus groups with teachers, communicative life stories with students and relatives, communicative observations of the three educational strategies and documentary analysis. The findings show significant increase in the students' instrumental learning, as well as an improvement in these students' overall inclusion in the school.

The Learners' Isle

2018 ◽  
pp. 240-258
Author(s):  
Menucha Birenbaum ◽  
Elhanan Gazit
Keyword(s):  
Virtual Environment ◽  
Classroom Environment ◽  
First Century ◽  
Learning Assessment ◽  
Educational Goals ◽  
Successful Implementation ◽  
Learner Agency ◽  
Teaching Learning ◽  
The Relationship ◽  
Context Characteristics

The multi-user virtual environment (MUVE) described in this chapter is aimed to promote learner agency and motivation by engaging students in authentic and challenging learning experiences aligned with educational goals to foster twenty-first century competencies. Principles of assessment for learning (AfL) and gamification will be integrated to design a MUVE governed by students. The students will engage in learning, assessment, and instruction-related activities. They will also initiate, manage, and monitor the activities. The relationship between The Learners' Isle virtual environment and the physical classroom environment will be complementary and reciprocal. The teacher (a digital immigrant) and the students (the digital natives) will be partners in the teaching-learning process. The design principles of The Learners' Isle, a scenario to illustrate blended learning, and its conceptualization through an activity theory framework will be presented. In addition, this chapter will discuss the educational context characteristics conducive to successful implementation of the MUVE.

scholarly journals THE EXPERIENCE OF ORGANIZING AND CONDUCTING PHYSICAL CULTURE CLASSES IN CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
pp. 156-167
Author(s):  
R. Davtyan
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Inclusive Education ◽  
Extracurricular Activities ◽  
Emotional State ◽  
Physical Culture ◽  
Table Tennis ◽  
Special Educational Needs ◽  
Methodological Approaches ◽  
Academic Year

Since there is no special program for organizing physical education for schoolchildren with SEN, in 2018-2019 academic year, at the secondary school No. 5 after M. Martirosyan, in Ijevan, it was decided to organize and conduct specially designed classes and extracurricular physical activities for students with SEN. During the classes, the students performed GDE, they were given exercises for posture, concentration, balance and coordination. Extracurricular activities included basketball, volleyball, and table tennis. All 18 students fully participated in both physical education classes and extracurricular activities, which helped to improve their physical and emotional state. At the end of the academic year, the school held an event “Learning Together, Training Together”, the purpose of which was to show the physical progress of students with SEN and their ability to cooperate with classmates. The transition to inclusive education sets the task of developing content and new methodological approaches for teaching of "physical culture" taking into account the physical capabilities of students with special educational needs.

scholarly journals The Italian Leadership on Inclusive Education: Myth or Reality?

2021 ◽  
Vol 9 (2) ◽  
pp. 1241-1263
Author(s):  
Francesco Marsili ◽  
Annalisa Morganti ◽  
Alessia Signorelli
Keyword(s):  
Inclusive Education ◽  
School System ◽  
Educational Policies ◽  
Special Educational Needs ◽  
Evaluation Tools ◽  
Beliefs And Practices ◽  
Learning Practices ◽  
Inclusive Processes ◽  
Teaching Learning

Abstract: Background: Italy is internationally known as a Country with a longstanding “tradition” of inclusive education. Objective: Aim of the paper is to provide a frame on the educational policies that, since 1970s, have steered the school system according to a “fully inclusive” model, highlighting the instruments of teaching – learning and evaluation tools for assessing the quality of the inclusive processes. Methodology: Starting from primary and secondary legislative sources, the paper identifies three main focus points: the passage from the inclusive “principle” to the teaching – learning practices; the tools for answering special educational needs; the tools for assessing the quality of inclusive processes. Discussion: Even though there are many efforts to align to international legislative regulations and to modernize the concept of inclusive education, Italian reality seems to be ossified in self-referential attitudes, beliefs and practices that saturate the school system. The paper outlines the need for defining new systemic research approaches that can validate this long educational tradition.

scholarly journals Perceptions of Students from Northwestern Romania on Online Education during the Pandemic COVID-19

2021 ◽  
pp. 11-18
Author(s):  
Bogdan-Vasile Cioruța ◽  
Marius Mesaroș ◽  
Monica Lauran ◽  
Mirela Coman ◽  
Alexandru Lauran
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Learning Assessment ◽  
Computer Assisted ◽  
Social Experiment ◽  
Assessment Activity ◽  
Multimedia Technologies ◽  
Spatio Temporal ◽  
Voluntary Commitment ◽  
Teaching Learning

The current spatio-temporal context, in which the didactic activities in our country (Romania) are still carried out, is, beyond its form of social experiment, a form devoid of spiritual content. In the transition from classical to modern, through multimedia technologies, the interactions based on the teaching-learning-assessment activity are severely widowed by the physical lack of those closely involved in the educational system. In such a context, considered to be still cloudy, unsettled, the level of perception of those trained is questioned. Thus, through this study, our emphasis and attention fall on how online education is received, accepted, or not among Romanian students; for the study being interviewed only the students from the third year of study, from various specializations (technical and non-technical), aged over 21-22 years. This study took place between November 2020 and February 2021, on a sample of 463 students. Only students with whom the teachers had contact, who actively participated in online courses, seminars, and laboratories (especially computer-assisted training seminars), participated and were interviewed. The whole debate focused on the students' report on the teaching activity carried out exclusively online. Their answers, under anonymity and voluntary commitment, being an overview, which we decided to present both descriptive (only fragments) and infographics (only a summary of answers).

scholarly journals The use of dynamic games in the development of motor skills among children with special educational needs

2017 ◽  
Vol 10 (19) ◽  
pp. 148-153
Author(s):  
Bogdan Constantin Ungurean ◽  
Adrian Cojocariu ◽  
Alexandru Oprean
Keyword(s):  
Physical Education ◽  
Inclusive Education ◽  
Dynamic Games ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Movement Quality ◽  
School Year ◽  
Long Jump ◽  
Shuttle Run

Abstract Dynamic games can contribute to the growth of the efficiency, motivation in developing the quality of the movement for children with special educational needs, if the psycho-physiological particularities in the training of these children are followed, if the most efficient methods and means of achieving the purpose, a good staging of the training process with a proper dosage of the effort and with a growth of the quality in organizing and leading the activity are used. The purpose of the paper was to select among the movement games the most efficient ones for the developing of the movement quality, to explain them during physical education classes and the obtained results to demonstrate their efficiency in achieving the goal. To achieve this study, we started from the following hypothesis: we assume that by predominantly using the dynamic games during the physical education classes we can achieve a growth of the indices of the movement quality in children with special educational needs. Methods and materials: In this aspect, we built a set of tests (Long jump, speed running – 50 meters, Shuttle run 5x10m, throwing rounders ball) with which we operated in two periodical assessments during an entire school year. The place of this study was at the “St. Andrew” Inclusive Education Scholar Center from Gura Humorului. These two classes of students had one weekly hour of physical education in their timetable. Results and conclusions: Using the results of the physical assays as reference elements, the accumulations of the pupils during the research concerning the movement quality had emerged. In conclusion, if age and individual particularities of the pupils, didactical canons are followed, if proper preparatory games are selected and the planned activity happens in a systematic way with responsibility, the results won’t hesitate to appear.

scholarly journals Inclusive Approach in Teaching Students with Special Educational Needs – a Chance to Change the Polish School

2021 ◽  
Vol 6 ◽  
pp. 43-57
Author(s):  
Zofia Pomirska
Keyword(s):  
Learning Environment ◽  
Educational Policy ◽  
Inclusive Education ◽  
Learning Process ◽  
Educational Needs ◽  
Legal Aspects ◽  
Special Educational Needs ◽  
Environment Friendly ◽  
Inclusive Approach ◽  
Teaching Learning

The article deals with the issue of inclusive education, which is one of the priorities of contemporary educational policy. The author describes both the idea of inclusion and the assumptions of inclusive education, as well as introduces the legal aspects of this issue. Particular attention was paid to the situation of students with special educational needs, for whom inclusive education is an opportunity to optimize the teaching-learning process. The final part of the article presents selected practical solutions that can be used by teachers to build a learning environment friendly to students with special educational needs.

scholarly journals Implementing Inclusive Education in Lithuania: What are the main Challenges according to Teachers’ Experiences?

2019 ◽  
Vol 43 ◽  
pp. 37-56
Author(s):  
Suvi Lakkala ◽  
Agnė Juškevičienė ◽  
Jūratė Česnavičienė ◽  
Sniegina Poteliūnienė ◽  
Stasė Ustilaitė ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Primary Schools ◽  
Teacher Educators ◽  
Successful Implementation ◽  
Special Educational Needs ◽  
Pedagogical Competence ◽  
Teacher Competences ◽  
Heterogeneous Classes ◽  
Group Interviews ◽  
Teaching Programs

The purpose of this article was to analyse the challenges primary and subject teachers had experienced concerning the implementation of inclusive education in Lithuanian primary schools, progymnasiums and gymnasiums. In this study, 86 Lithuanian teachers reflected on their experiences of teaching in heterogeneous classes. The data were collected from 13 group interviews. The article highlights the challenges encountered by the primary and subject teachers in implementing inclusive teaching. The findings were arranged under four themes. Concerning teachers’ pedagogical competence, the teachers highlighted difficulties in differentiating their teaching and including the students with special educational needs in the classes’ social peer networks. Teachers also pointed out the need for multiprofessional collaboration and dialogue with parents. The themes were then interpreted in the theoretical frames of teachers’ professional competences. At a practical level, the study’s findings may help teacher educators understand the teacher competences needed to implement inclusive education and support them to develop existing teaching programs to target the successful implementation of inclusive education. At a conceptual level, this study presents evidence for preparing teachers to work in the conditions of striving towards inclusive education.

Public awareness of personality - basis for successful implementation of inclusive education in Kazakhstan

2020 ◽  
Vol 42 (1) ◽  
pp. 5-12
Author(s):  
Zhamilya Namazbayeva ◽  
◽  
Aigerim Kalymova ◽  
Keyword(s):  
Inclusive Education ◽  
Public Awareness ◽  
Legal Aspects ◽  
Theory And Practice ◽  
Successful Implementation ◽  
Special Role ◽  
Special Educational Needs ◽  
Public Consciousness ◽  
The Republic ◽  
First Time

This article discusses the general issues of the state and development of inclusive education in the Republic of Ka- zakhstan. The basic psychological and pedagogical problems of the development of inclusive education are disclosed, a significant place is given to solving specific problems regarding the activities of subjects of education. For the first time, an attempt has been made conceptually to reveal the complex relationship between the theory and practice of inclusive education by means of various sciences. A special role is given to highlighting the issue of readiness of the society, future specialists, the socio-psychological and legal aspects are disclosed. In addition, questions of the attitude of society towards people with special educational needs (SEN) were examined and a special place was em- phasized in this process for the psychological support of working with them. The components of psychological readi- ness are highlighted, some forms and methods of its formation in the country’s education system are presented. The development of public consciousness, the formation of a creative, comprehensive personality of persons with special needs is possible only with the implementation of the indicated theoretical, methodological and practical aspects of this great work.

Attitudes of Preschool and Primary School Teachers for Inclusion of Children with Special Educational Needs in Motor Education

2020 ◽  
Vol 8 (1) ◽  
pp. 55-65
Author(s):  
Galena Terzieva
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Inclusive Education ◽  
Physical Disabilities ◽  
Primary Teachers ◽  
Educational Needs ◽  
Special Educational Needs ◽  
School Teachers ◽  
Primary School Teachers ◽  
Attitudes Toward Teaching

The purpose of this article is to explore the attitudes of preschool and primary school teachers in the inclusive education of children with special educational needs in physical education. The study involved 120 preschool teachers and 100 primary teachers. They completed a modified and adapted version of the Kudláček “Attitudes toward Teaching Individuals with Physical Disabilities in Physical Education – ATIPDPE”questionnaire. The results show that respondents' attitudes towards the inclusion of children with special educational needs in motor education are rather positive. Teachers who have experience in inclusive physical education feel more prepared and more confident in their competence to exercise it, with more inclusive attitudes. On the other hand, older participants and those with more pedagogical experience have less pronounced and less positive inclusive attitudes.

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