Empowering the Disabled Through Inclusive Education

2007 ◽  
Author(s):  
Moiz Tundawala
Keyword(s):  
Inclusive Education ◽  
The Disabled

Regulatory mechanisms for ensuring accessibility, individualization and inclusion of vocational education for the disabled and people with disabilities in rural areas of Russia

2020 ◽  
pp. 19-30
Author(s):  
V. G. Novikov ◽  
E. A. Gridasova ◽  
Yu. A. Kulikova ◽  
S. A. Gorokhov
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Agricultural Education ◽  
Rural Areas ◽  
People With Disabilities ◽  
Legal Regulation ◽  
Rural Residents ◽  
Persons With Disabilities ◽  
The Disabled

The article deals with the issues of legal regulation of ensuring accessibility of higher education for the disabled and people with disabilities. The relevance of obtaining agricultural education in the Russian Federation, which should be as close as possible to the main consumer — the rural population, is emphasized. The openness of agricultural education to the needs of rural residents will help reduce migration fl ows and preserve young people in rural areas. Attention is drawn to the fact that obtaining agricultural education is possible and accessible not only for people without disabilities, but also for people with disabilities. The advantage of providing higher agricultural education to this category of rural residents is that they are not aimed at migration, they live permanently and for a long time in a certain territory. The review of the current legal acts regulating the issues of accessibility and training in higher education organizations for persons with disabilities and persons with disabilities is presented. The article analyzes current trends in the legal fi eld of inclusive education. The article considers the concept and legal status of disabled people and students with disabilities, the concept of inclusive education and the requirement for its implementation at all levels, including higher education.

TOLERANCE AS A CONDITION FOR THE DEVELOPMENT OF INCLUSIVE EDUCATION

2018 ◽  
Vol 10 (3/1) ◽  
pp. 167-171 ◽  
Author(s):  
I. E. NEFEDYEVA ◽  
E. V. ZIMINA
Keyword(s):  
Inclusive Education ◽  
Low Income ◽  
Social Groups ◽  
Modern Society ◽  
Religious Communities ◽  
Social Characteristics ◽  
Sociological Research ◽  
State University ◽  
The Disabled ◽  
Limited Health

In the article results of sociological research of quality of tolerance  and features of tolerant attitudes in the student's environment are  resulted. The survey was conducted in the form of a questionnaire survey of students at the Baikal State University.  General views of the student youth about tolerance and intolerance,  their essential expression were considered. The main types of  tolerance are revealed depending on ethnic, psychophysical, demographic and other social characteristics. The  estimation of tolerance among students in small social groups is  given. The reasons and methods for resolving disagreements and  conflicts manifested on the basis of intolerant behavior and  relationships were studied. The students' opinion on the level of  tolerance in modern society among representatives of different  national groups, social strata, different faiths, political opinions, etc.  is considered. Particular attention is paid to the manifestation of  tolerance towards people with disabilities and limited health  opportunities. The reasons for intolerance in relations between  different social groups are indicated. The degree of influence on the  tolerance of various factors (health, religion, nationality, status, etc.)  has been revealed. The students' opinion on the necessity of  manifestation (observance) of tolerant attitude to the  representatives of certain social groups, in particular, to the disabled, ethnic and religious communities, the low-income and others is  considered.

scholarly journals Defectology and inclusion

2018 ◽  
Vol 42 (3) ◽  
pp. 94-102
Author(s):  
Stine Vik ◽  
Hege Merete Somby
Keyword(s):  
Inclusive Education ◽  
Educational System ◽  
Normal Child ◽  
Educational Strategy ◽  
Western Countries ◽  
Differential Approach ◽  
Relevant Today ◽  
The Disabled

In this article we claimed that the conception and rhetoric Vygotsky questioned in his works on Defectology still are relevant today in the age of inclusive education. The educational system in several western countries is built upon the strategy of reducing the gap between what the “normal” child can do and the expectations of the disabled child’s competence and skills. The educational system is constructed to handle the “normal” child, and will make adjustments for the disabled child in relations to what the “normal” child is capable of. This is in conflict with the ideology of inclusive education. In our opinion, the educational strategy as a “negative education” is a paradox to the overarching aim of inclusive education. As long as we measure what the child is not able to do, we will not be working towards an inclusive education. In this article we make use of Vygotsky’s perspectives on defectology and “positive differential approach” to discuss these issues.

scholarly journals Modern Strategies of Modelling Informational and Analytical Support of Inclusive Higher Education in Russia

2017 ◽  
Vol 22 (1) ◽  
pp. 161-168
Author(s):  
N.V. Karpushkina
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Ministry Of Education ◽  
Persons With Disabilities ◽  
The Disabled ◽  
Strong Motivation ◽  
The Russian Federation ◽  
The Government ◽  
Free Environment ◽  
Government Contract

The paper gives a description of modern approaches to the modelling of informational and analytical support of higher education in persons with disabilities. It proposes a model of such support depending on the type of disability and provides a detailed description of structure components of informational and analytical support. It is argued that the main areas of support of individuals with disabilities are the following: adaptational and orientating (pre-university); organizational and coordinative; psychological and educational; academic; sociocultural; medical and health-improving; vocational (postgraduate) etc. Each area is comprehensively defined. The paper reveals the principles underlying the modelling of informational and analytical support of higher inclusive education, such as: the principle of expanding and shaping a tolerant ‘barrier-free’ environment; the principle of subjectivity and socialization; the principle of strong motivation and activity; the principle of dialogue; the principle of variation; and, finally, the principle of informational openness. This work was carried out with the support of the Government Contract of the Ministry of Education and Science of the Russian Federation (project 2016- 01.04- 05- 020 – F- 35.001) “Monitoring and Informational/Analytical Support of Regional Resource Centers for Higher Education for the Disabled”.

scholarly journals Public Policy and ICTs for Higher Education of Disabled Students in Indonesia

2017 ◽  
Vol 2 (4) ◽  
pp. 51
Author(s):  
Akmal .
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Action Plan ◽  
Further Education ◽  
Vocational High School ◽  
Post Secondary ◽  
Central Java ◽  
Presidential Decree ◽  
The Disabled ◽  
The Government

The Indonesian government’s policy on inclusive education determined that students with all type of disabilities (physical, mental and social) should be mainstreamed into general schools regardless post-secondary schools/colleges/universities. As a result, those disabled graduating from vocational high school should be satisfied with non-formal occupation. By improving their scientific enquiries through ICT aid, they could pursue further education in accounting, management, architecture, design graphics, translator, etc and enjoy formal occupations for a much better income. This paperexamines to what extent the government policies have or have not effectivelypromoted the rights of the disabled to higher education and training via the use of information communication technology. This paper draws on a survey of fivehigh schools for the disabled at Central Java and Yogyakarta with total of 170 students. It was found that there is no Presidential Decree or Ministerial Decree on post-secondary education /higher education of the disabled. Even the Presidential Decree No 75 of 2015 was oriented to the national action plan for the disabled (2015-2019) such as implementing the respect, protection, fulfillment, enforcement, and promotion of human rights in Indonesia. 

scholarly journals ATTITUDES OF GRADE ONE EDUCATORS TOWARDS THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN CLASSROOMS AT BOTSHABELO SCHOOLS

2021 ◽  
Author(s):  
Nomvuyo Joyce Mantshiyane ◽  
◽  
Wendy Setlalentoa ◽  
Pule Phindane ◽  
◽  
...  
Keyword(s):  
Parental Involvement ◽  
Inclusive Education ◽  
School Environment ◽  
Primary Schools ◽  
Barriers To Learning ◽  
Inclusive Curriculum ◽  
Learning Barriers ◽  
The Disabled ◽  
The Republic ◽  
Grade One

The provision for learners with disabilities has been part of a process and the development of an inclusive education system can be traced back to the nation’s founding document, the Constitution of the Republic of South Africa 108 of 1996. Creating an inclusive education environment is about celebrating diversity among learners and creating a welcoming culture where all learners are valued and made to feel that they belong. Inclusivity is about recognising that no two children are alike, and all children can learn. Most children with barriers to learning are accommodated in ordinary schools. Frequent causes of barriers to learning include discriminatory attitudes, labelling and discouragement. The study investigated Grade one educators’ attitude towards the implementation of inclusive education at selected Botshabelo Primary Schools in the Free State Province. The study adopted an interactive qualitative approach. The population comprised educators and principals from selected primary schools in Botshabelo. A non-probability selection of participants was used to randomly select educators and principals from five schools. Data were analyzed by means of thematic analysis. The results of the study revealed that there are different factors contributing to the attitudes of Grade one educators towards the implementation of inclusive education in classrooms, amongst others, untrained educators for inclusive education; unsuitable environment for the disabled learners with learning barriers; lack of resources for inclusive education and curriculum at the level of learners with learning barriers; lack of parental involvement; and classroom overcrowding. The results revealed solutions to the negative attitudes of Grade one educators towards the implementation of inclusive education in classrooms which include training educators for inclusive education; parental involvement in learner’s education; a suitable environment for disabled learners and those with learning barriers, consideration of learner-teacher ratio; availability of suitable resources for inclusive education; and availability of inclusive curriculum. The study recommends that educators should be developed professionally by being trained about inclusive education; parents should be involved to support educators and their children; the school environment and buildings should be free from hazards; and overcrowding in classrooms should be avoided.

scholarly journals Politik Hukum Disabilitas: Studi Kasus Perda No. 8 Tahun 2013 di Wonogiri

INKLUSI ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 127
Author(s):  
Muhammad Julijanto
Keyword(s):  
Health Services ◽  
Inclusive Education ◽  
Mixed Method ◽  
Disability Rights ◽  
Legal Research ◽  
Persons With Disabilities ◽  
Public Facilities ◽  
Empirical Law ◽  
Disability Law ◽  
The Disabled

This study answers the question of how the politics of protection and fulfilment of the rights of persons with disabilities in the case of Regional Disability Regulations in Wonogiri Regency. With a mixed-method between normative legal research and empirical law, the research found that: 1) Regional Regulation No. 8 of 2013 concerning Disability and Empowerment of the Disabled in Wonogiri shows concern and attention to the fulfilment of disability rights along with social security; 2) The politics of disability law is the response of all factions in the DPRD who approve and support the fulfilment of the rights of persons with disabilities through accommodation in regional regulations; 3) Regional Regulations have been implemented largely in stages. Such as the implementation of inclusive education, health services, disability political participation, accessibility for people with disabilities in public facilities and infrastructure.[Penelitian ini menjawab pertanyaan bagaimana politik perlindungan dan pemenuhan hak penyandang disabilitas dalam kasus Peraturan Daerah Disabilitas di Kabupaten Wonogiri. Dengan metode campuran antara penelitian hukum normatif dan hukum empiris, penelitian menemukan bahwa: 1) Peraturan Daerah No. 8 Tahun 2013 tentang Kesetaraan dan Pemberdayaan Difabel di Wonogiri menunjukkan kepedulian dan perhatian terhadap pemenuhan hak-hak disabilitas beserta jaminan sosialnya; 2) Politik hukum disabilitas merupakan respon semua fraksi di DPRD yang menyetujui serta mendukung terpenuhinya hak-hak difabel melalui akomodasi peraturan daerah; 3) Peraturan Daerah ini telah diimplementasikan sebagian besar secara bertahap. Seperti implementasi pendidikan inklusif, pelayanan kesehatan, partisipasi politik difabel, aksesbilitas bagi difabel dalam sarana dan prasarana publik.]

scholarly journals AKSESIBILITAS PENYANDANG TUNADAKSA

2018 ◽  
Vol 5 (1) ◽  
pp. 83
Author(s):  
Ezza Oktavia Utami ◽  
Santoso Tri Raharjo ◽  
Nurliana Cipta Apsari
Keyword(s):  
Data Collection ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Educational Institutions ◽  
Final Conclusion ◽  
Literature Study ◽  
Collection Method ◽  
Persons With Disabilities ◽  
The Disabled ◽  
Institute Of Technology

AbstractAccessibility is a component of the implementation of inclusive Education that must be met. Aiming to facilitate students with disabilities to do mobility and access on campus, so that students with disabilities can perform activities independently without any obstacles and constraints of its diffability. The existence of accessibility to the building of inadequate educational institutions creates a barrier for persons with disabilities. Accessibility in this study focused on the accessibility of people with physically disabled by taking the case of buildings located at the Bandung Institute of Technology (ITB) located in Jatinangor. The data collection method used is physical field observation, literature study taken from textbook, article, and internet exploration. The final conclusion shows that accessibility of institutional buildings still has not reached perfectly in accordance with existing standards to be accessible to persons with disabilities and not yet fulfilling accessibility principles; safety, convenience, usability, independence. However, some buildings have tried to present the elements of accessibility that is sufficient to provide convenience for the disabled as a user of the building.Abstrak Askesibilitas merupakan suatu komponen dari pelaksanaan Pendidikan inklusi yang harus dipenuhi. Bertujuan untuk memudahkan mahasiswa difabel untuk melakukan mobilitas dan akses yang ada di kampus, agar mahasiswa difabel dapat melakukan aktifitas secara mandiri tanpa hambatan dan kendala-kendala difabilitasnya. Keberadaan aksesibilitas pada bangunan institusi pendidikan yang belum memadai menimbulkan hambatan tersendiri bagi penyandang disabilitas. Aksesibilitas dalam kajian ini difokuskan kepada aksesibilitas pada penyandang Tunadaksa dengan mengambil kasus bangunan yang terdapat di Institut Teknolgi Bandung (ITB) yang berlokasi di Jatinangor. Metode pengambilan data yang digunakan adalah dengan observasi lapangan fisik, studi literatur yang diambil dari buku teks, artikel, dan penjelajahan internet. Hasil riset menunjukkan bahwa aksesibilitas bangunan institusi masih belum mencapai sempurna sesuai dengan standar yang ada untuk dapat diakses oleh penyandang tunadaksa serta belum memenuhi asas aksesibilitas; keselamatan, kemudahan, kegunaan, kemandirian. Namun, sebagian bangunan telah berusaha menghadirkan elemen-elemen aksesibilitas yang cukup memberikan kemudahan bagi penyandang Tunadaksa sebagai pengguna bangunan. 

scholarly journals Comparative Research on Inclusive Education in England, Germany, France and Turkey from the Perspective of Physical Activity

2018 ◽  
Vol 8 (4) ◽  
pp. 31-38
Author(s):  
Abdullah Bora Özkara
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Inclusive Education ◽  
Disabled Children ◽  
Special Educational Needs ◽  
Classroom Learning ◽  
Special Needs Education ◽  
The Disabled ◽  
The Government ◽  
French Education System

Abstract Different countries differently address the physical education needs of disabled children. Some focus only on the classroom learning hence equipping the children with little knowledge on physical education. Others lack the facilities to facilitate the physical education of the disabled. This has led to an increased number of the disabled with little or no knowledge about their talent in the field of sports. This paper compares access to the physical education by the disabled in England, Germany, France and Turkey. The countries were determined by taking into consideration the population and geographical conditions. Data is collected from secondary resources and compared for the countries. The paper also sheds light on the factors that hamper the provision of physical education to the disabled in the three countries. It is concluded that the education systems in Germany and England do not favor the provision of physical education to the disabled. Special educational needs are recognized in the French education system and hence the reason behind the increased number of disabled children majoring in sports. The second barrier to the provision of physical education to the disabled is the lack of facilities. In Germany, for example, there are inadequate facilities for use by disabled students while doing physical exercises. In England, the focus is on classroom learning. It is only in France where the government has provided adequate equipment for use by the disabled during physical education classes (Ardoy, et al., 2014). In Turkey there is a need to further encouragement of participation in physical activity of people with disabilities Finally, there has been a belief that the disabled have no place in the field of sports hence leading to poor financing of the special needs education by the government.

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