scholarly journals Inclusion of a Child With a Hearing Impairment in a Mainstream School, Single Case Study

2020 ◽  
Author(s):  
Dita Nīmante ◽  
◽  
Liene Ekša ◽  
Keyword(s):  
Special Needs ◽  
Hearing Impairment ◽  
Inclusive Education ◽  
Social Participation ◽  
Social Inclusion ◽  
Single Case ◽  
Organizational Response ◽  
Structured Interviews ◽  
Before And After ◽  
Mainstream School

Inclusive education means that all pupils, regardless of their ability, gender and race, can study with their peers in the school closest to their place of residence. When enrolling students with special needs in a school, the quality of the student’s academic and social inclusion is equally important. The study aims to analyze the single case of inclusion of a boy with a hearing impairment in a mainstream school X to answer the research questions: how do teachers deal with a pupil with hearing impairment and his needs in the classroom, what are the peculiarities of a hearing-impaired child’s learning, what support (academic and social) is provided to the boy to promote his inclusion in school and the classroom? In the qualitative study, semi structured interviews were conducted with the boy with a hearing impairment and 5 teachers of school X and the boy’s father, they were analyzed using content analysis. Three main categories emerged from the data: (1) support provided by teachers/school; (2) social participation in the classroom, school, friendships, (3) barriers for inclusion. There were two time periods in the first category suggested: (a) before the boy was identified as a child with special needs and (b) after the statement on special needs were received. There were several sub-categories that emerged from the transcripts: support measures provided to a child with a hearing impairment in the classroom, organizational response of the school to a child with a hearing impairment, the visible and invisible aspects in social participation of a child with hearing impairment in a mainstream school. The study highlighted that the academic and social inclusion experience of a child with a hearing impairment in a mainstream school may differ before and after receiving the statement from the Pedagogical Medical Commission on the child’s special needs. The study discusses whether the statement of a pupil’s special needs may become a new barrier to inclusive education that encourages schools to develop new exclusionary practices.

scholarly journals Pre-service Teachers’ Perspectives on their Preparation for Inclusive Teaching: Implications for an Organizational Change in Teacher Education

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Ayman Massouti
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Teacher Education Program ◽  
Single Case ◽  
Structured Interviews ◽  
Education Policies ◽  
Policy Practice ◽  
Sensemaking Theory ◽  
Inclusive Teaching ◽  
K 12

This single case study examined the perspectives of 12 pre-service teachers in one Ontario teacher education program towards their preparation for inclusive teaching using Sensemaking theory as a theoretical framework. Semi-structured interviews as well as document analysis for inclusive education policies were conducted. The findings showed that pre-service teachers perceive inclusion as a collaborative policy practice that requires the possession of a positive mindset, respect towards all learners, and the necessary resources. Moreover, the findings suggest the need for the examined program to critically review its curricular structure in terms of how course designs and requirements would further support future teachers’ knowledge and practices around inclusive teaching. In addition, completing the field-based experience component under the supervision of inclusion-oriented associate teachers and in K-12 classrooms that exemplify students’ diversity was found crucial.

scholarly journals Testimonial Therapy: Impact on social participation and emotional wellbeing among Indian survivors of torture and organized violence

2018 ◽  
Vol 25 (2) ◽  
pp. 12 ◽  
Author(s):  
Mia Myhre Jørgensen ◽  
Jens Modvig ◽  
Inger Agger ◽  
Lenin Raghuvanshi ◽  
Shirin Shabana Khan ◽  
...  
Keyword(s):  
Social Participation ◽  
Positive Impact ◽  
Well Being ◽  
Community Empowerment ◽  
Control Group ◽  
Emotional Wellbeing ◽  
Structured Interviews ◽  
Organized Violence ◽  
Before And After ◽  
Survivors Of Torture

Introduction: Traumatizing events, such as torture, cause considerable impairments in psycho-social functioning. In developing countries, where torture is often perpetrated, few resources exist for the provision of therapeutic or rehabilitating interventions. The current study investigated the effectiveness of Testimonial Therapy (TT) as a brief psycho-social intervention to ameliorate the distress of Indian survivors of torture and related violence. Method: Three outcome measures (the WHO-5 Well-Being Scale, Social Participation-Scale and Pain and Anger Analogue) were compared before and after receiving TT, and semi-structured interviews were conducted with survivors who had previously received TT. Findings: Participants showed significant improvements in emotional well-being, social participation, and self-perceived pain and anger. Furthermore, three qualitative interviewswith survivors indicated that TT had a positive impact at the community level. Discussion: Although the study was conducted without a control group for comparison, TT appeared to be an effective method for improving well-being and ameliorating distress among survivors of torture. Furthermore, TT can potentially promote community empowerment. However, more research on this aspect is needed.

scholarly journals HERMENEUTIC PERSPECTIVES OF PRE-SERVICE SCIENCE TEACHERS ABOUT SCIENCE

2018 ◽  
Vol 17 (5) ◽  
pp. 778-799
Author(s):  
Bilge Can ◽  
Asiye Bahtiyar ◽  
Hasret Kökten
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Single Case ◽  
Descriptive Analysis ◽  
Meaningful Learning ◽  
Deep Understanding ◽  
Service Science ◽  
Structured Interviews ◽  
Before And After ◽  
Mathematics And Science

Science education emphasizes the development of individuals' ability to make comments, reasoning, and critical reflection while expressing their scientific thoughts. In this sense, future science teachers have great responsibility to develop those skills of the learners and their meaningful learning. Many researches emphasize hermeneutical thinking for disciplines such as mathematics and science to create meaningful learning. The current research aimed to reveal pre-service science teachers’ hermeneutical perspectives about science and to determine their existing ideas. For this aim, scientific problems presented to pre-service science teachers via scenarios, and how they developed their approaches to solve these problems, and whether they used hermeneutics in this process were examined. The hermeneutical perspectives of pre-service teachers were selected as a single case -by using qualitative research method- to have a deep understanding of their hermeneutical perspectives. The research group consisted of nine third-year-students. Semi-structured interviews prepared by the researchers were applied before and after the intervention in the research conducted for 14 weeks in Science Teaching Laboratory Applications-I course. The data were analysed by a descriptive analysis method. It has been evidenced that science-related hermeneutical perspectives of the pre-service science teachers have developed as a result of the problem-based scenario studies. Key words: hermeneutics, hermeneutical perspective, scenario-based learning, science education, pre-service science teacher.

scholarly journals Competency of Zimbabwean Teachers Who Completed In-Service Teachers Training Program in Inclusive Education

2019 ◽  
Vol 10 (1(V)) ◽  
pp. 22-29
Author(s):  
Patricia Muvirimi
Keyword(s):  
Professional Development ◽  
Special Needs ◽  
Inclusive Education ◽  
Teaching Strategy ◽  
Structured Interviews ◽  
Extensive Training ◽  
Special Needs Education ◽  
Analyse Data ◽  
Teachers Training ◽  
Purposive Sample

This qualitative study examined the competency of in-service teachers in inclusive education inZimbabwe. A purposive sample of 15 graduate in-service special needs education teachers selected from onestate university participated in the study. Semi structured interviews were used to collect data. Thematicanalysis was used to analyse data. The study established that for most of the teachers, the in service trainingfairly managed to prepare them adequately to teach in an inclusive class. It was also found from the study thatmost teachers interviewed are knowledgeable in identifying children with special needs. Peer tutoring andinteraction groups were common methods of teaching. It was also reported that lack of resources and lack ofsupport from other teachers were major challenges impeding teachers from meeting the needs of the learnersin inclusive setting. The study further revealed that extensive training on use of individual educationalprogram is needed during training. The study recommends that teachers be evaluated on all relevantcompetences during teaching practise which could enhance the professional development of in-serviceteachers in inclusive education. Another recommendation is that micro teaching strategy be used to fine tunethe teachers skills in teaching in an inclusive classes.

Ensuring Social Inclusion and Quality in Learning of Children with Special Needs through Inclusive Teacher Education

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
Vandana Singh
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Social Inclusion ◽  
National Curriculum ◽  
Effective Means ◽  
National Policy ◽  
Well Being ◽  
School Level ◽  
Education For All ◽  
Children With Special Needs

Education acts as an instrument of Socialization, helping the individual to internalize the structures and processes of society and learn those skills and attitudes, which will enable him to take a meaningful place in society and contribute to its well being. Also, it helps in developing the capacity for critical thinking hence becomes a catalyst for social change. What happens in a situation, if the education does not reach all? You would agree that there is a global concern on ‘Education for All’ without compromising the quality. With this comes a challenging task to respond to wide array of students with different needs .At the school level, inclusive education seeks to address the learning needs of all with a specific focus on those who are marginalized due to some disability. The regular schools with inclusive orientation are the most effective means of combating discrimination, creating welcoming communities, building an inclusive society and achieving education for all (UNESCO, 1994). This has further restated in World Education Forum that school should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic and other conditions, (Dakar, 2000). Also, the Indian National Policy on Education (1986) and National Curriculum Framework for school education (2000) emphasized the need for integration of all children with special needs in the regular schools.

scholarly journals Gender Equality and Social Inclusion (GESI) Pada Dua Sekolah Inklusi Di Ponorogo

2021 ◽  
Vol 19 (2) ◽  
pp. 141-156
Author(s):  
Evi Muafiah ◽  
Ayunda Riska Puspita ◽  
Vivi Vellanita Wanda Damayanti
Keyword(s):  
Public Schools ◽  
Special Needs ◽  
Gender Equality ◽  
Inclusive Education ◽  
Social Inclusion ◽  
Learning Opportunities ◽  
Students With Special Needs ◽  
Study Results ◽  
And Gender ◽  
Attention To Students

Sekolah Luar Biasa (SLB) yang didirikan untuk membantu Anak Berkebutuhan Khusus (ABK) dalam mengakses pendidikan, ternyata di sisi lain menjadikan anak-anak ini terkelompokkan berdasar pada kategorisasi kekhususannya, sehingga mereka menjadi eksklusif. Hal ini berbeda dengan pendidikan inklusif yang memberikan kesempatan kepada semua anak untuk belajar bersama-sama di sekolah umum. Kesempatan belajar tersebut dilaksanakan dengan memperhatikan keragaman dan kebutuhan serta peran gender masing-masing individu. Paperini bertujuan untuk mendeskripsikan pembelajaran bernuansa Gender Equality and Social Inclusion ( GESI)di sekolah inklusi di Ponorogo. Analisis difokuskan pada aspek akses, partisipasi, kontrol, dan manfaat dalam pembelajaran di sekolah tersebut. Tahapan paperdimulai dari pengumpulan data (observasi, wawancara, dan dokumentasi), analisis data yang meliputi tahapan reduksi data, paparan data dan verifikasi data serta penarikan kesimpulan. Hasil penelitian menyatakan bahwa pembelajaran bernuansa GESI diterapkan dalam pelaksanaan pembelajaran dengan cara memperhatikan kebutuhan dan kemampuan siswa yang beragam terutama pada siswa berkebutuhan khusus dan tanpa membeda-bedakan antara peran laki-laki dan perempuan.[The Special School (SLB), which was established to assist Children with Special Needs (ABK) in accessing education,  in fact makes these children were grouped into their specificity so that they become exclusive. This is different with  inclusive education, which provides opportunities for all children to learn together in public schools. These learning opportunities are implemented by considering each individual’s diversity and needs and gender roles. This study aims to describe learning process with Gender Equality and Social Inclusion (GESI) in inclusive schools in Ponorogo. The analysis focuses on access, participation, control, and benefits in learning at the school. The research stages began with data collection (observation, interviews, and documentation), data analysis that included data reduction, data exposure, data verification, and conclusion. The study results  that GESI-style learning is applied in learning by paying attention to students’ various needs and abilities, especially students with special needs, without differentiating between men’s and women’s roles.]

scholarly journals Involvement and Multicultural Counselling Competency Among School Guidance and Counselling Teacher Towards Special Needs Students

2017 ◽  
Vol 2 (1) ◽  
pp. 44-52
Author(s):  
Norafifah Bali ◽  
Mohamad Hashim Othman
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Education Program ◽  
Structured Interviews ◽  
Special Needs Students ◽  
Unique Challenge ◽  
Counselling Services ◽  
Multicultural Counselling ◽  
School Guidance

chool Guidance and Counselling Teachers who involved in the Integrated Special Education Program and the Inclusive Education Program are facing unique challenges. This unique challenge is due to their responsibility in providing guidance and counselling services to two groups of client, the mainstream students and the Special Needs Students. Previous study found that School Guidance and Counselling Teachers were less involved in providing guidance and counselling services to Special Needs Students and their counseling competence towards Special Needs Students level was indicated from low to moderate. Therefore, further studies on involvement and competencies need to be implemented. A qualitative research methodology such as Multiple Case Studies is the ideal research design for this study. There are two proposed methods of data collection, semi structured interviews and document analysis. The results of this study will contribute to the Multicultural Counselling Model in the Special Education setting and the improvement of the guideline of guidance and counselling

scholarly journals THE INFLUENCE OF VOLUNTEER ACTIVITIES ON THE SOCIALIZATION OF CHILDREN FROM ORPHANAGES BY MEANS OF ART

2020 ◽  
Vol 8 (6) ◽  
pp. 68-81
Author(s):  
M.S. Berezhnaya ◽  
E.V. Mikhailina
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Extracurricular Activities ◽  
Secondary Data ◽  
Positive Influence ◽  
Children With Special Needs ◽  
Structured Interviews ◽  
Psychological Assistance ◽  
Additional Education ◽  
Practical Recommendations

Purpose of Study: The study is aimed at substantiating theoretically and methodologically the influence of volunteer activities on the socialization of children from orphanages using art and socio-cultural rehabilitation. Methodology:The study is divided into three stages, during which different methods of analysis and information collection are used. At the first stage, a preliminary analysis of secondary data from open sources is carried out. At the second stage, an analysis of the primary information received from the orphanage staff from semi-structured interviews and questionnaires developed by the authors of the study is carried out. At the third stage, conversations with children, as well as the observation during their activities and questionnaires for both the children and the volunteers, are carried out and projective methods are used. Main Findings: The study has revealed a significant role and influence that volunteers and their artistic and creative activities with children have on the process of socialization of children through art. Several practical recommendations have also been developed for organizing the selection of volunteers to work in orphanages and to organize, accompany and support volunteer activities there. Applications of this study: The results of the study can be used in pedagogical activities in the process of organization of leisure and extracurricular activities as additional education, both in orphanages for children with special needs and in educational institutions during the implementation of inclusive education. Besides, the results of the study can be used in the process of organization of psychological assistance and/or corrective work with children with special needs to help them socialize successfully through art. The novelty of the study: The theoretical and methodological substantiation of the positive influence of volunteer activities on the socialization of children from orphanages by means of art and socio-cultural rehabilitation. It was carried out with the help of questionnaires and surveys developed by the authors of the study, analysis and assessment of the degree of volunteers’ influence on the process of socialization of children with special needs, with identifying the main requirements for volunteers, practical recommendations for psychological support and support of volunteers and their work with children with special needs in orphanages.

scholarly journals Ethical Regulation as a Problem-Solving Resource Leading to Participant Interaction in the Educational Process in Terms of Integration and Inclusion

2019 ◽  
Vol 23 (3) ◽  
pp. 423-439
Author(s):  
Anastasiya V. Miklyaeva ◽  
Elena K. Veselova ◽  
Galina V. Semenova ◽  
Elena V. Bakhvalova
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Professional Ethics ◽  
Educational Process ◽  
Ethical Principles ◽  
Children With Special Needs ◽  
Family Status ◽  
Structured Interviews ◽  
Model Code ◽  
Heterogeneous Class

Introduction. The article is dedicated to analysing the possible ethical regulation of problems that arise during the interaction of participants in the educational process through integration and inclusion (based on the example of teaching children with disabilities and orphaned children in regular schools). The relevance of the article is in its discussion of the trend towards the spread of inclusive and integrative practices in modern Russian education. Materials and Methods. The study was aimed at investigating problems experienced in terms of inclusion and integration in the context of ethical principles of interaction in education. The study involved 391 respondents, all students of regular schools of St. Petersburg and the Leningrad Oblast, in which programs of inclusion and/or integration have been put into practice, as well as their parents and teachers. The problems arising in the interaction of subjects of education in the conditions of integration and inclusion were studied by sociometry (characteristics of the position of special children in the system of interpersonal relations with peers in a heterogeneous class), structured interviews (analysis of the teachers’ attitudes to work in heterogeneous classes) and questionnaires (analysis of the parents’ attitude to teaching their children in a heterogeneous class). Interpretation of the results was carried out by comparing the empirical data with the ethical principles fixed in the Model Code of Professional Ethics of Pedagogical Workers, as well as ethical codes adopted by representatives of related professions. Results. During processes of integration and inclusion, a hidden or obvious social exclusion is observed in every part of interaction during the educational process (“student-student”, “student-teacher”, “student-parent”, “parent-teacher”) and is specified by the following characteristics: discrimination and stigmatisation of children with special needs and their parents; exclusion of children with special needs to the fringes of the social system inside their class; intentional or unintentional information disclosure about the child’s health and/or his family status. The ethical principles that are most often violated in the interaction of participants in the educational process (the principle of respect, the principle of competence, the principle of confidentiality) are highlighted. A theoretical comparison of the items that reveal these ethical principles in the professional codes of doctors, social workers, educational psychologists and the Model Code of Professional Ethics of Pedagogical Workers showed that ethical regulation can become a useful resource for resolving moral conflicts that arise in pedagogical interaction. For this, it is necessary to indicate the principles of respect and competence regarding the conditions of an integrated and inclusive education, as well as to develop special content related to the principle of confidentiality. Discussion and Conclusion. The findings contribute to the development of pedagogical deontology and can be used to clarify ethical principles of interaction in ter ms of integration and inclusion in education.

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