scholarly journals Methodological Materials for Inclusive Education – Research Opportunities

2020 ◽  
Author(s):  
Rasa Iesalniece ◽  
◽  
Agnese Gromova-Ķūrena ◽  
Keyword(s):  
Education Research ◽  
Grounded Theory ◽  
Inclusive Education ◽  
Educational Institutions ◽  
New Materials ◽  
Research Opportunities ◽  
One Stop ◽  
Selection Of

There is a variety of methodological materials available nowadays; however, it might be difficult to evaluate whether the materials are applicable in inclusive education settings as there is a lack of specific criteria for evaluating methodological materials. From this topicality further research idea has arisen. The aim of the further research is to find out what useful and practically applicable methodological materials in inclusive education are. As there have not been developed theories on evaluating the methodological materials yet, the research would be based on the methodology of the grounded theory. The research base is 50 different methodological materials that are available in Latvia, collected within the Erasmus+ Project “MyHub – a one-stop-shop on inclusion practices, tools, resources and methods for the pedagogical staff at formal and non-formal educational institutions”. In the result the product of the research would be the guidelines for inclusive education practitioners to enable the search for and selection of ready-made methodological materials and to encourage the development of new materials.

Analysis of Entrepreneurship Education Model of Technology-Driven Agri-Food Industry Applying Line-by-line Coding Method of Grounded Theory

2019 ◽  
Vol 118 (1) ◽  
pp. 1-7
Author(s):  
Byung-Moon Seol ◽  
Young-Lag KIM
Keyword(s):  
Grounded Theory ◽  
Food Industry ◽  
Entrepreneurship Education ◽  
Educational Institutions ◽  
Theory Approach ◽  
Contextual Knowledge ◽  
Coding Method ◽  
Open Coding ◽  
Education Model ◽  
Information Competency

Background/Objectives: This paper investigated and analyzed the phenomena in implementing the curriculum and characteristics of an entrepreneurship education model existing technology-driven agri-food industry. Methods/Statistical analysis: The line-by-line coding method of grounded theory approach by Strauss & Corbin was applied for this study and the collected data was analyzed with the NVIVO 12 program from QSR which is a tool for analyzing quality comparative analysis for better efficiency in open coding. Findings: The contents and the design of education are drawn from founders who are participants of the education, education supply organizations and lecturers and traits in an education model were derived by analyzing the structural relationship between them. This study reveals that entrepreneurial education with contextual knowledge in the agri-food industry strengthens achievements in boosting up competitiveness for industry, local areas, sales and enhancing the field response-ability. Yet, unbalanced educational contents can be caused by a biased education devoted to technologies only for production and cultivation and a lack of diversity and professionalism. Phenomena in implementing curriculum and characteristics of an education model also reveal a lack of support for educational institutions and trainees and unsatisfactory of overall administration system due to an insufficient post management system. In this paper, an essential education contents needed by the agri-food sector entrepreneur are related to information competency enhancement.

Contextual Behavioral Approaches to Understanding Body Image Threats and Coping in Youth: A Qualitative Study

2021 ◽  
pp. 074355842110078
Author(s):  
Anna L. Brichacek ◽  
Kristen Murray ◽  
James T. Neill ◽  
Elizabeth Rieger
Keyword(s):  
Body Image ◽  
Young People ◽  
Developmental Changes ◽  
Educational Institutions ◽  
Life Domains ◽  
Negative Experiences ◽  
Semistructured Interviews ◽  
External Sources ◽  
And Coping ◽  
Selection Of

Adolescence involves significant developmental changes and challenges including heightened body image concerns. However, there is limited research on adaptive ways of responding to perceived threats to body image. This study uses body image flexibility, derived from contextual behavioral perspectives, and coping theories to explore young people’s responses to body image threats. High school and university students (12 male, 15 female) aged 12 to 24 years were recruited from educational institutions in a metropolitan area of Australia. Thematic analysis of semistructured interviews identified themes related to body image threats from internal and external sources. In response to these threats, young people reported coping by changing the content of, and how they related to, perceived threats, and seeking social support. In addition, young people viewed coping as a dynamic process that changed over time and across situations. Reported processes of attending to, and allowing, momentary negative experiences and connecting with other important life domains were consistent with body image flexibility. The coping context affected the selection of coping strategies, with body image flexibility facilitating more adaptive coping for some participants. Further investigation of contextual behavioral approaches, such as body image flexibility, could help to better understand and promote adaptive body image coping in youth.

scholarly journals Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood

2021 ◽  
pp. 027112142199083
Author(s):  
Hailey R. Love ◽  
Margaret R. Beneke
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Critical Race Theory ◽  
Young Children ◽  
Inclusive Education ◽  
Critical Race ◽  
Children And Families ◽  
Race Theory ◽  
Children Of Color ◽  
Educational Processes

Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.

Uralsky, M. (2019). Mark Aldanov. A writer, a public figure and a gentleman of Russian emigration. Prefaced by S. Pesterev and S. Garciano. St. Petersburg: Aleteya. (In Russ.)

2021 ◽  
pp. 296-301
Author(s):  
V. V. Shadursky
Keyword(s):  
Childhood And Adolescence ◽  
Literary Critic ◽  
New Materials ◽  
Scholarly Research ◽  
Public Figure ◽  
Biographical Account ◽  
Moral Beauty ◽  
Selection Of

This first biographical account of M. Aldanov was authored by M. Uralsky, a writer of documentary prose. While not a strict academic publication, the book shows a thorough approach to selection of the material and verification of facts and introduces hitherto unknown documents, thus qualifying as a compelling piece of scholarly research. The book’s three parts are dedicated to key periods of Aldanov’s life: ‘A young Aldanov — happy years’ (1886–1917), ‘A historical novelist of Russian emigration’ (1919–1940), and ‘The twilight of life and work’ (1947–1957). Uralsky uncovered a number of new materials relating to Aldanov’s childhood and adolescence and his work in emigration, completing a reconstruction of the writer’s life. The biographer examines Aldanov’s personality as an artist, a literary critic, a journalist and a scholar. The book’s leitmotif is to actualise Aldanov’s idea of writers dedicating themselves to kalokagathia — the ‘moral beauty.’

Inclusive education of children with disabilities psychological and pedagogical support of preschool children with visual impairments

2021 ◽  
Author(s):  
Lyubov' Plaksina ◽  
Liliya Druzhinina ◽  
Larisa Osipova
Keyword(s):  
Preschool Children ◽  
General Education ◽  
Inclusive Education ◽  
Visual Impairments ◽  
Educational Institutions ◽  
Federal State ◽  
Spatial Environment ◽  
The Subject ◽  
State Educational ◽  
Children With Visual Impairments

The textbook deals with theoretical and methodological issues of inclusive education of children with visual impairments. Clinical, psychological and pedagogical characteristics of preschool children with visual impairments are given. The features of the organization of the subject-spatial environment, the correctional orientation of general education classes are shown. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the areas of training "Special (defectological) education", "Psychological and pedagogical education" , for students of advanced training and retraining courses in the field of special and inclusive education.

scholarly journals O edukacji włączającej – z uwzględnieniem problemu bezpieczeństwa uczniów w kontekście formalnoprawnym

2021 ◽  
Vol 20 (2) ◽  
pp. 123-139
Author(s):  
Katarzyna Jadach
Keyword(s):  
Inclusive Education ◽  
Legal Aspects ◽  
Social Model ◽  
Educational Institutions ◽  
Full Inclusion ◽  
Specific Approach ◽  
Basic Assumptions ◽  
The Social ◽  
Wide Range ◽  
Security Guarantees

The key issue of this article is inclusive education in connection with the formal and legal aspects of students’ safety when they are staying in educational institutions. In the first part, author describes the basic assumptions of the social model of education and it’s international conditions, also referring to solutions that have been recently implemented in the Polish education system. The second part indicates the problems that may be met by educational institutions and teachers trying to achieve a state of full inclusion. They relate to the school’s caring function in terms of security guarantees. The diversity of student population, especially wide range of educational needs may make it impossible for teachers to develop specific approach to individual pupil. It’s caused by formal items, largely determined by the financial situation of particular local government units.

scholarly journals PROBLEM ISSUES OF EVACUATION TIME CALCULATION DURING FIRES IN PRESCHOOL AND SECONDARY EDUCATION INSTITUTIONS WITH INCLUSIVE GROUPS

Fire Safety ◽  
2021 ◽  
Vol 37 ◽  
pp. 72-76
Author(s):  
O. V. Khlevnoy ◽  
D. Kharyshyn ◽  
O. Nazarovets
Keyword(s):  
Comparative Analysis ◽  
Special Needs ◽  
Inclusive Education ◽  
Fire Safety ◽  
Educational Institutions ◽  
Projection Area ◽  
Children With Special Needs ◽  
Evacuation Time ◽  
Time Calculation ◽  
Movement Parameters

Introduction. In 2015-2020, the number of inclusive groups in preschools and classes in secondary schools of Ukraine increased almost 7 times. For our country, inclusive education is an innovative phenomenon, so its implementation raises many problems. One of the most significant problems is low level of fire safety measures. Сhild death from fires in Ukraine exceeds the European Union numbers by more than 4 times. As children with special needs are more vulnerable during fires, research on fire safety in inclusive groups is an urgent task.The purpose of the article is to identify problematic issues of calculating the time of evacuation in case of fires in educational institutions with inclusive groups based on statistical data, regulatory framework, and modern scientific developments analysis.The current regulations governing the organization of inclusive education in preschool and secondary school have been analyzed. Building codes that set the requirements for inclusive buildings and structures have been analyzed. Standards and methods for calculating the evacuation time from buildings have been also considered. The comparative analysis of the possibilities of the modern application software intended for evacuation time calculation has been carried out. According to the analysis, the main problematic issues have been identified.Conclusion. Currently, some necessary data about children with special needs are not available. That fact doesn't allow calculating with exact accuracy the evacuation time in case of fire in educational institutions with inclusive groups. A comparative analysis of the calculations made with the help of applied computer programs shows that in most of them there is no possibility to take into account the presence of children with special needs on the premises. In some software products, where such a possibility is provided, the movement parameters of children with special needs do not differ from the movement parameters of adults with disabilities. Therefore, determining the values of the horizontal projection area of children with different special needs, as well as the study of their speeds and the influence of their presence on the intensity of the general movements is an urgent technical and scientific task that requires further experimental and theoretical research.

scholarly journals Readiness for Training Disabled Students in Academic Staff of Universities

2018 ◽  
Vol 23 (2) ◽  
pp. 68-76 ◽  
Author(s):  
N.Y. Sorokin ◽  
T.G. Lukovenko
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Academic Staff ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Persons With Disabilities ◽  
Professional Self ◽  
The University ◽  
High Degree ◽  
Special Competence

The readiness of the teaching staff of higher educational institutions for teaching and psychological and pedagogical support of students with disabilities is being considered. We emphasize that the personnel of the educational organization need special competence to work with persons with disabilities of various nosological groups. The issues of creating an accessible environment in the university were studied, the readiness of teachers to apply special educational technologies in the training of students with disabilities, to develop teaching and methodological materials; the ability to establish pedagogically appropriate relationships with students, and provide psychological and pedagogical support in matters of personal and professional self-determination. The results show a high degree of importance of special professional competencies for inclusive education. But, at the same time, teachers assess their own level of preparedness with students with disabilities as insufficient, which allowed to determine the main areas of work.

scholarly journals Promoting Social Equality in Inclusive Education: Mapping the Experience of Parents of Children who Rely on Augmentative and Alternative Communication

2021 ◽  
Author(s):  
Marianna Gregoriou ◽  
◽  
Eliada Pampoulou ◽  
George Milis ◽  
Keyword(s):  
Inclusive Education ◽  
Augmentative And Alternative Communication ◽  
Socioeconomic Background ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
One Stop ◽  
Communication Needs ◽  
Education Of Students ◽  
Support Students ◽  
Depth Interviews

Inclusive education aims for equal opportunities to be provided to all children regardless of their socioeconomic background, genre, or disability. There are various technological tools that can support the inclusive education of students with complex communication needs. Despite the fact that the parents’ roles in supporting pupils with disabilities is vital, to date, there has been a lack of research investigating the roles of Cypriot parents of these children. The research aim was to explore the experiences of parents on the island who support students with complex communication needs, regarding how they perceive their roles as parents. In-depth interviews were conducted with six parents of children aged five to twelve years. Data were analysed based on thematic analysis. The findings show that parents of children with complex communication needs in Cyprus have a number of roles when it comes to supporting their children in communicating with others. They attend training sessions to acquire the necessary skills to communicate effectively with their children. They also act as communicating partners with friends, relatives and others. In addition, they act as advocates of their children both in the school, as well as in the wider community. It is vital that a number of online platforms are made openly available in order to increase knowledge and skills on issues related to AAC and inclusion. Of note is the MYHUB Inclusion Hub Platform (www.inclusion-hub.eu) which offers a one-stop-shop for inclusion practices, tools, resources and methods addressed to the pedagogical staff in formal and non-formal educational settings.

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