scholarly journals Principles of Promoting Quality in Inclusive Education

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
M. Ramakrishna Reddy
Keyword(s):  
Inclusive Education ◽  
Educational Practice ◽  
Successful Schools ◽  
School Level ◽  
Learning Problems ◽  
Educational Systems ◽  
Widening Participation ◽  
Special Educational Needs ◽  
Exceptional Children ◽  
Teaching Content

In every classroom there are some children who have some learning problems. They need a little extra help from teachers to learn. Inclusive education refers to instruction that is specially designed to meet the needs of the exceptional children. It involves designing the physical environment in the classroom (use of ramps) teaching procedures, teaching content and equipment for a particular type of disability. In this case its implementation is not an easy task; it needs thorough investigation, understanding its aims and principles and taking consistent and appropriate measures to make it successful. Schools are currently undergoing a process of reconstructed educational practice and thinking. The key principles presented in this section centre upon aspects of educational systems, to be crucial in promoting quality in inclusive education and supporting the learners with different types of special educational needs (SEN). These aspects range from national legislation to school level, each of which must be considered within policy frameworks for promoting quality in the inclusive education. Seven inter-connected areas of key principles are presented in detail along with specific recommendations that appear to be necessary for their effective implementation. The ultimate goal of these key principles is to promote participation in inclusive education by ensuring quality educational provision. With this in mind, the key principles are widening participation, Education and training; Organizational culture, Support Structures, Flexible resourcing system, Policies and Legislation can be seen to work towards this goal.

scholarly journals Implementacija i provedba inkluzivnog odgoja i obrazovanja u sustavu redovnih škola

2012 ◽  
Vol 7 (1.) ◽  
Author(s):  
Matilda Karamatić Brčić
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Children With Disabilities ◽  
Compulsory Education ◽  
Educational Practice ◽  
Special Educational Needs ◽  
Inclusive School ◽  
Educational Need ◽  
The Right ◽  
Educational Inclusion

Implementation and educational inclusion in school is a relevant topic for pedagogical and social context because it implies the acceptance and appreciation of differences among children as incentives, rather than obstacles in the process of teaching and learning. On the UNESCO World Conference concerning Special Educational Needs held in 1994, Statement and Framework for Action were adopted, which promote the right of every child to be involved in the educational system, and in regular schools, regardless of their physical, intellectual, emotional, social, linguistic or other conditions. The term special educational need in this context does not exclusively refer to children with disabilities. The concept of inclusive education with the meaning of inclusion of all children in compulsory education extends and deepens the educational model of integration of children with disabilities in regular education. The introduction and implementation of inclusion in schools becomes the requirement of contemporary educational policies of Europe and the world, whereby the changing of schools in order to achieve educational inclusion is conditional on changing the entire educational practice (Mittler, 2006). This paper will show some of the assumptions that are crucial for the implementation of inclusion in schools with special emphasis on the role of activities of teachers as key participants in the process of inclusive school.

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.

scholarly journals Organizing and Sustaining Inclusive Learning Environment: International Practices

2020 ◽  
Vol 7 (1) ◽  
pp. 122-128
Author(s):  
Sergiy Sydoriv
Keyword(s):  
Best Practices ◽  
Learning Environment ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Parental Support ◽  
National Level ◽  
Educational Systems ◽  
Special Educational Needs ◽  
Inclusive Learning ◽  
The Right

Teacher training in different countries has its peculiarities. Principles of inclusive education are universal, yet existing societal beliefs and values, policy and hidden curriculum in schools and preschool, parental support and advocacy demand taking them into account. In orderto adhere to the principles and ideas of inclusive education teachers should be able to organize and sustain inclusive learning environment in their classrooms and outside. It is researched that many countries have long history of including students with special educational needs and disabilities and their experience may be viable for teachers’ trainers, administrators and educators in those countries who has just started inclusion on a national level. Sharing the best practices and strategies and adapting them to the local peculiarities is the key to successful inclusion students with disabilities. The article gives various examples of how scholars define inclusive learning environment, what its characteristics and components are. International legislation, which proclaims the right of a person to education and regulates inclusion is the model for national laws as well it is developed and influenced by them. The study identifies legislative models for implementing Article 24 of the CRPD consistent with its principles and obligations and suggests the priorities to be incorporated into domestic legislations. It is highlighted that every country has stories of success, best practices, which may prove highly effective, applied to educational systems of other countries. Therefore, as proved it is important to exchange these practices, conduct research and gather evidence to create effective inclusive learning environment and train pre-service and in-service teachers to organize and sustain it.

Specialized education for preschool children with psychophysical disorders in Ukraine: formation and development

2020 ◽  
Vol 1(16) (2020) ◽  
pp. 128-133
Author(s):  
Valentyna Serheieva ◽  
Keyword(s):  
Preschool Children ◽  
Inclusive Education ◽  
Public Support ◽  
Educational Practice ◽  
Preschool Age ◽  
Soviet Period ◽  
Pedagogical Issues ◽  
Special Educational Needs ◽  
Article Analysis ◽  
Specialized Education

The study and analysis of the historical and pedagogical experience contribute to the effective organization of the modern pedagogical process, in general, and the specialized education of the preschool children, in particular. The purpose of the article is to elucidate the historical and pedagogical issues of some educational practice aspects of children with physical and (or) mental disabilities in the pre-school age in our country. The article highlights the issues of public support of preschool children with mental and physical disabilities education in our country with a focus on the Soviet period of its development. The following research methods are used in the article: analysis of the pedagogical literature and publications on the history of education; generalization of the trends of formation and development of specialized education of preschool children in our country within the period of 20-30s of the XXth century to our time. Result. The study and analysis of the scientific materials showed that for a long time, it was traditional in society to focus on the treatment and segregation of children with developmental disabilities. In the national educational system, various forms of specific assistance to this category of children have been gradually introduced, which provided for the use of various rehabilitation and correctional techniques and teaching methods. In the course of the formation and development of the specialized preschool institutions network, the principles, methods, and approaches to the detection, correction, and prevention of deviations in the development of children have been substantiated, forming the traditions of correctional training and education of children of the preschool age. The author argues that until the middle of the twentieth century, the children with special educational needs studied separately from their peers in the specialized (correctional) educational institutions. At the present stage of the Ukrainian society development, specialized education has been replaced by a new, more progressive form of education, known as an inclusive education.

scholarly journals Estimating the causal effects of academisation of English schools with the data from the National Pupil Database

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Yi Liu ◽  
Alexey Bessudnov ◽  
Brahm Norwich ◽  
Alison Black
Keyword(s):  
Inclusive Education ◽  
Causal Effects ◽  
School Level ◽  
Special Educational Needs ◽  
Negative Effects ◽  
Special Schools ◽  
Individual Level ◽  
Important Trend ◽  
Key Policy ◽  
Negative Impacts

BackgroundOver the last 30 years there have been two key policy initiatives in schooling in England. First, there was a move to raise academic standards with a market-oriented model of schooling and the introduction of Academies with higher levels of autonomy. Second, there has been a lesser though nevertheless important trend to providing for more pupils with special educational needs (SEN) in ordinary rather than special schools, what has been called the inclusive education movement. ObjectivesWe explore causal effects of converting English schools into academies on educational inclusiveness in England. Specifically we investigate the implications of a school’s academisation event in converting to a Sponsored Academy or a Converter Academy on the inclusion of pupils with SEN and the impacts on the education trajectory of these pupils. Methods (including data)Using administrative data from the National Pupil Database and combining it with publicly available data on school institutional history, we are able to construct extensive longitudinal samples of pupil cohorts and academisation school cohorts from 2003 to 2015. Utilising both from aggregate school level and individual level features, we study the various aspects of academisation on educational inclusiveness by modelling the admissions, re-classifications and potential exclusions on pupils with SEN from the contemporaneous and follow-up effects of academisation events. In addition, we examine the adequacy and effectiveness in causality modelling in a educational context under various regimes of modelling frameworks. Findings and conclusionsThe analysis to date suggests that academisation events have small negative impacts in educational inclusiveness. Specifically, we find that pupils with SEN are more likely to register with non-SEN in academised schools in the treatment group. In addition, these negative effects are found to remain statistically significant several periods after occurrence of the event.

scholarly journals Estilos de Aprendizagem e Ensino a Distância na Perspectiva da Inclusão

EAD em FOCO ◽  
2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Suellen Silva dos Santos de Souza ◽  
Glauca Torres Aragon
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Styles ◽  
Inclusive Education ◽  
Educational Systems ◽  
Special Educational Needs ◽  
Education Policies ◽  
Students With Special Needs ◽  
Politica Publica ◽  
Teaching Learning

Este estudo analisa como a Educação a Distância pode, ao reconhecer os estilos de aprendizagem, contribuir para a inclusão educacional. Para isso, foi realizada pesquisa bibliográfica acerca da temática, considerando o período referente aos últimos cinco anos, nas bases de dados Pubmed, SciELO e Google Acadêmico. Constatou-se que os estilos de aprendizagem são importantes instrumentos a serem considerados nos processos de ensino-aprendizagem integrados à modalidade de ensino a distância, sendo esse um instrumento de política pública educacional de democratização de acesso à educação. Assim, articular os diversos estilos de aprendizagem e as propostas pedagógicas no ensino a distância resulta em um processo de viabilização de direitos para os que possuem necessidades educativas especiais ou para os que necessitem desenvolver/estimular outros estilos de aprendizagem, atendendo a políticas voltadas à inclusão educacional. Diante disso, espera-se dos diferentes sistemas de ensino maior atenção no sentido do planejamento contínuo de ações para que seja reforçada a formação continuada dos professores na temática debatida, bem como intervir para que políticas públicas educacionais vigentes, em especial a Educação a Distância, sejam efetivamente acessíveis aos estudantes com necessidades educativas especiais. Palavras-chave: Educação a Distância, Inclusão educacional, Neurociências, Neuroeducação. Learning Styles and Distance Education in the Perspective of Inclusion AbstractThis study analyzes how distance education can, by recognizing learning styles, contribute to inclusive education. A bibliographic research in Pubmed, Scielo and Google Academic databases was done on the topic, considering as the period of investigation the last five years. It was verified that learning styles are important instruments to be considered in the teaching-learning process for distance learning, that being an instrument of an educational public policy for democratic access to education. Thus, considering the different learning styles on pedagogical proposals in distance learning results in a process of making rights available to those with special educational needs or those who need to develop/stimulate other learning styles, taking into account policies aimed to inclusive education.Therefore, it is expected that the different educational systems pay more attention in the planning for continuing education to reinforce the ongoing teachers training with the topic discussed, as well as make sure that existing public education policies, especially for distance education, be effectively accessible to students with special needs. Keywords: Distance learning, Inclusive education, Neuroeducation, Neurosciences.

scholarly journals Research of the readiness of university teachers to implement inclusive educational practice with students with disabled hearing opportunities

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
M. V. Fomina
Keyword(s):  
Inclusive Education ◽  
Hard Of Hearing ◽  
Cognitive Activity ◽  
Educational Practice ◽  
Educational Needs ◽  
Physiological Characteristics ◽  
Special Educational Needs ◽  
School Teachers ◽  
Educational Support ◽  
University Teachers

Introduction. This article discusses the problems of the readiness of university teachers to implement inclusive educational practice with the students with hearing disabilities.Materials and Methods. We used questionnaire on diagnostics of teachers' readiness for inclusion; "Scale of emotional response" (Ваlаnced Emotional Empathy Scale - BEES), (A. Mehrabien, N. Epstein); the questionnaire "Diagnostics of teachers' orientation towards the educational-disciplinary or personal model of interaction with children" (VG Maralov).Results. Thus, the results of the ascertaining experiment make it possible to identify the problems of personal readiness that arise among higher school teachers who have different experience of “implementing” an inclusive culture and practice, and on the basis of this to build programs of psychological (methodological, educational) support in accordance with their request. However, 80.8% of respondents do not see themselves as the center of changes in the educational space of higher education. Only 17.6% of the respondents demonstrate awareness in the aspect of psychological and physiological characteristics of development, the specifics of the communicative and cognitive activity of the deaf and hard of hearing people. 88.2% of the respondents could not name any special educational needs in means of adaptation and rehabilitation of the latter.Discussion and Conclusions. Problems were identified that hinder the development of teachers' readiness to work in an inclusive education. There was a fragmentation of knowledge in the aspect of psychological and physiological characteristics of development, a lack of understanding of the specifics of the communicative and cognitive activity of the deaf and hard of hearing people, pedagogical technologies of working with the hearing-impaired, special educational needs for means of adaptation and rehabilitation. The problems of implementation by teachers of a personality-oriented approach in education, which is a prerequisite for inclusion, have been diagnosed. Thus, the results of the ascertaining research make it possible to identify the problems of personal readiness that arise among higher school teachers who have different experience of “implementing” an inclusive culture and practice, and on the basis of this to build programs of psychological (methodological, educational) support in accordance with their request.

scholarly journals ON THE QUESTION OF ECOLOGIZATION OF THE EDUCATIONAL ENVIRONMENT IN INCLUSIVE INSTITUTIONS

2021 ◽  
pp. 140-145
Author(s):  
M. KONONOVA
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Professional Competence ◽  
Educational Practice ◽  
Professional Preparation ◽  
Educational Environment ◽  
Professional Activity ◽  
Special Educational Needs ◽  
Self Assessment ◽  
Definition Of

The article defines the role of pedagogical ecology in the system of educational practice in the conditions of inclusion. The term "inclusion", the concept of "greening", the definition of universal design in education and reasonable adaptation of school space are revealed. Problems and prospects of greening of the educational environment in the context of inclusive education are considered. Comparing the inclusive culture of our country and the Scandinavian countries, it is noted that the approach of Scandinavian cultures is more to ensure inclusiveness, inclusion in society. The conditions for the implementation of the principles of pedagogical ecology in inclusive education are determined. It is proved that the success of inclusive education largely depends on the professional competence of teachers, the reorganization of the system of professional training of future professionals. The features and level of readiness (according to the results of self-assessment in the interview) of future teachers for professional activity with children with special educational needs in the conditions of inclusion are studied. The positive attitude of students to the need for purposefully organized process of their professional preparation for work in inclusive educational institutions is recorded.

scholarly journals Inclusive education in the opinion of the teachers from special pre-schools, regarding the chances of success of the inclusive actions towards particular groups of students, education participants, and teachers’ seniority

2019 ◽  
pp. 127-149
Author(s):  
IWONA CHRZANOWSKA
Keyword(s):  
Inclusive Education ◽  
Developmental Disorder ◽  
Educational Needs ◽  
School Level ◽  
Special Educational Needs ◽  
Level Of Education ◽  
Education Model ◽  
Adam Mickiewicz

Iwona Chrzanowska, Inclusive education in the opinion of the teachers from special pre-schools, regarding the chances of success of the inclusive actions towards particular groups of students, education participants, and teachers’ seniority. Interdisciplinary Contexts of Special Pedagogy, no. 25, Poznań 2019. Pp. 127-149. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.25.06 Within the context of the implementation of the inclusive education model, it seems important to learn the opinions of the teachers, particularly those teachers that are experienced in working with a child/student with a disability, regarding the chances of success of inclusive actions, both in the context of the type, and the level of severity of the developmental disorder, the hazard of the developmental disorder, as well as, regarding the remaining participants of inclusive education, i.e. students without or with special educational needs, however, displaying certain aptitudes. The text focuses on the teacher from the pre-school level of education, as well as, refers to the determination of their attitudes towards the realisation of the model ofinclusive education, as related to their seniority.

scholarly journals Sense of Support in the Work of Early Education Teachers from Big Cities and Small Towns / Villages: Perspective of Inclusive Education Children with Disabilities in Poland

2021 ◽  
Vol 36 (1) ◽  
Author(s):  
Iwona Chrzanowska
Keyword(s):  
Inclusive Education ◽  
Early Education ◽  
Institutional Support ◽  
Small Towns ◽  
Professional Support ◽  
Educational Systems ◽  
Special Educational Needs ◽  
Limited Support ◽  
Big Cities ◽  
Education Of Students

Inclusive education is a challenge for educational systems around the world. The major issue affecting inclusive education is the limited support for teachers in implementing inclusive education and working with diverse students.The primary aim of this study was to define the differences in the subjective sense of professional support (institutional and non-institutional) of early education teachers from big cities and small towns/villages in Poland via the survey research method.There is a significantly higher reported sense of support in the workplace for early education teachers from big cities compared to small towns/villages in Poland. Regarding the investigated institutional support categories, only support from trained professionals in the education of students with special educational needs (outside the didactic process) and support from other teachers (within the didactic process) was significantly different and ranked higher in teachers from big cities. For the non-institutional support categories, only support from friends and acquaintances was significantly higher in the early education teachers from big cities. Moreover, the poor network of specialist support in small towns/villages in Poland may further exacerbate the inequalities observed in the success of implementing the inclusive education idea.

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