scholarly journals Some Aspects of Collaboration in Inclusive Education – Teachers’ Experiences

2013 ◽  
Vol 3 (2) ◽  
pp. 93-117
Author(s):  
Dejana Bouillet
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Primary Schools ◽  
Educational Practice ◽  
Local Communities ◽  
Team Work ◽  
Professional Support ◽  
Inclusive Practices ◽  
Teachers Experiences ◽  
Inclusive Processes

The main aim of the present article is to analyse some aspects of collaboration in inclusive educational practice in Croatian schools by analysing teachers’ experiences. Special attention is devoted to the professional support resources available to teachers, as well as to teachers’ views on the content and usefulness of the professional support they utilise. The article presents partial results of a larger research project regarding various components of inclusive practice in Croatian primary schools, organised at the Faculty of Teacher Education in Zagreb.A total of 69 primary school teachers were interviewed regarding the elements of inclusive practices in their own schools. Each teacher also completed a short questionnaire about their opinions on elements that weaken inclusive practices in their school, as well as on some general data about schools. The  data obtained were analysed on both the qualitative and the quantitative levels. The results suggest that, at the present time, collaboration in Croatian schools is not well organised and defined. It is shown that only a relatively small numberof various professionals who could support teachers and students in inclusive processes work in schools. Furthermore, it is established that schools do not compensate for this problem with stronger collaboration between schools and professionals in local communities. Teachers would like to receive more specific advice, as well as more concrete assistance in the education of students with disabilities. The author concludes that a better conceptualisation of collaboration between schools and local communities is needed (especially a higherlevel of team work). This would certainly contribute to improving the quality of inclusive education in Croatian schools. 

scholarly journals Twice-Exceptional Students: Review of Implications for Special and Inclusive Education

2021 ◽  
Vol 11 (2) ◽  
pp. 85
Author(s):  
Marcin Gierczyk ◽  
Garry Hornby
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Gifted Education ◽  
School Experiences ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Online Databases ◽  
Teachers Experiences ◽  
Education Interventions

The purpose of this article is to review recent literature on twice-exceptional students and consider implications for their education in the context of the trend towards increased inclusive education for students with disabilities. The review focused on teachers’ experiences and perceptions and the school experiences of twice-exceptional students. Fifteen articles were reviewed, published between 2000 and 2020, selected according to a systematic protocol from two widely used online databases. Findings indicated that the implications that need to be considered were the importance of teacher preparation, the need for a continuum of special education interventions, the need for collaboration with parents and specialists, and teachers needing to focus on developing strengths as much as remediating difficulties. It was concluded that twice-exceptional students can be taught effectively in inclusive education settings as long as they are able to access appropriate strategies and programs from the fields of special education and gifted education.

scholarly journals INCLUSION AS AN INNOVATIVE WAY OF EDUCATIN DEVELOPMENT

2021 ◽  
Vol 1 (194) ◽  
pp. 24-29
Author(s):  
Olha Komar ◽  
◽  
Valentina Pisnyak ◽  
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Innovation System ◽  
Educational Practice ◽  
Education Economics ◽  
Inclusive Practices ◽  
Cultural Conditions ◽  
Analysis And Synthesis ◽  
Systemic Innovation ◽  
High Level

The article examines the signs of systemic innovation on the example of the introduction of inclusive practices in modern conditions of Russian education modernization. The purpose of this article is based on the study of scientific-theoretical sources and the analysis and synthesis of innovative practices to substantiate the traits of a systemic innovation in inclusive education. The methodology of the article are legal documents in the field of education, reference and textbooks, nonfiction materials, as well as the work of foreign and domestic scientists, the credibility and scientific reputation which are recognized by the scientific community, and the achieved in prominence high level research inclusive education. Economics and pedagogy are determined on the basis of consideration of the conceptual apparatus from the standpoint of philosophy, as well as the essential and specific characteristics of innovation. The study of the evolution of innovation and the diversity of their types and types make it possible to present the classification system of innovation influence, the strength and scale of impact on the entire education system. There were outlined the allocated spot (local), linear (horizontal plane); structure (spherical, spatial, architectural); the fundamental (base); radical (actually the system); multidimensional (versatile, global) and nadcisnienie some innovation. By deduction the thesis that the introduction of inclusive education in mainstream educational space requires a system of development tailored to the specific socio-cultural conditions and educational policy is substantiated. In the text highlights of the most important directions of innovative activity of educational institutions (the creation of an inclusive culture, develop inclusive policies and the implementation of inclusive practices) is given. In conclusion it is emphasized that solving problems in the field of inclusion makes a significant transformation in all elements of the education system and the determined image optimize, improve and stimulate the educational environment at the regional and sectoral level, as befits a true system innovation. The conclusion is justified that the introduction of inclusive education in mainstream educational practice as a fundamental, structural, radical, multi-dimensional innovation system has sufficient resources to improve the quality and increase the efficiency of education.

scholarly journals Views of Inclusive Education From the Perspectives of Preservice and Mentor Teachers

Inclusion ◽  
2017 ◽  
Vol 5 (3) ◽  
pp. 189-202
Author(s):  
Jennifer A. Kurth ◽  
Anjali Forber-Pratt
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teacher Educators ◽  
School Experiences ◽  
Mentor Teachers ◽  
Inclusive Practices ◽  
Barriers To Implementation

Abstract The trend of educating students with disabilities in inclusive general education settings is expanding. Consequently, teacher preparation for inclusive practices is a necessary consideration for teacher educators. An important component of shaping preservice teacher dispositions comes from school experiences and interactions with mentor teachers. It is through this relationship that preservice teachers formulate their own attitudes, beliefs, and skills about inclusive practices. This article reports the findings from a set of surveys containing both closed- and open-ended responses related to inclusive education from both preservice (student) and mentor teachers. Analysis of the open-ended responses revealed definitions of inclusive education focused on student deficits and barriers to implementation of inclusive practices that focused on deficits in the capacity of the environment. Implications for teacher preparation, including challenging deficit-based assumptions, are discussed.

scholarly journals Persepsi Siswa Difabel terhadap Praktik Pendidikan Inklusif di SMA Inklusi di Yogyakarta

INKLUSI ◽  
2016 ◽  
Vol 3 (2) ◽  
pp. 225
Author(s):  
Jamil Suprihatiningrum
Keyword(s):  
Content Analysis ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching Practices ◽  
Single Case ◽  
System Support ◽  
Inclusive Practices ◽  
Analysis Technique ◽  
Inclusive School

The rationale behind this study is how students with disabilities’ perception towards the inclusive education and inclusive teaching practices. As a qualitative single case study, two participants (student with hearing loss and visual impairment) were involved to give their depth explanation about inclusive practices in one secondary inclusive school in Yogyakarta. These participants were recruited by purposive technique sampling. Data were gathered by open-ended interview, documents’ analysis, and direct observation for building and learning media. Data then were analyzed using content-analysis technique. The results show students with disabilities have a positive perception towards the inclusive practices in their school. They claimed, this practice would be valuable if: the school provides learning materials in different modalities and teachers offers multiple ways in teaching. Furthermore, system support and shaping the inclusive culture is necessary to realize the inclusive education and teaching practices.[Penelitian ini mencoba untuk mengungkap persepsi siswa difabel mengenai praktik pendidikan dan pembelajaran inklusif di salah satu SMA Inklusi di Yogyakarta. Pendekatan yang digunakan dalam penelitian ini adalah kualitatif dengan mengambil satu studi kasus yang melibatkan dua orang siswa difabel (Tuli dan tuna netra) sebagai responden melalui teknik purposive sampling. Data diungkap dengan wawancara semi terbuka, analisis dokumen dan observasi terhadap bangunan fisik dan media pembelajaran. Data kemudian dianalisis menggunakan teknik content-analysis. Hasil penelitian menunjukkan siswa memiliki persepsi yang cukup baik terhadap pelaksanaan pendidikan dan pembelajaran inklusif. Menurut siswa, praktik pembelajaran inklusif akan lebih bermakna jika aksesibilitas terhadap materi-materi pelajaran semakin dipermudah dengan menyediakan berbagai macam sumber belajar yang bervariasi, termasuk cara guru dalam menyampaikan pelajaran perlu menggunakan berbagai metode. Selain itu, dukungan sistem dan penciptaan budaya inklusif juga harus selalu dipupuk agar warga sekolah mampu mewujudkan praktik pendidikan dan pembelajaran inklusif yang seharusnya.]

scholarly journals INCLUSIVE PROCESSES IN EDUCATIONAL ORGANIZATIONS OF THE HIGHEST AND SECONDARY PROFESSIONAL EDUCATION

2017 ◽  
pp. 115-119
Author(s):  
K. M. Grabchuk
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Professional Education ◽  
Professional Competence ◽  
Educational Organizations ◽  
Educational Work ◽  
Disabled Students ◽  
Russian Scientific ◽  
Inclusive Processes ◽  
Scientific Practical

The article gives an overview of the All-Russian scientific-practical conference held in April 2017 “Inclusive processes in educational organizations of higher and secondary vocational education: experience, problems and perspectives". The conference was devoted to the organization of inclusive education in institutions of professional education of Krasnodar Krai and regions of the Russian Federation. During the plenary session and work of thematic sections various questions were discussed: the current state and tendencies of development of inclusive education in Russia and abroad; readiness for realization of inclusive education of the teacher of the higher school; models of inclusive maintenance in the system of “school-university"; formation of inclusive culture of students in the conditions of higher education; training of specialists and teachers of secondary professional education institutions and institute for work with disabled students with disabilities and students with limited opportunities of health; professional competence of teachers in the conditions of inclusive education; professional self-determination and employment of person with disabilities; designing of the adapted educational programs for students with disabilities and students with limited opportunities of health; the educational technologies used in teaching students with disabilities and students with limited opportunities of health; educational work with disabled students and students with limited opportunities of health; features of the organization of tutorship support of students with disabilities and students with limited opportunities of health; art therapy as a method of socialization of students with limited opportunities of health. The principal provisions of conference are reported in the article, as proposed resolution, worked out by results of the discussion.

Inclusive Practices for Speech Language Pathologists

2019 ◽  
pp. 167-189
Author(s):  
Alex R. Pitre
Keyword(s):  
Service Delivery ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Inclusive Practices ◽  
Speech Language Pathologists ◽  
Speech Pathologist ◽  
Staff Research ◽  
Administrative Strategies ◽  
Administrative Responsibilities

The purpose of this chapter is to identify and describe the current state of inclusive practices in terms of service delivery for speech language pathologists (SLP) and to identify administrative responsibilities in supporting inclusive practices. Identifying and describing effective practices of inclusion for students with disabilities is a challenging and complex task. This chapter begins by giving a brief historical overview of inclusive education, identifying the role of the speech pathologist in schools, identifying how SLPs work with families, teachers, and staff, research on effective administrative strategies in leading inclusive schools and supporting SLPs, describing inclusive education, choosing types of service delivery, models of inclusion, statistical facts, and conclusion.

scholarly journals Validasi Modul “Kelasku Menyatu Tanpa Batas” untuk Mengubah Sikap Guru terhadap Pendidikan Inklusif

2019 ◽  
Vol 8 (1) ◽  
pp. 13-24
Author(s):  
Tia Inayatillah ◽  
Budi Andayani
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Primary Schools ◽  
Untreated Control ◽  
Group Analysis ◽  
Control Group ◽  
Untreated Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Post Test

AbstractThe implementation of inclusive education in Yogyakarta has yet to reflect the granting of rights and equal access to education for students with disabilities. The misconception of inclusive term leads to negative attitudes of teachers then becomes the barriers of successful inclusive teaching. This research aims to validate “Kelasku Menyatu Tanpa Batas” module to change teacher’s attitude toward inclusive education. This research will be done through a quasi experiment using the design named Untreated Control Group Design with Dependent pre-test and post-test samples.The subjects are 18 teachers of primary schools in Yogyakarta which will be divided into 2 groups, the experiment group and the control group. Analysis will be held through Man-Withney U Test statistical test. The finding (Z= -3,054; p<0,01) shows that “Kelasku Menyatu Tanpa Batas” training could change teacher’s attitude towards inclusive education.AbstrakImplementasi pendidikan inklusif di Kota Yogyakarta masih belum mencerminkan pemberian hak dan akses pendidikan yang sesuai dengan siswa yang memiliki disabilitas. Miskonsepsi terhadap prinsip inklusi ditemukan menjadi penghambat kesuksesan inklusi dan penyebab berkembangnya belief yang membentuk sikap negatif guru terhadap pendidikan inklusif. Penelitian ini bertujuan menguji validitas modul “Kelasku Menyatu Tanpa Batas” dalam mengubah sikap guru terhadap pendidikan inklusif. Penelitian dilakukan melalui eksperimen kuasi menggunakan desain Untreated Control Group Design with Dependent pre-test and post-test samples. Subjek adalah 18 orang guru SD di Kota Yogyakarta yang terbagi kedalam dua kelompok, yaitu kelompok eksperimen dan kelompok kontrol. Analisis dilakukan melalui uji statistika Man-Withney U Test (Z= -3,054; p<0,01) menunjukkan bahwa terdapat perbedaan yang signifikan antara kelompok kontrol dan eksperimen setelah mendapat perlakuan. Dari hasil tersebut dapat disimpulkan bahwa pelatihan “Kelasku Menyatu Tanpa Batas” teruji valid dapat mengubah sikap guru terhadap pendidikan inklusif. 

scholarly journals ACTIVITIES IN TEAM WORK AMONG HEAD TEACHERS AND PARENTS FOR THE IMPROVEMENT OF INCLUSIVE EDUCATION IN REGULAR PUBLIC PRIMARY SCHOOLS IN MERU COUNTY

2018 ◽  
Vol 6 (7) ◽  
pp. 01-05
Author(s):  
SEVERINA MUKOKINYA MWIRICHIA ◽  
Tarsila Kibaara
Keyword(s):  
Inclusive Education ◽  
Primary Schools ◽  
Group Discussion ◽  
Team Work ◽  
Research Approach ◽  
Head Teacher ◽  
Head Teachers ◽  
Parent Collaboration ◽  
Study Results ◽  
Teachers And Parents

Through appropriate activities in teamwork among head teachers and parents, inclusive education is improved. The purpose of the study was to analyse activities in team work among head teachers and parents for the improvement of inclusive education in regular public primary schools, in Meru County, Kenya. The objective of the study was to examine activities in team work among head teachers and parents for the improvement of inclusive education. The significance of the study was to inform education policy makers, who need the study results to evaluate the current policies on inclusion and formulate appropriate ones for promoting head teacher-parent collaboration to improve the status of inclusive education for all learners. The study was guided by Bronfenbrenner’s bio-ecological systems theory and Peters’ input-process-outcome-context framework of Inclusive Education. Qualitative research approach method was predominantly used. The target population was 101,612. Through purposive sampling, 24 participants were selected. The study instruments used included; questionnaires, interview schedules, focus group discussion guide, observations and documents’ analysis schedules. Qualitative data analysis was done with the help of computer package, ATLAS. ti. The study findings were presented using narratives within themes generated from the collected data. It was found that, though, many head teachers carried out numerous activities, as a team with the parents, challenges contributed to minimal improvement of inclusive education. It was recommended that, the school stakeholders should be well sensitized on the collaboration for the improvement of inclusive education. Key words: Activities, head teacher-parent collaboration, inclusive education, Meru County.  

Taking an (Inter)cultural View of Students with Disabilities to Promote Inclusive Practices Within the TESOL Field

2022 ◽  
pp. 438-452
Author(s):  
Davey Young
Keyword(s):  
Language Learning ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Inclusive Practices ◽  
Human Right ◽  
Affective Factors ◽  
Global Presence ◽  
Cognitive And Affective Factors ◽  
Definition Of ◽  
Specific Learning

Considering the TESOL field's global presence, much more can be done to prepare TESOL practitioners to teach inclusively, particularly with regard for students with disabilities, and in line with international policy. This chapter begins by conceptualizing disability and inclusive education before providing an overview of concerns related to TESOL teacher training for inclusive practices. Complicating cognitive and affective factors commonly experienced by students with specific learning difficulties (SpLDs) are briefly outlined. The author then advocates for adopting a social justice definition of culture to be adopted within the field and provides three sets of discussion/reflection questions to help TESOL practitioners connect their understanding of existing models of cultural competence and language acquisition with an understanding of how students with disabilities may experience language learning. The chapter concludes by contemplating some impending challenges and potential solutions for securing inclusive education as a human right within and across the field.

scholarly journals Activities in Team Work Among Head Teachers and Parents for The Improvement of Inclusive Education in Regular Public Primary Schools in Meru County

2018 ◽  
Vol 6 (7) ◽  
pp. 1-5
Author(s):  
SEVERINA MUKOKINYA MWIRICHIA ◽  
Tarsila Kibaara
Keyword(s):  
Inclusive Education ◽  
Primary Schools ◽  
Group Discussion ◽  
Team Work ◽  
Research Approach ◽  
Head Teacher ◽  
Head Teachers ◽  
Parent Collaboration ◽  
Study Results ◽  
Teachers And Parents

Through appropriate activities in teamwork among head teachers and parents, inclusive education is improved. The purpose of the study was to analyse activities in team work among head teachers and parents for the improvement of inclusive education in regular public primary schools, in Meru County, Kenya. The objective of the study was to examine activities in team work among head teachers and parents for the improvement of inclusive education. The significance of the study was to inform education policy makers, who need the study results to evaluate the current policies on inclusion and formulate appropriate ones for promoting head teacher-parent collaboration to improve the status of inclusive education for all learners. The study was guided by Bronfenbrenner’s bio-ecological systems theory and Peters’ input-process-outcome-context framework of Inclusive Education. Qualitative research approach method was predominantly used. The target population was 101,612. Through purposive sampling, 24 participants were selected. The study instruments used included; questionnaires, interview schedules, focus group discussion guide, observations and documents’ analysis schedules. Qualitative data analysis was done with the help of computer package, ATLAS. ti. The study findings were presented using narratives within themes generated from the collected data. It was found that, though, many head teachers carried out numerous activities, as a team with the parents, challenges contributed to minimal improvement of inclusive education. It was recommended that, the school stakeholders should be well sensitized on the collaboration for the improvement of inclusive education. Key words: Activities, head teacher-parent collaboration, inclusive education, Meru County.  

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