scholarly journals Higher Education Teachers’ Training in Attention to SEN Students: Testing a Mediation Model

2021 ◽  
Vol 13 (9) ◽  
pp. 4908
Author(s):  
Nuria González-Castellano ◽  
Eulogio Cordón-Pozo ◽  
Silvia Pueyo-Villa ◽  
María Jesús Colmenero-Ruiz
Keyword(s):  
Inclusive Education ◽  
Mediation Model ◽  
Continuous Training ◽  
University Campuses ◽  
Negative Effect ◽  
Faculty Of Education ◽  
Attention To Diversity ◽  
Main Barrier ◽  
Educational Inclusion ◽  
Training Demands

There is growing interest in analyzing the evolution of inclusive education in universities, highlighting the training of teachers as the main barrier to this evolution. The purpose of this study was to analyze, through a mediation model, to what extent the accessibility and inclusion of university campuses affect, both directly and indirectly, the continuous training of teachers in attention to diversity and training demands by teachers in this same area. Participants were 580 teachers from the Faculty of Education of eight Andalusian universities (Spain). The results revealed that the continuous training of teachers in attention to diversity mediates the negative effect that accessibility and inclusion of university campuses have on the training demanded by teachers; this means that the more accessible and inclusive the universities are, the more continuous training teachers have and therefore the more interest they have in continuing training. There is no empirical evidence in the literature that this mediation model is used in the field of educational inclusion as a methodological technique, so it is a very innovative contribution.

Theoretical and Methodological Elements of an Inclusive Approach to Education

2020 ◽  
pp. 123-136
Author(s):  
Antonello Mura ◽  
Antioco Luigi Zurru ◽  
Ilaria Tatulli
Keyword(s):  
Inclusive Education ◽  
Collaborative Work ◽  
Qualitative Investigation ◽  
Training Process ◽  
Continuous Training ◽  
Learning Contexts ◽  
Inclusive Learning ◽  
Inclusive Approach ◽  
Slow Evolution ◽  
Methodological Principles

The educative experience of people with disability leads the inter­na­tio­nal debate towards the value of inclusive learning contexts. Nonetheless, the theoretical and methodological principles of an inclusive education approach have to be outlined. Data collected using explorative questionnaires during a five-years survey in an Italian region's schools show a slow evolution of the scholastic context. From the perspective of Special Pedagogy, the qualitative investigation on three macro-dimensions (the diversity perception, the didactic and methodological means, the wellbeing of pupils) reveals an emerging development of solid awareness among teachers. Findings confirm that the inclusion processes at school are attainable only throughout a series of clear methodological elements: 1) a valorising attitude towards diversity; 2) an orienting learning process; 3) a plural and flexible use of both methodologies and strategies; 4) a collaborative work environment; 5) a continuous training process; 6) a deontological approach. These are the principles that allow teachers to support each student in the manifold itineraries of identity fulfilment, encouraging pupils to express their needs and to develop their abilities in a welcoming and participative context.

READINESS OF RUSSIAN HIGHER EDUCATION TEACHERS TO WORK IN EDUCATIONAL INCLUSION SETTING

2020 ◽  
Vol 86 (1) ◽  
pp. 35-45
Author(s):  
.D. Kalugina ◽  
Keyword(s):  
Higher Education ◽  
Survey Research ◽  
Inclusive Education ◽  
Maturity Level ◽  
Social Survey ◽  
General Attitude ◽  
University Teachers ◽  
Teaching Community ◽  
Russian Higher Education ◽  
Educational Inclusion

the article deals with the problem of implementing inclusive education in Russianuniversities . Despite the fact that education (training?) for people with disabilities has been implemented at all levels of Russianeducationfor several years, the general attitude to it is ambiguous, as well as the attitudeof the teaching community. The author has conducted a social survey research trying to estimate University teachers’ readiness to work with groups where such students study. The research has revealed insufficient motivational and technological maturity level. Following this, the author providesrecommendations for overcoming these challenges.

scholarly journals ICT, Disability, and Motivation: Validation of a Measurement Scale and Consequence Model for Inclusive Digital Knowledge

2021 ◽  
Vol 18 (13) ◽  
pp. 6770
Author(s):  
Marta Medina-García ◽  
Lina Higueras-Rodríguez ◽  
Mª del Mar García-Vita ◽  
Luis Doña-Toledo
Keyword(s):  
Inclusive Education ◽  
Positive Impact ◽  
Measurement Scale ◽  
Ict Literacy ◽  
Information Communication ◽  
Five Dimensions ◽  
Care And Support ◽  
Education Levels ◽  
Digital Knowledge ◽  
Educational Inclusion

The use of ICT (information communication technology) as an educational resource is becoming more evident in the education systems of most countries, even more so with the COVID-19 crisis. When it comes to disability and education, ICT becomes a tool for social and educational inclusion. This study presents the validation and evaluation of a measurement scale on ICT literacy for inclusive education. In addition, based on previous literature, a conceptual model is proposed and validated through PLS (partial least squares) using a sample of 142 teachers from all educational stages. The results show that teachers’ ICT knowledge to ensure inclusion consists of five dimensions on specific needs. ICT knowledge has a positive impact on teacher motivation and ICT use. Teachers at primary and early childhood education levels have a lower motivation and use of ICT, although they have a higher knowledge of disability. The results found allow progress to be made in measuring the educational inclusion of schools and the ICT knowledge needed to ensure care and support for all people. A notable implication is the need for training on ICT and disability within educational policies.

scholarly journals Teachers’ Attitudes toward Educational Inclusion in Spain: A Systematic Review

2021 ◽  
Vol 11 (2) ◽  
pp. 58
Author(s):  
Irene Lacruz-Pérez ◽  
Pilar Sanz-Cervera ◽  
Raúl Tárraga-Mínguez
Keyword(s):  
Systematic Review ◽  
Inclusive Education ◽  
Complete Analysis ◽  
Attitudes Toward Inclusion ◽  
Special Educational Needs ◽  
Educational Framework ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Key Aspects ◽  
Educational Inclusion

Inclusive education is currently one of the main aspirations of the Spanish educational system and one of the key aspects for its achievement is teachers’ attitudes toward educational inclusion. In recent years, many studies worldwide have analyzed this aspect, but so far, any systematic review has specifically focused on the Spanish educational framework. For this reason, the purpose of this paper is to review the studies published from 2010 to 2019 whose aim was to analyze teachers’ attitudes towards educational inclusion in Spain. After a literature search in four different databases (PsycInfo, ERIC, Dialnet Plus, and Google Scholar), 34 studies were selected and reviewed. The results suggest that Spanish teachers’ attitudes toward educational inclusion are generally positive, although in some cases they are ambiguous. Teachers’ attitudes are mainly influenced by the amount of training and their contact or not with students with special educational needs. The discussion highlights that more studies with a greater methodological diversity are required in order to provide a complete analysis of teachers’ attitudes toward inclusion and that teacher training is one of the best tools to generate positive attitudes.

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 How Inclusive Interactive Learning Environments Benefit Students Without Special Needs

2021 ◽  
Vol 12 ◽  
Author(s):  
Silvia Molina Roldán ◽  
Jesús Marauri ◽  
Adriana Aubert ◽  
Ramon Flecha
Keyword(s):  
Learning Environments ◽  
Inclusive Education ◽  
Interactive Learning ◽  
Interactive Learning Environments ◽  
Cognitive Effort ◽  
Special Educational Needs ◽  
Helping Others ◽  
Inclusive Approach ◽  
Educational Inclusion ◽  
The Impact

Growing evidence in recent years has led to an agreement on the importance and benefits that inclusive education has for students with special educational needs (SEN). However, the extension and universalization of an inclusive approach will also be enhanced with more evidence on the benefits that inclusion has for all students, including those without SEN. Based on the existing knowledge that learning interactions among diverse students are a key component of educational inclusion, the aim of this study is to identify the impact on students without SEN of being educated with students with SEN in shared, inclusive, interactive learning environments. Data were collected in three schools using a qualitative approach with a communicative orientation. Semistructured interviews were held with teachers as well as community volunteers participating in the schools. Further, focus groups were conducted with students and teachers. The results show that students without SEN benefit from participating in interactive learning activities with peers with SEN in different ways: (1) they learn to respect others, accept differences, and acknowledge different abilities, thereby creating opportunities for new friendships to develop; (2) they learn about abilities related to helping others participate and learn, to be patient and to gain the satisfaction in helping others learn and behave better; and (3) they benefit from the cognitive effort required to explain themselves and from the contributions of peers with SEN from which they can learn.

scholarly journals O Papel do Apoiador Escolar na Educação Inclusiva / The Importance of the School Supporter in Inclusive Education

2021 ◽  
Vol 15 (58) ◽  
pp. 592-600
Author(s):  
Sara Mariza dos Santos ◽  
Kennya De Lima Almeida
Keyword(s):  
Inclusive Education ◽  
School Environment ◽  
School Teacher ◽  
Research Work ◽  
Public And Private ◽  
Educational Networks ◽  
Educational Inclusion ◽  
Random Groups ◽  
The City

Resumo:  A educação inclusiva é conhecida como uma forma de trabalhar com crianças com necessidades especiais no ambiente escolar. Vista de forma mais ampla, ela tem o papel de acolher a diversidade e dar assistência a todos os estudantes, pois o objetivo da inclusão educacional é acabar com a exclusão social. O trabalho de pesquisa tem como objetivo avaliar as dificuldades encontradas pelos professores apoiadores das salas de aula, saber qual o suporte e formação que recebe para atuar. Além disso, a pesquisa possibilita compreender a realidade da inclusão a partir de redes de ensino diferentes, a pública e a privada. A metodologia aplicada incluiu dados da observação da sala de aula no intuito de narrar e analisar o cotidiano do “professor apoiador escolar”. O trabalho foi realizado na Cidade de Salgueiro/PE, e em Umãs/PE, com apoiadores escolares de três escolas, os participantes foram apoiadores escolhidos em turmas aleatórias, em um total de 10 apoiadores de sala de aula.---Inclusive education is known as a way of working with children with special needs in the school environment. Viewed more broadly, it has the role of welcoming diversity and providing assistance to all students, as the objective of educational inclusion is to end social exclusion. The research work aims to assess the difficulties encountered by supportive teachers in the classroom, to know what support and training they receive to act. In addition, the research makes it possible to understand the reality of inclusion from different educational networks, public and private. The methodology applied included data from classroom observation in order to narrate and analyze the daily life of the “supporting school teacher”. The work was carried out in the City of Salgueiro/PE, and in Umãs/PE, with school supporters from three schools, the participants were supporters chosen in random groups, in a total of 10 classroom supporters.

Inclusive Education in Central America and the Caribbean (CA-DR)

2020 ◽  
Author(s):  
Marta Caballeros ◽  
Jeannette Bran ◽  
Gabriela Castro
Keyword(s):  
Inclusive Education ◽  
Social Mobility ◽  
Social Protection ◽  
Quality Education ◽  
Drop Out ◽  
Education Policies ◽  
Education Services ◽  
Historical Factors ◽  
Development Goals ◽  
Attention To Diversity

Inclusive education, as stated in declarations and human development goals, features in the educational policies being implemented in Central American and Caribbean (CA-DR) countries (Belize, Guatemala, El Salvador, Honduras, Nicaragua, Costa Rica, Panama, and the Dominican Republic). The policies seek to give the entire population of each country permanent access to quality education services, and they have a particular focus on people with disabilities. However, there are considerable challenges to be overcome, caused by a combination of historical factors and the sociopolitical and economic context. Some of the countries still have significant levels of poverty and inequity, both of which hinder the development of inclusive education. At the same time, inclusive education is expected to help eradicate social exclusion and facilitate social mobility. This paradigm began as an effort to secure disabled people’s right to education, and countries have since been working to offer disabled people access to regular schools. Nevertheless, segregated education services or services with an integration aim still persist. Moreover, poverty causes many students to drop out of school, or never to enroll at all. Each country has vulnerable or marginalized groups in its population. The work being done, from an inclusive perspective, follows two main routes: reorienting education systems toward inclusivity; and offering these groups affirmative actions to ensure their regular attendance at mainstream schools that have quality programs for all. If CA-DR countries are to achieve inclusive education, they must fulfill two requirements. Firstly, they must develop intersectorial interventions that revert causes of exclusion—education policies in isolation are unable to do that. Secondly, they must take action to ensure that inclusive education is achieved in practice in the classroom. There are advances toward inclusion, but more work is needed to answer the question of how CA-DR countries can develop inclusive societies, based on social protection and quality education services for all, that give proper attention to diversity, practice equity, and promote social mobility. Bottom-up strategies are valuable in the effort to achieve inclusive education.

Teamwork between class teachers and support teachers as the basis of inclusion—A case study in Romanian primary school education

2019 ◽  
Vol 6 (1) ◽  
pp. 328-335
Author(s):  
Alina Turculet ◽  
Mihaela Voinea
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Social Representations ◽  
Educational Needs ◽  
School Education ◽  
Special Educational Needs ◽  
School Teachers ◽  
Continuous Training ◽  
Primary School Teachers

The purpose of this study is to identify how primary school teachers understand the importance of inclusive education and the benefits of the collaboration between the class teachers and the support teachers. In order to identify the social representations of primary school teachers regarding the cooperation with the support teachers, we have used a questionnaire-based inquiry. We have organised the data into a case study at the level of primary school education. The responses to the open questions offered by the investigated teachers allowed a dramaturgical approach to the roles and the responsibilities of the actors in special education. Our results enhance the benefits of integration of students with special educational needs in the conditions of a distributed responsibility between parents, class teachers and support teachers. Therefore, the qualitative analysis of the written responses of primary school teachers reveals the need of continuous training in aspects related to special educational needs. Keywords: Special educational needs, support teachers, primary school education.

Sign in / Sign up

Export Citation Format

Share Document