scholarly journals Greek Secondary Education Teachers’ Views on Inclusive Education of People with Intellectual Disabilities

2021 ◽  
Vol 31 (4) ◽  
pp. 7
Author(s):  
Panagiotis Giavrimis
Keyword(s):  
Secondary Education ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
People With Intellectual Disabilities ◽  
Secondary Education Teachers

On the Use of Speech Technologies to Achieve Inclusive Education for People with Intellectual Disabilities

2013 ◽  
pp. 163-174
Author(s):  
Ana Pérez Pérez ◽  
Zoraida Callejas Carrión ◽  
Ramón López-Cózar Delgado ◽  
David Griol Barres
Keyword(s):  
Quality Of Life ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
New Technologies ◽  
Language Disorders ◽  
The Social ◽  
Educational Integration ◽  
People With Intellectual Disabilities ◽  
Speech And Language Disorders

New technologies have demonstrated a great potential to improve the social, labour, and educational integration of people with special needs. That is why there is a special interest of academia and industry to develop tools to assist this people, improving their autonomy and quality of life. Usually, intellectual disabilities are linked with speech and language disorders. In this chapter, the authors present a review on the efforts directed towards designing and developing speech technologies adapted to people with intellectual disabilities. Also, they describe the work they have conducted to study how to gather speech resources, which can be used to build speech-based systems that help them to communicate more effectively.

Education for All or for Some? International Principles and Practice

1995 ◽  
Vol 19 (2) ◽  
pp. 5-15 ◽  
Author(s):  
Peter Mittler
Keyword(s):  
Civil Rights ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Good Practice ◽  
Educational Process ◽  
Educational Facilities ◽  
Local Schools ◽  
The World ◽  
People With Intellectual Disabilities

It is axiomatic that people with intellectual disabilities have the same human and civil rights to education as other citizens and that they must therefore have the same opportunities to attend their local schools and educational facilities. This is a fine vision. But it is far from the reality experienced by the majority of people with intellectual disabilities across the world.No country in the world has reason to be satisfied with the quality of the educational facilities which it provides for people with intellectual disabilities. But enough examples of good practice exist in different countries to make it possible for all of us to reappraise ways in which a higher quality of inclusive education and schooling could be provided for people with intellectual disabilities and the contribution that we can make personally and professionally to that process.In the field of intellectual disabilities, we need to define education in very broad terms as anything which systematically promotes learning and development. Defined in this way, education is a lifelong process which neither begins nor ends with schooling. Similarly, it is carried out by many people who are not teachers. Parents are at the heart of this process from the outset. The years spent at school are clearly of vital importance but they are only one element of the educational process. There is a sense in which all work with people with intellectual disabilities is educational, whatever the setting, in so far as it helps them to learn and to develop knowledge, skills and understanding.

On the Use of Speech Technologies to Achieve Inclusive Education for People with Intellectual Disabilities

2013 ◽  
pp. 1106-1117
Author(s):  
Ana Pérez Pérez ◽  
Zoraida Callejas Carrión ◽  
Ramón López-Cózar Delgado ◽  
David Griol Barres
Keyword(s):  
Quality Of Life ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
New Technologies ◽  
Language Disorders ◽  
The Social ◽  
Educational Integration ◽  
People With Intellectual Disabilities ◽  
Speech And Language Disorders

New technologies have demonstrated a great potential to improve the social, labour, and educational integration of people with special needs. That is why there is a special interest of academia and industry to develop tools to assist this people, improving their autonomy and quality of life. Usually, intellectual disabilities are linked with speech and language disorders. In this chapter, the authors present a review on the efforts directed towards designing and developing speech technologies adapted to people with intellectual disabilities. Also, they describe the work they have conducted to study how to gather speech resources, which can be used to build speech-based systems that help them to communicate more effectively.

scholarly journals Model Penyelenggaraan Pendidikan Inklusif bagi Penyandang Disabilitas Intelektual: Studi Kasus di DKI Jakarta

2019 ◽  
Vol 1 (1) ◽  
pp. 67-79
Author(s):  
Emilia Kristiyanti
Keyword(s):  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Cultural Barriers ◽  
Structural Barriers ◽  
Persons With Disabilities ◽  
Instrumental Case Study ◽  
Study Approach ◽  
People With Intellectual Disabilities ◽  
Depth Interviews

This study aims to develop a model for the implementation of inclusive education for people with intellectual disabilities in DKI Jakarta. As a region that has local regulations on the protection of persons with disabilities, DKI Jakarta government has not yet been able to ensure the fulfillment of the education rights of children with intellectual disabilities. This study used a single instrumental case study approach and was carried out in DKI Jakarta. Data collection is done through in-depth interviews and textual analysis. The results show that social exclusion occurs because of cultural barriers due to stigma, labeling, prejudice, stereotypes, and structural barriers due to discriminatory policies. Both of barriers can be reduced by organizing inclusive education for persons with intellectual disabilities. The model for implementing inclusive education developed not only focuses on developing the life skills of individuals with intellectual disabilities, but also strengthening and developing the surrounding environment and society. Thus, children with intellectual disabilities can be independent and participate in society.

scholarly journals Mathematics Preservice Trainee Teachers’ Perceptions of Attention to Diversity in Initial Training as Secondary Education Teachers

Mathematics ◽  
2021 ◽  
Vol 9 (14) ◽  
pp. 1697
Author(s):  
María Jesús Caurcel Cara ◽  
Emilio Crisol Moya ◽  
Carmen del Pilar Gallardo-Montes
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Master's Program ◽  
Initial Training ◽  
Teachers Perceptions ◽  
Perceptions And Attitudes ◽  
Secondary Education Teachers ◽  
Attention To Diversity ◽  
Teaching Learning ◽  
The University

Research on teachers’ perceptions about diversity is key to understanding the different approaches to be implemented to build inclusive education. Within this framework, the perceptions and attitudes of 73 students in the Mathematics specialization of the University Master’s Degree in Teacher Training for Secondary Education, Bachillerato, Vocational Training and Language Teaching (Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Formación Profesional y Enseñanza de Idiomas (MAES) at the University of Granada (Spain) were analyzed to determine their views about the initial training they received on attention to diversity during the Master’s program. The study is a descriptive and correlational-predictive transversal examination of the responses obtained from the “Questionnaire for preservice secondary education teachers on perceptions about attention to diversity” (Colmenero Ruiz and Pegalajar Palomino, 2015). The findings demonstrate that the students—preservice secondary education teachers—held favorable attitudes toward diversity and the principle of inclusion. The findings also show that contact with persons with disability influences perception of this population. The authors conclude that better training and knowledge of the elements that condition the teaching–learning process for high-quality attention to diversity predict better pedagogical preparation in matters of attention to diversity.

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