scholarly journals Factors associated with negative attitudes of teachers towards inclusive education of children with hearing impairment in Uyo, Nigeria

e-Pedagogium ◽  
2018 ◽  
Vol 18 (2) ◽  
pp. 36-51 ◽  
Author(s):  
Francesca Uko
Keyword(s):  
Hearing Impairment ◽  
Inclusive Education ◽  
Negative Attitudes ◽  
Factors Associated

Integration to Inclusion in Hong Kong: Not an Easy Progression

2021 ◽  
pp. 1-13
Author(s):  
Peter Westwood
Keyword(s):  
United States ◽  
Hong Kong ◽  
Inclusive Education ◽  
The United States ◽  
Academic Standards ◽  
Education Policies ◽  
Negative Attitudes ◽  
Large Class Size ◽  
Inclusive Schooling ◽  
Education In Hong Kong

Abstract This article describes the evolution of inclusive education in Hong Kong, moving from segregation via integration to inclusion. The outside influence of education policies and trends from Britain, Australia, and the United States are identified, and the current situation is described. In particular, obstacles that are encountered on the route to inclusion are compared with those found in other countries. These obstacles include large class size, teachers’ often negative attitudes, parents’ expectations, teachers’ lack of expertise for adapting the curriculum and for providing differentiated teaching, and ongoing conflicts between the notion of ‘inclusive schooling for all’ and the ‘academic standards agenda’.

scholarly journals Riviu sistematis sikap guru terhadap pendidikan inklusif

2019 ◽  
Vol 4 (1) ◽  
pp. 88-112
Author(s):  
Farida Kurniawati ◽  
Sulistami Prihandini
Keyword(s):  
Teacher Attitudes ◽  
Inclusive Education ◽  
Quality Of Education ◽  
Negative Attitudes ◽  
Electronic Search ◽  
The World ◽  
Category Knowledge ◽  
Professional Assistance ◽  
Very High

Teachers’ attitude is an important factor that influences the quality of the implementation of inclusive education. The quality of inclusive education is part of the quality of education in general in a country. The quality of education of countries around the world is measured by the United Nations using the Human Development Index and placing countries in the very high, high, medium, and low categories. Systematic review was carried out to  get an idea of ​​the attitudes of teachers towards inclusive education and the factors that influence it in countries based on the HDI category. By using three electronic search engines for academic data, namely EBSCOhost, ProQuest, and Taylor & Francis Online, 18 articles reporting teacher attitudes towards inclusive education in various countries were discussed. The results found that there were no differences in teacher attitudes towards inclusive education between countries with very high and high HDI categories with countries in the moderate HDI category. Knowledge of children with disabilities and teaching experiences of these children is known to influence the attitudes of teachers towards inclusive education in countries with all HDI categories. The support from community, the availability of professional assistance, and the length of the implementation of inclusive education are factors that influence the attitudes of teachers in very high and high HDI categories countries, while the negative perception of disability makes teachers held negative attitudes towards inclusive education. Recommendations for improving the review of this topic are discussed in this study

scholarly journals Problems and perspectives of children with special needs

2006 ◽  
Vol 38 (1) ◽  
pp. 190-204 ◽  
Author(s):  
Milja Vujacic
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Children With Special Needs ◽  
Organized Activities ◽  
Negative Attitudes ◽  
Independent Life ◽  
It Training ◽  
Changing Attitudes ◽  
Favorable Conditions ◽  
Quality In Education

The paper deals with problems faced by children with special needs and the perspectives for their development. The research on the environment in which children with special needs live testify to what extent the community provides for their development. Since the environment is not encouraging obstacles are numerous, often detrimental due to prejudice, stereotypes and negative attitudes. However, our research data show that organized activities in the process of inclusive education significantly contribute to the changes in attitudes towards children with special needs, which creates favorable conditions for quality in education and overall development. Changing attitudes concerning children with special needs and creating conditions for discovering their preserved potential, through the interaction with other children, are the basis for their further development and, to the extent to which they are capable of it, training for future independent life. The paper suggests that inclusive education is a possible solution for the children with special needs and the way to stimulate and improve their development.

scholarly journals 445 - The factors associated with the presence of psychotic symptoms in the HELIAD Greek community study of older adults

2020 ◽  
Vol 32 (S1) ◽  
pp. 163-164
Author(s):  
Helen-Maria Vasiliadis ◽  
Rossettos Gournelis ◽  
Vassia Efstathiou ◽  
Nikos Stefanis ◽  
Mary H. Kosmidis ◽  
...  
Keyword(s):  
Older Adults ◽  
Psychotic Symptom ◽  
Hearing Impairment ◽  
Affirmative Answer ◽  
Psychotic Symptoms ◽  
Columbia University ◽  
Public Servants ◽  
Factors Associated ◽  
The Past

ABSTRACTBackground:The prevalence and associated factors related to psychotic symptoms in older adults are understudied. The objectives were to assess the prevalence, incidence and factors associated with psychotic symptoms in a representative Greek sample of community living older adults.Methods:This study includes older adults aged ≥ 65 years participating in the Hellenic Longitudinal Investigation of Aging and Diet. The analysis is based on n=1,904 participants with available data at baseline and n=947 participants at the 3-year follow-up. The presence of delusions and hallucinations in the past month was assessed on the grounds of the 17 symptoms of the Columbia University Scale for Psychopathology in Alzheimer's Disease and of the 14 symptoms of the Neuropsychiatric Inventory Questionnaire. An affirmative answer to any of these 31 symptoms defined the presence of psychotic symptoms. A comprehensive neuropsychological assessment for probable diagnosis of dementia and physical comorbidity was carried out by neurologists. Study factors included age, education, marital status, widowed in the past year, occupation, hearing impairment and number of chronic comorbidities. Penalized logistic regression analyses were carried out to assess the socio-demographic and clinical factors associated with the prevalence and incidence of psychotic symptoms.Results:The past-month prevalence of any psychotic symptom was 1.9% and 1.0% when excluding cases of dementia. The prevalence of any delusion and hallucination was 1.5% and 0.7%, and 0.8% and 0.3% when excluding cases with dementia. Paranoid delusions were the most prevalent. The incidence at the follow-up of any psychotic symptom was 2.1% and 1.3% when excluding dementia. Individuals not married had twice the odds and, farmers/breeders had three times the odds than public servants/teachers/executives of experiencing psychotic symptoms. Hearing impairment and the number of comorbidities increased the odds of the presence of psychotic symptoms. In addition to age and recent widowhood, these factors remained significantly associated with the presence of psychotic symptoms in cases without dementia.Conclusion:Dementia was not related to over half of the cases observed with psychotic symptoms. Paranoid delusions were the most prevalent. Socio-economic and health status factors are significant predictors of psychotic symptoms.

scholarly journals CREATING AN IMAGE OF PEOPLE WITH DISABILITIES IN LITERATURE LESSONS

2021 ◽  
pp. 104-114
Author(s):  
Nikoletta Gulya ◽  
◽  
Anikó Fehérvári ◽  
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Primary Education ◽  
Social Groups ◽  
People With Disabilities ◽  
Negative Attitudes ◽  
Disabled Students ◽  
Literary Works ◽  
Cultural Contexts ◽  
Research Results

Inclusive education provides an opportunity for students with disabilities to learn with their non-disabled peers. However, inclusive classrooms do not guarantee that non-disabled students will accept or form friendships with students with disabilities. Therefore, there is a need for intervention that facilitates the acceptance of students with disabilities. Literary works are a readily available resource in education to help students learn about society's diversity and its cultural contexts, as long as they depict these social groups appropriately. This study aimed to identify the different recurring patterns of the disability conception within the content of youth literature in primary education, employing content analysis.The research results reveal that people with disabilities are extremely underrepresented and depicted stereotypically in the examined literary works. This representation can reinforce students' negative attitudes toward people with disabilities. Therefore, the stereotypical content should be clarified and discussed during the lessons.

scholarly journals Audiological screening of high risk infants and prevalence of risk factors

2017 ◽  
Vol 4 (2) ◽  
pp. 507
Author(s):  
Regina M. ◽  
Sanu P. Moideen ◽  
Mohan M. ◽  
Mohammed M.T.P. ◽  
Khizer Hussain Afroze M.
Keyword(s):  
Risk Factors ◽  
Birth Weight ◽  
High Risk ◽  
Low Birth Weight ◽  
Hearing Impairment ◽  
Significant Risk ◽  
Research Centre ◽  
Auditory Brain Stem Response ◽  
Factors Associated ◽  
High Risk Infants

Background: Hearing loss in early life can have deleterious effects on child’s psychosocial, scholastic and social-emotional development. Early identification and timely intervention can provide the child with better speech and language development. This study has been done to estimate the prevalence of hearing impairment among high risk infants as per Joint Committee on Infant Hearing (JCIH) criteria and to study the risk factors associated with neonatal hearing impairment.Methods: This multicentric observational study was conducted among 613 high risk infants admitted and discharged from neonatal intensive care units (NICU) of Academy of Medical Sciences, Kannur, Kerala and Sri Siddhartha Medical College and Research Centre, Tumakuru, Karnataka, India (level III neonatology units with an NICU admissions of average around 1200 per year), during the period August 2015 - August 2016 (12 months). The babies were selected based on the JCIH 2007 criteria. All babies were subjected to behavioral audiometry (BA) and Oto Acoustic Emissions (OAE), preferably within 3 weeks. Those failing OAE were reevaluated at 6th week and with Auditory brain stem response (ABR) within 3 months time. Results: A total of 613 high risk babies were screened. 42 (6.76%) among them were having hearing impairment. The most common risk factors associated with hearing impairment was NICU stay for more than 24 hours, prematurity, low birth weight and meningitis/sepsis etc.Conclusions: Hearing impairment among high risk babies is not a rare condition. In our study, the prevalence was 6.76%. Low birth weight, admission to NICU for more than 24 hours, low APGAR, meningitis/sepsis, maternal and neonatal complications are significant risk factors for hearing impairment among neonates. This highlights the need for neonatal screening. Though we recommend a universal screening program, at least a targeted approach should be practiced in neonatal care. Those babies who are found to have hearing impairment should be closely followed up with early intervention and rehabilitation.  

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