Academic literature on the topic 'Inclusive education program: the right to diversity'
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Journal articles on the topic "Inclusive education program: the right to diversity"
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Herawati, Nenden Ineu. "RE-INTERPRETASI DAN RE-ORIENTASI PENDIDIKAN INKLUSIF." EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru 10, no. 2 (July 26, 2018): 128. http://dx.doi.org/10.17509/eh.v10i2.11906.
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Abstract: The understanding of inclusive education is still inaccurate, so the interpretation and orientation towards that implementation are not appropriate as it should be. Nowadays, be found in the field that term of inclusive education is only limited to children with special needs learned together with general children in regular schools. Whereas, the term of inclusive education refer to provide the possible opportunity or access widely for all children in order to obtain the quality of education and in accordance with the needs without discrimination. Therefore, schools that enroll in inclusive education are required to adjust in terms of curriculum, facilities, the infrastructure of education, and learning systems as well that adjusted with the needs of children with special needs. In the other hand, children with special needs are those with temporary or permanent special needs that require more intense educational services. If children are required to receive an education service that is appropriate to their needs and existence through an inclusive education program, it will provide the possible opportunity widely for all children with special needs to get a proper education according to their needs. Moreover, it can create an education system that respects to diversity, non-discrimination and friendly in learning. Thus, it can implement the mandate of the Constitution of 1945, article 31, paragraph 1, Law of 2003 No. 20 regarding National Education System on article 5, paragraph 1, and Law of 2002 No 23 regarding The Right and Protection of Children in article 51. Abstrak: Pemahaman terhadap pendidikan Inklusif masih belum tepat, sehingga in terpretasi dan o-rientasi pelaksanaannya pun belum sesuai sebagaimana seharusnya yang sekarang dijumpai di lapangan bahwa yang dinamakan pendidikan inklusif adalah hanya sebatas anak kebutuhan khusus belajar bersama-sama dengan anak-anak normal di sekolah reguler.Padahal yang dinamakan pendidikan inklusif adalah memberikan kesempatan atau akses yang seluas-luasnya kepada semua anak untuk memperoleh pendidikan yang bermutu dan sesuai dengan kebutuhan tanpa diskriminasi, oleh karena itu sekolah yang menyeleggarakan pendidikan inklusif dituntut harus menyesuaikan baik dari segi kurikulum, sarana dan prasarana pendidikan maupun sistem pembelajaran yang sesuai dengan kebutuhan individu peserta didik yang berkebutuhan khusus. Sedangkan yang dimaksud dengan anak berkebutuhan khusus adalah mereka yang memiliki kebutuhan khusus sementara atau permanen yang membutuhkan pelayanan pendidikan yang lebih intens. Jika anak berkebutuhan mendapat layanan pendidikan yang sesuai dengan kebutuhan dan keberadaannya melalui program pemdidikan inklusif, maka akan memberikan kesempatan seluas-luasnya kepada semua anak berkebutuhan khusus mendapatkan pendidikan yang layak sesuai dengan kebutuhannya. Serta dapat menciptakan sistem pendidikan yang menghargai keanekaragaman, tidak diskriminasi serta ramah terhadap pembelajaran sehingga dapat mengamalkan amanat Undang-Undang-Undang 1945 pasal 31 ayat 1 juga undang-undang No 20 tahun 2003 tentang system pendidikan Nasional pasal 5 ayat 1 dan Undang-Undang no 23 tahun 2002 tentang hak dan perlindungan anak pasal 51.
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Khalil, Deena, and Elizabeth Brown. "Diversity Dissonance as an Implication of One School’s Relocation and Reintegration Initiative." Educational Administration Quarterly 56, no. 3 (August 27, 2019): 499–529. http://dx.doi.org/10.1177/0013161x19868511.
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Purpose: This article describes one charter school’s ‘diversity’ initiative—a relocation to a racially and socioeconomically diverse site—intended to reintegrate minoritized students displaced by gentrification. Research Design: We employ Critical Race Quantitative Intersectionality to frame the descriptive analyses of student enrollment, city census, and parent survey data that narrates the resulting student demographics after a school’s relocation. Our goal in utilizing an anti-racist framework rooted in Critical Race Theory is to a) quantify the racist material impact of “race-neutral” reform through intersectional data mining, b) disrupt the notion of letting “numbers speak for themselves” without critical analysis, and c) taking a transdisciplinary perspective to reveal the hidden patterns of whiteness under the guise of diversity. Findings: Our findings highlight the limits of a school’s agency to implement ‘diversity’ policies aimed at reintegrating minoritized students displaced from opportunity. While the relocation racially diversified the student population, the policy failed to reintegrate the district’s historically minoritized population. This exclusion both limited who had the right to use and enjoy the school and reinforced the school’s status and reputation, thus cementing its whiteness as property. Implications: We conceptualize diversity dissonance as a framework that challenges the unary ahistorical criteria that describe current school demographics, and calls for leaders and policymakers to problematize how the construct of diversity is interpreted when considering minoritized students’ access to programs and schools. Diversity dissonance situates diversity from solely an inclusive rhetoric to an exclusionary one, where limited access reinforces status—mimicking rather than juxtaposing whiteness.
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Forteza-Forteza, Dolors, and Francisca Moreno-Tallón. "Procesos que obstaculizan la inclusión en la educación secundaria obligatoria. Muchas sombras y todavía pocas luces." Aula Abierta 46, no. 2 (July 25, 2017): 41. http://dx.doi.org/10.17811/rifie.46.2.2017.41-48.
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RESUMENLas medidas extraordinarias de atención a la diversidad en la Educación Secundaria Obligatoria (ESO) son objeto de la investigación que presentamos en este artículo. Con diferente denominación según la comunidad autónoma, nos centramos en una de estas medidas, el Programa de Intervención Educativa (PIE), cuyos destinatarios son alumnos en situación de riesgo personal o social. Desde una perspectiva metodológica cualitativa analizamos un caso para profundizar en las vivencias de alumnos con dificultades de comportamiento que forman parte de un PIE. Se recogió la información a través de entrevistas y la observación, y el análisis de documentos fue una técnica complementaria para garantizar la triangulación de fuentes de registro. Los resultados ponen de manifiesto el complejo contexto de tensiones que atraviesan los alumnos con dificultades de comportamiento en un programa específico. Las conclusiones interpelan al diálogo con el alumnado, a intervenciones educativas en el aula, a la aceptación de las biografías personales y al derecho de que se satisfagan sus necesidades junto con los iguales, para eliminar las barreras y obstáculos que estos alumnos viven diariamente durante su trayectoria escolar. Se requieren respuestas educativas significativamente contextualizadas para favorecer la inclusión de todo el alumnado.Palabras Clave: educación secundaria, exclusión, dificultades de comportamiento, medidas extraordinarias, educación inclusiva.ABSTRACTThe extraordinary measures of attention to diversity in Compulsory Secondary Education (ESO) are the subject of the research presented in this article. With a different denomination according to the autonomous community, we focus on one of these measures, the Educational Intervention Program (PIE), whose beneficiaries are students at personal or social risk. From a qualitative methodological perspective we analyze a case to deepen the experiences of students with behavioral difficulties that are part of a PIE. Information was collected through interviews and observation, and document analysis was a complementary technique to ensure the triangulation of registry sources. The results highlight the complex context of tensions that students with behavioral difficulties go through in a specific program. The conclusions call for dialogue with students, for educational interventions in the classroom, for the acceptance of personal biographies and the right to meet their needs with peers, to eliminate the barriers that these students live daily during their school career. Significant contextualized educational responses are required to encourage the inclusion of all students.Keywords: secondary education, exclusion, behavioral difficulties, extraordinary measures, inclusive education.
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Forteza-Forteza, Dolors, and Francisca Moreno-Tallón. "Procesos que obstaculizan la inclusión en la educación secundaria obligatoria. Muchas sombras y todavía pocas luces." Aula Abierta 46 (July 25, 2017): 41. http://dx.doi.org/10.17811/rifie.46.2017.41-48.
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RESUMENLas medidas extraordinarias de atención a la diversidad en la Educación Secundaria Obligatoria (ESO) son objeto de la investigación que presentamos en este artículo. Con diferente denominación según la comunidad autónoma, nos centramos en una de estas medidas, el Programa de Intervención Educativa (PIE), cuyos destinatarios son alumnos en situación de riesgo personal o social. Desde una perspectiva metodológica cualitativa analizamos un caso para profundizar en las vivencias de alumnos con dificultades de comportamiento que forman parte de un PIE. Se recogió la información a través de entrevistas y la observación, y el análisis de documentos fue una técnica complementaria para garantizar la triangulación de fuentes de registro. Los resultados ponen de manifiesto el complejo contexto de tensiones que atraviesan los alumnos con dificultades de comportamiento en un programa específico. Las conclusiones interpelan al diálogo con el alumnado, a intervenciones educativas en el aula, a la aceptación de las biografías personales y al derecho de que se satisfagan sus necesidades junto con los iguales, para eliminar las barreras y obstáculos que estos alumnos viven diariamente durante su trayectoria escolar. Se requieren respuestas educativas significativamente contextualizadas para favorecer la inclusión de todo el alumnado.Palabras Clave: educación secundaria, exclusión, dificultades de comportamiento, medidas extraordinarias, educación inclusiva.ABSTRACTThe extraordinary measures of attention to diversity in Compulsory Secondary Education (ESO) are the subject of the research presented in this article. With a different denomination according to the autonomous community, we focus on one of these measures, the Educational Intervention Program (PIE), whose beneficiaries are students at personal or social risk. From a qualitative methodological perspective we analyze a case to deepen the experiences of students with behavioral difficulties that are part of a PIE. Information was collected through interviews and observation, and document analysis was a complementary technique to ensure the triangulation of registry sources. The results highlight the complex context of tensions that students with behavioral difficulties go through in a specific program. The conclusions call for dialogue with students, for educational interventions in the classroom, for the acceptance of personal biographies and the right to meet their needs with peers, to eliminate the barriers that these students live daily during their school career. Significant contextualized educational responses are required to encourage the inclusion of all students.Keywords: secondary education, exclusion, behavioral difficulties, extraordinary measures, inclusive education.
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Kadir, Abd. "PENYELENGGARAAN SEKOLAH INKLUSI DI INDONESIA." Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) 3, no. 1 (February 7, 2016): 1. http://dx.doi.org/10.15642/jpai.2015.3.1.1-22.
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<p><strong>Bahasa Indonesia:</strong></p><p>Keragaman warga negara Indonesia merupakan kenyataan yang tidak bisa dihindari. Namun semua warga negara Indonesia mempunyai hak dan kewajiban mendapatkan pendidikan. Peserta didik normal dapat mengakses pendidikannya di sekolah reguler, sedangkan peserta didik disable di Sekolah Luar Biasa. Tidak semua penyandang disable dapat mengakses pendidikannya secara baik di SLB, sehingga pemerintah mengupayakan pendidikan mereka di sekolah terdekat dengan tempat tinggalnya yang diprogram secara khusus dan disebut dengan sekolah inklusi. Di sekolah ini diselenggarakan berbagai macam model pembelajaran yang sesuai dengan kebutuhan mereka dalam belajar bersama peserta didik normal. Untuk hal tertentu mereka belajar secara khusus dengan bimbingan khusus pula. Kebersamaan mereka belajar di kelas yang sama memberikan peluang bagi satu sama lain untuk saling menjadi sumber belajar. Tetapi untuk memudahkan dalam hal penyelenggaraannya sebagian pendidikannya diserahkan kepada keluarganya yang telah dipersiapkan.</p><p> </p><p><strong>English:</strong> </p><p>The diversity in Indonesia is an inevitable fact. Along with that, every single Indonesian deserves education as their human right. Students with disability may pursue their education in schools for the disabled. It is the fact that the disabled -for some reasons- cannot go to the school they should be in. As a result, they sit in regular school with specific program for disabled. This school is later called the inclusive. In the school, learning activities are provided for disabled with particular treatment. This goes together with learning activities for non-disabled. For particular subjects, the disabled needs particular assistance. The situation in inclusive school provides opportunities for both the disabled and the non-disabled in learning from each other. However, some learning activities for disabled are conducted by their family under school directions.</p>
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Kadir, Abd. "PENYELENGGARAAN SEKOLAH INKLUSI DI INDONESIA." Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) 3, no. 1 (February 7, 2016): 1. http://dx.doi.org/10.15642/pai.2015.3.1.1-22.
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<p><strong>Bahasa Indonesia:</strong></p><p>Keragaman warga negara Indonesia merupakan kenyataan yang tidak bisa dihindari. Namun semua warga negara Indonesia mempunyai hak dan kewajiban mendapatkan pendidikan. Peserta didik normal dapat mengakses pendidikannya di sekolah reguler, sedangkan peserta didik disable di Sekolah Luar Biasa. Tidak semua penyandang disable dapat mengakses pendidikannya secara baik di SLB, sehingga pemerintah mengupayakan pendidikan mereka di sekolah terdekat dengan tempat tinggalnya yang diprogram secara khusus dan disebut dengan sekolah inklusi. Di sekolah ini diselenggarakan berbagai macam model pembelajaran yang sesuai dengan kebutuhan mereka dalam belajar bersama peserta didik normal. Untuk hal tertentu mereka belajar secara khusus dengan bimbingan khusus pula. Kebersamaan mereka belajar di kelas yang sama memberikan peluang bagi satu sama lain untuk saling menjadi sumber belajar. Tetapi untuk memudahkan dalam hal penyelenggaraannya sebagian pendidikannya diserahkan kepada keluarganya yang telah dipersiapkan.</p><p> </p><p><strong>English:</strong> </p><p>The diversity in Indonesia is an inevitable fact. Along with that, every single Indonesian deserves education as their human right. Students with disability may pursue their education in schools for the disabled. It is the fact that the disabled -for some reasons- cannot go to the school they should be in. As a result, they sit in regular school with specific program for disabled. This school is later called the inclusive. In the school, learning activities are provided for disabled with particular treatment. This goes together with learning activities for non-disabled. For particular subjects, the disabled needs particular assistance. The situation in inclusive school provides opportunities for both the disabled and the non-disabled in learning from each other. However, some learning activities for disabled are conducted by their family under school directions.</p>
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Zinchenko, Viktor. "Institutionalization of higher education and science in the strategy of sustainable social development: global and European levels." International Scientific Journal of Universities and Leadership, no. 1(9) (August 7, 2020): 32–61. http://dx.doi.org/10.31874/2520-6702-2020-9-1-32-61.
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The current education system is still «teaching» society the tasks and goals of sustainable development on a small and insufficient scale.
However, the official program document (Resolution) of the UN General Assembly formulates an appropriate global strategy «Transforming our world: the 2030 Agenda for Sustainable Development». Sustainable Development Goals (SDGs) are the key areas for implementing this global integrated multi-level strategy for social, governmental and institutional sustainable development.
Education is one of the crucial prerequisites for the implementation of the UN global strategy «Agenda 2030». Therefore, education has a key role to play in seeing a just, peaceful and sustainable society (both global, continental, regional and national).
International and European integrated strategy for sustainable social development «Transforming our world: the 2030 Agenda for Sustainable Development» – at the global level of education and science offers a mechanism for achieving and providing inclusive, equitable and quality education and training, promoting all opportunities for education and lifelong learning.
The strategy envisages providing and allowing everyone to receive and complete free, fair and quality primary, secondary and higher education, which will lead to appropriate and effective results of sustainable social development of both individual states and the global system.
It is also necessary to create preconditions for ensuring access of all, regardless of social, sexual, racial, ethnic origin to quality education at all levels, and to create appropriate conditions for this by 2030, which will allow them to successfully move to the next educational levels and carry out lifelong learning.
To do this, all levels, models and systems of education (through the model of «education for sustainable development») must be transformed - to acquire the knowledge and skills necessary for sustainable development: sustainable lifestyles, human rights, gender equality, promoting a culture of peace and non-violence, through global civic education and the recognition of cultural diversity and the contribution of culture to sustainable development.
Thus, Agenda 2030 sets practical challenges for governments to ensure, through the transformation of the education system («education for sustainable development»), the maximum conditions for all people to participate (through the acquisition of quality knowledge and skills through education) in society, state and economic and political development.
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Ninkov, Ivona. "Education Policies for Gifted Children Within a Human Rights Paradigm: a Comparative Analysis." Journal of Human Rights and Social Work 5, no. 4 (October 6, 2020): 280–89. http://dx.doi.org/10.1007/s41134-020-00133-1.
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AbstractGifted students are the most important part of every society and keeping the gifted child challenged and engaged is necessary. This paper aims to offer suggestions for the appropriate education system to enlarge their knowledge and creativity, without disturbing their usual life and educational surroundings. The author uses a comparative method, focusing on different countries worldwide and comparing and interpreting the various concepts of education in those countries. Based on the United Nations regionalization, the author focuses on the countries of the Eastern European Group (Bosnia and Herzegovina, Croatia, Hungary, and Serbia) and Western European and Others Group (Austria, Germany, Netherlands, UK, Turkey, and the USA). The study finds that inclusive education as an alternative framework is potentially the best education system for gifted students. The prevailing opinion in most countries is that the concept of inclusive education primarily refers to children with special needs. This authorexplains that there is no logical obstacle to applying inclusive education to gifted students as well. Such an inclusive education system would require changing current education systems and programs and, most of all, hiring various professional staff as social workers and trained teachers who can meet the various demanding needs of gifted students in any community. The study concludes that it is necessary to improve existing policies in education to provide the inclusive education framework to gifted children and to understand that the essence is not only to agree on differences but to stimulate the individuality and diversity of the gifted at all levels; the greatest gem of each country is its educated children. Inclusion of gifted students has a positive outcome not only for the individual but also for the other students in the classroom. Gifted students stimulate the others, pushing them to reach their potential academic capabilities. Also, the unidentified students who could learn at elevated levels could benefit from this kind of education model and a high level of instruction could push them in the same way that it challenges the gifted students in the classroom.
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Ferizaldi, Ferizaldi, and Fazlina Fazlina. "Implementasi Program Pendidikan Inklusif di Kabupaten Bireuen." HUMANIS: Jurnal Ilmu Administrasi Negara 6, no. 2 (October 4, 2020): 150–60. http://dx.doi.org/10.52137/humanis.v6i1.24.
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The aim of National Education as stated in Law No. 20 of 2003 concerning the National Education System is to give all citizens the right to education, including those with physical, emotional, intellectual, mental, and/or social disabilities entitled to special education. This is also regulated in the Permendiknas R.I. Number 70 of 2009 concerning inclusive education. In this regard, the phenomenon of inclusive education in the Bireuen Regency is still not optimal. The results of this study indicate that the implementation of inclusive education in the Bireuen District encountered numerous barriers. From the aspect of human resources (i.e., teachers), almost all of them are not from an inclusive education background. Most teachers taught in inclusive schools are from the regular honorary teachers. Therefore, special teaching staff with a background in inclusive education are urgently required. Besides, the implementation of inclusive education programs in this region is not well-supported by the stakeholders. From the aspect of facilities and infrastructure, it is not sufficient or inadequate to support the implementation of inclusive education in this district.
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Mumpuniarti, Mumpuniarti, C. Asri Budiningsih, Dinar Westri Andini, and Ayu Rahayu. "Perspective parents toward students diversity in inclusive education elementary school." Jurnal Prima Edukasia 7, no. 2 (July 18, 2019): 139–49. http://dx.doi.org/10.21831/jpe.v7i2.26937.
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The perspective of parents who support student diversity in school will open to a variety of different problems. The attitude is expected to encourage the implementation of integration and harmony among diversity. Therefore, the objective of the study was to describe the views of parents towards student diversity in inclusive education. Diversity from the perspective of parents determines the attitude of agree and disagree, as well as the right view of inclusive. The research method used a questionnaire to respondents of 99 parents from elementary schools in five regencies of the Special Region of Yogyakarta. The results showed that the majority of parents still had a narrow understanding that the concept of inclusive was the same with Student Educational Need (SEN). Here, the concept of labeling might understand as a misconception phenomenon. However, the majority of parents agreed to the SEN in regular schools, but an understanding of separate learning is the responsibility of the special supervisor or, interpreted as the inclusion officer. The implications need the education to understand the inclusion correctly and discuss the perspectives of parents to contribute to the success of learning in inclusive elementary schools.
Dissertations / Theses on the topic "Inclusive education program: the right to diversity"
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Soto, Ana Paula de Oliveira Moraes. "Programa Educação Inclusiva: direito à diversidade - proposição/implementação no município de Feira de Santana-BA." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-27012012-101007/.
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No Brasil, a partir dos anos de 1990, na esteira de conferências internacionais que visaram à proposição da universalização da educação básica nos países em desenvolvimento, acentua-se o debate sobre \"educação para todos\". Nesse período, foram desenvolvidas políticas na área da educação especial pautadas na perspectiva da educação inclusiva. Em 2003, o Ministério da Educação, por meio da então Secretaria de Educação Especial, lança o Programa Educação inclusiva: direito à diversidade com o fito de transformar os sistemas educacionais em \"sistemas educacionais inclusivos\". Buscando compreender como essas políticas são gestadas e implementadas, a presente pesquisa trouxe como objeto de estudo as políticas de educação especial no município de Feira de Santana-BA, sob a influência do referido programa, no período de 2003-2010, com o objetivo de analisar as suas implicações no âmbito da gestão das políticas de educação especial neste município. A investigação pautou-se na abordagem qualitativa, norteada pela perspectiva de análise de políticas públicas. Para coleta de dados foram utilizadas a entrevista semiestruturada e a análise documental. A aplicação das entrevistas ocorreu também na Secretaria de Educação Especial, a fim de apreender as questões referentes à formulação da proposta. Participaram da pesquisa três representantes da esfera municipal e três representantes da esfera federal. Os dados foram analisados através de dois eixos principais: 1) A proposição da política - princípios e diretrizes; e 2) O município como espaço de implementação da política, à luz do referencial produzido por: Höfling (2001), Arretche (2001, 2003), Bueno (2007, 2008), Arelaro (2003), Shiroma; Moraes; Evangelista (2007), Oliveira (2007), Frigotto (2011), Garcia (2004, 2008, 2010), Jannuzzi (2004), Mazzotta (1982, 1996), Prieto (2002, 2006, 2009). Os dados achados indicam que uma dada política percorre um longo caminho entre o momento inicial - formulação - até a sua execução - implementação -, e nesse percurso são agregados diferentes elementos que vão interferir no seu andamento. Na análise da política em tela constatou-se que estabelecer o município como protagonista da política ratifica uma postura de desconcentração baseada na relação controle central/execução local, pois transfere para essa esfera a responsabilidade pela implementação sem transferir-lhe autonomia quanto às decisões. A constituição como polo provoca no município um envolvimento que o leva a incorporar os princípios e propostas do âmbito nacional à sua política local. Com este trabalho, acredita-se que contribuições importantes foram trazidas à análise de políticas que se referem à educação especial, favorecendo discussões na área e no planejamento dessas políticas.In Brazil, since 1990, following international conferences aimed at the proposition of universal basic education in developing countries the debate about \"education for all\" is highlighted; in this period, policies were developed in the field of special education guided the perspective of inclusive education. In 2003, the Ministry of Education, through the Secretary of Special Education of that period, launched the Inclusive Education Program: the right to diversity with the aim to transform education systems in \"inclusive educational systems.\" Trying to understand how these policies are managed and implemented, this research had as object of study the special education policies in the municipality of Feira de Santana-BA, over the period 2003-2010 under the influence of the program in order to analyze its implications in the management of special education policies in the city. The research was based on a qualitative approach, guided by the perspective of public policy analysis. For data collection semi-structured interviews and documentary analysis were used. The application of the interviews also occurred in the Department of Special Education, in order to apprehend the issues about the proposal formulation. Three municipal representatives and three representatives from the federal level took part in this study. Data were analyzed using two main principles: 1) The proposition of politics - principles and guidelines, and 2) The city as a space for policy implementation, in the light of productions by: Höfling (2001), Arretche (2001, 2003), Bueno (2007, 2008), Arelaro (2003), Shiroma; Moraes; Evangelista (2007), Oliveira (2007), Frigotto (2011), Garcia (2004, 2008, 2010), Jannuzzi (2004), Mazzotta (1982, 1996), Prieto (2002, 2006, 2009). The data findings indicate that a given policy goes a long way from the initial moment - formulation - to its execution - implementation, and different elements that will interfere with its progress are aggregated along the way. The analysis of the politics studied showed that establishing the city as a protagonist of its policy ratifies a stance based on central control/local enforcement, because it transfers to that level the responsibility for implementation without transferring autonomy over decisions. The constitution as a pole in the city causes an involvement which led it to incorporate the principles and proposals from the national to local policy. With this work, it is believed that important contributions have been brought to the analysis of policies that relate to special education, promoting discussions on the area and on planning these policies.
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Santos, Maria Concei??o Pimentel dos. "A pol?tica de educa??o especial na perspectiva da educa??o inclusiva: trajet?rias de uma pol?tica em a??o no munic?pio de Tucano - Bahia." Universidade Estadual de Feira de Santana, 2015. http://localhost:8080/tede/handle/tede/315.
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The inclusive education policy results of any global and national movements oriented what is subscribed in the legal basis of human rights. In Brazil, it has been gaining space and supporters in research field and practices in the last two decades, in order of minimize and overcome the barriers imposed by the society throughout the history and faced by the people with disabilities and their family. The Brazilian counties had access to principles of this policy through of Program of Inclusive Education: Diversity Right, instrument used by the Ministry of Education for guide in the transformation of the teaching systems In this sense, this research has it a central issue how it gave the implantation of the Policy of Especial Education in the Perspective of the Inclusive Education (PNEE-EI) in the county of Tucano-Bahia in the period from 2005 to 2012 and as general objective analyze the process of the implantation of this same policy in the Municipal Department/Network of Education in Tucano-BA. The methodological path adopted was based on the Policies Cycle approach, allowing what the object was understood from the three primary contexts indicated: influence, text production and practice. Of qualitative character, this research show the case study about the implantation of Special Education Policy on the Education Inclusive Perspective in the Municipality of Tucano, whose data were produced through of the documentary research, focus group, semi-structured interview, questionnaire, being the data analysis supported on the content analysis. The studies revealed the existence of Inclusive Education Policy in progress in Tucano-BA, unleashed by accession of the county to Program of Inclusive Education: Diversity Right, in 2005 and, although it is not yet documented in the municipal scope, has followed the PNEE-EI's guidance, of 2008, changing, therefore, the history of Especial Education and regular local education. They was indicated as main difficulties the teachers' resistances in receive the students with disabilities in regular classrooms, parents of children and adolescents with disabilities in take them for the common schools and, mostly, of Apae, that was the single Especial Education institution in the county and, in that context, expressed contrary to this policy. In respect of to the proposed nationally and the implemented in Tucano, it was checked that happened advances in the formation of managers and teachers, in the realization of the Educational Service Specialist (ESS), the inter sectoral actions, accessibility, family participation, continuing education, but that such advances are still shy for the county's demand.
A pol?tica de Educa??o Inclusiva resulta de v?rios movimentos mundiais e nacionais orientados no que est? inscrito na base legal dos direitos humanos. No Brasil, foi ganhando espa?os e adeptos no campo da pesquisa e das pr?ticas nas duas ?ltimas d?cadas a fim de minimizar e superar as barreiras impostas pela sociedade ao longo da hist?ria e enfrentadas pelas pessoas com defici?ncia e suas fam?lias. Os munic?pios brasileiros tiveram acesso aos princ?pios dessa pol?tica por meio do Programa Educa??o Inclusiva: Direito ? Diversidade, intrumento utilizado pelo Minist?rio da Educa??o para orientar na transforma??o dos sistemas de ensino. Nesse sentido, esta pesquisa tem como quest?o central como se deu a implanta??o da Pol?tica de Educa??o Especial na Perspectiva da Educa??o Inclusiva (PNEE-EI) no munic?pio de Tucano-Bahia, no per?odo de 2005 a 2012 e como objetivo geral analisar o processo de implanta??o dessa mesma pol?tica na Rede Municipal de Educa??o de Tucano-BA. O percurso metodol?gico adotado fundamentou-se na abordagem do Ciclo de Pol?ticas, permitindo que o objeto fosse compreendido a partir dos tr?s contextos prim?rios indicados: o de influ?ncia, o de produ??o do texto e o da pr?tica. De car?ter qualitativo, esta investiga??o apresenta o estudo de caso sobre a implanta??o da Pol?tica de Educa??o Especial na Perspectiva da Educa??o Inclusiva no munic?pio de Tucano, cujos dados foram produzidos por meio de pesquisa documental, grupo focal, entrevista semiestruturada, question?rio, sendo a an?lise dos dados apoiada na an?lise de conte?dos. Os estudos revelaram que existe uma Pol?tica de Educa??o Inclusiva em andamento em Tucano/BA, desencadeada pela ades?o do munic?pio ao Programa Educa??o Inclusiva: Direito ? Diversidade, em 2005 e, embora ainda n?o esteja documentada no ?mbito municipal, vem seguindo as orienta??es da PNEE-EI, de 2008, alterando, portanto, a hist?ria da Educa??o Especial e da educa??o regular local. Foram indicadas como principais dificuldades a resist?ncia de professores em receber os alunos com defici?ncia nas salas de aulas regulares, dos pais das crian?as e adolescentes com defici?ncia, em lev?-las para as escolas comuns e, principalmente, da Apae, que era a ?nica institui??o de Educa??o Especial no munic?pio e, naquele contexto, manifestou-se contr?ria ? essa pol?tica. No que diz respeito ao proposto nacionalmente e o executado em Tucano, verificou-se que houve avan?os na forma??o de gestores e professores, na efetiva??o do Atendimento Educacional Especializado (AEE), nas a??es intersetorias, acessibilidade, participa??o da fam?lia, continuidade da escolariza??o, mas que tais avan?os ainda s?o t?midos para a demanda do munic?pio.
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Santos, Maria Eneida Costa dos. "Gestão escolar e as políticas de educação inclusiva: o papel do gestor escolar na implementação das políticas públicas inclusivas." Master's thesis, 2018. http://hdl.handle.net/10284/6921.
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Desde o surgimento do paradigma da inclusão, por meio do qual ficou claro que não é a pessoa que possui alguma limitação que tem de adaptar-se à sociedade e sim o inverso, que a sociedade, tanto nacional quanto internacional, tem tentado se organizar na tentativa de garantir o acesso à educação de todos os cidadãos a tudo que a constitui e a caracteriza, independentemente das peculiaridades individuais.
No Brasil, para a implementação da política de educação inclusiva e, consequentemente, para o início do processo inclusivo das pessoas com necessidades educacionais especiais – PNEE’s, na rede regular de ensino, foi criado o Programa “Educação Inclusiva: Direito à Diversidade”, com o objetivo de capacitar gestores e educadores para contribuírem nesse processo.
Por considerar o gestor escolar um dos principais responsáveis, pelo sucesso e/ou insucesso da inclusão escolar – visto a posição do cargo que ocupa e, consequentemente, o poder que possui de influenciar no comportamento das pessoas – optou-se por analisar o papel desse profissional na implementação das políticas públicas inclusivas.
Com base nos resultados, podemos afirmar que, o gestor da escola municipal de ensino objeto deste estudo, apesar das dificuldades enfrentadas no decorrer do processo, tem exercido um papel decisivo, desenvolvendo inúmeras ações as quais tem contribuído para o sucesso da inclusão das PNEE’s, nas classes comuns da referida escola .Since the emergence of the inclusion paradigm, it has become clear that it is not the person who has some limitation that has to adapt to society, but the reverse, that society, both national and international, has tried to organize itself in the attempt to guarantee access to the education of all citizens to everything that constitutes and characterizes it, regardless of individual peculiarities. In Brazil, for the implementation of the policy of inclusive education and, consequently, for the beginning of the inclusive process of people with special educational needs - PNEE's, in the regular network of education, was created the Program "Inclusive Education: Right to Diversity" with the aim of enabling managers and educators to contribute to this process. Considering that the school manager is one of the main responsible for the success and / or failure of school inclusion - given the position of the position he occupies and, consequently, his power to influence the behavior of the people - it was decided to analyze the role of this the implementation of inclusive public policies. Based on the results, we can affirm that the manager of the municipal school of education object of this study, despite the difficulties faced in the course of the process, has played a decisive role, developing numerous actions which have contributed to the success of the inclusion of people with special educational needs, in the common classes of said school.
Book chapters on the topic "Inclusive education program: the right to diversity"
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Adjei-Boateng, Emmanuel, and Joseph Ezale Cobbinah. "Secondary School Teacher Preparation in the Age of Inclusive Education." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 1098–110. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch050.
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All students have the right to quality educational experiences that is inclusive. For this to become a reality, there is a need to have teachers who respect and appreciate diversity and are capable creating inclusive educational experiences that support diverse students learning need. This chapter attempts to look at how secondary teacher education programs can prepare preservice teachers who understand diversity and are capable of integrating inclusive education strategies in their teaching. It examines how inclusive education can become an integral part of the processes and procedure involved in secondary teacher education programs.
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Adjei-Boateng, Emmanuel, and Joseph Ezale Cobbinah. "Secondary School Teacher Preparation in the Age of Inclusive Education." In Advances in Educational Marketing, Administration, and Leadership, 30–42. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7703-4.ch003.
Full textAbstract:
All students have the right to quality educational experiences that is inclusive. For this to become a reality, there is a need to have teachers who respect and appreciate diversity and are capable creating inclusive educational experiences that support diverse students learning need. This chapter attempts to look at how secondary teacher education programs can prepare preservice teachers who understand diversity and are capable of integrating inclusive education strategies in their teaching. It examines how inclusive education can become an integral part of the processes and procedure involved in secondary teacher education programs.
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"Encountering Diversity." In Inclusive Education Is a Right, Right?, 119–31. Brill | Sense, 2020. http://dx.doi.org/10.1163/9789004434783_010.
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Aguilar, Olivia M., Elizabeth P. McCann, and Kendra Liddicoat. "Inclusive Education." In Urban Environmental Education Review, edited by Alex Russ and Marianne E. Krasny. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501705823.003.0021.
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This chapter explores the dynamics of exclusion and marginalization in environmental education, the opportunities for inclusivity and accessibility in the urban context, and a reflective process necessary for equitable and just environmental education. It considers how urban environmental education can address issues of inclusivity and access and shows that recognizing the complexity of cultural diversity and the systemic nature of power and privilege serves as the foundation for cultural competency in urban environmental education. It also explains the importance of inclusivity in terms of dealing with issues of equity and allowing sharing of multiple perspectives, which can lead to innovation in addressing sustainability issues. The chapter also looks at three cases that illustrate how some urban environmental education programs are incorporating inclusive practices: an urban water-quality monitoring program in Austin, Texas; an urban nature center in Milwaukee, Wisconsin; and studies of neighborhoods in Cuba, Spain, and the United States.
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Berghammer, Gretta, Ashley Kramer, and Amy J. Petersen. "Imagine the Possibilities." In Handbook of Research on Classroom Diversity and Inclusive Education Practice, 349–74. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2520-2.ch015.
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This chapter illustrates the importance of and best practices for creating, implementing and sustaining inclusive communities for students through process based drama. Using narratives, stories from the field, and examples of student growth and learning, the chapter defines ways to artistically serve emerging learners through the use of drama within a variety of inclusive settings. A key focus of the chapter is the exploration of ways to adapt the creative process of drama to meet the specific needs of youth with autism in an inclusive learning environment. Characteristics and descriptions of program elements include: a) the use of key drama elements to support creative sensory awareness, movement, pantomime, characterization and story to support creative expression in inclusive settings and b) best practices for enhancing and expanding the emerging learners' abilities to engage in pretend play, communicate non-verbally, share an idea dramatically, assume a role beyond self, and promote positive social interactions. Guidelines for reflecting on student engagement and exploration are also presented.
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Watson, Allyson Leggett. "Developing a Practice of Cultural Awareness in Pre-Service Teachers by Promoting Positive Dialogue Around Diversity." In Cultural Awareness and Competency Development in Higher Education, 223–36. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2145-7.ch013.
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Within higher education there are dynamic constructs surrounding discussions on race, gender and bias. Courses detailing inclusive pedagogy and university restructuring for diversity initiatives are at the forefront of higher education administration strategic planning. By drilling down into educator preparation programs, it is often assumed that the notion of conversations about diversity and teaching cultural awareness has long been a standard of practice. Solid educator preparation programs tout cultural awareness and assist in preparing teachers to effectively teach and serve in diverse school settings. This preparation allows for new teachers to feel secure in methods to meet the needs of learners through content and personal connection. This chapter will identify the strengths of a pre-service teacher preparation program designed to implement cultural conversation early in the baccalaureate program. The program is centered around learning strategies, techniques and pedagogical practices based on theoretical implications and class discourse relating to all areas of diversity.
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Chen, Ye-Sho, Nurhan Davutyan, and İris Ersoy. "A “Flying High, Landing Soft” Platform for Supplier Diversity." In Handbook of Research on Global Supply Chain Management, 72–84. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9639-6.ch004.
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Diversity management has emerged as a unique agenda of today's corporations in the global economy. One important area of corporate diversity management is supplier diversity, which is an inclusive growth program designed to help develop under-represented businesses into competitive suppliers of corporations. A major challenge of supplier diversity is that many minority suppliers lack the capability to deliver products which the corporate buyers need. Another major challenge is that few minority suppliers have the ability to participate in the global markets opportunities. We address these two problems by proposing an innovative “Flying High, Landing Soft” platform for international education in supplier diversity to help multinationals manage their global supplier diversity.
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Sandoval-Lucero, Elena, Libby A. Klingsmith, and Ryan Evely Gildersleeve. "Using Social-Situational Learning to Create Career Pathways Into Community College Leadership." In Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education, 48–74. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8488-9.ch003.
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This chapter describes a partnership created between a community college and a university designed to create pathways into community college leadership. The program used social-situational approaches to learning, placing students enrolled in the university's higher education graduate programs into graduate assistant positions that had defined responsibilities for the college's key strategic priorities. The program introduced students to multiple leadership pathways through participation in a community college environment. Students engaged in work that significantly advanced the college's strategic initiatives. The program centered social-situational leadership development on multiple levels and circulated through the shared priorities of social justice and inclusive excellence across the community college and the university. The partnership viewed graduate student development through the lens of transformative leadership, focusing on equity, access, diversity, ethics, critical inquiry, transformational change, and social justice. These principles underlie in the mission of both institutions.
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Adjei-Boateng, Emmanuel. "Promoting Culturally Responsive Pedagogical Competence among Preservice Teachers." In Handbook of Research on Global Issues in Next-Generation Teacher Education, 276–95. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9948-9.ch016.
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This chapter examines primary issues confronting preservice teacher preparation in the US public schools. There are several issues confronting teaching and teacher education programs. However, this chapter explores cultural and linguistic diversity issues given the critical need for inclusive education. The increasing nature of demographic changes in the schools and the U.S. society also has ramifications for students' learning and preservice teacher preparation. To that end, this chapter examines efforts by organizations and educational researchers to respond to the phenomenon of demographic changes in US public schools and the need to equip teachers with competencies needed to help students become successful in schools. The author examines how one teacher education program is preparing teachers to meet the demands of teaching culturally and linguistically diverse student population. Finally, the author provides suggestions on how to improve and enhance culturally responsive pedagogical competence among preservice teachers.
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Lo, Lusa. "Collective Learning." In Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers, 237–55. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1057-4.ch014.
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As the demographics of U.S. student population continue to be diverse, teachers need to be equipped to teach and support students from diverse cultural backgrounds. Besides addressing this issue through the use of coursework and fieldwork experiences, research suggested that providing teacher candidates with international experiences could have an impact on their intercultural sensitivity and openness to cultural diversity. The purpose of this chapter was to share a unique, short-term, faculty-led study abroad program, which was a part of a graduate summer online course. Six special education teacher candidates participated in the program. During the study abroad, they had the opportunity to observe inclusive schools, interview special education policy makers, and learn strategies to support students with disabilities in inclusive classrooms and collaborate with their parents. Cultural activities and free explorations were also included. Upon their return, student participants utilized information and strategies they learned in their practice.
Conference papers on the topic "Inclusive education program: the right to diversity"
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Beutel, Denise, and Donna Tangen. "The intercultural competence of preservice teachers: An exploratory study." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7947.
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This paper presents the findings of a qualitative study that explored the impact that prior intercultural experiences have in shaping preservice teachers as teachers of diversity. An online qualitative questionnaire was used to collect data from preservice teachers (n=40) enrolled in a one year graduate entry teacher education program in eastern Australia. Hammer’s (2009, 2011) Intercultural Development Continuum (IDC) was used as a framework to analyse the data. The IDC is a model of intercultural competence used to explain how people interpret cultural difference (Hammer, Bennett & Wiseman, 2003). Each of the five positions on the continuum has a distinct set of perceptions and experiences around cultural differences. In presenting the results, we draw on several cases that encompass the breadth of prior intercultural experiences of the preservice teachers. Overall, the results indicate that sustained intercultural engagement over time provides opportunity for the development of greater intercultural sensitivity. While it is advocated that teacher education is well-positioned to play a key role in developing the intercultural comptetences of future teachers, the paper highlights the challenges in providing learning opportunities that allow preservice teachers to practice new ideas, challenge old ideas and reflect on the process of becoming inclusive educators.