To see the other types of publications on this topic, follow the link: Inclusive education program: the right to diversity.
Journal articles on the topic 'Inclusive education program: the right to diversity'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Inclusive education program: the right to diversity.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
<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>
6
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.
Full textAbstract:
<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>
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Indrasti, Maya, and Faridah Jalil. "The Rule of Law for the Right to Inclusive Education in Indonesia." PADJADJARAN Jurnal Ilmu Hukum (Journal of Law) 06, no. 03 (December 2019): 594–618. http://dx.doi.org/10.22304/pjih.v6n3.a9.
Full textAbstract:
Indonesia is committed to guarantee the right to education for all citizens without exception. The commitment of Indonesia to Education for All (EFA) leads to the fulfillment of inclusive education policies. The people of Indonesia tend to understand inclusive education as education for people with disabilities. On the other hand, inclusive education has a broader meaning, which does not refer only to special education. Furthermore, it also covers education with special services. The essence of inclusive education is to remove barriers that limit all marginalized learners, to respect diversity and needs, to create patterns of education without discrimination, and ultimately to achieve quality education. People’s understanding leads to questions about inclusive education in legal context, as well as the rules of inclusive education in Indonesia. This paper contains a qualitative study with a historical-doctrinal approach. The study aims to explain the right to inclusive education listed in the rules and regulations in Indonesia and their problems. From the normative point of view, the rules on inclusive education are regulated in the Law Number 8 of 2016 on Persons with Disabilities and the Regulation of the Minister of National Education Number 70 of 2009. Furthermore, the rules of inclusive education can also be found in several other regulations implicitly. Most of the rules have stipulated provisions that include the right to education. Therefore, the Government appears to be progressively realizing the respect, protection, and fulfillment of the right to education, including inclusive education, for all people of Indonesia.
12
Indrasti, Maya, and Faridah Jalil. "The Rule of Law for the Right to Inclusive Education in Indonesia." PADJADJARAN Jurnal Ilmu Hukum (Journal of Law) 06, no. 03 (December 2019): 594–618. http://dx.doi.org/10.22304/pjih.v6n3.a9.
Full textAbstract:
Indonesia is committed to guarantee the right to education for all citizens without exception. The commitment of Indonesia to Education for All (EFA) leads to the fulfillment of inclusive education policies. The people of Indonesia tend to understand inclusive education as education for people with disabilities. On the other hand, inclusive education has a broader meaning, which does not refer only to special education. Furthermore, it also covers education with special services. The essence of inclusive education is to remove barriers that limit all marginalized learners, to respect diversity and needs, to create patterns of education without discrimination, and ultimately to achieve quality education. People’s understanding leads to questions about inclusive education in legal context, as well as the rules of inclusive education in Indonesia. This paper contains a qualitative study with a historical-doctrinal approach. The study aims to explain the right to inclusive education listed in the rules and regulations in Indonesia and their problems. From the normative point of view, the rules on inclusive education are regulated in the Law Number 8 of 2016 on Persons with Disabilities and the Regulation of the Minister of National Education Number 70 of 2009. Furthermore, the rules of inclusive education can also be found in several other regulations implicitly. Most of the rules have stipulated provisions that include the right to education. Therefore, the Government appears to be progressively realizing the respect, protection, and fulfillment of the right to education, including inclusive education, for all people of Indonesia.
13
Santhanam, Elizabeth, and Wendy Paulusz. "22. Promoting Inclusive Education Through the Lens of Learning Disabilities." Collected Essays on Learning and Teaching 2 (June 13, 2011): 128. http://dx.doi.org/10.22329/celt.v2i0.3216.
Full textAbstract:
The Faculty of Engineering in an Australian university collaborated with a central academic/educational development unit to design and deliver a teaching development program for all engineering teaching assistants (TAs). This paper discusses the approach taken to promote inclusive education in engineering in a situation with competing priorities. One of the strategies employed in the program aimed at enhancing the TAs’ awareness of the diversity of learning styles and abilities within their student cohort with particular reference to students with a learning disability or a mental health condition. Research (Mortimore, 2003) has shown that certain learning styles can be characteristic of a learning disability or mental health condition. A standard learning styles inventory tool was introduced so TAs could identify their own preferences and realize the learning environment can be ‘disabling’ when there is a mismatch between a learning preference and teaching style. Through discussions and activities, TAs developed inclusive teaching strategies which could facilitate learning for all students. The program provided opportunities to discuss other issues related to diversity among students and other members of the university community, and effective communication skills. Changes in the attitude of the engineering TAs and faculty towards this program are discussed.
14
Pilkington, F. Beryl, Mina D. Singh, Cheryl Prescod, and Alexis Buettgen. "Inclusive Mosaic: Promoting Diversity in Nursing through Youth Mentorship." International Journal of Nursing Education Scholarship 10, no. 1 (June 8, 2013): 123–32. http://dx.doi.org/10.1515/ijnes-2012-0012.
Full textAbstract:
AbstractIn this paper we describe the Inclusive Mosaic project, a community–university partnership in an outer-city community in a large Canadian metropolis aimed at promoting diversity in nursing. The project brought together nursing student mentors with middle school and high school youth from diverse backgrounds in a mentoring program aimed at increasing participants’ interest in, and confidence in pursuing, higher education and a career in nursing or other health profession. The concepts of emancipatory education, self-efficacy, and possible selves provided the theoretical foundation. Project processes, activities, and outcomes are described, and a post-hoc evaluation encompassing the project’s strengths, challenges, limitations, and successes is presented. Recommendations to inform future research and education are also provided.
15
Bombardelli, Olga. "Inclusive education and its implementation: International practices." Education & Self Development 15, no. 3 (September 30, 2020): 37–46. http://dx.doi.org/10.26907/esd15.3.03.
Full textAbstract:
Research problem. There is a big demand for high level competencies in an increasingly knowledge driven society. Ensuring that each individual has an equal opportunity for educational progress is a challenge worldwide; inclusive education is a question of equity and a premise for active contribution to society by all people, included the weakest. Inclusive schools work to ensure full participation and access to quality learning opportunities for all learners, respecting and valuing diversity, and fighting discrimination in and through education. The aim of this paper is to study and select the best strategies for empowerment, talent development and raising achievement of all students, including the students with disabilities and special education needs. It explores the area of educational measures both for talented learners, and for upskilling staff to address a heterogeneous student population. Research methods: The methodology implies the use of authoritative studies and of official documents from national, and the International Bodies, linking them to the author’s personal experience in teaching and in project management, especially keeping in mind the inclusive tradition in Italy. The UN Convention on the Rights of Persons with Disabilities (art.24) stipulates that countries must take steps to ensure that persons with disabilities can access an inclusive primary and secondary education on an equal basis with others in the communities in which they live. Conclusions and recommendations. We need to understand the importance of inclusivity, to widen the empirical research, to develop, and implement measures to capture the learners’ potential, their academic, and personal development, improving teaching strategies, and guidance. Families and society also make a contribution. It is a challenging task, where teachers play a key role in innovative school systems. The results of the study can be used in policy making, curricula development, teaching programs, and improving the quality of education for all learners.
16
Mulyadi, Asal Wahyuni Erlin. "Policy of Inclusive Education for Education for All in Indonesia." Policy & Governance Review 1, no. 3 (September 30, 2017): 201. http://dx.doi.org/10.30589/pgr.v1i3.57.
Full textAbstract:
The purpose of this article is to discuss the basic and essential contents of the policy of inclusive education in Indonesia. Inclusive education is the recent worldwide agenda for educational reform toward the no-discrimination in education. Regardless of any condition and circumstances, it is guaranteed that every child has the right for education, as it is also clearly highlighted in the global program of Education for All (EFA). This paper is a content and analytic review on the national policy of inclusive education towards the education for all in Indonesia, i.e the Regulation of National Ministry of Education (PERMENDIKNAS) Number 70 Year 2009. Number of schools implementing the inclusive education policy has significantly increased, supported also by the province and district related regulations. However, the context of the policy of inclusive education as the major guideline for the policy implementation lead to various and even narrowed perspective on the concept of inclusion. Inclusive education is still discussed more in term of learners with disabilities only. Much progress has been made, yet it is still much left to be accomplished to achieve the fundamental and universal rights on education to all society.
17
Bradford, Brent, and Tim Loreman. "Canadian Preservice Teacher Views of Inclusive Physical Education." Australasian Journal of Special and Inclusive Education 42, no. 01 (April 30, 2018): 30–48. http://dx.doi.org/10.1017/jsi.2018.4.
Full textAbstract:
In this paper, we explored various aspects of Canadian preservice elementary school teacher views about inclusive physical education. Based on prior work by Loreman (2014) that broadly examined preservice teacher views on inclusive education, in this study we looked specifically at inclusive physical education using a different sample of participants in the same program. Preservice teachers were asked a series of open-ended questions relating to their understandings, feelings of teaching self-efficacy, attitudes, and concerns relating to inclusive physical education in elementary school. Their responses reflected a strong focus on ability diversity (e.g., disability) and indicated that inclusive physical education means that all students should be part of the learning environment or that some should be excluded in roughly equal proportion. Depending on the curricular dimension, their self-perceived levels of preparedness ranged from low to high. The participants also presented a strong case for the necessity of resources available for the teaching of inclusive physical education.
18
Broecher, Joachim. "How David P Weikart’s HighScope Summer Camp for (Gifted) Teenagers became a sustainable model for my later work in special education and inclusive education." Gifted Education International 31, no. 3 (March 19, 2014): 244–56. http://dx.doi.org/10.1177/0261429414526655.
Full textAbstract:
The HighScope Summer Camp for Teenagers founded by David P Weikart in 1963, and operated until 2002, was an international, inclusive gifted education program that aided many young people, including those from disadvantaged social strata, in their personal development and shaped them in a special way. The six-week program stood for a high degree of structure and high expectations from the youth with regard to active thinking, problem solving and responsible action in the sciences, arts, and in social intercourse. Diversity and social justice were organically integrated, as was closeness to nature and a hands-on approach. The author worked on David P Weikart’s team during the summer of 1984 and then helped to found a similar program in Germany. The author’s personal HighScope experience remained intact over the decades and an effective background source of inspiration and orientation for his work in special and inclusive education.
19
Sri Windati, Ni Made, and I. Ketut Sudarsana. "Penanaman Sikap Inklusif Keberagamaan Hindu." Kamaya: Jurnal Ilmu Agama 3, no. 1 (January 14, 2020): 94–101. http://dx.doi.org/10.37329/kamaya.v3i1.379.
Full textAbstract:
This study aims to determine the inclusion of Hindu religious inclusive attitudes in SMA Dwijendra Denpasar. Practices of violence in the name of religion, and fundamentalists, radicalism, until terrorism, lately increasingly prevalent in the country. Therefore inclusive diversity must be developed in Indonesia. In order to create a harmonious, peaceful, safe, peaceful and prosperous society, it is necessary to build an inclusive attitude towards diversity. Schools are the right means to teach religion, so it is very suitable if religious education is included in the curriculum of learning in schools. One effort that can be carried out by SMA Dwijendra Denpasar to create harmony between students of different religions is to instill an inclusive attitude of Hinduism in class XI students who are Hindu through learning Hindu religious education to transform religious knowledge and values of religious teachings, so as to be able to create harmonious school atmosphere.
20
Husna, Difaul, Yazida Ichsan, and Unik Hanifah Salsabila. "Islamic Religious Education in Inclusive Education: Curriculum Modification for Slow Learner Students at SMP Muhammadiyah 1 Godean." International Journal on Advanced Science, Education, and Religion 4, no. 1 (March 14, 2021): 19–27. http://dx.doi.org/10.33648/ijoaser.v4i1.93.
Full textAbstract:
Education for children with special needs began to change on the basis of diversity and the fulfillment of the right to obtain an education and an inclusive education. Inclusive educators enforce learning in the same learning environment for each student, for regular students or students with special needs, including for slow learners. This qualitative descriptive research was conducted with the intention of knowing the implementation of Islamic Religious Education curriculum in the setting of inclusive education, namely at SMP Muhammadiyah 1 Godean. The research subjects were obtained through purposive sampling method, with research data obtained through observation methods, interviews and documentation. Data analysis is carried out through several procedures, namely data reduction, data presentation, verification and data validity test using triangulation techniques. The results showed that Islamic Education learning was carried out in regular full inclusion classes using a modified regular curriculum for slow leaner students. Learning Islamic Religious Education SMP Muhammadiyah 1 Godean faced several separate problems such as the un availability of Special Companion Teachers and differences in characteristics of each student, both regular students and special needs.
Keywords: Inclusive Education, Students Special Needs, Islamic Education
21
Saqr, Sumaya, and Lilly Jacqueline Tennant. "Emirati General Education Pre-service Teachers’ Preparedness for Diversity in Inclusive Classrooms." International Journal of Education 8, no. 2 (June 23, 2016): 105. http://dx.doi.org/10.5296/ije.v8i2.9396.
Full textAbstract:
<p>Today’s general education classrooms continue to become increasingly diverse. Educational<br />diversity and the high expectations for all learners have a profound impact on pre-service<br />teacher preparation. This paper explores Emirati general education pre-service teachers’<br />perception of preparedness to effectively instruct diverse learners including those with<br />exceptionalities. Individual and focus group interviews and student teaching internship<br />portfolios were used to examine Emirati pre-service teachers’ beliefs about their roles and<br />responsibilities in the diverse classrooms of today. Findings shed light on the impact of<br />teacher preparation on their perceived readiness, willingness, and abilities to meet the wide<br />range of learner needs through inclusive practices. Moreover, several areas presented<br />challenges to the pre-service teachers during their teaching practice. The study also identified<br />issues with current teacher preparation practices, program coordination or collaboration<br />efforts, and practicum experience necessary for pre-service teachers. Based on the findings,<br />recommendations for reassessing the content and structure of higher education teacher<br />preparation programs are discussed.</p>
22
Peterson, Patricia, and Stephen Showalter. "Preparing Culturally Diverse Special Education Faculty: Challenges And Solutions." Contemporary Issues in Education Research (CIER) 3, no. 9 (November 9, 2010): 27. http://dx.doi.org/10.19030/cier.v3i9.232.
Full textAbstract:
This paper describes why more bilingual culturally responsive special education faculty are needed to meet the needs of the increasing number of culturally and linguistically diverse students with disabilities in the United States. In addition, the paper presents the successes and challenges in the journey to prepare university faculty leaders in bilingual multicultural special education. The NAU Faculty for Inclusive Rural-multicultural Special Educators (FIRST) program is a bilingual/multicultural special education program which prepares doctoral students from Latino and Indigenous backgrounds to become highly qualified university faculty in the areas of teaching, research, technology, and cultural/linguistic diversity.
23
Stoyanov, Stanimir, and Ani Epitropova. "GAME-BASED ECOSYSTEM FOR AUTISTIC CHILDREN." Education and Technologies Journal 11, no. 1 (August 1, 2020): 226–32. http://dx.doi.org/10.26883/2010.201.2287.
Full textAbstract:
Internationally and nationally, the full use of e-learning platforms and learning resources in primary and secondary school is increasingly encouraged. Information and Communication Technologies (ICT) should be seen as a key tool for promoting equity and equality in educational opportunities. Equality implies that the individual needs of people are met in inclusive conditions through differentiated approaches that take into account the diversity of learners. In this sense, countries are developing policies aimed at implementing inclusive education for children with autism. There is a growing need to guarantee the human rights of people with autism, such as the right to inclusive education. People with autism should be given the opportunity to reach their full potential when given the right opportunities within a general school environment. This article presents a game-based educational ecosystem supporting autistic children. The ecosystem is the result of a project called ‘Inclusive classroom – play and learn’. The architecture of the system is described in more detail. Furthermore, the use of the ecosystem is demonstrated by two games.
24
Andini, Dinar Westri, Ayu Rahayu, C. Asri Budiningsih, and Mumpuniarti Mumpuniarti. "PANDANGAN KEPALA SEKOLAH MENGENAI PENDIDIKAN INKLUSIF DAN ANAK BERKEBUTUHAN KHUSUS DI SEKOLAH DASAR DIY." Taman Cendekia: Jurnal Pendidikan Ke-SD-an 2, no. 2 (December 20, 2018): 247. http://dx.doi.org/10.30738/tc.v2i2.3142.
Full textAbstract:
The right view of inclusive education is very influential on the success of the implementation of inclusive education, starting from the policies applied, routines that will bring up a culture of acceptance of diversity and the implementation of classroom learning. The principal becomes the agent of change and as the main key in the development, initiator of innovation and decision making on the implementation of inclusive education until the realization of the success of the implementation practices in school. The purpose of this study is to explain the principal's view of inclusive education in Yogyakarta Elementary School. Questionnaires were distributed to 25 principals in elementary schools in five districts in Yogyakarta Special Region. The results showed that the majority of principals in SD DIY have a narrow view of inclusive education, which is still limited to the acceptance of children with special needs, but the majority of principals agree and are open that children with special needs for school and study together with other children in the classroom regular / general.
25
Munchan, Leanne, and Joseph Agbenyega. "Exploring early childhood educators’ experiences of teaching young children with disability." Australasian Journal of Early Childhood 45, no. 3 (July 31, 2020): 280–91. http://dx.doi.org/10.1177/1836939120944635.
Full textAbstract:
This paper argues that whilst inclusive education in early childhood is gaining wider acceptance in the equity and diversity movement, the value and contribution of educators’ voices about what is working and challenging are frequently ignored. This small-scale research explored five early childhood educators’ understandings and experiences of inclusive education in two kindergartens in Victoria, Australia. A thematic analysis of the data highlights inclusion as a right to belong and fully participate; the need for modifications to orchestrate a culture of acceptance, diversity and inclusion; a lack of support and inadequate professional learning; and supporting effective practice through relationship with families, experts and children. The findings draw implications of evidence-based professional learning that is less focused on the interests of academic researchers and policy makers and more on the everyday needs of early childhood educators.
26
Medina-García, Marta, Luis Doña-Toledo, and Lina Higueras-Rodríguez. "Equal Opportunities in an Inclusive and Sustainable Education System: An Explanatory Model." Sustainability 12, no. 11 (June 5, 2020): 4626. http://dx.doi.org/10.3390/su12114626.
Full textAbstract:
Equal opportunities is an objective to be achieved in a sustainable society, as formulated by various sustainable development objectives. Inclusive education refers to the right of all people to education, guaranteeing the presence, participation, and progress of all students and, above all, equal opportunities. However, today, it is a dual and controversial issue, as it appears among the strategies and objectives planned at international and European levels, but its application and real development is still far from being a right with guarantees. Moreover, the concept of integration remains in most areas and many education policies. Therefore, the objective of this work is to establish which integration and inclusion measures favor equal opportunities. The study offers, as a major novelty, the results of empirical research, which provides a scientific framework to this process of equal opportunities. It is approached from the perspective of teaching staff with a sample of 133 professionals. The results are analyzed through factorial analysis and multiple linear regression. The results show that the aspects related to inclusion (measures of attention to diversity, high knowledge about inclusion, and adapting the system to inclusion) have a significant positive effect. The integration of students reduces equal opportunities in a statistically significant way. The results are of interest for educational policies and for decision-making and strategies to achieve sustainability and inclusion in the school environment.
27
Jayanti, Diana Dwi. "Strategi Optimalisasi Potensi Siswa Berkebutuhan Khusus Melalui Program Pembelajaran Individual." AKADEMIKA 8, no. 2 (December 31, 2014): 222–30. http://dx.doi.org/10.30736/akademika.v8i2.87.
Full textAbstract:
Ability, problems, and needs that owned by children with special needs are very heterogeneous. These are the result of the diversity of the specificity and characteristics possessed by each of the individual with special needs. Those heterogeniety in turn have implications for the educational services needed to accommodate such diversity. So far, the government and the community has been organizing educational services for individuals with special needs either in the form of special education service or inclusive education. However, there are still some obstacles, one of which related to instructional strategies that applied. Learning process that has been applied, both in special schools and inclusive schools, it is less able to accommodate the learning needs of children with special needs. The curriculum is felt tends to be more traditional, the learning process is based solely on achieving the objectives of the curriculum, and less able to touch the basic needs of those children. Therefore, in order to develop the potential ability of children with special needs in a more optimal, it is required the development of learning strategy that emphasizes the distinctiveness of individual learning process. This paper tries to propose one of the learning strategies that enable to accommodate the basic learning needs of children with special needs to develop her potential ability, namely individualized educational program.
28
Tennial, Rachel E., Erin D. Solomon, Latanya Hammonds-Odie, Gary S. McDowell, Michael Moore, Alberto I. Roca, and Jana Marcette. "Formation of the Inclusive Environments and Metrics in Biology Education and Research (iEMBER) Network: Building a Culture of Diversity, Equity, and Inclusion." CBE—Life Sciences Education 18, no. 1 (March 2019): mr1. http://dx.doi.org/10.1187/cbe.18-03-0042.
Full textAbstract:
The Inclusive Environments and Metrics in Biology Education and Research (iEMBER) network is a newly forming national community of practice that engages diversity, equity, and inclusion stakeholders in interdisciplinary collaborative projects. iEMBER was initiated with incubator funding from the National Science Foundation program for Research Coordination Networks in Undergraduate Biology Education. In June 2017, biology education researchers, social scientists, biologists, and program and policy administrators, all with interests in diversity, equity, and inclusion, met to lay the foundation for the iEMBER network. iEMBER provides a distinct forum to coordinate efforts through networking, professional development, and the initiation of collaborative research. iEMBER advances science, technology, engineering, and mathematics reform focused on diversity, equity, and inclusion through the initiation of research teams at the iEMBER biennial conference and outreach efforts at discipline-specific meetings and conferences. The focus of iEMBER is on understanding how to create inclusive, supportive, and engaging environments to foster the success of all biology students and trainees. This report focuses on the structure of the iEMBER network, two takeaways that emerged from the 2017 conference (interdisciplinary networking/collaboration and intradisciplinary broadening participation strategies), and ways for prospective members to engage in ongoing dialogue and future events. Learn more at http://iember.org .
29
Eka Erfiana, Nita Agustina Nurlaila, Imam Fuadi, Agus Zaenul Fitri, and Ngainun Naim. "The Implementation of Inclusive Curriculum in Al Azhaar Islamic Elementary School and Noble National Academy Elementary School in Creating Children-Friendly School." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 4, no. 1 (January 29, 2021): 462–69. http://dx.doi.org/10.33258/birle.v4i1.1673.
Full textAbstract:
The aim of this study is to explain the implementation of aspects in the inclusive education curriculum and character building that leads to the development of character values in primary education. Education is held as a part of fulfilling the rights of every child to develop their academic potential and non-academic potential. In order to reach the goal, every child has a right to get a good education, including children with special needed. This study is a descriptive qualitative study. The data was obtained from the learning description in the design development of inclusive curriculum and characters that are integrated in the curriculum. The techniques used to collect the data are literature review and interview with the teacher of schools that uses inclusive curriculum program in Kurikulum Tingkat Satuan Pendidikan (KTSP). The discussion is obtained from the study result of the character development implementation in the inclusive curriculum description at school, especially in Al Azhaar Islamic Elementary School and Noble National Academy Elementary School.
30
Forlin, Chris, and Garry Bamford. "Sustaining an Inclusive Approach to Schooling in a Middle School Location." Australasian Journal of Special Education 29, no. 2 (2005): 172–81. http://dx.doi.org/10.1017/s1030011200025343.
Full textAbstract:
In Western Australia (WA), similar to practices elsewhere, there has been a strong focus on the need for schools to reconsider their practices to increase opportunities for more equitable and inclusive access for all children. Subsequent to a major review of service provision for students with disabilities in WA (Department of Education and Training, 2004), a Building Inclusive Schools initiative is being implemented in all Government schools (Department of Education and Training, 2003). This paper explores how, following a trial inclusive program, one middle school is utilizing this initiative to further its own inclusive practices. To support this review a collaborative partnership has been established between the school and a university to provide an avenue for deliberate reflection on the processes employed to develop the school’s vision of Education For All by Incorporating Diversity. A model on sustaining education for all is identified and the impact of government directives is investigated. Consideration is given to the likely impact on the school of systemic procedures being developed to support the progress of the Building Inclusive Schools initiative.
31
Leiva-Olivencia, Juan José, Maria Carmen López-Berlanga, Antonio Miñán Espigares, and Francisco Villegas Lirola. "Compulsory Education Teachers’ Perceptions of Resources, Extracurricular Activities and Inclusive Pedagogical Training in Spain." Sustainability 13, no. 9 (May 6, 2021): 5171. http://dx.doi.org/10.3390/su13095171.
Full textAbstract:
Inclusive education is an issue of great interest and social and pedagogical significance in the quality of the education system. Its impact on the context, reality and training of teachers is a decisive impulse to build an open mind in relation to diversity as a characteristic element of education and today’s society. The objective of this study was to explore the perceptions of compulsory education teachers (primary and secondary) about teacher training, resources, and after-school activities in the care of students with specific educational support needs associated with disability in 12 Autonomous Communities of Spain. A survey has been carried out, for which an ad hoc questionnaire was built, involving 2457 docents. A descriptive and inferential analysis has been carried out by means of an average comparison between each issue and the different intrapersonal factors. Specifically, two types of tests have been used, using the SPSS version 25 program for analysis: testing independent samples (Levene test and t-test for equal means) and one-way ANOVA according to the type of independent variable considered. Among the results is the need to increase teacher training in inclusive education, the existence of divergences on the material, and spatial resources available for diversity care. Similarly, the relevance of after-school activities was identified as initiatives and spaces for the visibility of diversity and culture of inclusion in schools.
32
Culp, Mara E., and Karen Salvador. "Music Teacher Education Program Practices: Preparing Teachers to Work With Diverse Learners." Journal of Music Teacher Education 30, no. 2 (January 21, 2021): 51–64. http://dx.doi.org/10.1177/1057083720984365.
Full textAbstract:
Music educators must meet the needs of students with diverse characteristics, including but not limited to cultural backgrounds, musical abilities and interests, and physical, behavioral, social, and cognitive functioning. Music education programs may not systematically prepare preservice teachers or potential music teacher educators for this reality. The purpose of this study was to examine how music teacher education programs prepare undergraduate and graduate students to structure inclusive and responsive experiences for diverse learners. We replicated and expanded Salvador’s study by including graduate student preparation, incorporating additional facets of human diversity, and contacting all institutions accredited by National Association of Schools of Music to prepare music educators. According to our respondents, integrated instruction focused on diverse learners was more commonly part of undergraduate coursework than graduate coursework. We used quantitative and qualitative analysis to describe course offerings and content integration.
33
Zeļenkova, Ingrīda. "PRE-SCHOOL EDUCATION TEACHERS’ COMPETENCE DEVELOPMENT IN THE WORK WITH CHILDREN WITH SPEECH DISORDERS IN INCLUSIVE EDUCATION." Education Reform: Education Content Research and Implementation Problems 2 (December 31, 2019): 171. http://dx.doi.org/10.17770/er2019.2.4231.
Full textAbstract:
From generation to generation, there are still very topical issues affecting the education system, the quality of its performance, the methods used and the forms of organization. In the 20th century inclusive education problems were studied in Europe and the United States. Several laws have been developed that increase the ability of children with special needs to receive quality education according to their needs and abilities.There are countries where inclusive education is seen as an approach to care for disabled children. But at international level, it is seen as a reform that supports diversity among all students (UNESCO, 2001).The aim of this study is to investigate the competence of pre-school education teachers in working with children with insufficient development of the language system, to develop and approbate a program for teacher competence development.The study summarizes the questionnaire data of pre-school teachers.Quantitative and qualitative research methods were used.The research results suggest that there is a need for regular improvement of teachers' competence in working with children with insufficient development of the language system.
34
Svetlana Usca, Dina Bethere, Linda Pavitola,. "Teachers' Attitude and its Role in the Implementation of Sustainable Inclusive Education." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (April 5, 2021): 1273–81. http://dx.doi.org/10.17762/turcomat.v12i6.2467.
Full textAbstract:
Education is a public good, a fundamental human right and a basis for guaranteeing the realization of other rights. The study is devoted to the attitude of teachers as one of the factors forming competencies and dispositions and analyses quantitative data related to teachers' subjective assessment towards the inclusion of children with mild to moderate disabilities and their relationship to the provision of sustainable inclusive education. The Technical Manual for Attitudes Towards Teaching All Students Instrument has been used. Its structure has three components: cognitive, affective, and behavioural [1]. For statistical analysis of the research data, the SPSS 25.0 program was used: a method of Descriptive Statistics, Pearson Correlation Test, One – Way ANOVA tests. The study involves teachers from different professional backgrounds. The results confirm disharmony in the structure of teachers' attitudes, revealing a significant deficiency of the cognitive dimension compared to the affective and behavioural dimension.
35
Valcea, Catalina-Elena, Petruta-Raluca Suditu, and Daniela-Georgeta Popescu. "Beauty in Diversity – Our Special Children." Moldavian Journal for Education and Social Psychology 4, no. 1 (2020): 73–78. http://dx.doi.org/10.18662/mjesp/4.1/15.
Full textAbstract:
The integration of the children with disabilities is a strong point of our kindergarten, which wants to ensure a warm and welcoming space for all the pupils, irrespective of their functional diversity, so they can achieve individual and social growth through the journey of the preschool cycle. The true inclusive education happens from people and between people. Every teacher that works in any kindergarten or school must have the desire to accept the special children, to accept their uniqueness and respect their right to be different. Knowing how to grasp and enhance the differences between children is indispensable in an effective educational environment, capable of bringing up the motivation, the energy and the engine of learning and gaining new acquisitions. In order to be inclusive, we - teachers need to accept responsibility for special children learning and for their proper integration by using the most relevant methods and techniques, respecting every disabled child’s needs. Our daily activity needs to be based on an individualized, calibrated and detailed work plan, built in a strong connection with to the needs, potential and skills of each pupil. Being part of an international Erasmus+ Project and local partnerships on the subject, we become more skilled and opened in our work with special children and we strongly desire to spread our experience to our colleagues from Romania and Europe. We want to put an end to all the stories of non-acceptance in the educational systems.
36
Ediyanto, Ediyanto, Aris Setiawan, Irvan Handaka, Nurul Rofiah, and Suhendri Suhendri. "Implementation of Inclusive Education in Learning Process at Senior High School Malang City, Indonesia." IJDS: Indonesian Journal of Disability Studies 8, no. 01 (May 31, 2021): 179–89. http://dx.doi.org/10.21776/ub.ijds.2021.008.01.14.
Full textAbstract:
One of the Public Senior High Schools in Malang has been implementing an inclusive education system since 2009. This School has been trying to serve children with special needs hitherto. In one of the inclusive schools in Malang city, the number of students with special needs (the academic year 2017-2018) is recorded in the school document of 9 students with special needs and 37 students with special services (have health problems). However, it is indicated that the learning process in class is not suitable for the type of student needs in the class. This study aims to investigate the learning process in these inclusive schools. The current research is explained in a descriptive qualitative method. As a result, schools do not make curriculum modifications that are compatible with inclusive education. This school only has one special guidance teacher, and only he has attended a training program in inclusive education. In addition, there are indications that the teacher's attitude toward students with special needs is negative. The indication can be seen from the teacher's efforts in implementing learning. The teacher still uses a classical learning system that is not modified. Thus, it is necessary to improve services for students' diversity in schools, increase the number of special tutors, include them in inclusive education training programs, and make curriculum modifications that are appropriate for students with special needs. The teacher is also indicated to have a negative attitude towards students with special needs in the classroom.
37
Slyusareva, Yelena S. "Psychological barriers of interaction of subjects of inclusive educational environment." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 3 (2019): 62–65. http://dx.doi.org/10.34216/2073-1426-2019-25-3-62-65.
Full textAbstract:
Since 2013 in the Russian Federation, the concept of "inclusive education" has been enshrined for the first time at the legislativelevel as ensuring equal access to education for all pupils, taking into account the diversity of special educational needs and individual opportunities. The implementation of this right provides for the creation of a barrier-free inclusive educational environment, which is characterised by architectural and information accessibility, the presence of special equipment for children with disabilities (objective-semantic environmental component); the presence of software and methodological support corresponding to the special educational needs of children (content-methodical component); psychological readiness of all subjects to positive interaction (communication and organisational component). The purpose of the article is a theoretical substantiation of psychological barriers and mechanisms causing their occurrence in the subjects of an inclusive educational environment. The theoretical analysis and the method of expert assessments made it possible to identify three groups of psychological barriers that arise among the subjects of an inclusive educational environment: psychological and cognitive, emotional, communication barriers.
38
Keefe, Elizabeth B., Pamela J. Rossi, J. S. de Valenzuela, and Sam Howarth. "Reconceptualizing Teacher Preparation for Inclusive Classrooms: A Description of the Dual License Program at the University of New Mexico." Journal of the Association for Persons with Severe Handicaps 25, no. 2 (June 2000): 72–82. http://dx.doi.org/10.2511/rpsd.25.2.72.
Full textAbstract:
This paper describes the Dual License Teacher Preparation Program at the University of New Mexico and the national and state context within which it was developed and continues to evolve. Graduates of the Dual License Program are eligible for licensure in general education (K-8) and special education (K-12). Our belief in democratic ideals in education, together with the vision of preparing all teachers to be ready to teach all students, has required us to reconceptualize the ways in which we implement university based coursework and field experiences. This paper gives specific examples of the ways in which faculty in the Dual License Program model collaboration between general and special education to prepare apprentice teachers to collaborate in the schools in order to provide inclusive educational practices for all students. This paper specifically highlights the inclusion ofbest practices for students with severe disabilities as an integral part of curriculum development right from the start. Also, challenges arising from the implementation of this innovative program are discussed.
39
Gradaille Pernas, Rita, and José Antonio Caride Gómez. "La accesibilidad en las realidades de la vida cotidiana: La Pedagogía Social en la construcción del derecho a una educación inclusiva." education policy analysis archives 24 (September 5, 2016): 91. http://dx.doi.org/10.14507/epaa.24.2458.
Full textAbstract:
Human Rights represents a common framework for the development of communities and individuals in conditions of freedom, justice and equality; therefore, it is necessary to implement strategies —from Education-Social Pedagogy— that promote greater accessibility in the exercise of this right to education. This accessiblity ensures —putting emphasis on an expanded vision of education— the same opportunities in everyday life for all people and builds a truly inclusive education: not only a method or pedagogical principle, but also an alternative way of living, training to deal with diversity, and an integration of teaching and learning with everyday life.
40
Zainiyati, Husniyatus Salamah. "Pendidikan Multikultural: Upaya Membangun Keberagamaan Inklusif di Sekolah." ISLAMICA: Jurnal Studi Keislaman 1, no. 2 (January 22, 2014): 135. http://dx.doi.org/10.15642/islamica.2007.1.2.135-145.
Full textAbstract:
Indonesia, with its diverse social, cultural and geographical variety, is one of<br />the biggest multicultural societies in the world. This diversity –when misused- can cause<br />many problems such as corruption, collusion, nepotism, poverty, violence, damage to<br />environment, separatism, and human right violation. Vis-à-vis this, multicultural education<br />suggests that diversity of ethnicity, culture, language, religion, society, gender, intellectual<br />acumen and age can in fact be used to create inclusive pluralism through sufficient<br />strategy and efficient concept of education. In practical terms, what is required from a<br />teacher in this whole concept of education is not only to be able to teach his/her subject<br />matter, but also to implant the multicultural and inclusive values such as democracy,<br />humanism, and pluralism. In the end, what this approach can achieve is to produce the<br />out-put that has not only the academic skill in his/her specialization, but also the ability to<br />adopt and apply the norms of pluralism which will lead him/her to be more tolerant and<br />understanding toward diversity and differences.
41
Caurcel Cara, María Jesús, Emilio Crisol Moya, and Carmen del Pilar Gallardo-Montes. "Mathematics Preservice Trainee Teachers’ Perceptions of Attention to Diversity in Initial Training as Secondary Education Teachers." Mathematics 9, no. 14 (July 19, 2021): 1697. http://dx.doi.org/10.3390/math9141697.
Full textAbstract:
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.
42
Zaçellari, Manjola, Heliona Miço, and Irina Sinitsa. "Inclusive education for Roma children in Albania and Belarus (legal situation, accessibility, opportunities to learn in own language and support of ethnic identity)." Polish Journal of Educational Studies 71, no. 1 (December 1, 2018): 195–211. http://dx.doi.org/10.2478/poljes-2018-0016.
Full textAbstract:
AbstractThis article is devoted to the analysis of the situation regarding the education of Roma children in Albania and Belarus, evidencing the similarities and differences in legislation and policies in both countries, aiming at highlighting the best practices for each state. The study also analyses whether there is any real approach for inclusive education, despite the legislation in force in both countries, as well as evaluating the next steps to be followed for achieving inclusive education for Roma children, whether as part of a minority group or not. Inclusive education is the main focus of those European policies and legislation that guarantees the right to education to everyone. Vulnerability and marginalization are present in all countries. Even the more developed societies have categories of their population that are defined as vulnerable or marginalized. They may not suffer from poverty, but other factors, such as disability or linguistic/ethnic particularities can be sources of marginalization and underachievement. Every human being is different. Because of this diversity, the law should find ways of treating everybody as equal, and with the same access to education and to every other human right. One of the main causes of discrimination and lack of access to education is being a member of a minority group, especially those ones which are not fully recognised as national minorities, such as the Roma. After the fall of communism in Albania, the transitional period towards a democratic system affected the right to education for Roma children, making them suffer from a lack of access to education. The same is reflected in Belarus, where the right to education for Roma children is more protected by non-governmental organizations rather than the state. Treating Roma children with equal access to education will not only help this marginalized group, but also the whole of society by accepting the differences as a normal phenomenon.
43
Green, Joseph M., and Koren A. Bedeau. "Mining for Untapped Talent and Overcoming Challenges to Diversity in Higher Education: Evidence for Inclusive Academic Programs." Higher Education Studies 10, no. 4 (November 26, 2020): 131. http://dx.doi.org/10.5539/hes.v10n4p131.
Full textAbstract:
The aim of this study is to examine and explore factors that impact the successful growth of student diversity at colleges and universities in the United States of America. Special emphasis is placed on America’s five decade struggle since the 1970s to increase college access and success for underserved youth. The paper reviews select federal policies and collaborative efforts by higher education institutions to diversify the population of college students, toward realizing the potential of untapped talent. In addition, the authors review and examine statistics and trends in graduation rates for undergraduate students from First-Generation (FG), Underrepresented Minority (URM) and/or Low-Income (LI) backgrounds, and highlight programs at Predominantly White Institutions (PWI) that have demonstrated improvements in graduating URM undergraduate students. Likewise, the study describes initiatives that have attempted to address the graduation gap in higher education. Readers will have an opportunity to learn about the premier national program promoting diversity and academic achievement. The study closes with a discussion and evidence for continued national interest and attention to building successful academic enrichment, support, and achievement programs for students from diverse backgrounds.
44
Teather, Susan, and Wendy Hillman. "The invisible students with disabilities in the Australian education system." Equality, Diversity and Inclusion: An International Journal 36, no. 6 (August 21, 2017): 551–65. http://dx.doi.org/10.1108/edi-02-2017-0029.
Full textAbstract:
Purpose There has been very little empirical research for the need to identify the importance of an inclusive territory of commonality for “invisible” students with disabilities in Australian education testing, such as the National Assessment Program-Literacy and Numeracy (NAPLAN). The paper aims to discuss this issue. Design/methodology/approach The research methodology used a cross-sectional mixed methods, deductive quantitative, an inductive qualitative, functionalist perspective and interpretivist perspective from internet secondary data analysis. This was undertaken to investigate the government functionalist macrosociology of Australian education to the detriment of the microsociology debate of students with disabilities, for inclusive education and social justice. Findings This finding showed vastly underestimated numbers of students with disabilities in Australian schools experienced through “gatekeeping”, non-participation in NAPLAN testing and choices of schools, resulting in poor educational outcomes and work-readiness. Social implications The research findings showed that functionalism of Australian education is threatening not only social order, well-being and resilience of an innovative Australian economy through welfare dependency; but also depriving people with disabilities of social equality and empowerment against poverty brought about by a lack of education and of the human right to do a decent job. Originality/value The study provided a critical evaluation of the weaknesses of government functionalism; specifically the relationship between the dualism of macro and micro perspectives, which promotes the existence of “invisible” students with disabilities in education, despite government legislation purporting an inclusive education for all students.
45
Zorfass, Judith, Jennifer Dorsen, and Caitlin Feeley. "How ScienceQuest Ensures Success for All." Journal of Youth Development 2, no. 3 (March 1, 2008): 100–107. http://dx.doi.org/10.5195/jyd.2008.337.
Full textAbstract:
Informal educational programs that reach out to minority youth in low-income urban areas need to anticipate diversity. Not only will participants exhibit a range of abilities and needs, but some, just like in any population, are likely to have learning disabilities. ScienceQuest, an informal science education program funded by the National Science Foundation, was designed to ensure that youth aged 10 to 14 with diverse abilities and needs, including learning disabilities, can successfully participate and succeed in inquiry-based learning. The program uses the I-Search curriculum as the basis of its inquiry process. Embedded in this curriculum are the following inclusive practices: youth are motivated to explore their topic; they use varied media that supports their learning styles; they are guided to process information through multiple means; and they have access to technology tools. These ongoing inclusive practices ensure that everyone successfully explores the world around them.
46
Siemiatycki, Myer. "Governing Immigrant City." American Behavioral Scientist 55, no. 9 (July 19, 2011): 1214–34. http://dx.doi.org/10.1177/0002764211407840.
Full textAbstract:
This article explores the paradoxes of Toronto’s experience of immigrant and minority political incorporation. The city once synonymous with ethnic homogeneity is now among the world’s most multicultural urban centers. The city, which proclaims “Diversity Our Strength” as its official motto, has a poor record of electing immigrants and minorities to public office. And the city, whose municipal council is overwhelmingly composed of White, European-origin politicians, has an exemplary record of promoting inclusion, equity, antiracism, and human rights in its policies and programs. The article analyzes these ambiguities of governing immigrant city Toronto.
47
Allen, Walter R., Darnell M. Hunt, and Derrick I. M. Gilbert. "Race-Conscious Academic Policy in Higher Education: The University of Maryland Banneker Scholars Program." Educational Policy 11, no. 4 (December 1997): 443–78. http://dx.doi.org/10.1177/089590489701100403.
Full textAbstract:
This research was undertaken in conjunction with the efforts of the University of Maryland-College Park to respond to litigation in the case of Podberesky v. Kirwan (1993). The case challenged the constitutional right of the university to operate a scholarship program reserved exclusively for high-achieving African Americans. This study offers a broad-based assessment of the Benjamin Banneker Scholars Program. The Banneker Scholars Program is a key element in the university's plan for desegregation and increased student diversity. The research was conducted in the summer and fall of 1992 using a variety of data sources: university records, personal interviews, survey questionnaires, telephone interviews, focus group interviews, and life histories. We found that the Banneker scholarship program continues to be necessary, as a specific remedy, to eliminate the effects of past, present, and cumulative discrimination against African Americans.
48
Muthiah, Arun, Vanya Aggarwal, Chapman Wei, Chandrasekar Muthiah, Matthew I. Quesenberry, and Don S. Dizon. "Analysis of hematology and oncology fellowship website content and diversity representation." Journal of Clinical Oncology 39, no. 15_suppl (May 20, 2021): 11004. http://dx.doi.org/10.1200/jco.2021.39.15_suppl.11004.
Full textAbstract:
11004 Background: Fellowship in hematology and oncology (HO) is widely sought after but lags behind all other internal medicine subspecialties in attracting applicants underrepresented in medicine (URM). An approach to appealing to URMs involves preexisting in-person strategies but also adapting virtual tools to promote inclusion. Specifically, program websites serve as the first impressions of a program, as well as influence the perception of diversity and inclusion. We evaluated the content and diversity representation of HO program websites to facilitate a generally more informed and URM-considerate recruitment. Methods: The websites of 2019-2020 ACGME accredited HO programs were assessed between June 1st to July 1st, 2020. Data focused on 30 informational categories, derived from published methodology, along with three additional categories concerning diversity, based on suggestions for inclusive graduate medical education recruitment strategies, were compared using two-tailed t tests. We defined websites with 70% or more of the 30 informational categories as “comprehensive websites.” Affiliation with a National Cancer Institute (NCI) Designated Cancer Center, NCI Designated Cancer Center + National Cancer Center Network (NCCN) member institution, and a top 50 ranked cancer hospital by U.S. News was also considered in the analysis. Results: A total of 156 program websites were analyzed: 37.2% NCI; 19.9% NCCN; 29.5% U.S. News ranked. Only 31 (19.9%) were “comprehensive websites,” and 34 (21.8%) had information pertaining to at least one of the diversity categories. There was a significant association between inclusion of diversity content and being a “comprehensive website” (p = 0.001). Compared to those that were neither designated nor ranked, programs designated by NCI, NCCN, or ranked by U.S. News were more likely to have more complete information available (p < 0.001, = 0.008, and < 0.001, respectively). However, only programs ranked by U.S. News were more likely to include information about diversity on their websites (p = 0.006). Conclusions: The vast majority of HO fellowship program websites were not comprehensive, including a lack of diversity and inclusivity content. NCI designation, NCCN participation, and US News ranking were significantly associated with more complete fellowship websites. Given the context of the COVID-19 pandemic in which institution visitation is restricted, program websites may have elevated importance in recruitment. HO programs should direct resources to offering more complete and inclusive websites to better inform applicants, including URM residents.
49
Wardhani, M. Kusuma. "Persepsi dan Kesiapan Mengajar Mahasiswa Guru Terhadap Anak Berkebutuhan Khusus dalam Konteks Sekolah Inklusi." Scholaria: Jurnal Pendidikan dan Kebudayaan 10, no. 2 (May 22, 2020): 152–61. http://dx.doi.org/10.24246/j.js.2020.v10.i2.p152-161.
Full textAbstract:
The implementation of inclusive education in reality, really requires readiness and support from various parties, including fron the educators who are ready in the sense of being able and willing to educate children with special needs. The focus of this study is to examine the perceptions of pre-service teachers in Pelita Harapan University for children with special needs who have access to inclusive education, and what factors underlie these perceptions. The next focus is whether the pre-service teachers have the readiness or vice versa just that there is still doubt or reluctance to teach in inclusive schools. The research method is qualitative descriptive. The number of respondents was one class consisting of 40 students which was a combination of 2 two study programs. The results showed that pre service teachers had perceptions that children with special needs could attend school in inclusive schools, and will be successfull. The arguments that underlie these perceptions are three things: the equal right to education for everyone; curriculumadjustment, teaching methods, assessments and facilities for students with special needs; inclusive schools are a combination of public schools with special schools, and adjustments for each child with special needs in the form of PPI (Individual Development Program). All respondents stated their readiness to teach in inclusive schools. The reason are because a teacher should treat his student equally, the subject of Teaching Student With Special Ability courses has equipped them, and adjustments made in inclusive schools in terms of methods, curriculum, assessment and infrastructure.
50
Harrison-Bernard, Lisa M., Allison C. Augustus-Wallace, Flavia M. Souza-Smith, Fern Tsien, Gregory P. Casey, and Tina P. Gunaldo. "Knowledge gains in a professional development workshop on diversity, equity, inclusion, and implicit bias in academia." Advances in Physiology Education 44, no. 3 (September 1, 2020): 286–94. http://dx.doi.org/10.1152/advan.00164.2019.
Full textAbstract:
As literature indicates, historic racism and implicit bias throughout academia have been profound metrics leading to a lack of diversity, as related to people from underrepresented groups according to race and ethnicity, among biomedical sciences graduate students in U.S. universities. Recognizing such challenges, a team of biomedical scientists and inclusivity educators developed and implemented a pilot training program within an academic health sciences center as an initial step to educate faculty and staff regarding their roles in the promotion of an inclusive academic environment, receptive to all students, including underrepresented students. The 3-h workshop included didactic modules, videos, teaching modules, and active attendee participation. Faculty and staff were presented common terminology and ways to promote the development of an inclusive and diverse academic workforce. Compared with pre-workshop, post-workshop survey results indicated a statistically significant improvement in attendee knowledge of correctly identifying definitions of “implicit bias,” “status leveling,” “color-blind racial attitudes,” “tokenism,” and “failure to differentiate.” Additionally, by the end of the workshop, participants had a statistically significant increase in self-perceptions regarding the importance of improving diversity and recognizing biases and stereotypes in graduate education, knowing what to say when interacting with people from different cultures, and the ability to acknowledge bias when mentoring students from groups underrepresented in the biomedical field. This preliminary initiative was successful in the introduction of faculty and staff to the importance of fostering an inclusive academic environment and thereby developing a diverse workforce.