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Journal articles on the topic 'Regular primary education'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Kelly, Marie, Dennis W. Moore, and Bryan F. Tuck. "Reciprocal Teaching in a Regular Primary School Classroom." Journal of Educational Research 88, no. 1 (1994): 53–61. http://dx.doi.org/10.1080/00220671.1994.9944834.

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Siddiq, Umar, and Lailatul Istifadah. "Inclusive Curriculum Education Modification Management (Case Study at Ponorogo National Immersion Primary School)." AL-HAYAT: Journal of Islamic Education 2, no. 2 (2018): 167. http://dx.doi.org/10.35723/ajie.v2i2.28.

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An inclusive school is a regular school that accommodates students with special needs, both those who have abnormalities or special talents that they all study in the same environment and place. One of the activities carried out is journal writing related to the implementation of learning in inclusive settings both done in regular class and Children's Stimulation Unit room. The Inclusive Culture program which was programmed at this institution was welcomed with positive support from parents, all elements of the school and the Education Office Government which are expected to have gradual chang

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Kamila, Octavia Nuril, Leonard Adrie Manafe, and Shobikin Shobikin. "Digital Transformation in Primary Education." RIGGS: Journal of Artificial Intelligence and Digital Business 4, no. 2 (2025): 4134–39. https://doi.org/10.31004/riggs.v4i2.1183.

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This study investigates the introduction of digital technology in primary school administration, specifically at SD Muhammadiyah 3 Ikrom Wage. The aim is to make education management more efficient and transparent, while improving service quality. The researcher collected data using traditional methods—observation, interviews, and document analysis—and analysed them using descriptive qualitative methods. Field findings indicate that digital systems do reduce time and improve communication, but they still face challenges such as infrastructure limitations, low digital literacy, and resistance f

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Majoko, Tawanda. "Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools." SAGE Open 9, no. 1 (2019): 215824401882038. http://dx.doi.org/10.1177/2158244018820387.

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Since Zimbabwe adopted inclusion in 1994 in alignment with the world, the number of children with disabilities educated in regular schools has significantly increased. Teachers experience diverse challenges when including children with disabilities in physical education (PE) in regular classrooms. This qualitative study carried out individual interviews, document analysis and nonparticipant observations with 24 Zimbabwean primary school teachers to explore pedagogical practices for including children with disabilities in PE in regular classrooms. A comparative approach of organizing individual

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LADJILAT, Youssef, and Bachir Besseklal Mohammed EL AMINE. "THE REALITY OF INCLUSION OF PEOPLE WITH SPECIAL NEEDS IN REGULAR SCHOOLS." RIMAK International Journal of Humanities and Social Sciences 05, no. 01 (2023): 679–91. http://dx.doi.org/10.47832/2717-8293.21.39.

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The study aimed to reveal the reality of integrating people with special needs in regular schools from the point of view of primary education teachers, as well as identifying the differences in the reality of integrating people with special needs in regular schools from the point of view of primary education teachers according to the gender variable. The study sample consisted of 73 professors, a measure of attitudes towards inclusion was applied to them, and the data was statistically processed using the Statistical Package for Social Sciences (SPSS) program, and the results revealed that the

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Olutola, Adekunle Thomas, Nuraddeen Yusuf Galadanchi, Rafiu Ademola Olatoye, and Kelechi Joshua Princewill Ihechu. "Practical Procedures in Ensuring Quality Primary Education in Nigeria." Indonesian Journal of Multidiciplinary Research 2, no. 2 (2021): 429–36. https://doi.org/10.17509/ijomr.v2i2.47990.

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Universally, education is considered to be a basic parameter that determines the change and transformation in the socio-political, scientific, and technological spheres of every nation. The primary phase of education, though not given the deserved attention in Nigeria foundation of the entire educational system. A functional, qualitative, and comprehensive primary education curriculum is needed to drive the national development agenda. This paper advocated that the qualitative primary school is what can make education at higher levels an important instrument for national development. Some chal

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Martens, Mary-Helen. "Inservice Education for Special Education Resource Teachers." Australasian Journal of Special Education 13, no. 2 (1990): 39–45. http://dx.doi.org/10.1017/s103001120002220x.

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The Professional Development for Special Educators program was first developed in 1986 as a response to a need within the Archdiocese of Canberra-Goulburn. At that time the Archdiocese employed approximately 40 full-time and/or parttime Special Education Resource Teachers to work in regular primary schools. In the preceding years the following had become apparent: •the nature of the role of the special educator in the regular school was changing;•the expectations of the special educator, held by classroom teachers and principals, were diverse and at times unclear;•the special educator was ofte

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Delcheva, Darina, and Mariya Zhelyazkova. "Augmented Reality and STEAM Learning in Primary Education." Педагогически форум 11, no. 4 (2023): 33–39. http://dx.doi.org/10.15547/pf.2023.025.

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The article reveals the essence of augmented reality and its benefits for education, focusing on its application in STEAM education in primary school. It describes a STEAM framework of an implemented augmented reality 3rd grade lesson – From the Depths of The Sea. A follow-up evaluation of acquired knowledge during the STEAM lesson, is compared to the knowledge acquired during regular class with traditional methods.

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Ahmed, T. A. Enokela O. M. Okoh M. &. Idoko C. "Qualitative Study on Implementation of Public Primary Schools Early Childhood Care Education Programs in Federal Capital Territory, Abuja, Nigeria." Zamfara International Journal of Education 4, no. 1 (2024): 271–78. https://doi.org/10.5281/zenodo.12570776.

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This study examined the implementation of public primary schools early childhood care education programs in Federal Capital Territory, Abuja, Nigeria. The study adopted descriptive survey research design which was carried out in 12 randomly selected public primary schools in Abuja. 309 respondents were sampled using multi-stage sampling technique. Instrument for data collection was researcher adapted 40-item questionnaire titled Public Primary Schools Early Childhood Care Education Programs (PPSECCEP) with a reliability coefficient of 0.92. The data collected was analyzed using mean and standa

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Schmidt, Majda, and Branka Čagran. "Classroom climate in regular primary school settings with children with special needs." Educational Studies 32, no. 4 (2006): 361–72. http://dx.doi.org/10.1080/03055690600850123.

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11

de Boer, Anke, Sip Jan Pijl, and Alexander Minnaert. "Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature." International Journal of Inclusive Education 15, no. 3 (2011): 331–53. http://dx.doi.org/10.1080/13603110903030089.

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Li, Dandan, Josep Maria Sanahuja Gavaldà, and Mar Badia Martín. "Listening to students’ voices on inclusive teaching strategies in Chinese primary schools." International Journal of Chinese Education 11, no. 2 (2022): 2212585X2211209. http://dx.doi.org/10.1177/2212585x221120971.

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Inclusive education has become a new global agenda in educational reform since Salamanca Statement in 1994. However, inclusion in education cannot be realized unless inclusive education teachers enable them to implement inclusive teaching strategies to meet all students’ diverse needs. This study aims to analyze the pupil perspectives of inclusive teaching strategies in Chinese regular primary schools by designing a questionnaire. The questionnaire is developed and validated with satisfactory reliability and validity to collect quantitative data from the 730 students of three regular primary s

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Wright, Susan L., and Jeff Sigafoos. "Teachers and students without disabilities comment on the placement of students with special needs in regular classrooms at an Australian primary school." Australasian Journal of Special Education 21, no. 2 (1997): 67–80. http://dx.doi.org/10.1017/s1030011200023873.

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The present study surveyed teachers and students without disabilities regarding the inclusion of students with disabilities at an Australian primary school. The school provided special education to 35 students with special needs and some of their education was provided in regular classrooms alongside peers without disabilities. Fifteen regular classroom teachers and 109 classroom peers without special needs completed questionnaires. Both groups provided a range of supportive comments about regular classroom placements for student with special needs, but also expressed concerns about the implem

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Matundura, Martin Ogachi, Prof Kennedy Bota, and Prof Hezborn Kodero. "TEACHERS’ PERCEPTIONS OF INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS IN KISII COUNTY, KENYA." International Journal of Research in Education and Psychology 08, no. 01 (2022): 54–68. http://dx.doi.org/10.54513/ijrep.2022.8104.

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This paper investigates the teachers’ perceptions of inclusive education in public primary schools in Kenya.It particularly explores the influence of the teachers’ demographic variables on the perceptions of inclusive education in the regular school system. The study is guided by the positioning theory puts emphasis on within the framework of discursive psychology and requires close analysis of cues that participants use to position themselves, their listeners, and others. The analysis adopted the Ex Post Facto criterion group research design to identify the causative relationship between the

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Wright, Susan, and Jeff Sigafoos. "Parent Views on the Placement of Students with Special Needs in Regular Classrooms at an Australian Primary School." Australasian Journal of Special Education 22, no. 1 (1998): 30–37. http://dx.doi.org/10.1017/s1030011200024246.

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The present study surveyed the views of parents about the education of students with special needs in regular classrooms. The survey involved 81 parents of students without disabilities and 29 parents of students with special needs. The children attended an Australian primary school. The school provided special education to 35 students with special needs and some of their education was provided in regular classrooms. Both groups of parents provided a range of supportive comments, but also expressed concerns about the implementation of special education in regular classrooms. Specific concerns

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Pautina, Amalia Rizki, Wiwik Pratiwi, and Sri Yunita Taligansing. "Guidance And Counseling Programs For Inclusive Education In Primary School." Al-Bidayah: Jurnal Pendidikan Dasar Islam 11, no. 2 (2020): 280–97. http://dx.doi.org/10.14421/al-bidayah.v11i2.218.

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Inclusive education is a form of education service which does not distinguish between regular students and those with special needs, whether physical, social, intellectual, emotional, linguistic and so on. It also includes students in remote or backward areas, isolated indigenous communities, and experiencing natural disasters, social disasters, and economically incapable of having education in regular schools from primary school till senior high school. In primary schools providing inclusive education, schools are required to make adjustments both in terms of curriculum, educational facilitie

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Madarova, Slavka, and Jesus Garcia Laborda. "Seven common misconceptions in bilingual education in primary education in Spain." Cypriot Journal of Educational Sciences 15, no. 2 (2020): 358–68. http://dx.doi.org/10.18844/cjes.v15i2.4605.

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Foreign language bilingual education has been common in many countries all over the world for many years after the Quebec issue in the 1970s. However, after all these years, bilingual education still remains as a criticized way of education. This research essay examined the most significant criticism by summarizing it into seven common misconceptions of the bilingual education schooling system in Spain in general education English-Spanish 1st—12th grade. A lot of criticism has been directed towards the differences between regular mainstream classes and bilingual classes especially in Primary e

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Uliasz, Annemarie, and Mark Lebwohl. "Patient education and regular surveillance results in earlier diagnosis of second primary melanoma." International Journal of Dermatology 46, no. 6 (2007): 575–77. http://dx.doi.org/10.1111/j.1365-4632.2007.02704.x.

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Wheldall, Kevin. "Reading recovery in Sydney primary schools." Australasian Journal of Special Education 17, no. 2 (1993): 51–63. http://dx.doi.org/10.1017/s1030011200022910.

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This paper reviews the findings from a controlled experimental study of the effectiveness of the Reading Recovery Program undertaken in ten primary schools in Sydney, during the second year of its implementation. Children, selected by their teachers as low progress readers after one year at school, were randomly allocated to either Reading Recovery or to a control condition in which they received only the resource support typically provided to at-risk children. Low progress children from five schools of similar socio-economic level, but without a Reading Recovery Program, also took part in the

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Jablan, Branka, Jasmina Kovacevic, and Milja Vujacic. "Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools." Zbornik Instituta za pedagoska istrazivanja 42, no. 1 (2010): 165–84. http://dx.doi.org/10.2298/zipi1001165j.

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The paper studies the issue of education of visually impaired children, hearing impaired children and children with intellectual disabilities in regular primary schools in the context of mathematics instruction for beginners. The authors state the basic characteristics of mathematics instruction for beginners with respect to the contents studied in the first four grades of primary school, as well as the key problems and educational needs of visually impaired children, hearing impaired children and children with intellectual disabilities. The basic characteristics of inclusive education and the

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Dukmak, Samir. "Classroom interaction in regular and special education middle primary classrooms in the United Arab Emirates." British Journal of Special Education 37, no. 1 (2010): 39–48. http://dx.doi.org/10.1111/j.1467-8578.2009.00448.x.

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Abdullah, Marwah Yakoop, Samaher Ali Alshehri, Haneen Ali Mahnashi, et al. "Role of primary care physician in health promotion and education." International Journal Of Community Medicine And Public Health 9, no. 12 (2022): 4705. http://dx.doi.org/10.18203/2394-6040.ijcmph20223234.

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Undisputedly, healthy behaviours and lifestyles have a positive impact on health outcomes, and its individual, social, environmental, and cultural determinants are well understood. Primary care physicians can effectively intervene with patients to encourage healthy behaviour through numerous chances. Regular clinical practice includes health promotion as a necessary element. Health systems can support a person's health requirements through primary health care, including illness prevention, treatment, palliative care, and more. This approach also guarantees that the delivery of healthcare is ce

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Egbedeyi, Temitope Funminiyi. "Teachers Knowledge Of Inclusive Lower Primary Education In Ifako-Ijaiye Local Government Area Of Lagos State, Nigeria." International Journal of Emerging Issues in Early Childhood Education 2, no. 2 (2020): 116–26. http://dx.doi.org/10.31098/ijeiece.v2i2.418.

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Teachers play significant role in the process of implementing inclusive lower primary education, but it is important to note that inclusive education is yet to be fully implemented in Nigeria despite the numerous benefits associated to it. As one of the major implementers of inclusive lower primary, it is imperative to study teachers’ knowledge of inclusive lower primary education in Ifako-Ijaiye, as to provide empirical evidence. Descriptive survey research design was adopted with thirty five (35) teachers who were sampled using simple random. A self-designed research instrument titled Teache

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Mochamaobwoge, Douglas. "The Dynamics of Integrating Mentally Challenged Learners into Public Religious Sponsred Primary Schools in Gucha South Sub-County, Kisii-Kenya." International Journal of Research and Scientific Innovation XI, no. V (2024): 169–77. http://dx.doi.org/10.51244/ijrsi.2024.1105010.

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Free Primary Education (FPE) was meant to ensure that all children of school going age get quality and accessible basic education in the spirit of vision 2030 in Kenya. Unfortunately, children with mental disabilities hardly access basic quality education in this era of Free Primary Education. Learners with special needs are not fully included in regular classes because of a number of factors. In this piece, I purpose to discuss the dynamics involved in integrating of mentally challenged learners in regular public primary schools in Gucha South sub county, Kiisi-Kenya. The aim is to help in cr

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Dsouza, Nilisha Angelin, and Rajesh Ranjan. "Awareness, knowledge, and practice among regular primary school teachers about hearing impairment." Hearing Balance and Communication 22, no. 3 (2024): 71–78. http://dx.doi.org/10.4103/hbc.hbc_5_24.

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Abstract Purpose: Children will develop communication, cognitive, language, and social skills, and early academic achievement more effectively like their other typical hearing children if they are identified and intervened early. This study aimed to investigate the awareness, knowledge, and practices of regular school teachers regarding hearing impairment and its influencing factors. With the evolution of education for hearing-impaired children toward inclusive practices, teachers play a pivotal role in identifying and supporting students with hearing loss. Methods: Employing a questionnaire-b

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Koster, Marloes, Sip Jan Pijl, Han Nakken, and Els Van Houten. "Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands." International Journal of Disability, Development and Education 57, no. 1 (2010): 59–75. http://dx.doi.org/10.1080/10349120903537905.

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Mullick, Jahirul, Joanne Deppeler, and Umesh Sharma. "Leadership Practice Structures in Regular Primary Schools Involved in Inclusive Education Reform in Bangladesh." International Journal of Learning: Annual Review 18, no. 11 (2012): 67–82. http://dx.doi.org/10.18848/1447-9494/cgp/v18i11/47819.

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Khan, Itfaq Khaliq, Shujahat Haider Hashmi, and Nabeela Khanum. "Inclusive Education in Government Primary Schools: Teacher Perceptions." Journal of Education and Educational Development 4, no. 1 (2017): 32. http://dx.doi.org/10.22555/joeed.v4i1.1331.

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<p>The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The sampled group comprised both, teachers trained in inclusive education and teachers working in same schools, but not trained in inclusive education. Purposive sampling method was used to select the teachers. Structured questionnaire (Likert Scal

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Malak, Md Saiful, Umesh Sharma, and Joanne M. Deppeler. "Predictors of primary schoolteachers’ behavioural intention to teach students demonstrating inappropriate behaviour in regular classrooms." Cambridge Journal of Education 48, no. 4 (2017): 495–514. http://dx.doi.org/10.1080/0305764x.2017.1364698.

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Adero, Sumba Mary R. "Influence of Planning on Implementation of Inclusive Education in Regular Primary Schools in Samia Sub-County, Kenya." East African Journal of Arts and Social Sciences 7, no. 2 (2024): 90–106. http://dx.doi.org/10.37284/eajass.7.2.2316.

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Inclusive schooling is defined as the practice of including everyone irrespective of talent, disability, socio – economic background or cultural origin in supportive regular schools, classrooms where all students’ needs are met (Stainback and Stainback, 2000). This study focuses attention on the influence of planning on implementation of inclusive education in the regular primary schools in Samia District. The researcher used descriptive research. The study utilized a sample of forty-nine (49) teachers who are in the four schools practicing inclusive education. The researcher used simple rando

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Bakx, Anouke, Elise Samsen-Bronsveld, Linda van Elderen, and Janet van Horssen-Sollie. "Self-Descriptions of High-Performing and Regular-Performing Primary School Students: An Open, Exploratory Study." Roeper Review 43, no. 4 (2021): 256–71. http://dx.doi.org/10.1080/02783193.2021.1967543.

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Uresti, Ronda, Jeanie Goertz, and Ernesto M. Bernal. "Maximizing achievement for potentially gifted and talented and regular minority students in a primary classroom." Roeper Review 25, no. 1 (2002): 27–31. http://dx.doi.org/10.1080/02783190209554194.

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Dr., Yakubu Muhammmad Ado, and Naziru Shuaibu. "Comparative Analysis of Academic Performance Between Regular NCE and NCE Sandwich Programme in Jigawa State College of Education Gumel, Jigawa State, Nigeria." International Journal of Research in Education and Sustainable Development 5, no. 1 (2025): 39–47. https://doi.org/10.5281/zenodo.14845417.

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<em>This study is a comparative analysis of academic performance between Regular NCE and NCE Sandwich Programme in Jigawa State College of Education Gumel, Jigawa State, Nigeria. Two research questions were answered and two null hypotheses were tested. The study used ex-post facto research design and the total population used was 1,079 NCE III regular and NCE IV part-time Arabic, Early Childhood care, and Primary Education students in Jigawa State Colleges of Education Gumel from 2022 to 2023 academic sessions. The instrument used for data collection was record of students’ Cumulative Gr

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Katebe, Bornwell, and John A. Tetnowski. "A Comparison of Attitudes of Teachers towards Students who Stutter in Selected Primary Schools and Colleges in Zambia." International Journal of Research and Innovation in Social Science VIII, no. I (2024): 1933–48. http://dx.doi.org/10.47772/ijriss.2024.801141.

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Purpose: To establish whether there are differences in attitude of regular education teachers, special education teachers, regular student teachers, and special education student teachers toward stuttering and students who stutter (SWS) in some selected primary schools and colleges of education in the Copperbelt, Luapula, Lusaka, and Muchinga provinces of Zambia. It also sought to determine whether attitudes of teachers differed based on gender, geographic location or educational level. Method: The survey had a random sample of 324 participants who completed the Public Opinion Survey of Human

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Maksymchuk, Borys, Vasyl Ovcharuk, Mykola Halaidiuk, et al. "Upgrade infrastructure of the national physical education system." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 8(128) (December 28, 2020): 102–11. http://dx.doi.org/10.31392/npu-nc.series15.2020.8(128).23.

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The transition to a 12-year education system is predetermined by the increase in the amount of knowledge that pupils need to acquire as part of their school preparation. This requires a review of the attitude towards holding regular sports events. An increase in the mental workload for the full perception of educational material can be achieved under the condition of regular sports, attraction to which should be formed among pupils already in elementary classes. A balanced combination of physical exercise and brainwork makes it possible to increase the common load in both areas of activity. Th

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Meliani, Fitri. "Understanding Inclusive Education Policy and Practice." ICONIC: Journal of Islamic Studies 1, no. 01 (2025): 25–34. https://doi.org/10.59166/n2hyex53.

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Inclusive education is a special education system in which all children with special needs are placed in the same class as typical students. This study aims to determine how effective the implementation of inclusive education policies in Cirebon City is. This study uses a qualitative methodology. The research was conducted at the Cirebon City Elementary School and Education Office. This data comes from two sources: secondary and primary data. Primary data comes from documents such as Implementation Reports, Inclusive Education Policy, and related literature studies.. Secondary data came from i

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Shah, Rajendra Kumar. "PARENTAL EXPECTATIONS AND PRIMARY EDUCATION CURRICULUM IN NEPAL." IJIET (International Journal of Indonesian Education and Teaching) 4, no. 1 (2020): 26–44. http://dx.doi.org/10.24071/ijiet.v4i1.2215.

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The major aim of the present study is to study the expectation of the parents regarding the primary education curriculum. Descriptive survey method has been adopted in the present study. Conducted through survey model, this study involves semi-structured interviews with 205 parents of the primary schools children of Ramaroshan Municipality-4, Achham, Province no. 7, Nepal. According to data were analyzed through descriptive analysis technique. Results of the present study indicate that parental expectations on the objectives of primary education are mostly in conformity with the general object

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Vidyapati and Bhattak Romy. "Effectiveness of Teaching Practices for Primary Students in Inclusive Classroom." RECENT EDUCATIONAL & PSYCHOLOGICAL RESEARCHES (ISSN: 2278-5949) 11, no. 4 (Oct.-Nov.-Dec. 2022) (2022): 18–24. https://doi.org/10.5281/zenodo.7572104.

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A unique strategy for educating children with challenges and learning differences alongside typically developing students is known as inclusive education (IE). It indicates that all learners those with and those without disabilities can learn alongside one another by having access to standard school resources and a community learning environment with the necessary infrastructure of support services. To integrate disabled students into the system of regular education, there have been attempts on a global scale. We must consider and include children with special needs in ordinary classrooms if w

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Akzaru, Espanova, Gulnar Uaisova, Kurman Nesibeli Zhakenkyzy, Bagit Kalimukhasheva, Erkebulan Koshkin, and Aigul Kurmanbekova. "Forming the development of a value relationship to a healthy lifestyle among future primary school teachers based on healthcare technology." Cypriot Journal of Educational Sciences 17, no. 10 (2022): 3649–59. http://dx.doi.org/10.18844/cjes.v17i10.8230.

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The aim of this study is to obtain the opinions of prospective teachers in order to create the development of the value relationship between the healthy lifestyle and the value of future primary school teachers based on health technology. This research was created in accordance with the qualitative research method. The study group of the research consists of 25 teacher candidates studying in primary school teaching departments in various universities in Kazakhstan. The data collection tool for the research is the semi-structured interview form developed by the researchers. As a result of the r

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Hornstra, Lisette, Anouke Bakx, Sven Mathijssen, and Jaap J. A. Denissen. "Motivating gifted and non-gifted students in regular primary schools: A self-determination perspective." Learning and Individual Differences 80 (May 2020): 101871. http://dx.doi.org/10.1016/j.lindif.2020.101871.

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Ndale, Ally A., and Onesmo Amos. "Influence of Regular Teacher Development Programmes on Implementing Inclusive Education in Public Primary Schools, Morogoro Municipal, Tanzania." British Journal of Education 13, no. 5 (2025): 48–63. https://doi.org/10.37745/bje.2013/vol13n54863.

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This study examines the influence of regular teacher professional development programs on implementing inclusive education in public primary schools in Morogoro Municipal, Tanzania. The study also assesses how continuous professional development affects their ability to accommodate and engage students with diverse educational needs within mainstream classrooms. To this end, the study adopted the Social Learning Theory, proposed by Canadian-American psychologist Albert Bandura in 1977. This theory posits that learning occurs through observation, imitation, and modeling, influenced by factors su

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Supriatna, Dasep. "Development of an Online-Based Islamic Education Management System in Islamic Primary Education Institutions." Journal of Asian Primary Education (JoAPE) 2, no. 1 (2025): 14–27. https://doi.org/10.59966/joape.v2i1.1645.

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This study aims to explore the development and application of online-based Islamic education management system as a means of Education modernization while maintaining the core values of Islamic ethics. Using a descriptive qualitative approach, this study analyzes various aspects of the system, including digital integration, operational efficiency in the environment of Islamic basic education institutions, and structured feedback mechanisms for continuous improvement. The Data was collected through literature review, content analysis of related documents, and observation of global best practice

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Mtendah, Theodorah, and Vincent Lema. "Factors Influencing Children with Mental Impairment in Acquiring Quality Primary School Education in Singida Municipality, Tanzania." East African Journal of Arts and Social Sciences 5, no. 2 (2022): 118–28. http://dx.doi.org/10.37284/eajass.5.2.937.

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This study investigated the factors influencing children with mental impairment in acquiring quality primary education in Singida Municipality. Specific objectives were to determine the availability of specialist teachers to help pupils with mental impairment as to acquire quality primary education, to examine the availability of teaching and learning materials for teaching children with mental impairment, and to determine the perception of regular /ordinary teachers towards helping children with mental impairment in acquiring quality primary education. A descriptive type of research and a mix

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Forlin, Chris. "Inside Four Walls." Australasian Journal of Special Education 22, no. 2 (1998): 96–106. http://dx.doi.org/10.1017/s1030011200024337.

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This research study was designed to investigate the effects of inclusion on regular class teachers in Queensland schools. While education departments promote inclusion there is frequently insufficient notice taken of the impact of such programs within the classroom context where inclusion actually happens. For the majority of children, and for most of the time, inclusion occurs within the four walls of a regular classroom. This paper reports the findings of focus group interviews with primary school teachers involved with inclusion. The research was undertaken in 1997 with 17 teachers from 13

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Lu, Jinjin, Han Jiang, and Yi Huang. "Inclusive EFL Teaching for Young Students with Special Needs: A Case in China." Children 9, no. 5 (2022): 749. http://dx.doi.org/10.3390/children9050749.

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In China, English as a foreign language is important and compulsory from primary education to higher education, essentially because English has become a global language. The Ministry of Education emphasizes that school principals should attempt to train teachers in special education and in assisting students with special education needs (SEN) in regular classes via supportive services. However, EFL teachers usually have insufficient training and do not know how to adjust their teaching methods for students with SEN in regular classes. This study investigated 328 teachers’ teaching practices an

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Pivac, Dunja, and Maja Zemunik. "The Self-Portrait as a Means of Self-Investigation, Self-Projection and Identification among the Primary School Population in Croatia." Center for Educational Policy Studies Journal 10, no. 4 (2020): 143–64. http://dx.doi.org/10.26529/cepsj.927.

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The self-portrait is a reflection of the personality in a visual, physical sense, as a concrete form, a summary of the external characteristics of the artist, but also in a psychological sense, when the self-portrait becomes a mediator of communication with the self, a medium of self-investigation. In this way, the self-portrait exists as a means of self-reflection, self-awareness and acceptance of the Self. It contains three primary values: subjective, objective and the archetype. Considering that the self-portrait is not exclusively a means of introspection reserved only for artistic practic

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Viciana, Jesús, Daniel Mayorga-Vega, Juan Antonio Berdonces-Sola, and Santiago Guijarro-Romero. "Could a gamified intermittent teaching unit in Physical Education enhance primary schoolchildren’s regular physical activity?" Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 11, no. 2 (2025): 1–26. https://doi.org/10.17979/sportis.2025.11.2.11242.

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The main aim of the present study was to analyze the effect of a gamified intermittent teaching unit using a combination of behavior modification strategies (i.e., activity wristbands, goal-setting, educational counseling, physical activity reminders, and physical activity diaries) in the Physical Education setting on primary schoolchildren’s activity wristband-measured weekly steps. 121 primary schoolchildren (final sample = 103; 45.6% females; 9-12 years) from a public school performed a gamified intermittent teaching unit (first 15 minutes of each session, three times per week for five week

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Akhmad Akbar, Tiara Utami, Pauziah Pauziah, and Opi Andriani. "Pendidikan Segregasi, Integrasi Dan Inklusi." Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial 2, no. 2 (2024): 54–61. http://dx.doi.org/10.61132/nakula.v2i2.550.

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Segregated education is an educational service that separates educational services between children with special needs and normal children, schools for children with special and normal needs. In the form of special schools and special primary schools. Integrated education is an integrated education service that unites children with special needs and normal children in the same class and at the same school as normal children. Integration education services are divided into regular classes, regular classes with special guidance rooms and special classes. And inclusive education services are educ

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Carter, Mark, Mark Clayton, and Jennifer Stephenson. "Students With Severe Challenging Behaviour in Regular Classrooms: Prevalence and Characteristics." Australian Journal of Guidance and Counselling 16, no. 2 (2006): 189–209. http://dx.doi.org/10.1375/ajgc.16.2.189.

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AbstractThis article reports on part of a commissioned research study into students with severe challenging behaviour in primary schools serviced by the Catholic Education Office (Parramatta Diocese) in western Sydney. The focus of the study was on the prevalence of severe challenging behaviour and the nature of presenting behaviour. Questionnaires were directed to school staff and information was obtained from 41 of the 53 primary schools in the diocese. Using very conservative criteria, the estimate of numbers of students with severe challenging behaviour was approximately 1 per school. Stud

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Kompirović, Tatjana, Tatjana Radojević, and Marija Pavlović. "Attitudes of parents of children with typical development towards inclusion of children with developmental disabilities in primary schools in the municipality of Gračanica." Zbornik radova Filozofskog fakulteta u Pristini 53, no. 1 (2023): 363–83. http://dx.doi.org/10.5937/zrffp53-42683.

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The paper discusses the basic constructive and pedagogical aspects related to the attitudes of parents of children with typical development towards inclusion and the importance of including children with developmental disabilities in the regular education system. Inclusion is a process that promotes universal acceptance and a sense of belonging for all students, not just the physical inclusion of children with disabilities in the regular education system. In order for a child with developmental disabilities to be included in the regular education system as successfully as possible, synchronize

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