Siga este enlace para ver otros tipos de publicaciones sobre el tema: School of Basic Education in the Special Education Modality.
Artículos de revistas sobre el tema "School of Basic Education in the Special Education Modality"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte los 50 mejores artículos de revistas para su investigación sobre el tema "School of Basic Education in the Special Education Modality".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Explore artículos de revistas sobre una amplia variedad de disciplinas y organice su bibliografía correctamente.
1
Belyaeva, O. A. "AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION". Educational Psychology in Polycultural Space 53, n.º 1 (2021): 66–75. http://dx.doi.org/10.24888/2073-8439-2021-53-1-66-75.
Texto completoResumen
The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.
2
Mauricio, Suelen Santos, Luiz Martins Junior y Rosa Elisabete Militz Wypyczynski Martins. "A (DES) TERRITORIALIZAÇÃO DA INCLUSÃO DE PESSOAS COM DEFICIÊNCIA NA MODALIDADE DA EDUCAÇÃO DE JOVENS ADULTOS: um mapeamento das pesquisas no período de 2010-2016". Cadernos de Pesquisa 26, n.º 2 (22 de julio de 2019): 151. http://dx.doi.org/10.18764/2178-2229.v26n2p151-167.
Texto completoResumen
Este texto busca ressignificar a concepção da inclusão escolar dos estudantes com deficiência, no território da Educação de Jovens e Adultos (EJA), como elemento constitutivo dos trabalhos difundidos em produções acadêmicas de mestrado e doutorado defendidas, no período de 2010 a 2016, nos Programas de Pós-Graduação em Educação, Educação Especial, Educação e Tecnologia e Ensino do Brasil, dos quais o objetivo central é compreender como se dá a inclusão das pessoas com deficiência na modalidade da EJA. O presente estudo caracteriza-se como uma pesquisa de caráter exploratório com enfoque bibliométrico, ou seja, as bases conceituais da literatura e da rede no ciberespaço foram significativas para justificar e afirmar a natureza dessa metodologia definida. Os termos utilizados, na busca online, para identificação dos trabalhos com a temática supracitada foram “educação inclusiva” e “educação de jovens e adultos”, totalizando dezessete produções acadêmicas encontradas, dentre elas, onze dissertações e seis teses. A análise dessas produções demonstrou, em linhas gerais, que o processo de inclusão na EJA se apresenta de forma deficitária e distanciada do que pregam as políticas inclusivas nacionais e da modalidade em questão. Além disso, essa última se constitui em um espaço de educação marginal que não representa território de interesse por parte dos sistemas produtivos vigentes. Se ações de inclusão, no Ensino Fundamental e Médio, são tímidas, na EJA, significa um desafio a ser superado proporcional à demanda crescente de estudantes com deficiência matriculados anualmente.Palavra-chave: Educação inclusiva. Educação de jovens e adultos. Análise bibliométrica.THE TERRITORIALIZATION OF THE INCLUSION OF PERSONS WITH DISABILITIES IN THE MODALITY OF EDUCATION OF YOUNG ADULTS: a mapping of research between the period 2010-2016AbstractThis text seeks to resignify the conception of school inclusion of students with deficiency, in the Territory of Education of Young People and Adults (EJA) as a constitutive element the works diffused in academic productions of Masters e Doctorate degree defended between or period of 2010 to 2016 in the Poster Programs of Graduations of Education, Special Education, Education and Technology and Teaching in Brazil, of which the central objective is to understand how it is given the inclusion of people with deficiency in the modality of EJA. The present study is characterized as a research of exploratory nature with a bibliometric approach, or bases, the conceptual basis of literature and the cyberspace network were signified to justify and affirm the nature of this defined methodology. The terms used to search online for the identification of the works with the above mentiomed theme were “inclusive education” and “education of young people and adults”, totaling seventeen academic productions, among them, eleven dissertations and six theses. The analysis of these productions shows in general lines, that the process of inclusion in the EJA is deficient and distanced from what is said by the national inclusive policies and the modality in question. Besides that, this was constituted a marginal education space, which does not represent a territory of interest on the part of the production system in force. Sections of inclusion in the elementary school and high school, are timid, in EJA it means a challenge to be overcome proportional to the crescent demand of students with deficiency enrolled annually.Keyword: Inclusive education. Youth and adult education. Bibliometric analysis.LA (DES) TERRITORIALIZACIÓN DE LA INCLUSIÓN DE PERSONAS CON DISCAPACIDAD EN EL MODO DE LA EDUCACIÓN DE JÓVENES ADULTOS: un mapeo de las investigaciones en el período de 2010-2016ResumenEste texto busca resignificar la concepción de la inclusión escolar y los estudios con deficiencias en el Territorio de Educación de Jóvenes y Adultos (EJA) como elemento constitutivo de los trabajos defendidos en producciones académicas de maestría y doctorado, en el período 2010 a 2016 en los programas de pos graduación en Educación, Educación Especial, Educación y Tecnología y Enseñanza del Brasil, de los cuales el objetivo central es comprender como se da la inclusión de las personas con deficiencias en la modalidad de EJA. El presente estudio se caracteriza como una investigación de carácter exploratorio con el enfoque bibliométrico, o sea, con base de los conceptos de la literatura y de la red en el ciberespacio fueron significativas para justificar y afirmar la naturaleza de esa metodología definida. Los términos utilizados en la búsqueda on line para la identificación de trabajo con una temática supracitada fueran Educación Inclusiva y Educación de Niños y Adultos, totalizando diecisiete producciones académicas. Encontradas, entre ellas, once disertaciones y seis tesis. El análisis de esas producciones demostró, en líneas generales, que el proceso de inclusión en la EJA se presenta de forma deficitaria y distanciada de lo que predican las políticas inclusivas nacionales y de la modalidad en cuestión. Además, se trata de un foro de educación marginal, que no representa un territorio de interés por parte de los sistemas vigentes. Si las acciones de inclusión, en la Enseñanza Fundamental y Medio, son tímidas, en la EJA, significa un desafío a ser superado proporcional a la creciente demanda de estudiantes con discapacidad matriculados anualmente.Palabras clave: Educación inclusiva. Educación de jóvenes y adultos. Análisis bibliométrico.
3
Renders, Elizabete Cristina Costa. "A ESCOLA INCLUSIVA NA PERSPECTIVA DAS PESSOAS COM DEFICIÊNCIA". Cadernos de Pesquisa 25, n.º 3 (11 de octubre de 2018): 47. http://dx.doi.org/10.18764/2178-2229.v25n3p47-66.
Texto completoResumen
Apresenta resultados de uma pesquisa de pós-doutorado que discutiu a escola inclusiva na perspectiva dos estudantes com deficiência, destacando as práticas pedagógicas que eles entendem serem necessárias para a inclusão escolar. Trata-se de uma pesquisa narrativa que se deu na forma de rodas de conversa virtual com estudantes matriculados em um curso de Pedagogia, na modalidade a distância. Na composição do material documentário, destacam-se as autobiografias narradas, as cartas escritas pelos licenciandos e licenciandas para um dos seus professores e também os diários de pesquisa da pesquisadora. Tal material aponta para a importância de fazeres pedagógicos cotidianos que promovam: (i) a superação do preconceito pelo conhecimento que se constitui na convivência com as diferenças; (ii) o cuidado de, no âmbito da inclusão escolar, não reduzir a formação docente ao atendimento educacional especializado; (iii) a aproximação da tecnologia assistiva à discussão da tecnocultura nesta contemporaneidade. THE INCLUSIVE SCHOOL FROM THE PERSPECTIVE OF PEOPLE WITH DISABILITYAbstract: This article presents results of a postdoctoral research that discussed the inclusive school from the perspective of the students with disabilities, highlighting the pedagogical practices that they indicate as necessary for school inclusion. The methodology used was the narrative research, in the form of virtual conversation wheels with students enrolled in a course of Pedagogy, distance learning modality. In the composition of the documentary material are the autobiographies narrated, the letters written by the students for one of their teachers and also the research diaries of the researcher. Such material points to the importance of daily pedagogical practices that promote: (i) overcoming prejudice by the knowledge that is constituted in the coexistence with the differences; (ii) care should be taken not to reduce, in the scope of school inclusion, teacher training to specialized educational services; (iii) the approximation of assistive technology to the discussion of technoculture in this contemporaneityKeywords: Narrative Research. People with Disability. Inclusive Education. Special Education. Basic Education. Assistive Technology..LA ESCUELA INCLUSIVA EN LA PERSPECTIVA DE LAS PERSONAS CON DISCAPACIDADResumen: Este artículo presenta resultados de una investigación de posdoctorado que discutió la escuela inclusiva en la perspectiva de las personas con discapacidad, destacando las prácticas pedagógicas que ellos entienden como necesarias para la inclusión escolar. En la composición del material documental se destacan las autobiografías narradas, las cartas escritas por licenciandos y licenciandas para uno de sus profesores y también los diarios de investigación de la investigadora. Tal material apunta a la importancia de prácticas pedagógicas cotidianas que promuevan: (i) la superación del prejuicio por el conocimiento que se constituye en la convivencia con las diferencias; (ii) el cuidado en no reducir, en el ámbito de la inclusión escolar, la formación docente a la atención educativa especializada; (iii) la aproximación de la tecnología de asistencia a la discusión de la tecno cultura en esta contemporaneidad.Palabras clave: Investigación Narrativa. Personas con Discapacidad. Educación Inclusiva. Educación Especial. Educación Básica. Tecnología de asistencia.
4
김일수, 정훈영 y HunSun Jun. "The Special School Physical Education Teachers' Perception toward Physical Education in the 2008 Revised Basic Curriculum for Special School". Journal of adapted physical activity and exercise 18, n.º 4 (diciembre de 2010): 129–41. http://dx.doi.org/10.17006/kjapa.2010.18.4.129.
Texto completo
5
Gavrilyushkina, O. P. y M. A. Egorova. "Primary School Children with Special Education Needs". Psychological-Educational Studies 8, n.º 3 (2016): 141–52. http://dx.doi.org/10.17759/psyedu.2016080313.
Texto completoResumen
The paper analyses the modern situation of development in elementary school children. As it is shown, children with special educational needs display a delay in social maturation. According to the outcomes of a longitudinal study on behaviour in communicative/activity situations in normally developing children and children with disabilities, at the point of school entry the following features are prominent: incomplete decentration process; low levels of verbal regulation of actions; underdeveloped dialogue functions (communicative, programming, controlling/regulative); decrease in self-regulation, programming and control; lack of position dynamics in partnership etc. The paper also provides a review of the new basic professional education programme in “Correctional and Developmental Work with Children” designed in modules and based on networking. It is argued that students graduating in this programme have mastered all competencies required for working with children with special needs.
6
Kraukle, Sandra. "Communicative Approach to Inclusive Education in Pre-School". Discourse and Communication for Sustainable Education 4, n.º 1 (2 de febrero de 2015): 50–56. http://dx.doi.org/10.2478/dcse-2013-0004.
Texto completoResumen
Abstract The understanding of the basic principles of inclusive education motivates the inclusion of children with special needs in general education schools. The paper presents the process of implementing inclusive education in Latvia and the teachers' and parents' understanding of the role of communication in including children with special needs, communication strategies, basic qualities and their use in teachers' work with children with special needs. Teachers and parents were asked to answer a questionnaire to determine if: (1) parents and teachers understand the value of communication in developing social, emotional and cognitive development and the implementation of inclusive education for children with special needs and (2) teachers of general pre-schools are ready to communicate with special needs children with and their parents while implementation inclusive education. This research confirms that teachers lack communicative competencies working with children with special needs (especially with children with limited communication skills) and their parents.
7
Mantoan, Maria Teresa Eglér. "Special Education in Brazil: from exclusion to inclusion". ETD - Educação Temática Digital 1, n.º 3 (8 de enero de 2009): 45. http://dx.doi.org/10.20396/etd.v1i3.548.
Texto completoResumen
This article is about the phases through which the Brazilian education has been developing, starting from the exclusion of students with disabilities in specialized institutions which are typically therapeutically oriented to our present days, when this educational modality has been clashing with the proposals of a school for all, one and only, open to the differences, and, as a result, inclusive. The path that has been followed is focused on from the point of view of legal documents, of educational plans and policies. Finally we focus on teacher education and present some indicators by which we have been evaluating the benefits of inclusion in the Brazilian schools, through the investigations from the researchers at LEPED (Laboratory of Studies and Research in Teaching and Diversity) / Unicamp- São Paulo/Brazil.
8
Müürsepp, Mare y Anne Uusen. "FAILING IN BASIC SCHOOL: DISCOURSES OF EXPLANATION". Problems of Education in the 21st Century 48, n.º 1 (20 de noviembre de 2012): 117–26. http://dx.doi.org/10.33225/pec/12.48.117.
Texto completoResumen
Discourse study was aimed to analyse the methodolody of educational research concerning problems of failing in basic school. There the gender discourse appeared as a substantial issue, while remarkable differences between boys and girls are revealed by official statistics and educational studies. The sustainability of a society with such a gender imbalance in education is at risk, since the educational choices will influence choices in the labor market and in lifestyle in broader terms. It is therefore important to look for explanations for gender differences in education (coping strategies, achievement, etc.). In line with the theories of multiple masculinities can be argued that looking at the so-called failing boys as a homogenous group will not take us very far in understanding the underlying reasons for the causes of failing. If the coping at school is related to the gender, then the solution of the problem has to be derived from the gender differences too, but this kind of thinking would connote to the gender stereotypes. Thus, a historical overview of educational research carried out in Estonia in the last century is provided, focusing on the discourse of gender in the educational science. There are different periods pointed out in relation to the focus in studies of academic success: there have been years, when the boys' results in academic skills were higher than girls' results; problems of health and social relations have been treated in different way during different periods. Content analysis of the studies concerning gender issues will be the basis for the discussion, and special attention will be given to the research of pupils' lifestyle. Key words: coping, essentialist vs. sociocultural approach, gender, lifestyle, multiple masculinity.
9
Julião, Elionaldo Fernandes y Mônica Dias Peregrino Ferreira. "As políticas de ampliação de oportunidades educacionais no Brasil e as trajetórias escolares na Educação de Jovens e Adultos no Ensino Médio na cidade do Rio de Janeiro". education policy analysis archives 26 (3 de diciembre de 2018): 156. http://dx.doi.org/10.14507/epaa.26.3079.
Texto completoResumen
School expansion policies in Brazil, designed from the 1990s, increased the population's access to fundamental education, reaching 98.2% of the resident population in the age group from 6 to 14 years old in 2010. However, according to data released by the Brazilian Institute of Geography and Statistics in 2012, illiteracy still reaches 8.6% of the population aged 15 or older; 8.1% of young people between 18 and 24 years of age still attends elementary school , 34.2% high school and 51.3% higher education. The data shows that although we are universalizing access to elementary education in the age group of 6 to 14 years, we still suffer the result of a large number of young people who, due to problems of retention and evasion, remain, out of school, or in a situation of school lag. Considering such questions, this article, which is based on the results of a research on secondary school and in youth and adult modality conducted in the State of Rio de Janeiro in Brazil, aims to reflect about the expansion of compulsory basic education in the country and the effects of this expansion considering the school trajectories in the modality.
10
Walsh, Grant. "Aboriginal Primary Education". Aboriginal Child at School 15, n.º 2 (mayo de 1987): 3–21. http://dx.doi.org/10.1017/s0310582200014826.
Texto completoResumen
Aboriginal children attending school have special needs that should be recognised and catered for by the school system. This paper will deal with the practical aspects of Aboriginal education. In particular the focus will be on Aboriginal Primary education within Western Australia. The paper also limits itself by addressing issues related to more traditionally oriented Aboriginal groups living in remote communities. However, while the main emphasis is given to more traditionally oriented Aboriginal groups, many aspects can be usefully employed and extended to Aboriginal education in general. Therefore the aim of this paper is to give teachers and educators basic information about Aboriginal education so that they can develop appropriate education programs to meet the needs of the Aboriginal children within their schools.
11
Roth, Mary Ann, Edward McCaul y Karoldene Barnes. "Who Becomes an “At-Risk” Student? The Predictive Value of a Kindergarten Screening Battery". Exceptional Children 59, n.º 4 (febrero de 1993): 348–58. http://dx.doi.org/10.1177/001440299305900407.
Texto completoResumen
This study was undertaken to determine whether a preschool screening instrument could predict whether kindergarten students would later be retained, referred to special education, or placed in special education. The results of Early Prevention of School Failure (EPSF) screening on 161 kindergarten students were examined. Students who had been retained, referred to special education, or placed in special education demonstrated significantly lower EPSF pretest scores except in the gross motor modality. All EPSF modalities were statistically significant predictors of students' status; however, other factors such as family support network, preschool experiences, and motivational factors must be considered in evaluating whether a student is “at risk” of later school failure.
12
Hidayat, Hidayat, Sukmawarti Sukmawarti y Suwanto Suwanto. "The application of augmented reality in elementary school education". Research, Society and Development 10, n.º 3 (10 de marzo de 2021): e14910312823. http://dx.doi.org/10.33448/rsd-v10i3.12823.
Texto completoResumen
The application of Augmented Reality in the education sector has increased, the novelty of Augmented Reality technology has become a special attraction for stake holders to improve the quality of education. However, so far there is still a lack of literature studies that focus on investigating the application of Augmented Reality to students at the basic education level. This study presents a literature review on the use of Augmented Reality technology to students at the basic education level. Articles that were synthesized from 2010 to 2020 indexed by Google Schoolar were 10 articles. Using qualitative content analysis, this study attempts to answer two questions; (1) What is the impact of the application of Augmented Reality on the learning outcomes of Elementary School Students? and (2) how does the Pedagogic Perspective view Augmented Reality?
13
Santos, Gleise Regina Bertolazi dos, Celso Dal Ré Carneiro y Jorge Bonito. "Geosciences in professional education: a comparative study between Brazil and Portugal". Terrae Didatica 14, n.º 3 (28 de septiembre de 2018): 320–25. http://dx.doi.org/10.20396/td.v14i3.8653532.
Texto completoResumen
Brazil faces educational and environmental crisis that enhance the importance of valuing geoscientific contents in school cur-ricula, especially in basic education. The modality of technical education integrated to high school courses (TEIHSC) open broad possibilities to build an integrated view of nature and of human interference. However, the current situation is one of great fragmentation of contents and diversification of teaching-learning approaches. As a contribution to understand better the national reality, the present project aims to carry out a survey of geoscientific themes present in the Brazilian official curricula of TEIHS courses and in the curricula of secondary professional education of public schools in Portugal. The distribution of technical schools in this teaching modality – TEIHS comprises the states of São Paulo, Rio de Janeiro, Minas Gerais and Espíri-to Santo and even in the official curricula of federal technical schools situated in these states. This project should discuss cur-ricular convergences and divergences from the background of the following courses: Agriculture, Surveying, Environmental Control, Forestry, Environment, Mining, Oil and Gas, Environmental Management, Agricultural Production, Forestry and Envi-ronmental Resources, Tourism and Environmental and Rural Tourism. The investigation will produce a comprehensive pano-rama of proposals for including geoscientific contents within this type of school integrative curriculum. The debate should at-tempt to recompose the basic needs to help citizens for taking well-founded decisions about socioeconomic, political and envi-ronmental changes.
14
Bērziņa, Ženija. "School-Based Mentoring for Professional Development of Inclusive School Teachers". Journal of Teacher Education for Sustainability 13, n.º 1 (1 de enero de 2011): 72–83. http://dx.doi.org/10.2478/v10099-011-0006-0.
Texto completoResumen
School-Based Mentoring for Professional Development of Inclusive School TeachersBecause of the importance and the complexity of inclusive education, the implementing of a new teaching method in fifteen schools of four regions of Latvia was integrated with school-based teacher mentoring in a two-year project. A new method of teaching basic concepts for children with learning disabilities was a crucial part of in-service teacher training mentoring programme. This paper illuminates mentors' and teachers-mentees' perceptions on the impact of mentoring on their teaching at the primary school level. Data collected by the means of self-evaluation includes teachers' and their mentors' views on the role of mentoring and teachers' collaboration in teachers' professional development and inclusion of children with special needs. The results of the study show that mentoring and collaboration are pre-conditions for successful teachers' professional development, which creates, in its turn, a favourable basis for enhancement of inclusive education programmes.
15
Lhungdim, Mercy Lamneichong y E. Hangsing. "Privatization of School Education: Problems and Prospects". Shanlax International Journal of Education 9, n.º 3 (1 de junio de 2021): 261–67. http://dx.doi.org/10.34293/education.v9i3.3897.
Texto completoResumen
Privatization has grown tremendously in the field of education in India to meet the growing demands for education in society. Privatization of education refers to the transfer of provision of education from the state to private providers with the overall policy goals- (i) Increasing access to and participation in basic education, (ii) Improving learning outcomes and overall efficiency and (iii) Improving equity in educational opportunities (Pedró, et al., 2015). School Education plays an important role in shaping the future of the nation by facilitating all-round development of the student. Keeping in view the increasing popularity and rapid growth of a number of private schools and contributions it made to society also comes with its problems. It is equally important on pragmatic grounds to examine the move towards privatization and its problems. In light of this, the present paper attempts to analyse the problems and prospects of privatization of school education as perceived by parents, teachers and students with special reference to Churachandpur District, Manipur.
16
Antony, Pavan John. "Special Education History, Current Status and Future: India". Journal of International Special Needs Education 16, n.º 1 (1 de marzo de 2013): 5–16. http://dx.doi.org/10.9782/2159-4341-16.1.5.
Texto completoResumen
Education of all children in public schools, including those with disabilities, continues to be an unresolved issue in many countries around the globe. While education of all children is mandated by law and considered a basic human right in many countries, the current status of implementation varies. India, for example, is an ancient country that adopted several laws and policies for its citizens with disabilities after gaining independence from British rule. Today, India legally requires the education of all children in schools; however, despite this, millions of children with disabilities continue to remain out of school or receive little or no education. This paper discusses the special education history, legal system, current status and future for people with disabilities in India.
17
Anyetei, Boi Doku, Twumasi Ankrah Kwarteng y Ruby Hanson. "Interpretation of inclusive education practices in science at a basic school". African Journal of Educational Studies in Mathematics and Sciences 15, n.º 1 (15 de junio de 2019): 15–22. http://dx.doi.org/10.4314/ajesms.v15i1.2.
Texto completoResumen
The research was a case study designed to investigate inclusive education practices in a science class at a Basic School in Winneba, Ghana where inclusive education is practised as in all ten regions. The sample for the study consisted of one head teacher, a science teacher, three interpreters and one resource teacher from the Basic School. The main instruments used for data collection were questionnaires, informal interviews and observations. Findings showed that the teacher and interpreters both prepared for science classes having special needs in mind. However, about half of the respondents, upon interaction with them, demonstrated that the earnestly did not have the expertise to organise inclusive science classes. Team preparation and teaching were highly practised for support. It was recommended that they use multi-media technologies, attend teacher development programmes, and use their limited teaching resources to augment their teaching skills as they are mostly not used. Since the study was conducted in only one inclusive school, the findings may not be for generalization.
18
Hermanoff, Anneli, Kaarina Määttä y Satu Uusiautti. "THE OPPORTUNITIES AND OBSTACLES OF SCHOOL PATHS OF FINNISH YOUNG PEOPLE WITH INTELLECTUAL DISABILITY (ID)". Problems of Education in the 21st Century 75, n.º 1 (20 de febrero de 2017): 19–33. http://dx.doi.org/10.33225/pec/17.75.19.
Texto completoResumen
The experiences and perceptions that people with intellectual disability (ID) who have participated in vocational education have about their study paths is a less studied theme in Finland and also internationally. The purpose of this research was to find out whether their transitions from basic education to vocational education have been successful in their opinion and how their parents perceived the study paths. The purpose of this research was to analyze the study paths of young adults with ID and their school experiences as described by themselves and their parents. The focus was on memories of basic education, transition to vocational education, and studies at the vocational special education school. The research participants comprised 14 young adults with ID (aged 17-23, 10 boys and 4 girls) and their parents (N= 14). They all had personal study plans in basic education, and except for one, they all had completed basic education according to their study plans. The research leaned on the narrative research approach. The youngsters and their parents were interviewed personally in 2012 and 2014. The study paths of young people with ID could be grouped into three narratives: the fluent, complex, and interrupted study paths. Study success in young people with ID is a sum of many factors. The study illustrates four core factors directing the study processes: the student, school community, curriculum, and teacher. In addition, support from home is extremely important to the fluency of study paths. The purpose of education should be to prepare train, rehabilitate, and guide students with ID into good life that includes work, health, and relationships. Based on this study, educational options for people with ID are limited and should be developed so that secondary education would educate future experts to work markets and promote learning and societal participation in the young who need special support. Key words: intellectual disability, narrative research, vocational special education, personal study plan, study path.
19
Min, Kyung-hoon. "Research on the meaning of music education in special school and direction of developing the 2015 revised basic music curriculum in special education". Korean Society of Music Education Technology 33 (16 de octubre de 2017): 39–58. http://dx.doi.org/10.30832/jmes.2017.33.39.
Texto completo
20
Herbert, David T. "Segregation and school attainment". Dela, n.º 21 (1 de diciembre de 2004): 393–403. http://dx.doi.org/10.4312/dela.21.393-403.
Texto completoResumen
The article treats segregation as a form of urban life. Special emphasis is placed on the possibilities for education as one of the basic factors of the socio-economic structure of inhabitants and socio-economic differences in the social structure of the town.
21
Et. al., Zulfi Mubaraq. "Model Of Disability Learning in Islamic Education at Inclusive School Malang, Indonesia". Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, n.º 3 (11 de abril de 2021): 5388–92. http://dx.doi.org/10.17762/turcomat.v12i3.2184.
Texto completoResumen
Education is the most basic need for every human being, even children with special needs also really need education. Given the importance of education for all, education for children with special needs is facilitated by disability or inclusive-based classes. The inclusive class model as an alternative recommended by the government to serve children with special needs. This study aims to find out the extent of planning, implementation, evaluation, and impact points of learning implementation Islamic education in inclusive schools at Malang city. This research used a qualitative approach, a type of case study with a multi-site study design. The data collected is organized, interpreted, and analyzed in cross-site cases and analyses. research instruments used include interviews, observation, and documentation. The results are Planning standard of islamic education learning in the inclusion class is the same as other schools using the 2013 curriculum which includes syllabus and learning planning. It's just that the special assistant teacher made a design of teaching materials that are appropriate to the situation of each child with special disabilities. Implementation Standard, there are at least many models, including inclusion classes, used regular full inclusion classes with simplified indicators, cluster classes, and pull out using individual learning programs. Evaluation conducted by disability schools is to separate between normal students and those with special disabilities who differ in the description of the indicators. Another model in this school the difference between normal students and those with special needs, the assessment system of students with special needs.
22
Cho, Kyu Young. "The Status of Practical Arts Education in the Basic Curriculum of Special School in Korea". JOURNAL OF SPECIAL EDUCATION & REHABILITATION SCIENCE 53, n.º 4 (31 de diciembre de 2014): 219. http://dx.doi.org/10.15870/jsers.2014.12.53.4.219.
Texto completo
23
Won, Cho Rong. "A Study on the Change of Basic Music Curriculum for Elementary School in Special Education". Korean Music Education Society 47, n.º 2 (30 de junio de 2018): 57–79. http://dx.doi.org/10.30775/kmes.47.2.03.
Texto completo
24
이재원 y 노영주. "Analysis of Objectives of Physical Education in the 2008 Revised Basic Curriculum for Special School". Journal of adapted physical activity and exercise 17, n.º 3 (septiembre de 2009): 167–89. http://dx.doi.org/10.17006/kjapa.2009.17.3.167.
Texto completo
25
Jacobs, Elizabeth A. y Adina Kalet. "Defining Medical Basic Science: General Internists’ Special Role in the Reformation of Medical School Education". Journal of General Internal Medicine 24, n.º 11 (18 de septiembre de 2009): 1261–62. http://dx.doi.org/10.1007/s11606-009-1111-9.
Texto completo
26
Stankutė, Judita. "ŠVIETIMO VADYBA PROVINCIJOJE: GALIMYBĖS IR IŠŠŪKIAI [EDUCATION MANAGEMENT IN THE REGION: OPPORTUNITIES AND CHALLENGES]". ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 7, n.º 1 (25 de abril de 2015): 45–47. http://dx.doi.org/10.48127/spvk-epmq/15.7.45.
Texto completoResumen
This is an interview with head Angelė Mizerienė about Veisiejai gymnasium. The gymnasium is situated in Lazdijai district, in southern Lithuania. Veisiejai gymnasium is located on the picturesque shores of Lake Ančia. For the first time the gymnasium is mentioned in written sources in 1777. In 2010 the school received the status of a gymnasium. Currently, it is a comprehensive school, which carries out programs of primary, basic, secondary and supplementary education. The gymnasium pays special attention to children with special educational needs and also for education of gifted and talented pupils. Key words: comprehensive school, interview, Veisiejai gymnasium.
27
Hirth, Marilyn A. "An Investigation of School Superintendents’ Views of School Funding Problems and School Finance Reform in Tennessee". Journal of School Leadership 3, n.º 6 (noviembre de 1993): 622–34. http://dx.doi.org/10.1177/105268469300300602.
Texto completoResumen
Current or potential legal challenges have forced many states to scrutinize and reform their existing school finance structures. Many states are experiencing similar school finance problems; therefore, in an effort to provide information that may be beneficial to other states and superintendents, school funding, tax reform, and education reform in Tennessee are examined. It was the purpose of this study to request information from superintendents concerning the extent and impact of budget cuts for 1991–1992, solicit their opinions on tax reform, ask their impression of the small school system lawsuit (Tennessee Small School Systems v. McWherter, 1988), and assess the effect of proposed Basic Education Program (BEP) requirements on special education programs in their local school district.
28
Schmitt, Theo G. y Peter A. Wilderer. "Environmental engineering education in Germany". Water Science and Technology 34, n.º 12 (1 de diciembre de 1996): 183–90. http://dx.doi.org/10.2166/wst.1996.0332.
Texto completoResumen
The paper describes Environmental Engineering education in Germany. The dual system of engineering education is outlined having scientific-oriented programmes at university level and application-oriented programmes at ‘school of engineers’ level. The historical development of Environmental Engineering and its main topics are described as well as its common integration in the study programme of Civil Engineering. The paper then focusses on the educational programmes for Environmental Engineering itself. The organisation in a preparatory module, a basic subject module and a specialized module is discussed. Topics, special courses and the time frame of the education programmes in Environmental Engineering are presented. The programmes of 3 selected universities, Hannover, Kaiserslautern and Cottbus, are described in greater detail and their specific character is outlined.
29
Okolo, Cynthia M. y Patricia Sitlington. "The Role of Special Education in LD Adolescents' Transition from School to Work". Learning Disability Quarterly 9, n.º 2 (mayo de 1986): 141–55. http://dx.doi.org/10.2307/1510363.
Texto completoResumen
Despite increasing interest in the transition of handicapped youth from school to postsecondary training and employment, available data indicate that few secondary-school special education programs provide relevant services. This article gives a rationale for and a delineation of the types of services which can facilitate the transition process for learning disabled (LD) adolescents. First, the authors review recent studies of LD individuals' vocational adjustment and identify the skills needed for successful transition to the world of work. Current practices in secondary special education and vocational education are then discussed. The authors conclude that secondary special education programs should provide six types of vocationally relevant activities: (a) occupational awareness, exploration, and basic work experience; (b) indepth career/vocational assessment; (c) instruction in job-related academic skills; (d) instruction in job-related interpersonal skills; (e) support services to other disciplines involved in vocational programming; and (f) post-school placement and follow-up. Finally, recommendations for personnel preparation and future research are suggested.
30
Okolo, Cynthia M. y Patricia Sitlington. "The Role of Special Education in LD Adolescents' Transition from School to Work". Learning Disability Quarterly 11, n.º 3 (agosto de 1988): 292–306. http://dx.doi.org/10.2307/1510774.
Texto completoResumen
Despite increasing interest in the transition of handicapped youth from school to postsecondary training and employment, available data indicate that few secondary-school special education programs provide relevant services. This article gives a rationale for and a delineation of the types of services which can facilitate the transition process for learning disabled (LD) adolescents. First, the authors review recent studies of LD individuals' vocational adjustment and identify the skills needed for successful transition to the world of work. Current practices in secondary special education and vocational education are then discussed. The authors conclude that secondary special education programs should provide six types of vocationally relevant activities: (a) occupational awareness, exploration, and basic work experience; (b) indepth career/vocational assessment; (c) instruction in job-related academic skills; (d) instruction in job-related interpersonal skills; (e) support services to other disciplines involved in vocational programming; and (f) post-school placement and follow-up. Finally, recommendations for personnel preparation and future research are suggested.
31
VESELOV, ANDREI N. y OLGA A. DENISOVA. "THE INTEGRAL DEVELOPMENT OF PROFESSIONAL AND METHODOLOGICAL COMPETENCIES IN SPECIAL EDUCATION TEACHERS OF BASIC SCHOOLS WHEN TEACHING THE UNITS OF MEASUREMENT TO PERSONS WITH INTELLECTUAL DISABILITIES". Cherepovets State University Bulletin 5, n.º 98 (2020): 115–24. http://dx.doi.org/10.23859/1994-0637-2020-5-98-9.
Texto completoResumen
In the article, the authors consider the strategic changes in the students’ educational process from the perspective of the development of professional integral methodological competencies among teachers in basic school. A special emphasis is placed on the description of the technology for the development of the integral methodological competencies in special education teachers who train children with intellectual disabilities in basic school.
32
Haedong Jeong. "Analysis of Vocabulary in Middle School Korean Textbooks of the 2015 Revised Special Education Basic Curriculum". Journal of Special Education for Curriculum and Instruction 11, n.º 4 (diciembre de 2018): 63–79. http://dx.doi.org/10.24005/seci.2018.11.4.63.
Texto completo
33
kim sunhee, 정영숙 y Changwook Kang. "Vocabulary Analysis of Korean and Social Study Textbooks in 2011 Special Education Elementary School Basic Curriculum". Journal of Special Education 24, n.º 2 (diciembre de 2017): 110–34. http://dx.doi.org/10.34249/jse.2017.24.2.110.
Texto completo
34
Sabina, Mahmood, Ishii Ichiro y Monta Mitsuji. "Exploring The Differences And Similarities Between International Baccalaureate Education And Japanese High School Education". Advances in Social Sciences Research Journal 7, n.º 8 (12 de agosto de 2020): 132–39. http://dx.doi.org/10.14738/assrj.78.8815.
Texto completoResumen
The number of International Baccalaureate (IB) students applying to Japanese Universities is on the rise. Okayama University is a Super Global National University (SGU) in Western Japan, which started IB admissions in 2012, and presently hosts 63 IB students including 11 graduates, in 11 faculties and 1 special program. Since the IB journey began in 2012, Okayama University has taken multiple approaches to become IB friendly. Through continuous follow up of enrolled IB students regarding academic and campus life, and regular feedback from faculty members regarding IB student performances and characteristics, Okayama University has discovered some basic differences between the educational approaches of IB accredited schools and Japanese High Schools (JHS). In order to further explore this observation, a two-phase research study was carried out. Between June 2018 and August 2019, the two surveys wer carried out. In Phase-1, University faculty, familiar with IB education, visited IB schools in Japan and JHS, to observe lessons and interview teachers about their respective methods of education. In phase-2, the same faculty members carried out an email survey followed by one-on-one interviews of 10 Super Global High Schools (SGH) teachers in Japan, regarding the similarities and differences in characteristics of their students, based on the Japanese version of the IB learner profile. This chapter reports and summarizes results of this two-phase study and perspectives gained from various first-hand observations.
35
Khosrovyan, Anahit. "Inclusive Education from a Very Beginning: Yerevan School N20 Principal's Narrative". Armenian Journal of Special Education 3, n.º 1 (26 de febrero de 2021): 7–13. http://dx.doi.org/10.24234/se.2021.3.1.254.
Texto completoResumen
There are more than one billion “disabled persons” worldwide, 10% of whom are children mostly living in developing countries. Within the United Nations (UN) the term “disability” is defined as “any restriction or lack (resulting from an impairment) of ability to perform an activity in the way or within the range considered normal for a human being” (Sharma, 2015).
The UN and the United Nations Children’s Fund (UNICEF) endeavor for all children to have equitable access to education as a basic human right. Education is critical for children to develop their human capital and enhance their upcoming economic and social prospects (Sharma, 2015). The “Salamanca Statement” adopted at the “World Conference on Special Educational Needs: Access and Quality” called upon all governments and urged them to: adopt as a matter of law or policy the principles of inclusive education, enrolling all children in regular schools, unless
there are compelling reasons for doing otherwise (UNESCO, 1994).
In developing countries understanding of inclusive education is closely related to the special education needs of students and their participation in regular school classes. From this perspective, this paper aims to tell a story of one school in Yerevan, the capital of Armenia from the very beginning till nowadays.
36
Halpern, Andrew S. y Michael R. Benz. "A Statewide Examination of Secondary Special Education for Students with Mild Disabilities: Implications for the High School Curriculum". Exceptional Children 54, n.º 2 (octubre de 1987): 122–29. http://dx.doi.org/10.1177/001440298705400204.
Texto completoResumen
This article reports the partial findings of a statewide survey of high school special education programs for students with mild disabilities. The focus of this article is on the curriculum. Three sources of information were tapped for this study: (a) special education administrators, (b) high school special education teachers, and (c) parents of high school students with mild disabilities. The return rates were very high: 91%, 89%, and 45% of the three groups, respectively. Four basic topics concerning the curriculum were investigated: (a) its focus and content, (b) discrepancies between availability and utilization, (c) barriers to mainstreaming, and (d) conditions required for improvement. Both data and recommendations with respect to these topics are presented.
37
Chamdani, Muhamad. "PROFILE IMPLEMENTATION OF INCLUSIVE EDUCATION IN ELEMENTARY SCHOOL AT KEBUMEN". Social, Humanities, and Educational Studies (SHEs): Conference Series 1, n.º 2 (11 de enero de 2019): 286. http://dx.doi.org/10.20961/shes.v1i2.26734.
Texto completoResumen
<p><em>The purpose of this study is to : (1) the existence of children with special needs in elementary schools that organize inclusive education in Kebumen District, (2) inclusion index achieved in elementary schools that organize inclusive education in Kebumen District, and (3) Implementation of school inclusive education Basic in Kebumen Regency. Inclusion index is obtained through observation in the learning process in class based on 18 indicators. The study was conducted on 10 classes from 4 elementary schools in Kebumen District which organized inclusive education. Inclusive school implementation data were analyzed using an ideal instrument index.The results of the study show that ((1) the number of inclusive elementary school children varies from 1 to 3 children). ((2) The average inclusion index is 31.46 with the ideal inclusion index 54). ((3) Implementation of inclusive education is 227 with an ideal total score of 381).The conclusion of this study is the profile of the implementation of inclusive education in the Kebumen District Primary School shows an average of 59.6% in the medium category.</em></p>
38
Haywood, H. Carl. "What Is Cognitive Education? The View From 30,000 Feet". Journal of Cognitive Education and Psychology 12, n.º 1 (2013): 26–44. http://dx.doi.org/10.1891/1945-8959.12.1.26.
Texto completoResumen
Cognitive education is defined and described according to aspects that are common to various curricula and programs as well as aspects that vary across programs. Its most basic and universal characteristic is its focus on processes of systematic logical thinking and especially the application of basic tools of learning. The application of fundamental cognitive and metacognitive concepts in teaching and learning is described with examples. Selected curricula, programs, and approaches are listed and briefly characterized. Criteria for evaluating cognitive education programs are proposed, and some examples of successful evaluation strategies are given. Evaluation of effectiveness across different cognitive education programs shows effects on cognitive development, IQ, school achievement, intrinsic motivation, and reductions in referral to special education, although such effects depend on age of learners, specific program characteristics, and effectiveness criteria.
39
Song, Young-Sub, Ji-Sun Lee y Byung-Un Jeon. "Perception of Middle and High School Special Education Teachers of Achievement Standards of the 2015 Special Educational Basic Curriculum of Science Education for Students with Intellectual Disability". Journal of Special Education 36, n.º 2 (31 de agosto de 2020): 139–67. http://dx.doi.org/10.31863/jse.2020.08.36.2.139.
Texto completo
40
Biao, Idowu. "Supplying Basic Education and Learning to Sub-Saharan Africa in the Twenty-First Century". World Journal of Education 8, n.º 2 (25 de abril de 2018): 181. http://dx.doi.org/10.5430/wje.v8n2p181.
Texto completoResumen
This article posits that schooling in Sub-Saharan Africa has so far failed to yield the results expected of it on twogrounds. First, the population of persons accessing both basic education and other levels of education is negligible incomparison with those who ought to access them (1 out of every 4 primary school age children; less than half of thequalified secondary school students; about 7% gross enrolment within higher education). Second, schooling hasfailed to deliver the kind of socio-economic development expected in the case of Sub-Saharan Africa as a highprevalence of poverty still exists and incongruity continues to exist between the education provided and thelivelihoods of Sub-Saharan Africans. Using this poor educational and development performance as justification, amore utilitarian, relevant and sustainable approach to basic education and learning is recommended for Africa goingforward. This recommended approach combines both the current school system with a special non-formal educationsystem for the purpose of delivering basic education and learning in Sub-Saharan Africa in the twenty-first century.
41
Dumani, Bukuri, Ruzhdie Bici, Nexhmi Dumani, Blerina Subashi y Alma Kondi. "Dissemination of Demographic and Socio-Economic Developments in Tirana with Special Attention to Youth Education". Journal of Educational and Social Research 8, n.º 2 (1 de mayo de 2018): 93–108. http://dx.doi.org/10.2478/jesr-2018-0020.
Texto completoResumen
Abstract Tirana, the capital of Albania, has a population of 420,000 inhabitants, with a surface area of 40 km2 and a population density of 10.5 thousand inhabitants. From the territorial point of view of the organization, Tirana has 11 administrative units. Half of the population in Tirana is less than 35 years old and half, more than 35 years old. Tirana has the highest level of socio-economic developments in the country and most of the domestic migrants who after the change of economic systems in 1990, are located in Tirana. The article analyzes the level of demographic and socio-economic developments in Tirana according to its 11 administrative units, their inequalities and similarities, with particular attention to the education of young people, the enrollment of students in secondary school after completing nine year basic education. Although Tirana has the highest socio-economic development in the country, its administrative units have quite different levels of development. The net enrollment rate at secondary school for students who have completed nine years of basic education and enroll in the secondary is low; (only 67% of students) compared with net enrollment rate at secondary school in EU countries over 85%). A student in Tirana who has a difficult economic situation, parents with low education level, school far away, the absence of one or both parents in the family, many household members, is much more likely not to enroll in secondary school, after completing basic obligatory education, nine years education. Economic and social developments in Tirana highlight a development of Tirana with many profiles. From the 11 administrative units in five-of them, the developments are relatively lower than in the other six administrative units. The less developed administrative units in Tirana are: the 6th and 11th units and the highest developments administrative unites are the 10th and 5th units. In Unit 6, one in seven people are poor although in Unit 10 one in 25 people are poor. To improve the development, it should be implemented concrete programs and projects with territorial approaches; Education has an essential role to play out of poverty and change the quality of life. This role should be empowered by the state and families by becoming more and more vulnerable to the ideology of education and the quality of education. There are used data from Census 2011 and Living Standard Measurement Survey, LSMS 2012. Descriptive, factorial, cluster analysis and regression methods were used for the analysis of sociodemographic and economic developments. For data processing were used Spss, Stata and Matlab.
42
Sigstad, Hanne Marie Høybråten. "The role of special education teachers in facilitating peer relationships among students with mild intellectual disabilities in lower secondary school". Journal of Intellectual Disabilities 22, n.º 4 (22 de junio de 2017): 378–93. http://dx.doi.org/10.1177/1744629517715788.
Texto completoResumen
Background: Students with intellectual disabilities may lack sufficiently developed skills to initiate qualitatively good social interactions; thus, they might be in need of assistance. This study examined special education teachers’ role in facilitating peer relationships among students with mild intellectual disabilities in a mainstream school context. Materials and Methods: The study was based on qualitative semi-structured interviews with nine special education teachers who belong to special education groups in lower secondary schools. A thematic structural analysis was used to identify themes. Results: The teachers made substantial efforts to promote social competence and ensure optimal conditions to foster peer interactions. An “academic-oriented” education, divergent attitudes, challenges in teacher collaboration, and organizational constraints may be barriers. Conclusions: In a mainstream school, the role of special education teachers appears to be dependent on the basic values of the school management in terms of real opportunities to foster peer relationships among students with mild intellectual disabilities.
43
Vaitkuvienė - Zimina, Žana y Ramutė Bruzgelevičienė. "Improving Pupil Support Delivery in Schools by Promoting Inclusive Education". Pedagogika 124, n.º 4 (2 de diciembre de 2016): 172–92. http://dx.doi.org/10.15823/p.2016.60.
Texto completoResumen
The article explores the ways to improve the pupil support system in school practice as part of the transition from integration to the inclusive education of pupils with special needs. The research question addresses the ways of improving the pupil support system in a school focused on inclusive education.
Determining the ways of improving the pupil support system in school practice by promoting inclusive education following the case study of Verdenė Gymnasium in Visaginas can be described as the subject of the research. The objective of the research is to outline directions for improving the pupil support system in schools while focusing on the targets of inclusive education. The tasks of the research include: 1) analysing theoretical and operational guidelines provided in scientific literature and education guidance documents on the development of the pupil support system in inclusive schools; 2) determining the reasons why the current pupil support system in school needs improvement whenever the focus is placed on inclusive education; 3) drawing up guidelines for schools to help them upgrade the pupil support system based on inclusive education.
Case study is used as the method of this research (Yin, 2003) focusing on an educational institution – gymnasium (grammar school). The choice of the case was determined by the distinctive character of the gymnasium: it delivers a broad range of curricula including an accredited secondary education programme (two years), two-part basic education programme (six years), primary education programme (four years) along with adapted and personalized programmes in primary and basic education and social skills development; it also provides the necessary support for pupils with a variety of special educational needs. The applied research methods include the analysis of written documents, a questionnaire survey and modelling. Units of analysis include national and school documents, teachers and other experts related to the case study schools and the research context. The theoretical and empirical study of the case established that:
The implementation of the UNESCO proposed inclusive education concept is still a target to be achieved in the case study school. The school focuses on the types of pupil support established nationwide, which exclude children having special educational needs due to their exceptional abilities, nor do they place emphasis on the need for day to day teacher’s help, thus narrowing the scope of inclusive education.
Pupil support in the case study school is institutionalised, its provision being entrusted to different bodies and structures. School documents by themselves postulate the philosophy of inclusive education; however, when it comes to education delivery, integration rather than inclusive education of SEN children tends to prevail in the school: pupils with SEN and gifted children are treated as homogeneous groups without highlighting the importance of the teacher’s help for all student groups in daily education process. The case study schools and other context schools delegate responsibility for inclusive education to SEN teachers and for the education of gifted children to other appointed teachers.
The analysis of the research data leads to a conclusion that pupil support delivered by the case study schools is now in the phase of the deconstruction of special needs education and the formation of inclusive education; therefore, it needs improvement implementing inclusive education in line with the philosophy of togetherness and appreciation of diversity, which grants equal opportunities and respect for individuality.
44
Chege Kinuthia, Samuel y Anne Christine Wanjiru Kabui. "Is Specialized Training a Basic Necessity for Special Students Teaching?" International Journal of Business and Management 15, n.º 9 (16 de agosto de 2020): 85. http://dx.doi.org/10.5539/ijbm.v15n9p85.
Texto completoResumen
Every individual irrespective of their profession, requires requisite training to enable them to do a particular job with reasonable accuracy, achieving desired results. Mid-school is the stage between primary basic education and the tertiary level and in Kenya it is referred to as secondary education that is evaluated with a national examination (KCSE) at the end of the four years. Teachers’ role in a students’ performance cannot be underestimated where students with or without disabilities are subjected to the same national examinations. Performance in the national special schools in Kenya does not compare favorably with that of ordinary national schools irrespective of same caliber of teachers in both. This necessitated an empirical inquiry into whether there is need for extra training for teachers in special schools. The study sought to establish the influence of teacher training on the performance of special schools in Kenya. The performance of a school is measured based on the overall mean attained in KSCE examinations. The study focused on the national schools that are in the category of special schools in Kenya. The study is anchored on Behaviorist theory which states that learning is a function of change in overt behavior. A cross-sectional descriptive survey was carried out where data was collected using a self-administered semi structured questionnaire. Study findings indicate that 76.6% of variation in performance is predicted by training implying that relevant training of teachers in special schools is critical in achieving the expected learning outcomes with quality grades in KCSE that are pivotal in determining learners’ career paths. The study recommends creating an enabling environment and support to teachers willing to pursue training in special education. Further research should be done to determine how the subsector can be adequately funded both for initial and on-the-job special teacher training for special needs schools.
45
MCCARTHY, CAMERON, MICHAEL GIARDINA, SUSAN JUANITA HAREWOOD y JIN-KYUNG PARK. "Afterword: Contesting Culture: Identity and Curriculum Dilemmas in the Age of Globalization, Postcolonialism, and Multiplicity". Harvard Educational Review 73, n.º 3 (1 de septiembre de 2003): 449–65. http://dx.doi.org/10.17763/haer.73.3.77873k17105l5140.
Texto completoResumen
In this closing article, Cameron McCarthy, Michael Giardina, Susan Harewood, and Jin-Kyung Park draw on the preceding articles of this Special Issue to develop the argument that educators need to pay special attention to developments associated with human immigration, cultural globalization, and the rapid migration of cultural and economic capital and electronically mediated images. In the plurality of social and cultural sites of practice reflected in these articles, McCarthy et al. find implications for pedagogical practice and the educational preparation of school youth. They specifically address questions concerning the reproduction of culture, identity, and community as they relate to contemporary educational debates. Given this range of cultural practices, how should we address the topic of culture and identity in the organization of school knowledge? McCarthy et al. suggest that pedagogical interventions that privilege popular culture as a site of legitimate critique can open up new avenues of exploration and investigation to a radical, progressive democracy premised on the basic values of love, care, and equality for all humanity.
46
Manrique, Ana Lucia, Ely A. T. Dirani, Annie F. Frere, Geraldo E. Moreira y Pedro M. Arezes. "Teachers’ perceptions on inclusion in basic school". International Journal of Educational Management 33, n.º 2 (4 de febrero de 2019): 409–19. http://dx.doi.org/10.1108/ijem-02-2018-0058.
Texto completoResumen
PurposeDespite dealing with special educational needs (SEN) students, many teachers feel unprepared for this task. This situation reveals the urgent need for studies in different areas, directed toward the inclusion of students in regular classrooms. Therefore, a diagnosis about the situation of inclusive education and the resources available in schools offering regular teaching becomes of paramount importance. Therefore, the purpose of this paper is to present the results of an investigation that sought information on pedagogical work in inclusive education and in the use of support materials by teachers of basic education in Brazil and Portugal.Design/methodology/approachIn order to carry out this investigation, a questionnaire was developed by a partnership between researchers from the Pontifical Catholic University of São Paulo, Brazil and the University of Minho, Portugal, and applied to mathematics teachers. The study participants consisted of 197 mathematics teachers, working in primary school, secondary school and young people and adult education. Data collection was carried out through a questionnaire, available online and designed in Google Forms, with 48 questions (both open and closed formats).FindingsFrom the results obtained, there is a clear need not only for promoting initial and further teacher training that takes into consideration the profile of this teacher, but also for promoting the development of support materials (games, software, devices and assistive technology) in a collaborative way, involving users, teachers, engineers in a way to ensure a good usability and adequate adaptability. Thus, the inclusion of SEN students in schools must not take place only with their physical integration, but also must consider their integration at social, emotional and educational levels.Originality/valueIt is understood that the teacher should receive a solid training in successful inclusion experiences in terms of technological, educational and didactic experiences. Another problem that seems to be recurrent is that support materials have been developed in a way that is somehow disconnected from the reality of the classroom. The context in which the support material is inserted is fundamental to the success of its utilization. What is more, it cannot be isolated from the individuals who will use it. It thus becomes urgent to prepare the school environment for the reality of inclusion. This involves aspects from changes in infrastructure and development of assistive technology to assist the student with SEN in their learning, to the establishment of public policies that involve teacher initial and further training, specialized support and curricular discussions.
47
Noeke, Josef. "Education and Training Relating to Hazardous Wastes in Germany". Water Science and Technology 24, n.º 12 (1 de diciembre de 1991): 237–43. http://dx.doi.org/10.2166/wst.1991.0390.
Texto completoResumen
The aim of a study undertaken in Germany was to provide a comprehensive picture and a comparative analysis of existing and planned education and training facilities in relation to hazardous wastes, and to identify educational and training needs of personnel working at hazardous waste facilities or involved in the transportation of hazardous wastes. The educational level of management and supervisory personnel is high. Most operatives have completed little more than basic schooling and have not received any prior training in the handling of hazardous wastes. Training provision varies considerably between works. A high proportion of training is undertaken in-house by training-on-the-job. The educational background of most drivers of hazardous wastes (road transport) is limited to basic school education. A special certificate is necessary for drivers. Most training relates to hazardous substances in general and there is only little training relating to the specific problems of hazardous wastes.
48
Tomé, José Manuel Salum. "THE BASIC COMPETENCES CAN BE DEVELOPED THROUGH THE DUAL MODALITY IN A HIGH VULNERABILITY PROFESSIONAL TECHNICAL LICENSE". Advances in Social Sciences Research Journal 8, n.º 1 (24 de enero de 2021): 226–51. http://dx.doi.org/10.14738/assrj.81.9607.
Texto completoResumen
In the context of Professional Technical Education, Dual Modality has been a commitment of the Chilean Ministry of Education to improve Professional Technical training in High School. The change has involved a curricular innovation around the development of basic competences where, in addition to the teacher and the traditional classroom, other agents and other scenarios that share the work of teaching concur. In this context, the research consigned, according to its objectives and methodological formulation, describes the characteristics of the Dual Professional Technical training of the Administration specialty of the Monseñor Guillermo Carlos Hartl Educational Complex of the Pitrufquén commune , in Chile . It is intended to investigate the effectiveness of the integrated curriculum through the assessment of achievement of the basic competencies of students who are in the 4th Middle Year of said specialty (with Dual mode), in direct relation to the required graduate and professional profile and in contrast, with that of students of the specialty of "Electricity", without the Dual Modality.
49
Oshanova, N. T. y K. K. Sarbassova. "THE ROLE OF THE SUBJECT OF ICT IN PRIMARY EDUCATION". BULLETIN Series of Physics & Mathematical Sciences 72, n.º 4 (29 de septiembre de 2020): 237–41. http://dx.doi.org/10.51889/2020-4.1728-7901.37.
Texto completoResumen
This article discusses the issues of improving computer literacy of children aged 8-10 years in the modern digital society. The purpose of the article is to analyze the conducted research on improving the effectiveness of teaching ict for primary school children. The main idea of the article is based on the formation of children's basic knowledge to improve computer literacy in primary school. The authors, based on the opinion of scientists, pay attention to the factors underlying the teaching of ict in primary schools. The article provides a summary of some of the studies. The authors pay special attention to the relations of various nature between the student and the teacher, substantiate the initial idea of specifying the main requirements for the conduct of ict discipline, the goals and objectives of the course. The relevance of the article is devoted to the proper organization of the quality of computer literacy training for primary school children.
50
Habib, Masooma. "Education in Pakistan’s Punjab: Outcomes and Interventions". LAHORE JOURNAL OF ECONOMICS 18, Special Edition (1 de septiembre de 2013): 21–48. http://dx.doi.org/10.35536/lje.2013.v18.isp.a2.
Texto completoResumen
One of the most critical challenges Pakistan faces today is the need to improve and expand its education system. With important political and demographic changes taking place, greater devolution and strengthened democracy, this is an opportune moment to build a better system. Not only does the purpose of education have to be defined beyond what has been left over from colonial administrative objectives, but a much greater effort has to be invested in developing the skills and talents of the majority of the population. Punjab, Pakistan's largest province, has taken several education reform initiatives to improve education outcomes. However about a quarter of school age children are still not attending school either because they never enrolled or because they dropped out early. Low transition rates to secondary education are of special concern. Moreover, recent assessments have shown that students' knowledge and comprehension of basic subjects remains alarmingly low. Improved learning in schools is therefore another important challenge. Patterns in learning achievement in Punjab indicate the importance of school level factors, implying that a good school could make up for other regional and socio-economic disparities. Better quality schools also attract more students from the poorest families, because when parents expect better returns from education, the time and resources spent on schooling becomes worthwhile. This paper will review the extent to which critical gaps in achievement levels and other educational outcomes have been addressed by past policies and current reform programs.