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Affirmative Action in Post-Secondary Education: Contrasting Approaches in Brazil and Canada

Author(s): Michelli Aparecida Daros,Diandra Singh / Language(s): English Publication Year: 0

This paper compares and contrasts approaches to affirmative action that are intended to increase access to post-secondary institutions to students racialized as Black and Indigenous in Brazil and Canada, respectively. Both of these demographics are underrepresented in post-secondary institutions in these countries, as a result of the legacy of colonization and systemic racism within these nations. To explore various approaches to affirmative action a comparison of several documents are made including: the Brazilian Federal Law 11.645/ 2008, which obliges the addition of the History and Culture of Afro-Brazilians and Indigenous people to the national curriculum; the Brazilian Federal Law 12.711/2012, which supports access to federal universities and other federal educational institutions through quotas (best known as the "Quotas’ Law"); and the Truth and Reconciliation Final Summary Report (2015), which provides 94 calls to action for the Canadian government to redress the issues created by the residential school system. Through document analysis, a list of affirmative actions is compiled, followed by an analysis of their implementation. Moreover, data related to racialized students who have benefited from these approaches, highlight the importance of affirmative actions to build more inclusive democratic systems.

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Release of Prisoners and Rehabilitation Programs for Integration Into Society

Author(s): Petronela Diana Ferariu / Language(s): English Publication Year: 0

Resocialization is a educational, reeducative and a treatment process for to convicted persons, through which it is aimed their readaptation to the system of norms and values accepted by societies, for the purpose of social reintegration and the prevention of recidivism. The social reintegration of former detainees is part of the punishment and requires increased attention. For this process to be successful, it is necessary to develop some standards, and then, in order to ensure a lifestyle that assures the respect of these normative, there must be a social environment open in this sense. In a changing economic and social environment, the isolation of people in detention makes their professional and social skills to be inadequate at the time of release of them from the penitentiary. An important role in the chances of the sentenced to resocialization is the right of the detainee to keep in touch with the progress of the society outside the prison.

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Access to Education for People with Special Needs in Algeria

Author(s): Rachid Bessai / Language(s): English Publication Year: 0

This study aims to address the report of disabled children in school, a subject which has become in recent years a special concern and attracted education specialists’ attention and created an international debate related to the policy of taking in charge this category of children. Such a problem calls today to question about disabled children’s schooling in Algeria and the mechanisms of their inclusion at school. Many such questions are raised to serve the study’s objective as: do children with disabilities have access to education in our country? How can we accompany these children in school? Is their inclusion feasible after giving real hope to their parents? And what is the role of associations in this process? To respond to this series of questions, which refract well the aspect of inclusion in the Algerian actuality, we will proceed to a sociological reading of the statistics put forward by the Ministry of National Solidarity through its different structures in relation to the disabled children schooling. The aim will also be to show the state of the arts of takings such children in charge through diverse associations’ actions.

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Addressing the Acceptance of Students 'Studies in Other Countries in the Context of National Policies and Security Strategies

Author(s): Casen Panaitescu / Language(s): English Publication Year: 0

Access to education outside applicants' country of origin has increased in recent years for some countries, but has also created numerous barriers for others. Thus, for certain specializations, age groups have become representative. Countries with lower taxes and engineering specialties sought on the labor market have applicants from the age group 25-34 years. The other developed countries have a higher proportion of older students in MA and other postgraduate studies, including doctorate. Such countries are Australia, Germany, the Netherlands.The Participation of foreign students in the education system does not take into account the traditional view. Thus, in this paper, a non-random component was developed that uses two tools as evaluation tools: state laws where the prospective student applies and proximity to the applicant's university.

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Increasing College Readiness for Disadvantaged Students Through an Online Growth Mindset Summer Bridge Program

Author(s): Pamela Donnelly / Language(s): English Publication Year: 0

Legitimizing home as a locus of learning has never been more critical to student success than now, during the world’s pandemic. Post-COVID 19, public education as an institutional “home” must be supported in a way that addresses the following question: how best can leaders manifest a paradigm of equitable college access through home learning for all in the face of a rising counter-paradigm of xenophobic nationalism, populism, and debunking of ethnic inclusiveness? Coloniality’s control of knowledge (Ayala & Ramirez 2019) has led to an information gap, which construes an unfair opportunity gap experienced by non-White groups in the U.S. public education system. This study will explore bridging that gap in an online blended learning method designed to champion all students regardless of race/ethnicity or socioeconomic status through targeted trainings with their school counselors. What is needed will be a disruption of epistemologies, knowledge systems and traditions of those who have been systematically marginalized via racialization. By shifting norms through access to previously privatized ways of knowing, the institutional punishment of students lacking financial resources can be flipped into a new narrative of increased equity and shared privilege.

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Surmounting the Disconnect in Practical Lessons between Curriculum Expectations and Learners’ Prior Experiences

Author(s): Adri Du Toit / Language(s): English Publication Year: 0

Home Economics, Consumer Studies and other similar subjects can contribute valuable learning to the lives of learners. Efforts to globalize the contents of these subjects have, however, occasionally led to a loss of cultural inclusivity in curricula, as has been the case in South Africa. Notwithstanding the South African educational landscape needing to cater for diverse cultures, the Consumer Studies curriculum still mainly focuses on Western knowledge and skills, particularly the selection of products that learners must make in food production lessons. This leaves especially African learners feeling disconnected and unmotivated to perform well or succeed in the subject. The overarching aim of the research was to frame recommendations in the form of practical suggestions as part of efforts to surmount this disconnect in order to broaden the perceived and experienced value of food production in Consumer Studies for a wider range of culturally diverse South African learners. A qualitative case study was employed to explore if and how a Consumer Studies teacher at a school consisting of mostly African learners was attempting to overcome the disconnect between the curriculum expectations and learners’ prior experiences. Interviews and site visits were conducted to collect data, and the data were then thematically analyzed from an interpretivist perspective. The findings indicate a substantial disconnect between the expectations of the teacher (informed by curriculum requirements) and the prior experiences and learning expectations of her learners, especially as regards the qualities of successful food products. Two recommendations are made: first, the teacher should use demonstrations as a teaching method to improve learners’ familiarity with products; and second, clear visual images should be displayed to learners to aid them in understanding the expected outcomes of the products they have to make in practical lessons.

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Inequality in the 21st Century: Climate, Digital Skills and Access to Education

Author(s): Julia M. Puaschunder / Language(s): English Publication Year: 0

In the 21st Century, inequality has many faces. This paper addresses three inequalities in the domains of climate change, digitalization and social justice in the eye of unequal access to education. The inequalities are first presented and then creative inequality alleviation strategies. Climate change requires attention for fairness that the costs of climate change mitigation and adaptation are spread equally within society, between countries and over time inbetween generations. Inequality arises in the access to quality healthcare that varies dramatically around the world. Access to good education is another area of inequality concern and in order to breed social upward mobility, a bundling strategy is proposed that aids excellent and struggling students.

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Positioning Prospective Teachers’ Examination of the Hidden Curriculum: A Critical Literacy Context

Author(s): Lorenzo Cherubini / Language(s): English Publication Year: 0

The presentation discusses the first part of a multi-dimensional study including an innovative instructional strategy to further prospective teachers’ understanding of critical literacy. In a third-year undergraduate concurrent Education course of study, prospective teachers collaborate in small groups to produce a video presentation that examines the implications of a case-based dilemma (the course is delivered in Problem-Based model that includes a social-constructivist approach to learning). As a component of the video analysis, prospective teachers are required to consider the institutional dimensions of the hidden curriculum that potentially socializes secondary school students into dominant socio-political ideologies. The presentation will discuss how the video analyses assignment fosters prospective teachers’ understanding of culturally responsive pedagogy (CRP). It will detail how CPR can be envisioned differently by prospective teachers. The instructional strategy invites prospective teachers to think reflectively about how they will encourage secondary school students to be more critical of the socio-political implications of schooling and society. In the context of critical literacy, the instructional strategy fosters prospective teachers’ examination of how CRP can successfully expose secondary school students to the dominant ideologies and inequities that often contribute to the continued marginalization of certain groups in education and beyond.

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A Strategy for Teaching Carrying in the Mathematical Operation of Addition to Students Who Are Deaf or Hard of Hearing

Author(s): Mohammed Alajlan / Language(s): English Publication Year: 0

This study investigated the effectiveness of using manipulative items for teaching the process of carrying in the mathematical operation of addition with a third-grade student with hearing loss. A single subject reversal design protocol was used. The subject student had low achievement in addition of two-digit numbers with regrouping. When visual aids, concrete materials, and practice were implemented with the student, he was eventually able to achieve a top score of 90% on a 10-item quiz. The strategy was found to be very effective in this setting. Further research is needed to investigate whether the student would be able to implement this strategy successfully with three-digit numbers. The use of the intervention should also be explored with more than a single student and with younger students who are deaf or hard of hearing.

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Positioning Prospective Teachers’ Awareness of Diversity: A Critical Literacy Context

Author(s): Lorenzo Cherubini / Language(s): English Publication Year: 0

This presentation discusses the third and final component of a multi-dimensional study using a distinct learner-centred Problem-Based Learning (PBL) model that invites prospective teachers to collaborate in small groups on inquiry-driven projects that deepen their appreciation of critical literacy. The literature attests to the success of PBL environments where student participation in peer-to-peer discussions furthers more sophisticated capacities to actively process new information. The PBL model is a core component of a mandatory third-year undergraduate concurrent Education course of study for all students enrolled in the Intermediate/Senior program (qualifications to teach grades 7 to 12). Each peer-group, consisting of four to five students, scripts and records a video presentation that accounts for the implications of a case-based dilemma. The PBL model is meant to promote prospective teachers’ proficiency to meaningfully translate their understanding of the inquiry-problem as it applies to a broad range of topics and competencies. Consistent with the first two components of the larger study, the PBL instructional approach aims to scaffold prospective teachers’ awareness of certain concepts in the broader context of critical literacy. Consequently, the critical literacy framework represents the theoretical basis that positions prospective teachers to be increasingly aware of the implications of ethnic, religious, and socio-economic diversity on case-based teachers and students.

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The Visually Challenged Student’s Journey towards Inclusion: Teacher’s Perspective

Author(s): Gagandeep Bajaj / Language(s): English Publication Year: 0

This research paper studies the teacher’s worldview about inclusion of visually challenged students into the mainstream schooling process. The paper is based on an exploratory study conducted across varied school settings. The perceptions of teachers regarding inclusive education and their experience of inclusion in the classroom form the mainstay of the study. The tools of data collection were school observations and open-ended interviews. Subsequently, significant themes were identified from an in-depth study and collation of substantive narratives. The findings which emerged from this analysis allow us to peek into the day-to-day school experiences of teachers as they face the challenges of providing meaningful education to visually challenged students in their classes. It is enlightening to discover the various creative ways that many teachers propose in order to cope with this challenge. The study highlights the need to listen to the voices of the teachers who are one of the main protagonists in the visually challenged student’s journey towards meaningful inclusion.

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PLANIFICAREA ŞI ORGANIZAREA ÎN PARTENERIAT A LECȚIEI ÎN CLASA INCLUZIVĂ

Author(s): Ala Grigorenco,Nadejda Petrov / Language(s): Romanian Publication Year: 0

Quality education involves organizing the educational process that meets the individual educational needs of all students so that each of them can find their place in this process of building their own knowledge, meanings and skills that will later help them become members. responsible and active of society. Everyday activities must ensure equal opportunities for learning and participation for each child, based on the needs and potential of the learner. Therefore, in organizing the educational process, individualization claims to be an indicator that would reflect a fair and participatory process. Co-teaching is a solution in ensuring the differentiation and individualization of training in the inclusive class.

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EDUCAȚIA ECOLOGICĂ ȘI PENTRU COPIII CU CES

Author(s): Emil Bloj / Language(s): Romanian Publication Year: 0

The VOLUNTAREX volunteer group organized a series of workshops attended by students with special educational needs. The children spent free time in nature, they also learned how to reuse paper, plastic

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ДИФФЕРЕНЦИРОВАННЫЙ ПОДХОД В КОНТЕКСТЕ РАЗРАБОТКИ ТИПОЛОГИИ ОСОБЫХ ОБРАЗОВАТЕЛЬНЫХ ПОТРЕБНОСТЕЙ ДЕТЕЙ С ОСОБЕННОСТЯМИ В РАЗВИТИИ

Author(s): Svetlana Feklistova / Language(s): Russian Publication Year: 0

The article actualizes the problem of developing a typology of special educational needs of children with developmental disabilities as a tool for ensuring adequate educational conditions and realizing the child's developmental potential. The possibilities of taking into account the provisions of a differentiated approach when developing a typology of special educational needs of students are characterized

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EDUCAREA NOII GENERAȚII PRIVIND CORECTITUDINEA AMBALĂRII DIVERSELOR MIJLOACE MATERIALE DE PROBĂ ÎN CO-RAPORT CU PROVOCĂRILE ACTUALE

Author(s): Igor Soroceanu / Language(s): Romanian Publication Year: 0

The activity of the law enforcement bodies in the field of application of the juridical-criminal and criminal procedural provisions, represents a vast complex of actions that need to be carried out with maximum attention. One of them is the collection of evidence: the collection and packaging of material evidence from the place of committing crimes in objective reality

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Ubuntu for Social Entrepreneurship Education

Author(s): Adri Du Toit / Language(s): English Publication Year: 0

The value created for individuals and communities through social entrepreneurship is increasingly reported in research. Still, the perception that the purpose of entrepreneurship is only for individual or economic gain persists. This narrow perception needs to be expanded to include recognition of social entrepreneurship as a distinctive form of entrepreneurship, together with its broader purpose and the numerous benefits associated with it. The value-creation purpose of social entrepreneurship education can ameliorate numerous socio-economic problems experienced in many communities across the globe. In Africa, where similar problems are profuse, the need for social entrepreneurship is mounting. Therefore, the current conceptual paper explored how the African philosophy of ubuntu can contribute to a broader understanding of the value that social entrepreneurship can create for individuals and their communities. One approach to expand general perceptions is to disseminate knowledge and understanding in this regard, using entrepreneurial education. Gert Biesta's theory on educational purpose, focusing on qualification, socialization, and subjectification, was utilized as a framework to analyze and compare the purpose of social entrepreneurship and ubuntu for entrepreneurial education. Subsequently, recommendations were formulated for including and expanding purposeful learning for social entrepreneurship as part of entrepreneurial education in Africa.

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GLAZBA I DIJETE S POSEBNIM POTREBAMA

Author(s): Mirna Marić,Sanja Tatalović-Vorkapić,Doris Brlić / Language(s): Croatian Publication Year: 0

The activities oriented towards ananalytic approach, with special emphasis on rhythmand rhythmic patterns which have a strong influence on the whole some development of a child, can also be used successfully when working with children with various kinds of149difficulties. When working with children, this is primarily achieved throug hintegratedactivities, the effects of which can be seen in the development of self-expression, establishment of social contact, improvement of communicative skills and interpersonalrelationships, development of a psychologically optimal personality, improvement of personal autonomy and creativity, of rhythm of speech, voice perception and the alleviationof pathological behavioural patterns. Music has always been considered an integral part ofevery individual's life as well as a key link between various cultures. The results of recentresearch indicate great efficacy and beneficial effects of the music therapy on thedevelopment of children with developmental difficulties. Music therapy encourageschildren's development in many different aspects of life (physiological, intellectual, socialand emotional etc.). Based on these discoveries the purpose of this research is defined: to determine how listening to music affects the abilities of children with difficulties. Based on systematic observations that the educators of a small group of children with difficulties made, two hypotheses were tested. Results of the research indicate that children with developmentaldifficulties of ten react to music with motor activities, which confirms first hypothesis(„Listening to music encourages children to engagein motor activities“), whilst the secondhypothesis („Listening to music encourages children to achieve social contact (eye contact, touch etc.)“) is still not confirmed. These results are discussed bearing in mind the aim ofachieving the greatest possible well-being of the children with special needs, throught heeducational use of music, and guidelines are offered for future research in this field.

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RAZLIKE U SIMPTOMIMA IMPULZIVNOSTI/HIPERAKTIVNOSTI, EMOCIONALNIH PROBLEMA, NEPAŽNJE I ANTISOCIJALNOSTI S OBZIROM NA PROCIJENJENE POTREBE ZA DODATNOM POMOĆI U UČENJU I KOREKCIJE PONAŠANJA

Author(s): Nataša Vlah,Stojanka Varda,Vlatka Družinec / Language(s): Croatian Publication Year: 0

The basic aim of the paper was to determine whether there are any significant differences among pupils for whom their classteachers detect the behavioral difficulties. Differences are observed in the estimated symptoms of impulsivity / hyperactivity, inattention, emotional problems and antisociality considering the classteacher's view on the need for additional learning assistance and behavioral correction. In the conducted survey, the primary school teachers of all regions of Croatia voluntarily and anonymously detected 1087 pupils from the first to the eighth grade with behavioral difficulties. They estimated them on the Vanderbilt scale of the student's behavioral symptoms. Factor analysis confirmed four dimensions of student behavior: impulsivity / hyperactivity, emotional problems, inattention and antisociality. The hypothesis have been tested by two analyzes of the differences in behavioral symptoms among students, considering the assesed need for additional help in (i) learning assistance (ii) behavioral correction.Educators estimate that additional learning assistance is needed for students who exhibit more inattention, emotional problems, and impulsivity / hyperactivity. They also estimate that additional help in correcting behavior is needed for students who exhibit more antisociality, impulsivity / hyperactivity and inattention.The results of this research can help to better understand preventive and early intervention strategies to protect the educational rights of students' with behavioral difficulties. It is necessary to empower teachers in their competence to work with those students. It is also necessary to plan organized and systematic forms of professional assistance for those students in school.

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ASISTENT U NASTAVI TEHNIČKE KULTURE KAO PODRŠKA INKLUZIJI U REDOVNOM OSNOVNOŠKOLSKOM OBRAZOVANJU

Author(s): Safet Velić,Sejfo Papić,Adisa Hasić / Language(s): Bosnian Publication Year: 0

In the modern educational system, teachers are expected to enable each student to be successful. For students whose achievements are significantly behind the expected level, individual approaches and customized programs are provided. Children with disabilities can and want to contribute to society, and not depend on it.The upbrining and education of students with disabilities in lectures of technical culture is based on the principles of accepting different characteristics of pupils' development, ensuring conditions for work in the technical culture cabinet and support from teachers of technical culture. The goal isto achieve the maximum development potential of each student and to equalize the opportunities for achieving the greatest possible level of education, as well as providing conditions for quality fulfillment of the requirements of teaching for all pupils.Who are actually teaching assistants, what is their role in the education of children with disabilities, and what conditions have to be fulfilled by them in order to even become teaching assistants, are just some of the questions that we were trying to answer in this paper.Survey questionnaires for teachers of technical culture and teaching assistants were used as a method of data collection.Based on the experiences of teachers and assistants working with students with disabilities, important recommendations are given to all teachers in this paper, and therefore teachers of technical culture who work with students with disabilities and who have an assistant in the class. The importance of the assistant in the teaching of technical culture, who represents the bridge between pupils and teachers as well as the complete society is accentuated in order to implement inclusion in the full sense of the word.The results of the research show that the views and experiences of teachers on the contribution of assistants to inclusion / inclusive teaching of children with disabilities are generally positive. From their answers it is evident that they respect the work of teaching assistants and believe that they have made positive changes in teaching and that children with disabilities make progress with the help of an assistant.

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METODIČKA RAZNOLIKOST KAO ODGOVOR NA IZAZOVE INKLUZIVNE NASTAVE

Author(s): Sandra Bjelan,Lejla Kafedžić / Language(s): Bosnian Publication Year: 0

Inclusion is the active, intentional and continuous engagement about diversity. Inclusive education is a process that aims to overcome barriers to participation and learning, and to respond to diversity by creating situations in which all children and young people can learn and experience competence, autonomy and belonging. The essence of inclusive education is to ensure that everyone has access, participation and achievement. In practice, inclusive education refers to a wide range of processes that seek to achieve the universal right to quality, relevant and appropriate education. Inclusive education is not about teaching a person how to deal with an education system that does not respond to a person's needs, but inclusive education, teaching forms, methods and techniques, curricula, teaching staff and pedagogical support are adapting to learning of all. Removing or reducing barriers to learning and student participation applies to all teaching resources. It is important to recognize them and use them purposefully, because there are always more resources than are used in teaching, precisely from a narrow understanding of what and who can be a resource in providing opportunities for participation and learning. Differentiation in teaching should be based on the competencies of teachers to recognize and respond to the needs of students through learning processes, while providing different ways and tools to achieve the set goals. In this process, teachers can apply the principles of universal design in education, which consists of adaptive teaching methods, forms, materials, techniques and strategies that enable effective achievement of learning outcomes for as many students of different educational needs. Universal design in education does not preclude additional adaptations for some students with disabilities. The aim of this paper is to rethink the teaching competencies of teachers at all levels of education in order to ensure quality inclusive education for all.

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