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  • Inclusive Education / Inclusion

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Современные пути интеграции людей с ограниченными возможностями здоровья и инвалидностью в социальную жизнь

Современные пути интеграции людей с ограниченными возможностями здоровья и инвалидностью в социальную жизнь

Author(s): Tatiana Victorovna Gudkova / Language(s): Russian Issue: 1/2016

The article with the social and psychological position of the problem of disability, which is now becoming more urgent. It is noted that one of the key challenges facing society is ap-proaching the maximum opportunities for disabled people to conditions of life of healthy people. The content of the article reflects some current ways of integrating people with disabilities and disability in social life, describes the direction of adaptive physical culture, sport and tourism, which have a great potential for the correction of physical health and adaptation of disabled people in society. Emphasizes the importance of physical education and sport as one of the most effective ways to integrate social and leisure of people with disabilities and special needs. The article focuses atten-manie, in particular on the fact that in many European countries, including Russia, implemented the program to work with disabled sports, allow-ing not only introduce them to the sport, but also give opportunities for their full development . One of the clearest ex-amples of the active integration of people with disabilities into a full social life lead Xia Para-lympic Games in Sochi. It is concluded that a particularly relevant topic accessible environment as a major factor in the development of barrier-free tourism. The process of humanization of sports work with people with disabilities is socially important task and should be integrated.

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Инклюзивное образование в Канаде и России: общность стратегических подходов и специфика тактических решений

Инклюзивное образование в Канаде и России: общность стратегических подходов и специфика тактических решений

Author(s): Gary Owen Bunch,Tatyana Leonidovna Chepel,Alevtina Gennadievna Ryapisova / Language(s): Russian Issue: 3/2016

The article analyzes the regional experience of the Novosibirsk region as one of the larg-est Russian regions in comparison with the experience of Canada, which has a much longer his-tory of inclusive education. It presents an overview of the main normative documents regulating the training of persons with disabilities in terms of inclusive education. It is emphasized that in-clusion in education is socially demanded, realistic and pedagogically reasonable learning model that leads to positive changes in the system of national education. The article notes the important role of organization and holding international scientific schools on problems of inclu-sive education in the discussion of topical issues and exchange of experiences taking into ac-count national and regional conditions and features of state-legal regulation in each country. It identifies similarities and differences in methodological approaches and the results of the study of inclusive practices. Inclusive education is considered as one of the possible options for the education of persons with disabilities along with other training in special educational institu-tions, implementing educational programs tailored for different groups of students. The article describes the conditions of the transition to inclusion in education and the major managerial risks. The article contains an overview of the results of monitoring studies of the effects of the in-troduction of inclusive education in Canada and Novosibirsk region – its influence on academic performance and social life of students. The conclusion is that the introduction of inclusive edu-cation in practice the mass must necessarily be accompanied by staff support the entire vertical of education management, those who determine educational policies based on respect for hu-man rights and social justice.

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Ability, Examination and Inclusive Education: Stretching the Hard Lines of the Educational System

Author(s): Halis Sakız / Language(s): English Issue: 1/2016

The aim of this paper is to delve into the debate about the epistemological nature of ability and examination, which we have been continuously exposed to, but rarely scrutinized. In the paper, I refer to Turkey as a case and argue that the dominance of ability-based paradigm and its associated assessment and placement systems have created a new educational order which categorizes schools and students based on how they perform at a single point in time. What is more, I critically evaluate the construction of “abilities” and “disabilities” through the means employed in the education system, followed by a discussion of the examination culture as a product of an ability-based system. Finally, I propose inclusive education as a powerful means of transforming the education system to an equitable and educationally effective one in which all students are welcomed and provided with education of good quality that both enriches childhood and maximizes chances of leading a fulfilled adult life.

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INKLUZIVNOST OSNOVNE ŠKOLE – STAVOVI NASTAVNIKA I UČENIKA O INKLUZIJI

INKLUZIVNOST OSNOVNE ŠKOLE – STAVOVI NASTAVNIKA I UČENIKA O INKLUZIJI

Author(s): Mustafa Džafić / Language(s): Bosnian Issue: 63/2015

Inclusion is a process that stresses upon rights and needs of individuals according to their individual capabilities and interests. It is a process against prejudices, aiming to develop tolerance and a positive attitude towards people with special needs. The questioner carried out with a sample of 100 students and 40 teachers in two primary schools in Mostar, analyzing the attitudes of students and teachers about the inclusion of students with special needs and difficulties into a regular educational process. The results of the questioner indicate that attitudes towards inclusion are positive.

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ПРОЦЕЊИВАЊЕ ПРОФЕСИОНАЛНЕ НЕОДЛУЧНОСТИ ГЛУВИХ И НАГЛУВИХ УЧЕНИКА ОСНОВНИХ И СРЕДЊИХ ШКОЛА

Author(s): Mia M. Šešum,Nadežda Dimić,Ljubica S. Isaković / Language(s): Serbian Issue: 3/2016

This study examines the connection between career indecision of deaf and hard of hearing students and gender, age, the number of school years completed, the level of hearing impairment, the primary mode of communication and general performance at school at the end of a school term. The sample was comprised of 97 deaf and hard of hearing students attending seventh and eighth grades of primary school as well as all grades of secondary school who are educated in special schools for deaf and hard of hearing on the territory of Serbia. Osipow’s (Osipow, 1980) “Career Decision Scale” was used as the instrument, which was adjusted to cognitive and linguistic abilities of deaf and hard of hearing students for the purpose of this study. The results which the study gave following the data analysis point to the connection between career indecisiveness of deaf and hard of hearing students and the number of school years completed, age and general performance at school, while the correlation between gender, the level of hearing impairment and the primary mode of communication and career indecision of the examinees has not been confirmed.

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Hodnota historického nadhledu pro současnou speciální pedagogiku

Hodnota historického nadhledu pro současnou speciální pedagogiku

Author(s): Boris Titzl / Language(s): Czech Issue: 21/2015

Special education, as a scientific discipline that either theoretically or practically solves the problem of education of persons who are disadvantaged by the negative results of health impairments and sociocultural influences, has got a short history, which is, however, accompanied by specific changes. The measure of special education within the Czech conditions has been defined in an educational way since the beginning. The Czech conception did not accept the medical aspect as an indicating attribute, though it admitted its supporting aspect. The didactic and methodical focus of special education was accented, even during the period, in which its segmentation according to the dominant defects prevailed. Since November 1989, we have observed two trends that are implemented into the still integrally created discipline under external pressure: First, it is a penetration of irrational approaches and methods in a form of various pseudo-therapies to charlatanry that miss the contemporary level of knowledge. It is shown again, that the people of a higher level of education are not immune to this trend.Second, it is largely and, in individual cases, non-critically conceived inclusion of disabled and disadvantaged pupils into the general educational stream. The approach to the inclusion, which is affected by an ideology, begins to discredit this principle. Special education has also always sourced from the knowledge of position of the disabled and disadvantaged persons in the society as well as from taking care of them. It is demonstrated, that the development in this direction has not been definitely positive, and it even can be proved that already in prehistory, there was a help provided for the disabled individuals, without which they would not have survived. The enlightenment schemes have no value in this case.It is thus remarkably useful, even in special education, to remind the quote of an American philosopher George Santayna: “Those who do not remember the past are condemned to repeat it.”

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Kategoria duchowości w pedagogice kontemplatywnej

Kategoria duchowości w pedagogice kontemplatywnej

Author(s): Marta Znaniecka / Language(s): Polish Issue: 46 (1)/2016

This article is part of the project regarding traces of the presence of the category of spirituality in education. The aim of the present text is to introduce the concept of contemplative education, which in Polish literature is little known to the mainstream pedagogy. Contemplative pedagogy refers to the category of spirituality in a specific way. It initiates a significant change whereby spirituality becomes a living category in the process of education, it ceases to work in the pedagogical discourse as a concept which is vague and not very clear, and is addressed in the area of educational practice.

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SPÓJNOŚĆ I INTEGRACJA SPOŁECZNA JAKO JEDEN Z WYMIARÓW KAPITAŁU SPOŁECZNEGO WŚRÓD STUDENTÓW W POLSCE

SPÓJNOŚĆ I INTEGRACJA SPOŁECZNA JAKO JEDEN Z WYMIARÓW KAPITAŁU SPOŁECZNEGO WŚRÓD STUDENTÓW W POLSCE

Author(s): Rafał Nagaj / Language(s): Polish Issue: 44/1/2016

The article shows what is level of the inclusion and social cohesion among students in Poland and whether there are differences between men and women in the level of social cohesion and inclusion. The research group were students from the first year of business studies at the University of Szczecin. In the theoretical part of the article, an analysis was made of the essence of social cohesion and integration and linking of it to social capital. While the empirical part shows the sources of social conflicts and therefore results in reduction of the level of social integration. It also shows what is the level of the cohesion amongst students in Poland. The survey method was used in the analysis. The test results showed that the level of social cohesion and inclusion is higher among men than among women, and that the Poles are a rather homogeneous society, religiously and ethnically.

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Effect of stigma in inclusive classrooms at mainstream schools

Effect of stigma in inclusive classrooms at mainstream schools

Author(s): Irena Xhaferri / Language(s): English Issue: 2/2015

Inclusion is a most discussed phenomenon at our society. Children with disable needs, when they go to mainstream schools, face a lot of problems. One of them is stigma. Mainstream education is a key policy in the promotion of social inclusion (Scottish Executive, 2000; Department of Health 2002). Stigma is a complex term defined as a visible or invisible attribute, deeply discrediting, that disqualifies its bearer from full social acceptance, often resulting in several forms of discrimination (Goffman, 1963). There is evidence that different educational settings may expose children to different levels of stigmatized treatment. Due to their cognitive impairments, the social identities of intellectually disabled children can be devalued and depersonalized into stereotypic caricatures (Crocker et al 1998). Literature suggests three strategies most used against stigma.

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MULTIDIMENSIONAL ASSESSMENT OF LEARNING ABILITIES IN STUDENTS WITH CEREBRAL PALSY IN AN INCLUSIVE SCHOOL: A CASE STUDY

MULTIDIMENSIONAL ASSESSMENT OF LEARNING ABILITIES IN STUDENTS WITH CEREBRAL PALSY IN AN INCLUSIVE SCHOOL: A CASE STUDY

Author(s): Marko Klaić,Melis Tursunović,Pelka Jovičić,Benjamin Avdić,Vesna Bratovčić,Adis Zukić / Language(s): English Issue: 1/2023

The aim of this paper is to highlight the importance of a multidimensional approach to the contextual assessment of learning abilities in students with cerebral palsy. The paper presents a case study of a nine-year-old student with multiple developmental disabilities (cerebral palsy and additional influencing difficulties) attending a regular primary school with an individual educational program (IEP). In order to determine the measures for individualizing the educational process for the student, the assessment of internal conditions and learning abilities was conducted individually within a daily rehabilitation center, while the environmental conditions were observed within the school setting. The evaluation of the assessment results emphasized the significance of conducting assessments in all relevant contexts, as it was the only way to obtain a comprehensive understanding of the student's level of functioning and the necessary measures for improving her learning and participation.

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Practical Aspects regarding the School and Social Integration of Children with Special Educational Needs. Difficulties and Pedagogical Solutions

Practical Aspects regarding the School and Social Integration of Children with Special Educational Needs. Difficulties and Pedagogical Solutions

Author(s): Cristina Butnaru-Sandache / Language(s): English Issue: 1/2023

The social integration of people with special needs is a complex and ever-present process, and school plays a key role in this. In practice, the social integration process is facilitated by the inclusion of children with special educational needs in school, given the micro-society structure of the school. Adapted communication, awareness of differences but also of potential, training and practice of social skills contribute to the development of adaptive capacity, to the identification and exploitation of means of integration into society. From this perspective, the role of teachers is multifaceted, with some of them facing difficulties, as shown in the research presented in this article. In mainstream education, school inclusion activities may be perceived with varying degrees of difficulty, but pedagogical solutions are benchmarks in their management.

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STUDENTS WITH SPECIAL EDUCATIONAL NEEDS AT SCHOOL: THE ROLE OF PEERS IN INCLUSIVE EDUCATION

STUDENTS WITH SPECIAL EDUCATIONAL NEEDS AT SCHOOL: THE ROLE OF PEERS IN INCLUSIVE EDUCATION

Author(s): Mevlyde SYLA / Language(s): English Issue: 19-20/2023

One of the most widespread challenges in education during the last years is the role of peers in the inclusion of students with special needs, in order to achieve socialization and academic achievements. With a descriptive character, this research has collected quantitative and qualitative data, the quantitative data were collected through the instrument of the questionnaire carried out with 128 students of the eighth and ninth grades of those classes where there were students with special educational needs. For the collection of these data, we focused on the Inclusion Index manual by the authors Tony Both and Mel Aincow, adapted and adapted in the Albanian language by Prof. Dr. Naser Zabeli, MA. Lulavere Behluli (Zabeli & Behluli, Indeksi per gjitheperfshirje, 2014) and a semi-structured interview was conducted with 5 support teachers and 5 assistants of students with special educational needs. The research was carried out in Kosovo, in four primary schools in the city of Gjilan. These schools were randomly selected while the classes were purposively selected. The results show that peers positively affect the socialization of students with special needs as well as educational development. From the obtained results, we also observed the differences between boys and girls, where we concluded that girls have more positive behavior-attitudes than boys towards peers with special educational needs.

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The Role of a Sensory Diet in Improving the Quality of Psychosocial Functioning of Students in Inclusive Education

The Role of a Sensory Diet in Improving the Quality of Psychosocial Functioning of Students in Inclusive Education

Author(s): Magdalena Wójcik / Language(s): English Issue: 16/2023

Effective sensory processing is necessary for physiological regulation, the generation of appropriate behavioural responses and the development of academic skills. The physical environment in the classroom and at school can impact a child’s ability to become engaged in education. By creating proper sensory diets and a sensory-friendly classroom, teachers can help children achieve an optimal level of arousal and become successful students. That is why paying attention to the possibilities of creating a sensory-friendly environment is so essential as providing the appropriate amount of sensory stimuli tailored to students’ needs and capabilities. An in-depth literature review has been carried out to justify the role of a sensory diet and a sensory-friendly classroom. Analysing the theoretical and scientific context justifies the development of sensory programs in inclusive education. It shows the possibilities for both using and adapting them to the needs of students.

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Possible ways of translanguaging at the school’s micro-level. The aftermath of a translanguaging project of introducing non-standardised ways of speaking to school for Roma bilingual children

Possible ways of translanguaging at the school’s micro-level. The aftermath of a translanguaging project of introducing non-standardised ways of speaking to school for Roma bilingual children

Author(s): Bernadett JANI-DEMETRIOU,Erika LÉVAI-KEREKES / Language(s): English Issue: 16/2023

The present study encounters the long-term process of a linguistic ethnographic research. The research took place in a primary school in Hungary, with students being Hungarian-Romani speaking bilingual Roma children and Hungarian as the language of instruction. The research, initiated in 2016, developed an educational approach in the school based on a translanguaging stance through multiple sub-projects and a three-year Erasmus+ Strategic Partnership Program. The applied translanguaging approach involved the Roma children’s home ways of speaking into the children’s learning. Translanguaging was first introduced at the macro level of the school with thecooperation of the school’s management, participant researchers, teachers, parents, teacher trainees and university students. The Erasmus program terminated in 2021. This study details the process of how, following the completion of this macro-level project, translanguaging can be sustained at the micro level within the school. It also discusses the difficulties and challenges faced by teachers when implementing translanguaging at the micro level, after macro-level planning and strategy have concluded.

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Group-Inclusion for Students with Special Educational Needs in Mainstream Schools

Group-Inclusion for Students with Special Educational Needs in Mainstream Schools

Author(s): Yael Tsafrir,Mușata Bocoș / Language(s): English Issue: 25/2023

Inclusion of students with special educational needs (SEN) in mainstream schools and mainstream classes is a global mission. Together with cases of success in including students with SEN in the mainstream structures, various studies highlight a lot of criticism concerning policy and implications. The failure of inclusion is reflected both in academic achievements and well-being of the students with SEN. It also affects families and is of great concern to stakeholders, principals, and educational staff as well. The present article emphasizes Group-inclusion as a social intervention for improving educational inclusion. The authors describe principles of Positive Psychology Theory and positive education, as well as principles of the Generative Interactions Theory, as the basis for successful Group-inclusion, which may contribute to the social involvement of students with SEN with their peers. Description of Group-inclusion and examples of implementation are given, and the advantages and costs of Group-inclusion are discussed. Through Group-inclusion the social feelings and attitude of students with SEN in mainstream schools can be improved, as well as their subjective well-being.

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Inclusive Education Through the Friendship Bridge Project

Inclusive Education Through the Friendship Bridge Project

Author(s): Elena-Maria Ungureanu (Erdeli),Alina Felicia Roman / Language(s): English Issue: 25/2023

The Friendship Bridge project is an educational project born from the desire to remove some existing barriers between children, especially between children with special educational requirements and other children, from the desire to achieve the socialization of children with special educational requirements and the development of the associative capacities that determine the children to be able to live in permanent association with others, to be capable of friendly relations and, in particular, to want to maintain connections with their peers. The ongoing project since the fall of 2009 was initiated by the School Center for Inclusive Education No. 3 Oradea in the period 2009-2010, then by the School Center for Inclusive Education Orizont Oradea, in the period 2010-2013, the Teachers Training House of Bihor County in the school year 2013-2014, and the School Center for Inclusive Education No. 1 Oradea in the period 2014-2023. In this paper, we will make a retrospective of the activities carried out within the Friendship Bridge educational project identifying the role and importance of the projects in the integration and socialization of students with special educational requirements.

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Music and children with autism spectrum disorder: A case study

Music and children with autism spectrum disorder: A case study

Author(s): Jasna Šulentić Begić,Marija KOLAR / Language(s): English Issue: 1/2024

Autism spectrum disorder is a complex neurological disorder characterized by impairments in communication and social interaction, limited patterns of behavior, interests and activities. Given the different forms of autism spectrum disorder and the fact that no two people are the same, an individual approach to each individual is required. Musical ability is one of the special talents that a child with an autism spectrum disorder can have. Such a child should be allowed to practice music. As a therapy, musictherapy has proven to be effective in working with children with autism spectrum disorder, i.e. it has a positive effect on communication, vocalization, joint attention, eye contact, concentration, cooperation, cognitive functions, social skills, etc. This paper presents the observations obtained through the study case. The aim of the research was to show the behavior of students with autism spectrum disorder in the Music culture class and the impact of music therapy on their behavior. For the purposes of the research, two interviews were conducted, i.e. with a teaching assistant who worked with a student with an autism spectrum disorder and with the student's parents. The case study showed that the student has a developed musical ability, that he participates actively, with reserved attention, only in the Music culture classes, and that music therapy helped him in his expression and speech. It is essential to give these kids the tools they need to further develop their musical abilities. It will contribute to children with autism spectrum disorder feeling safe, happy, and accepted in their environment.

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Multi-Professional Cooperation in the Austrian School System and its Implications for Inclusive Education

Multi-Professional Cooperation in the Austrian School System and its Implications for Inclusive Education

Author(s): Miriam Sonntag / Language(s): English Issue: 1(67)/2022

The Austrian school system faces the challenge of breaking down barri-ers to learning for all students in view of the increasing heterogeneity of the students. With the adoption of the UN Convention on the Rights of Persons with Disabilities, Austria faces the challenge of guaranteeing an inclusive education system. A brief overview of inclusive education in Austria is followed by the focus of this article: the multi-professional cooperation in the context of inclusive education in Austria. The cooperation on the part of the educators is discussed as a key condition for the implementation of inclusive educational systems. An ongoing research project about multi-professional cooperation in secondary school in Austria is presented below. The author identifies critical issues in this area based on selected research results.

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Employing Elements of Virtual Reality to Enhance Social Skills Among Children With Attention-Deficit/Hyperactivity Disorder: Quasi Experimental Study

Employing Elements of Virtual Reality to Enhance Social Skills Among Children With Attention-Deficit/Hyperactivity Disorder: Quasi Experimental Study

Author(s): Reham Abdullah,Mayada Alrige,Hind Bitar / Language(s): English Issue: 3/2024

Children with ADHD fail to establish good relationships with others and practice undesirable behaviors that disturb those around them. Additionally, this disorder may create difficulties in social performance and adaptation to different life contexts. Nonetheless, in light of recent technological advancements, traditional education programs no longer cover deficiencies resulting from this disorder. It is also no longer attractive among children with ADHD. Therefore, in this research study, the researchers designed four Google Cardboard Virtual Reality (VR) applications that were developed with several domain experts' supervision to enhance four social skills (greeting back, waiting for a turn during an ordering, not interrupting others while talking, and cooperating) among children with ADHD which had the potential to help them integrate smoothly into society. A quasi-experimental study was conducted for one group in the Developmental and Behavioral Disorders Clinics and Centers in Maternity and Children's Hospital in Najran Region, Saudi Arabia. The results were promising and showed an improvement in the social skills of the participants with mild or moderate ADHD symptoms. In contrast, there was no improvement in social skills in participants with severe ADHD symptoms.

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EXAMINING THE ATTITUDES AND BEHAVIORAL INTENTIONS OF PEERS TOWARD CHILDREN WITH AUTISM

Author(s): Daniela Tamaš,Ivana Matić Grdinić,Slađana Bojić / Language(s): English Issue: 4/2024

The development and education of children with autism are influenced by numerous factors, and all participants in the educational process are of great importance. The attitudes and beliefs of peers towards children with autism have an impact on the success of inclusive education, specifically on achieving the maximum potential of the child with autism involved in that process. In line with this, this research aimed to determine the attitudes and behavioral intentions of typically developing children towards children with autism, and to determine which variables influence the acceptance of children with autism by their peers. The Shared Activities Questionnaire (SAQ, Morgan, Walker, Bieberich, Bell, 1996) was used in the research. The study included 206 students of both genders, attending primary schools in grades five to eight. The results of the research indicate the existence of a slightly positive attitude of typically developing children toward children with autism. Other results indicate more positive attitudes within the Academic domain, and more positive attitudes among girls, as well as among students who had no prior experience with children with autism. Based on the results, it can be concluded that there is still a need to implement educational and preventive programs aimed at destigmatising children with autism and promoting their acceptance, both in the school environment and other social contexts.

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