Search results for "INCLUSIVE EDUCATION"
showing 10 items of 114 documents
Teacher Educators’ Views on Inclusive Education and Teacher Preparation in Ghana
2016
The crucial role of initial teacher education programmes and teacher educators in preparing effective inclusive practitioners has been universally acknowledged. This study explored the attitudes of 125 teacher educators from four colleges of education towards inclusive education, their views and concerns about teacher preparation and the implementation of inclusive education in Ghana. The study found positive attitudes and considerable support for inclusive education. However, the majority of teacher educators were of the view that Ghana was inadequately prepared for the implementation of inclusive education. Their reasons and concerns were generally found to include: inadequate teacher pre…
L’éducation des élèves présentant une déficience intellectuelle en Pologne
2016
In Poland, every child with a disability is entitled to be a student, with the opportunity to access education in all types of schools, taking into account his/her individual development and mental abilities. A student with intellectual disability can be educated in a special school, in an inclusive school or follow an individual program
Educational research from Tanzania 1998–2008 concerning persons with disabilities: What can we learn?
2014
The global Education For All process and the UN Convention on the Rights of Persons with Disabilities have increased the attention given to marginalised and excluded groups showing the need to enhance the education of persons with disabilities. In Sub-Saharan Africa a number of poorly disseminated studies investigate education of persons with disabilities. This paper provides an analysed overview of a decade of Tanzanian studies and reports on the education of persons with disabilities produced from 1998 to 2008. Key findings are highlighted and gaps in the research identified and suggestions are offered for future investigations. The education of persons with disabilities needs to be addre…
Qué Podemos Aprender de los Sistemas Educativos de Chile, España y Finlandia en el Marco de la Declaración de Salamanca
2019
espanolEl presente articulo compara los sistemas de Educacion Especial de Chile, Espana y Finlandia, desde la perspectiva de la Declaracion de Salamanca para las Necesidades Educativas Especiales (NEE). Tanto el contexto general de sus sistemas educativos como su orientacion epistemologica respecto de la Educacion Especial, los marcos regulatorios de cada sistema, los procedimientos de deteccion y derivacion de ninos con NEE, y la estructura de los servicios de atencion a la diversidad, dialogan de manera particular con los compromisos adquiridos en 1994. Se muestran las principales diferencias entre los sistemas, destacando la gran variabilidad respecto de la definicion de NEE y sus estrat…
Krytyka „kultury wykluczenia” w nauczaniu papieża Franciszka
2017
Na przestrzeni wieków rozumienie problemu wykluczenia było niestateczne. Zawsze jednak pozostawało w silnym związku z epoką, kulturą, standardem życia ludzi. Przeobrażały się także poglądy dotyczące oceny moralnej działań powodujących wykluczenie społeczne. Dosyć często wykluczonych postrzegano jako „pasożytów porządnych społeczeństw”. W wielu przypadkach ekskluzję interpretowano jako wybraną drogę życia wielu mędrców. Niejednokrotnie w odniesieniu do tego samego typu społeczeństwa stosowane są odmienne, konkurujące ze sobą, modele wyjaśniania przyczyn wykluczenia i sposoby konceptualizacji tak zwanej kultury wykluczenia. Jeśli ograniczyć się tylko do społeczeństwa funkcjonującego w ramach …
The Use of Question Modification Strategies to Differentiate Instruction in Eritrean Mathematics and Science Classrooms
2023
This qualitative study aimed at examining the question modification strategies Eritrean elementary and middle school teachers used to differentiate their instruction and meet the diversity in the classroom as well as the functions these strategies served in classroom interactions. The research data consisted of videotaped recordings (N = 11 videotaped lessons) of classroom interactions in eight mathematics and science classrooms, which were analysed through interaction analysis. The findings showed that Eritrean teachers utilised the following five question modification strategies either independently or in combination: repetition; rephrasing; clarification; decomposition; and code-switchin…
Teachers' attitudes and self-efficacy on implementing inclusive education in Japan and Finland : A comparative study using multi-group structural equ…
2018
This study aims to explore relationships between teachers' attitudes, self-efficacy, and background variables regarding inclusive education by using a sample of 359 Japanese and 872 Finnish teachers. A multi-group structural equation modelling was conducted to find similarities and differences in how the background variables predict teachers' attitudes and self-efficacy. Experience in teaching students with disabilities had a positive effect on teachers' attitudes and self-efficacy in both countries. However, teachers' teaching career and the amount of inclusive education training affected them differently in Japan and Finland. The findings could be used to improve inclusive education train…
Developing support teachers’ digital competencies for an inclusive citizenship
2021
The present work focuses on the construct of digital citizenship from an educational and inclusive point of view. Considering the general European interest in implementing citizens’ digital skills and with particular care for the contemporary situ-ation of overall emergency, due to the Covid 19 pandemic case, the idea is that of con-sidering a possible conceptual link between digital skills and the Capability Approach. In the light of an ‘Education for all’, the aware development of teachers and, particu-larly support teachers’ digital skills, may be a crucial key to enact inclusive processes able to guarantee any pupil and student the chance to become a capable and valu-able citizen, despi…
Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education
2022
This meta-study aims to examine the size of the relationship between teachers' self-efficacy and attitudes toward inclusive education of K-12 students with special educational needs and to identify potential moderators (publication, sample, and research procedure characteristics). We synthesized the research conducted from 1994 to 2018, and 41 studies were included. Bare-bones meta-analysis with random effect model revealed a sample size weighted correlation coefficient between teachers’ self-efficacy and attitudes as r¯ = 0.35 (CI = 0.31-0.39). The between-study variations were not associated with hypothesized publication and sample characteristics. However, the self-efficacy measurement m…
Patterns of teachers’ self-efficacy and attitudes toward inclusive education associated with teacher emotional support, collective teacher efficacy, …
2023
Teacher self-reports were used to investigate patterns of their self-efficacy and attitudes toward inclusive education in association with teacher emotional support, collective teacher efficacy, and collegial collaboration. Data included a sample of 100 Norwegian upper secondary school teachers from a mixed-methods cluster randomised controlled trial study. Latent profile analysis identified four subgroups: Low Self-Efficacy, Mid Attitudes (n = 19); High in All (n = 15); Mid Self-Efficacy, Low Attitudes (n = 36); and High Self-Efficacy, Mid Attitudes (n = 30). Teachers in the High in All profile reported being the most emotionally supportive, while the highest levels of collective efficacy …