Search results for "Inclusive education."
showing 10 items of 113 documents
Teachers' self-efficacy and the sources of efficacy: A cross-cultural investigation in Japan and Finland
2019
The study explores the extent and sources of Teachers’ Self-Efficacy (TSE) for inclusive practices among 261 Japanese and 1123 Finnish teachers. Measurement invariance was tested to ensure the chosen scales’ cross-cultural validity. In both countries, mastery experience was identified as the strongest of the four sources contributing uniquely to TSE. However, the two groups differed in how verbal persuasion predicted TSE. The findings indicate that the effects of the four sources on TSE depend strongly on sociocultural context, and that, in Japan, other sources may exert a powerful influence. Practical implications are discussed, with particular regard to teacher training programs. peerRevi…
Academic achievement and self-concept of deaf and hard-of-hearing and hearing students transitioning from the first to second cycle of primary school…
2018
ABSTRACTThis study was done to examine the transition of deaf and hard-of-hearing (DHH) and hearing students from the first cycle (Grade 4) to the second cycle (Grade 5) of primary education in Ethiopia. Academic achievement and self-concept were measured longitudinally with 103 DHH and hearing students. Participants were selected from three different settings (special schools, special classes and regular schools). Self-Description Questionnaire I (Marsh, H. W. 1990. Self-Description Questionnaire – I (SDQ I). Manual. MacArthur, NSW, Australia: University of Western Sydney) was used to measure the children’s self-concept. The results showed a decrease in the academic achievement and academi…
Turning social inclusion into exclusion during collaborative between students with and without SEN
2023
Creating opportunities for meaningful social relationships between students with and without special educational needs (SEN) through collaborative learning has been suggested as a way to facilitate all students’ social inclusion in classroom activities. However, little attention has been given to the peer interaction processes leading to unsuccessful knowledge co-creation in mixed-ability peer groups including students with and without SEN. This study addressed this research gap by conducting detailed observational analyses of the social exclusion during group work of students with and without SEN, and how the students with SEN responded to their positioning as unequal learning partners. Th…
Teacher's attitudes towards inclusion and the inclusion of students with emotional and behavioural disorders
2016
Inclusion is both a symbolic and a practically meaningful process inextricably inter-twined with equity, social and educational participation. Teachers are a fundamental part of this process. Therefore, their attitudes carry a dynamic, which, in turn can be linked to educational success and inclusive implementation. Students with emotional and behavioural disorders constitute a challenging and vulnerable group of students, often excluded from the educational setting, with severe academic and social consequences. The main objective of the current study was to explore teachers’ attitudes to-wards the inclusion of students with emotional and behavioural disorders, in primary and secondary educ…
Satysfakcja ze współdziałania szkoły podstawowej z rodziną ucznia ze specjalnymi potrzebami edukacyjnymi w kształceniu inkluzyjnym
2022
Kształcenie inkluzyjne, obok integracyjnego i specjalnego (segregacyjnego), jest jedną z form kształcenia uczniów ze specjalnymi potrzebami edukacyjnymi (SPE) w Polsce. Zakłada ono edukację uczniów z różnymi cechami, np. z niepełnosprawnością w szkołach ogólnodostępnych. W procesie edukacyjno-terepeutycznym tej grupy uczniów istotną rolę odgrywają ich rodzice, dlatego też nieodzowne jest współdziałanie szkoły z rodziną ucznia. W niniejszym artykule poruszone zostało zagadnienie współdziałania szkoły podstawowej z rodziną ucznia ze SPE, zawężone do rodziców uczniów z orzeczeniem o potrzebie kształcenia specjalnego, które w Polsce może być wydane ze względu na niektóre rodzaje dysfunkcji rozw…
Human, Technologies and Quality of Education: Proceedings of Scientific Papers, 2020
2020
Analysis and evaluation of the inclusive model in infant and primary centre support systems
2016
En esta investigación se analiza el funcionamiento y la organización de los sistemas de apoyo utilizados en centros de Educación Infantil y Primaria de la Comunidad Valenciana. Planteamos hasta qué punto los sistemas de apoyo en estos centros contribuyen a mejorar la organización de un sistema inclusivo que resulte accesible para todos. En el estudio de casos han participado 24 profesionales pertenecientes a cuatro centros que tienen diferentes modalidades de escolarización. Para la recogida de información, se han manejado instrumentos cualitativos como son la entrevista, la observación y el análisis documental. Según los datos obtenidos, los sistemas de apoyo no se ajustan de forma integra…
Jotenkin häiriöks : etnografinen tutkimus sosioemotionaalista erityistä tukea saavista lapsista päiväkotiryhmässä
2014
As Capable as Other Students: Tanzanian Women with Disabilities in Higher Education
2015
Globally, persons with disabilities are underrepresented in higher education. In sub-Saharan Africa, where opportunities for higher education are especially limited, women are unlikely to continue their education. This research investigates women in Tanzanian higher education with the double marginalisation of being a woman and having disabilities. The women were interviewed on what factors enabled access and participation for their educational success. A thematic analysis of qualitative data was applied. All of the women interviewed were motivated to complete their degrees. Key enabling factors were encouragement from their families and previous teachers, full participation in student life…
Developing inclusive education policy and practice in Zanzibar : collaborative action research
2018
This doctoral dissertation, which consists of three interrelated sub-studies and an overarching summary, explores the inclusive education development process in Zanzibar, Tanzania. The purpose of the research is to contribute to the development of inclusive policies and practices in order to increase the presence, participation and achievement of all learners. The overarching research question investigated in this research was as follows: How is inclusive education developed in Zanzibar, and how can it be better integrated into the education system? This question was divided into six sub-questions. Each of the three interrelated sub-studies in this dissertation focused on specific sub-quest…