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Nowadays, contradictory viewpoints are showed when defining disability. On the one hand, there are theoretical frameworks focused on the personal limitations, while, on the other hand, each time it is more extended those ones which highlight the restrictions on the social fabric. It becomes essential to integrate both frameworks considering disabil...
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... that some of the obstacles that prevent students with disabilities from receiving an appropriate education come from a fundamental level because of split parliamentary supremacy, a shortage of laws, policies, goals, and plans, as well as occasionally a lack of funding. Furthermore, there are issues specific to the school, such as the curriculum and pedagogy, inadequate assistance, and training for instructors, as well as both physical and psychological restrictions that can result in aggression, harassment, and maltreatment (Ricardo et al., 2017). ...
In the English teaching context, teachers encounter students who have different special educational needs, such as visual impairment (VI), which refers to a disability of the sense of sight ranging from low vision to total blindness. This kind of problem has a negative impact on English language learning because it does not allow learners to complete learning activities in the same way as sighted learners. Therefore, this phenomenological qualitative research explored the experiences in the teaching and learning process of two VI learners and their teacher in a public school in Latacunga, Ecuador. Data were collected by interviewing and observing these learners and their teacher during their English classes. Then the collected data were transcribed, coded, and thematised using Braun and Clarke’s (2006) thematic analysis framework. The study showed that there were positive attitudes towards the English teaching and learning process. These attitudes were an indication of inclusive education and progress in the teaching-learning process. Furthermore, the teaching strategies and materials used successfully provided VI learners with better opportunities to learn English despite the teacher's lack of training. However, there were some negative aspects, such as learning difficulties associated with the disability, the lack of training and specialized resources for the teachers, and problems of communication and classroom management, all of which hindered these students’ learning.
This study assessed the perceived teachers’ competence and benefits of inclusion to learners. There were 63 teachers who answered the survey questionnaires that assessed their perceived competence and benefits of inclusive education. They were identified using cluster sampling. The data gathered were treated using descriptive and inferential statistics. The results revealed that majority of them were in the age range of 33-42 years, had finished their master’s degree with specialisation not related to special education and had served in their school for 8-16 years. They perceived themselves to be highly competent and stated that inclusive education is highly beneficial for learners with and without special education needs. Moreover, their perceived competence is significantly related to the benefits of inclusive education for learners with and without special needs. Hence, school administrators need to validate the teachers’ perceived competence in handling inclusive classes and create programmes geared towards an enhanced inclusive education implementation. Keywords: benefits, inclusive education, learners, special needs, teachers’ competence
Globally, inclusion has been touted as best practice for working with students with disabilities. Despite the universal acceptance of inclusion, educators have identified several challenges in using inclusive practices. The purpose of this study was to explore the perceptions of general and special educators from the United States and St. Lucia on barriers to inclusion. Using qualitative research methodology, 32 teachers were interviewed. Data were analyzed inductively and special and general educators’ perception of barriers emerged under six themes: inadequate resources and time, environmental and professional barriers, lack of administrative support, negative attitudes of stakeholders, differing interpretation on inclusion, and unsuitable curriculum and assessment. Analysis was also guided by Lewin’s (1947) theory of planned change. Results indicated that teachers across regions identified similar obstacles to inclusion with time and limited resources being the predominant problem. The main difference was that environmental and professional barriers were identified by more teachers from the US, while lack of administrative support was predominantly identified by teachers from St. Lucia. In analyzing the responses from both general and special educators, the researcher found that there were no major differences based on participants’ role. Recommendations and implications for practice are discussed.
El acoso escolar en estudiantes con necesidades educativas especiales en una zona rural del Ecuador Bullying on students with special educational needs in a rural area of Ecuador Resumen El acoso escolar es uno de los principales retos a los que se enfrentan los sistemas educativos modernos. Es-pecialmente relevante es esta cuestión cuando las personas con necesidades educativas especiales sufren dicho acoso. Este trabajo tiene como objetivo conocer la prevalencia del acoso escolar en estudiantes con necesidades educativas especiales en un entorno rural. Para ello, un total de 115 estudiantes, junto con 8 docentes, partici-paron en el estudio. Dos cuestionarios ad hoc fueron creados para tal fin. Los resultados muestran que los estudiantes con discapacidad intelectual y del desarrollo y los estudiantes con autismo sufren en mayor medida situaciones de acoso escolar. Sin embargo, los estudiantes con trastornos del aprendizaje son el colectivo, dentro de los estudiantes con necesidades educativas especiales, que menos porcentaje de situaciones de acoso repor-taron. En cuanto a las condiciones en las que se desarrollan estas situaciones entre centros públicos y particu-lares, los datos muestran como en los centros particulares no existe formación al respecto, se comunica en menor medida estas situaciones a las familias y, en líneas generales, se intenta ocultar el problema. Los autores concluyen que existe una necesidad incipiente de trabajar estos temas en las aulas y con el profesorado de todo tipo de centros educativos. Palabras clave: acoso escolar; necesidades educativas especiales; discapacidad, educación.
Background: Worldwide over a billion people live with a disability including 400,000 people in Ecuador. People with disabilities (PWD) face barriers to full participation in society. Barriers are generated by negative attitudes created through socio-cultural experiences. Awareness about disability can be facilitated through disability awareness training (DAT). Studies examining outcomes on DAT exist in high-resourced countries but are nonexistent in Ecuador. Study purposes:1) create a DAT using community input and conduct the training; 2) examine the impact of the DAT on attitudes toward and awareness of PWD; and 3) explore community perceptions regarding the impact of the DAT on action. Methods: Community-based participatory evaluation was employed to design and assess the impact of a DAT with 60 community members from Latacunga, Ecuador. The DAT incorporated a multi-modal approach (interactive discussion, problem-solving, hands-on activities) and was informed by the theory of planned behavior. Data sources were the Multidimensional Attitudes Scale (MAS) (Spanish version) administered pre- and post-DAT and interviews conducted with nine DAT participants. Results: Mann Whitney U revealed significant changes in two of four MAS constructs: emotion p = .005 and cognition p = .003. Five themes emerged from the interviews: 1) view of disability; 2) contact; 3) attitude; 4) training impact; and 5) action. Conclusion: In the short-term DAT may increase awareness of and decrease negative attitudes associated with disability. Effective strategies highlighted for raising awareness and improving attitudes were contact with PWD and education. Education leads to more positive perceptions of the barriers PWD face and their ability to participate in society.
