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The increased diversification of classrooms in recent years has placed additional demands upon teachers who strive to facilitate the learning and participation of all pupils. The aim of the current study was to explore how primary teachers across Europe understand and respond to diversity in their classrooms. A total of 35 teachers from 7 countries...
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Context 2
... The commercial element that often accompanies a particular learning styles perspective. Sometimes to implement a specific approach teachers need to attend a training workshop and purchase expensive material. (Reid, 2005, ...
Context 3
... child to belong and participate, requires a wide strategy that is conceived within theories of social change. In the UK, based on the experience of theory and practice of school improvement, inclusion experts have suggested that making a school or classroom more inclusive requires the consideration of three dimensions, namely inclusive cultures, policies and practices (Booth and Ainscow, 2002, see Figure ...
Context 4
... you need to prepare them to use the likert scale). Try to validate the five inventories. (In Calleja (2006) you find words and verbs that usually indicate the ...
Context 5
... the present increasing emphasis on 'standards' for education and whole societies, there is a greater possibility for schools to focus on deficits and thus create failures. By insisting on a one-size-fits-all standard of achievement and behaviour, as represented by rigid national examination systems (see Figure 2.1), we might be automatically excluding some students from the regular curriculum. Educators tend to see those who do not reach expected standards or follow expected norms as being 'failures'. Moreover, they tend to blame the children themselves as being responsible for their own failure (Barton & Slee, ...
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Citations
... Educators should constantly evaluate their practice (Attard Tonna and Calleja 2010, p. 44;Freire 2001, p. 30), reflect on their own attitude and develop respectful and ethical relations between themselves and with their students (Benade 2010;Freire 2001, pp. 36-43;Humphrey et al. 2006;Roberts 2008). ...
This study explores responsibility for inclusion, a notion rooted in the belief and practices of various religions. It draws on the thoughts of Emmanuel Levinas, Hannah Arendt and Paolo Freire, all of whom were greatly influenced by their religious tradition. Ten qualitative interviews were performed with senior school leaders. Data were interpreted through thematic analysis, and the results show that inclusion starts from the self who welcomes the other. Inclusion of students with severe disabilities, especially with severe autism, remains problematic at schools in Malta, and headteachers seem to struggle to implement inclusive values and attitudes. Successful methods for better inclusion include collaboration of all school community members, the involvement of students in decision making, participation of all students in school events without any discrimination, the Peer Preparation Programme and the buddy system.
... However, the results are not ambiguous as the very concept of organisational diversity needs to be further clarified. Cultural diversity refers to the coexistence of people representing different group identities within the same organisation [86]. The development of a tolerant culture within the organisation requires that the worker be enabled to best express their abilities without any obstacles regarding their ethnicity, religion, name, sex or other. ...
Existing literature reported a shared awareness about the effects of the organisational climate (OC). The promotion of a positive OC, and a supportive and fair diversity climate, affected the workforce’s behaviour, especially performance and satisfaction. Scholars stated that the way employees respond to dissatisfaction could be explained through the EVLN (Exit, Voice, Loyalty, Neglect) model. Two main aims were examined in our study: investigating the role of diversity climate in the mediation between the OC and all the dissatisfaction outcomes; and analysing the moderating effect that cynicism could have in this assumed model. Seven-hundred and twenty-one participants were enrolled to participate in this study. A structural equation model and multigroup analyses were used to test the hypotheses. Results showed that the diversity climate mediated the effect of OC on outcomes variables, both in negative and positive terms. Consistent with the literature, fairness and inclusion emerged as central in the impact that organisational policies could have on employees’ Loyalty and desire of Exit and Neglect. Moderation results indicated that high cynicism facilitated employees’ perception of exclusion and fairness towards their organisation, while low levels promoted Loyalty. Thus, the OC aimed at implementing a tolerance and sustainability culture is a core predictor variable.
... A model which this study has found particularly useful is that proposed by Tomlinson (1999Tomlinson ( , 2003Tomlinson ( , 2014, a long-time promoter of differentiated instruction in the formal education sector in the United States. It has proven to be particularly useful for researchers and practitioners alike (Bartolo et al., 2005Humphrey et al., 2006;Mizzi, 2018;Mizzi and Bartolo, 2007). Tomlinson (1999Tomlinson ( , 2003Tomlinson ( , 2014 suggests that responsive teaching should provide a match between the two elements in the teaching and learning process, namely the diversity of learners' needs and strengths with the diversity of the curriculum (see Figure 1). ...
... Matching a diversified curriculum to the diversity of learner characteristics (adapted from Tomlinson, 2014 andHumphrey et al., 2006) In this differentiation model, teachers who decide to adhere to differentiated instruction continually assess learner readiness, interest, learning profile, and affect. Then they use what they have learned to deliberately modify content, process, product and learning environment to ensure maximum learning of content for each student (Tomlinson, 2014). ...
Differentiated instruction for diverse learners has been generally applied to compulsory education. However, the challenge of learner diversity is faced by other educational institutions. In Malta, most children attend evening classes twice a week in Christian formation at the centres of the Society of Christian Doctrine. The aim of this study was to explore how catechists at these centres tried to facilitate the learning and participation of all. A qualitative research approach was adopted within the context of an interpretivist framework. Six catechists and eighteen children from classes in six different centres responded to semi-structured interviews, following observations of each catechist in three lessons. Data analysis yielded seven key themes. One of these themes was the planning and organising of differentiated instruction. These catechists were willing to experiment and innovate in an attempt to include all the children under their care in the learning process. As such they prepared interesting lessons, and, within a supportive learning environment, organised the differentiation of content, process and learning product. This research extends the knowledge on differentiated instruction to the informal, non-school, voluntary context. Nourishing insights are provided through reflection on the inclusive policies and practices existing in this sector.
... Pernyataan ini menunjukan bahwa guru laki-laki mengharapkan hal yang lebih baik dalam hal penghormatan pada segala perbedaan di sekolah. Keberanekaragaman (diversity) di sekolah harus mendapat perhatian serius sejak anak-anak masuk sekolah dasar (Humphrey et al., 2006). Oleh karena itu kepala sekolah harus memiliki skill dalam mengelola dan menghormati segala perbedaan di sekolah (Polat et al, 2017), selain itu kepala sekolah dan guru-guru harus memiliki strategi dalam menghadapi keberagaman di sekolah (Goig et al, 2020). ...
... Oleh karena itu kepala sekolah harus memiliki skill dalam mengelola dan menghormati segala perbedaan di sekolah (Polat et al, 2017), selain itu kepala sekolah dan guru-guru harus memiliki strategi dalam menghadapi keberagaman di sekolah (Goig et al, 2020). Adapun arah dari kepemimpinan pendidikan dalam konteks menumbukan keberagaman antara lain: memiliki sikap peduli dan iklusif, memiliki sikap solidaritas, membangun kolaborasi, mengembangkan pembelajaran yang responsive serta memfasilitasi semua tantangan dalam merespon keberagaman di sekolah (Humphrey et al., 2006). ...
The purpose of this study is to find statement items that can measure accurately and at the same time find statement items that can be submitted as materials for improving educational leadership in schools. This study used a quantitative research design with data obtained through a research instrument filled with 449 teachers from Indonesia through purposive sampling method and data analysis techniques using Rasch modeling. Before the questionnaire is used, it first gets input from the expert and it tested on 10 teachers. The findings of this research are: (1) There are 11 items are stated to measure accurately the variable of the principal's educational leadership; (2) There are priorities for improving educational leadership in schools, namely: (i) increasing respect for all differences (diversity) in schools; (ii) the principal should provide inspiration in implementing the best education; (iii) school principals should be more collaborative in the success of school programs; (iv) the principal should be better able to resolve internal conflicts in schools
Keywords: leadership behavior; educational leadership; Rasch Model
Abstrak: Tujuan dari penelitian ini yaitu menemukan butir-butir pernyataan yang dapat mengukur dengan tepat sekaligus menemukan butir pernyataan yang dapat diajukan sebagai bahan perbaikan kepemimpinan pendidikan di sekolah. Penelitian ini menggunakan rancangan penelitian kuantitatif dengan data diperoleh melalui instrumen penelitian yang diisi oleh 449 guru dari wilayah Indonesia melalui metode purposive sampling dan teknik analisis data menggunakan Pemodelan Rasch. Sebelum instrumen digunakan terlebih dahulu mendapat masukan dari ahli (expert judgement) dan diujicobakan kepada 10 guru. Adapun temuan penelitian ini yaitu: (1) Sebanyak 11 butir dinyatakan dapat mengukur dengan tepat (fit) variable kepemimpinan pendidikan kepala sekolah; (2) Prioritas tindakan untuk memperbaiki kepemimpinan pendidikan di sekolah yaitu: (i) meningkatkan penghormatan pada segala perbedaan (keberagaman) di sekolah; (ii) kepala sekolah hendaknya memberikan inspirasi dalam pelaksanaan pendidikan terbaik; (iii) kepala sekolah hendaknya lebih kolaboratif dalam menyukseskan program-program sekolah; (iv) kepala sekolah hendaknya lebih mampu menyelesaikan konflik internal di sekolah dengan baik
Kata kunci: perilaku kepemimpinan; kepemimpian pendidikan; Rasch Model
... Integrating behavior analysis into teaching may help address this challenge. In addition, throughout Europe and abroad, the issue of establishing diverse and inclusive teaching practices remains an ongoing challenge (Humphrey et al., 2006). The creation of an inclusive classroom environment where a teacher promotes student participation in classroom activities benefits the whole class (Morcom & MacCallum, 2012). ...
In the Czech Republic, and other counties in Central Europe, inclusive education, as well as behavior analysis, is emerging as theoretical concepts and practical applications. Teaching strategies supporting a diverse learning population are not yet commonplace. An initial step to establishing better practices in primary and secondary education is modeling the changes we want to see at the postsecondary level, specifically in preservice teacher training classrooms. Therefore, data on student engagement were collected within a pilot study that was conducted with 15 learners in an undergraduate teacher education course in the Czech Republic. The larger goal of the pilot was looking at the method of information delivery (online vs. in person). However, it also used a behavior-analytic method for promoting student engagement that involved an active student responding system and participation-contingent reinforcement. Data revealed that using the behavior-analytic strategies in the higher education classroom created an effective model for the preservice educators. Data demonstrated strong student participation, accuracy, and social validity. A review of the process suggested it was easy to use, created a didactic teaching environment, and could set the stage for better practices in inclusive education.
... As the life experiences of parents increase, the need for health resources may decrease. It is known that the cooperation of parents of children with special needs with professionals provides more information about the diagnosis, needs, and development of the children and facilitates their school lives (Humphrey et al., 2006). ...
AIM: This study aimed to determine the nutrition, self-care skills, and health professional support of children with autism spectrum disorder. METHOD: This is a descriptive and cross-sectional study. The parents of 82 children with autism spectrum disorder agreed to participate as part of a study group in 8 special education schools in 3 districts. The schools were selected on the basis of their levels of sociodemographic development. The data were collected and analysed between September 2016 and July 2017 using a two-section questionnaire developed after a literature review. RESULTS: The majority of the parents (63.4%) had sufficient knowledge with regard to autism spectrum disorder, but the issues that were most lacking in terms of education were care, nutrition, and skills related to daily living (36.2%). The parents wanted to be educated on "nutrition problems," and "activities of daily living." The majority of the children lacked self-care skills (82.9%). CONCLUSION: The most frequently observed nutrition problem in children with autism spectrum disorder was selective eating. In line with the literature, the majority of the children in this study were found to be unable to care for themselves. School nurses can provide support in terms of nutrition and self-care skills in these schools. School health education programmes for parents can be developed to allow for the more rapid and effective resolution of nutrition and self-care problems.
Keywords: Autism spectrum disorder, nutrition, school health services, self-care skills
... Heuberger, Gerber and Anderson (2010, p. 107) define it as "many types of differences such as racial, ethnic, religious, gender, sexual orientation and physical ability, among others". Kundu (2001); Mousa et al. (2020a, b), Avery et al. (2008), Jain (1998), King et al. (2011), Windscheid et al. (2018, Humphrey et al. (2006) and Heuberger et al. (2010) highlight that cultural diversity refers to the co-existence of people who are affiliated with different social classes at different organizational levels. Consequently, the management of cultural diversity entails realizing individual career aspirations without being hurdled because of religion, gender, family status, race or related factors (Nishii, 2013). ...
The author investigated the relationship between gender diversity and organizational inclusion and moved forward to examine whether gender diversity, diversity management and organizational inclusion predict workplace happiness by collecting 320 questionnaires from academics in three public universities in Egypt. A t-test was used to identify how gender may affect perceptions of diversity management and organizational inclusion. Hierarchical regressions were applied to test whether gender diversity, diversity management, and organizational inclusion can predict workplace happiness. The findings showed no relationship between gender diversity and organizational inclusion, and the authors confirmed that gender diversity, diversity management, and organizational inclusion can effectively predict workplace happiness. Theoretical and empirical implications are discussed at the end of the paper.
... In the US, the state of diversity necessitates schools to find out and pinpoint to the needs of a lusty population (Uehara, 2005). The expanding diversity in school settings has lately necessitated additional demands from instructors seeking to facilitate and foster the academic achievement of every student (Humphrey et al., 2006). Therefore, how diversity and cultural democracy are conceived in classrooms and what class teachers should do to raise the awareness of students on democracy are the key points in this study. ...
Introduction: Globalization provided people in once isolated lands with an array of democracy types and international principles. The boosting traditional, conventional, societal, ethnical, and cultural differences in countries all over the world are pushing educational authorities to reexamine their contemporary habits, customs, principles, and practices of citizenship. Examining the assumptions and methods of cultural democracy in education settings is the foundation of critical pedagogy. Thus, a critical multicultural pedagogy is formed on critical views on democracy and diversity by illuminating the transformative nature of citizenship. Accordingly, this study inquires the conceptual grounds of class teachers in a phenomenological tradition in that it investigates the conceptions of these teachers on the concept of diversity and democracy. The data of the study were gathered through a questionnaire, besides semi-structured interview questions designed by the researcher. Based on a mix method research design, this study makes use of both qualitative and quantitative techniques to collect the required data. 160 class teachers officially working in diverse regions in Turkey voluntarily participated in the study (N=150 for the questionnaire and N=10 for the interview). Related implications to raise the awareness of class teachers on diversity and democracy were presented at the end of the study.
Methods: This study searched for the conceptual underpinnings of the class teachers in the phenomenological tradition (Marton, 1981). Just like other methods to utilize philosophical phenomenology to the social sciences (Entwistle, 1997), the interpretative process of phenomenographic research is quite similar to that of grounded theory which refers to a set of systematic inductive methods to practice qualitative research (Richardson, 1999). Based on a mix method research design, this study makes use of both qualitative and quantitative techniques to collect data.
Results: The findings demonstrate that class teachers are open to new perspectives, diverse religions and different genders. Thus, it can be said that a critical perspective was adopted by class teachers. Further, class teachers should be included into curriculum and syllabus design which are solely carried out by policy makers. Otherwise, critical skills of class teachers might be destroyed in the process of education. Thus, primary school curriculums and textbooks need to focus on the importance of democracy and diversity. Policy makers, Ministry of National Education, Turkey and Higher Council of Education need to include critical theory and critical pedagogy into curriculum. Future studies should focus on the views of both novice and professional class teachers. In addition, views regarding democracy and diversity from different cultures need to be examined in future research. Direct democracy, representative democracy, gender diversity, cultural diversity and pluralistic perspectives need to be adopted by related textbook publishers, classroom teaching departments, administrators and policy makers.
Discussion: The findings of the study show that the participants developed a positive perspective towards democracy and diversity, although some issues in the context of Turkey are hardly mentioned or criticized (Dodd, 1992). The most important problem in examining democracy and diversity was religion because the participants stated that they respect religion, in their case Islam, because they somewhat would not want to hear church bell in a land of Islam (Bader, 2007). Diversity has been conceptualized as a positive element in the study. Since democracy and diversity are interrelated and interwoven, the participants generally adopted these terms (Banks et al., 2005).
Conclusion: The results of the study suggest that the respondents had positive conceptions on individual and cultural diversities. Further, they developed good attitudes towards cultural democracy and they believe in the power of integration through individual differences. Critical pedagogy is an educational theory which aims to form a progressive and democratic culture by means of critical inquiry, which consequently results in valuing and respecting personal and cultural differences. Critical pedagogy perceives teaching as a naturally political event, refuses the neutrality of knowledge, and asserts that matters of social justice and democracy are not recognizable from only educational activities.
... Theoretical coursework on inclusive education highlights the importance of schools formulating equitable responses to differences between students and to the differentness itself (Clark et al. 1995;Booth et al. 2000;Black-Hawkins 2002;Florian 2005;Humphrey et al. 2006). Learning can happen in many ways, others' ways of learning can be different from ours. ...
Today, as the result of shifts of paradigm, a transition to an inclusive model of understanding disability is under way, as a necessary consequence of a change in attitudes towards social and educational science approaches. This transformation has induced further similar changes in both public policies and special educational practices for people with disabilities. In this vision, the right of persons with disabilities to be equal to and different from others should be recognized; the right to equal opportunities must be based on the right to the equality of different identities. This book presents an overview of sociological views and public policies concerning the identity related aspects of social and educational inclusion of people with disabilities, focusing especially on the European Union and Romania. A special attention is devoted to a particular kind of disability – deafness – which presents important peculiarities pointing to the special role of Deaf culture and identity as key factors of inclusion. The book includes five empirical case studies conducted by the authors in the North-Western border area of Romania (the so called Partium region).
... Az inkluzív oktatással kapcsolatos elméleti szakmunkák kiemelik annak jelentőségét, hogy az iskolák méltányos válaszokat fogalmazzanak meg a tanulók közötti különbségekre és magára a különbözőségre vonatkozóan (Clark et al. 1995;Booth et al. 2000;Black-Hawkins 2002;Florian 2005;Humphrey et al. 2006). A tanulás sok módon történhet, mások tanulási módozatai eltérhetnek a mieinkétől. ...
A Romániai Siketek Egyesülete nagyváradi szervezetének lélekszáma közel félezer. Mégis, körükben a halló társadalomban megszokottnál sokkal több és szélesebb az egymásról való ismeret, szorosabb és tartósabb az egymással való kapcsolattartás, s ugyanakkor a közösség másik tagját érintő információ tekintetében valóságos ismeretháló szövődik egymás életéről, egészen az iskolaévekig visszamenőleg. Összetartó, barátságos nagycsoport ez. Bármelyikük el tud mondani legalább tíz jellemzőt a nagy létszámú közösséghez tartozó bármely másik személyről. Sorsuk hasonlósága, a közös nyelv, kultúra, az egyedi, a csak rájuk jellemző jelképek, a közösen megélt sajátos élmények, rendezvények, hasonló vagy ugyanolyan oktatási gyökerek járulnak hozzá az erős kohézió kialakulásához.
