Creating Inclusive Classrooms: Effective and Reflective Practices
Abstract
The sixth edition of Creating Inclusive Classrooms: Effective and Reflective Practices for All Students goes beyond the typical inclusion text in its reflective discussions on how to teach students with varying learning abilities. The text contains all of the core information that an inclusion text requires and then takes the reader to a higher level by including issues of gender, race, ethnicity, language, socioeconomic status, and family structures.
... As a result, in the following 30 years, many countries especially the countries that signed the declaration started to adopt the inclusive education model and took the necessary steps in this regard. The basic philosophy of inclusive education is based on the principle of making necessary arrangements in the education system for "everyone" without ignoring any of the dissimilarities [4]. The philosophy of inclusion is that different students, families, and teachers cooperate to build schools and other social structures on the basis of acceptability, belongingness, and community-based feelings [4][5][6]. ...
... The basic philosophy of inclusive education is based on the principle of making necessary arrangements in the education system for "everyone" without ignoring any of the dissimilarities [4]. The philosophy of inclusion is that different students, families, and teachers cooperate to build schools and other social structures on the basis of acceptability, belongingness, and community-based feelings [4][5][6]. ...
... In inclusive education, arrangements are made for "all students" with individual differences in terms of ethnicity, race, religion, language, culture, sexual orientation, gender, disability, spiritual values, socioeconomic level, geographical location, etc., and in accordance with the principle of universal design [4]. The support services provided to students in inclusive education are provided in the classrooms, rather than different environments or buildings [7]. ...
This study includes refugee children with disabilities, the problems experienced
by refugee children with disabilities and their families in educational processes, and
the competencies of teachers in the education of refugee children. In this study, the
factors shaping the education systems of countries in the twenty-first century and
inclusive education are primarily discussed. In addition, explanations of related
concepts and legal processes are also mentioned. Within the scope of inclusive education,
the problems experienced by refugee children with disabilities in educational
processes and teachers’ competencies and attitudes on this subject are also included.
The findings of the studies conducted on this subject are also included explicitly in
order to reveal the importance of the subject more clearly. Since the subject is closely
related to the education systems and policies of many countries, the subject has
been addressed as a whole as much as possible, and the language and terminology
used have been handled in a comprehensive and universal manner, rather than the
competencies that are required for the educational curricula of the countries in which
teacher competencies are addressed. For a clearer comprehension of the subjects, they
are divided into headings, and the relevant chapter is completed with a conclusion.
Keywords: refugee disabled children, refugees, special needs, teacher competencies,
support services, inclusion, inclusive education, mainstreaming
... Inclusive schools prioritize differentiated instruction to cater to diverse learning needs. Teachers employ a variety of teaching methods, materials, and assessments to accommodate students with disabilities effectively (Salend, 2008). This approach promotes personalized learning experiences, enhances student engagement, and improves academic outcomes for all learners (Giangreco, Cloninger, & Iverson, 1998). ...
... Resource centers offer professional development opportunities to educators on inclusive teaching practices and strategies (Artiles & Kozleski, 2007). They equip teachers with knowledge and skills to effectively support students with disabilities in inclusive classrooms, promoting continuous improvement in educational practices (Salend, 2008). ...
... Resource centers provide access to specialized resources and assistive technologies tailored to meet the unique needs of students with disabilities (Salend, 2008). These resources include adapted learning materials, assistive devices, and technological tools that enhance accessibility and facilitate learning and communication (Giangreco et al., 1998). ...
Education is a fundamental human right that should be accessible to all, regardless of differences or abilities. In India, the journey towards achieving inclusive education for persons with disabilities has been marked by significant strides and ongoing challenges. This book, "Enhancing Inclusivity: Special Education Policies and Programs by the Government of India," aims to chronicle this journey comprehensively.
From the early initiatives pre-Independence to the transformative policies and acts post-Independence, India's approach to special education has evolved significantly. This evolution is underscored by pivotal legislations such as the Rights of Persons with Disabilities Act (2016) and the National Education Policy (2020), which have shaped the landscape of inclusive education.
Through meticulous exploration of government schemes like Sarva Shiksha Abhiyan, Rashtriya Madhyamik Shiksha Abhiyan, and various scholarships, this book examines how these initiatives have enhanced access to quality education for students with disabilities across the country.
... Komitmen untuk meningkatkan inklusi siswa penyandang disabilitas telah memastikan bahwa konsep Assistive Technology (AT) atau teknologi bantu semakin meluas dalam dunia pendidikan (Fernández-Batanero et al., 2022). Menurut (Salend, 2011) dalam bukunya yang berjudul Creating Inclusive Classrooms: Effective and Reflective Practices, teknologi bantu dapat dikelompokkan menjadi dua kategori: teknologi tinggi dan teknologi rendah. Ia kemudian menjelaskan lebih rinci mengenai konsep dan contoh alat dari kedua jenis teknologi tersebut. ...
... Contoh software dari teknologi bantu yaitu aplikasi menulis yang didukung teknologi (Salend, 2011). Dengan aplikasi tersebut, siswa dapat meningkatkan keterampilan menulis dan produk tulisan yang dihasilkannya. ...
... Perkembangan terbaru dalam teknologi pengajaran memungkinkan guru membuat lingkungan belajar yang berbeda, interaktif, memotivasi, dan kontekstual bagi siswa (Salend, 2011). Dalam pembelajaran, guru dapat menggunakan instruksi berbasis komputer, materi digital berbasis video, aplikasi untuk presentasi, kamera web, teks interaktif, dan lain sebagainya. ...
Pendidikan inklusif adalah sebuah konsep untuk
menciptakan lingkungan belajar yang merangkul
semua individu, tanpa memandang latar belakang
mereka. Hal ini bukan hanya tentang memasukkan siswa
berkebutuhan khusus ke dalam lingkungan sekolah yang
umum, tetapi juga tentang menciptakan budaya di mana setiap
siswa merasa dihargai, didukung, dan memiliki kesempatan
yang sama untuk belajar dan berkembang.
... Perubahan menuju pendidikan inklusif melibatkan berbagai pihak, termasuk guru, orang tua, peserta didik, dan pihak terkait lainnya. Selain itu, Salend (2016), menekankan bahwa dukungan dari kebijakan pendidikan yang inklusif menjadi kunci dalam menciptakan sistem pendidikan yang adil dan responsif terhadap kebutuhan semua peserta didik. ...
... Pendidikan inklusif, sebagai pendekatan fundamental dalam dunia pendidikan, menekankan bahwa setiap individu, termasuk mereka yang memiliki kebutuhan khusus, memiliki hak untuk mendapatkan pendidikan berkualitas dalam lingkungan pembelajaran yang sama. Salend (2016), membahas esensi penciptaan kelas inklusif yang mempertimbangkan kebutuhan semua peserta didik. Konsep dasar pendidikan inklusif yang dikemukakan oleh Salend mencakup penerimaan terhadap perbedaan, keadilan dalam memberikan akses dan peluang, serta partisipasi aktif dari semua peserta didik. ...
... Dalam konteks pembelajaran inklusif, metode pembelajaran menjadi landasan utama. Salend (2016), menekankan strategi pengajaran yang mempertimbangkan perbedaan peserta didik, sementara Forlin (2012) menambah dimensi dengan menyoroti bahwa metode pembelajaran inklusif melibatkan strategi pengajaran yang mendukung berbagai tingkat kemampuan dan kebutuhan peserta didik. Penerapan metode Cooperative Learning, sebagai alternatif yang diusulkan oleh Johnson dan Johnson (2019), menjadi salah satu strategi konkret yang dapat meningkatkan interaksi positif dan kolaborasi antar-peserta didik. ...
Dalam era kemajuan pendidikan, tantangan dan peluang terus muncul, dan salah satu paradigma pendidikan yang semakin diperhatikan adalah pendidikan inklusif. Penelitian ini bertujuan untuk menyelami lebih dalam konsep pendidikan inklusif, menggali pentingnya membangun pembelajaran yang mendukung kesetaraan dan mengimplementasikan nilai-nilai kearifan budaya di dalamnya. Metode penelitian ini menggunakan deskriptif kualitatif dengan studi kepustakaan. Pembelajaran inklusif yang menggabungkan kesetaraan dan kearifan budaya melibatkan berbagai strategi, termasuk penggunaan metode pembelajaran, kurikulum yang responsif terhadap budaya, partisipasi orang tua, dan penilaian yang beragam. Dengan menyatukan semua aspek, guru dapat menciptakan lingkungan pembelajaran yang mendukung kesetaraan, menghargai keberagaman budaya, dan memungkinkan setiap peserta didik untuk mencapai potensinya secara optimal.
... Uluslararası alanyazında ise Luckner ve Muir (2001) tarafından yapılan çalışmada işitme engelli öğrencilerin genel eğitim ortamlarında eğitim alma oranlarının giderek arttığını belirtmektedirler. Genel eğitim ortamlarında işitme engelli öğrencilerin iletişim, müfredata erişim ve akran etkileşimi gibi sorunlarla karşılaştıkları da çalışmaların sonuçlarında vurgulanmaktadır (Marschark vd., 2011;Mastropieri & Scruggs, 2014;Salend, 2005;Turnbull vd., 2013). Alanyazında işitme engelli öğrencilerin genel eğitim ortamlarından daha etkili bir şekilde faydalanabilmesi için fiziksel ve öğretimsel uyarlama yapmak, öğrenciye uygun program hazırlamak ve uygulamak, öğretmenlerin bilgi ve becerilerini geliştirmek gibi önerilerin yer aldığı görülmektedir Palmer, 2014;Salend, 2005;Turnbull, vd., 2013).Belirtilen çalışmaların sonuçları bu çalışmada da ulaşılan öğretmenlerin işitme engelliler temel alan bilgisi ihtiyaçlarının olduğu sonucunu desteklemektedir. ...
... Genel eğitim ortamlarında işitme engelli öğrencilerin iletişim, müfredata erişim ve akran etkileşimi gibi sorunlarla karşılaştıkları da çalışmaların sonuçlarında vurgulanmaktadır (Marschark vd., 2011;Mastropieri & Scruggs, 2014;Salend, 2005;Turnbull vd., 2013). Alanyazında işitme engelli öğrencilerin genel eğitim ortamlarından daha etkili bir şekilde faydalanabilmesi için fiziksel ve öğretimsel uyarlama yapmak, öğrenciye uygun program hazırlamak ve uygulamak, öğretmenlerin bilgi ve becerilerini geliştirmek gibi önerilerin yer aldığı görülmektedir Palmer, 2014;Salend, 2005;Turnbull, vd., 2013).Belirtilen çalışmaların sonuçları bu çalışmada da ulaşılan öğretmenlerin işitme engelliler temel alan bilgisi ihtiyaçlarının olduğu sonucunu desteklemektedir. ...
... In the international literature, stated that the rate of hearing-impaired students receiving education in general education environments was gradually increasing. It is also emphasized in the results of the studies that hearing-impaired students encountered problems, such as communication, access to the curriculum and peer interaction in general education environments (Marschark et al., 2011;Mastropieri & Scruggs, 2014;Salend, 2005;Turnbull et al., 2013). In the literature, there are suggestions, such as making physical and instructional adaptations, preparing and implementing a program suitable for the student, and improving the knowledge and skills of teachers so that hearing-impaired students can benefit from general education environments more effectively Palmer, 2014;Salend, 2005, Turnbull et al., 2013. ...
Introduction: Special education policy is based upon integration in Türkiye. Hence, the professional competencies of teachers working with hearing-impaired students in the field of hearing impairments have a prominent role in this policy. This study aims to identify the teacher needs for the teacher competency training program in hearing impairments to be developed for teachers of hearing-impaired students. Method: Qualitative research design was adopted in this study, and the data were collected by semi-structured interview on the professional knowledge and skills teachers need while teaching hearing-impaired students at different levels (primary, secondary, and high school) in the central districts of Sakarya. The data were analyzed by content analysis. Findings: Through the data, the main themes of knowledge about the hearing impaired, communication models and hearing aids, teaching methods and techniques, and academic and professional skills were unfolded. Discussion: In the literature, there are many studies that reveal the necessity and importance of needs analysis in studies to determine and develop teacher competencies and research results that are consistent with the findings of this study. Conclusion and Suggestions: As a result of this research, what teachers with hearing-impaired students state about the education of hearing impaired are as follows: Definitions, classification and developmental characteristics of hearing-impaired children, diagnosis and evaluation processes, educational approaches and program adaptation, individualized education program (IEP) development and implementation, material preparation and educational environments using technology, communication models, hearing aids and assistive technologies, environment adaptation and effective classroom management. In addition, it was found that teachers neither have sufficient knowledge about family education nor find themselves sufficient in issues regarding hearing-impaired students, so they wanted to receive training. Based on the study results, suggestions, such as supporting teachers with pre-service and in-service training and providing them with expert support, were made.
... These plans are collaborative efforts involving educators, parents, and specialists to set achievable goals tailored to the student's unique strengths and challenges. Salend (2011) highlights that IEPs are not static documents but rather dynamic plans that require regular assessment and adjustment. This iterative process ensures that the educational strategies employed are responsive to the student's progress and evolving needs. ...
... This statement underlines the importance of continuous observation and adjustment in teaching strategies to ensure the educational structure stays consistent under unexpected challenges. The careful monitoring and adjustment presented by Salend (2011) is required in building a stable card tower structure. ...
Inclusive implementation in the context of education, particularly for children with special needs in regular kindergarten, is a comprehensive approach designed to provide equitable educational opportunities to all learners. This approach underpins the belief that all children, regardless of their abilities or disabilities, can learn together in the
same environment with suitable supports and adaptations tailored to their needs. The key to successful inclusive education lies in various strategies and aspects outlined by various global studies and implementations. A crucial aspect of successful inclusive education is the active involvement of parents, who, in full synchronized and harmonious cooperation with the kindergarten teacher and all the professionals caring for the integrated child, guide regular monitoring and reporting throughout the year.
... Bagaiaman menurut para ahli mengenai definisi dari pendidikan inklusif a. Salend, Spencer J. (2015). "Creating Inclusive Classrooms: Effective, Differentiated and Reflective Practices". ...
... a. Salend, Spencer J. (2015). "Creating Inclusive Classrooms: Effective, Differentiated and Reflective Practices". ...
Pendidikan inklusif merupakan sebuah pendekatan yang menekankan pada kesetaraan hak setiap individu untuk mendapatkan pendidikan yang layak, tanpa memandang perbedaan fisik, intelektual, sosial, atau emosional. Melalui buku ini, kami berupaya untuk tidak hanya menjelaskan konsep-konsep dasar dan sejarah pendidikan inklusif, tetapi juga menyajikan berbagai tantangan yang dihadapi dalam implementasinya, baik dari segi sosial, budaya, maupun infrastruktur.
... According to Salend (2001, p. 5), inclusion is a "philosophy that brings students, families, educators, and community members together to create schools and other social institutions based on acceptance, belonging, and community". The goal of inclusion in schools is to create cooperative, encouraging, and nurturing learning environments for students that are built around providing all students with the support and accommodations they require to learn as well as respecting and learning from one another's unique differences (Salend, 2001). Students with disabilities are not the only ones on whom inclusion is necessarily focused. ...
... This atmosphere frequently contributes to the special education student's enhanced growth and development ("What Does an Inclusive Classroom Look Like?", 2004). According to research, children with disabilities who are placed in inclusion programmes have more engaged instructional time and are exposed to more academic activities (Salend, 2001). This engaging environment should lead to improved academic performance. ...
... Kaynaştırma eğitimi, özel gereksinimli çocukların eğitimine yönelik önemli bir paradigmadır ve bu paradigma son yıllarda büyük bir değişim ve dönüşüm geçirmiştir. Başlangıçta, özel gereksinimli çocukların özel eğitim okullarında veya sınıflarında eğitilmesi yaygın bir uygulama iken, daha sonra özel gereksinimli çocukların sosyal kabul seviyelerini artırmak ve topluma daha iyi entegre olmalarını sağlamak amacıyla kaynaştırma eğitimine dönüşmüştür (Acarlar, 2013;Diken & Batu, 2020;İnce & Yıkmış, 2021;Olçay Gül & Vuran, 2015;Mastropieri & Scruggs, 2014;Salend, 2008;United Nations Educational Scientific and Cultural Organization [UNESCO], 1994;Yılmaz & Karasu, 2017). Özel gereksinimli bireylerin de toplumun bir parçası olabilmeleri, topluma uyum sağlamaları ve potansiyellerini en üst düzeyde kullanabilmeleri için eğitim gereksinimleri vardır (Odluyurt & Batu, 2009 (UNESCO, 1994). ...
... Çünkü paragrafın başında da belirtildiği gibi her ülke kendi dinamiklerine göre bir yol izlemektedir. Fakat ortak olan sonuç özel gereksinimli çocukların okul öncesi dönemde kaynaştırmaya dahil edilerek çocukların sosyal, akademik ve kişisel Kaynaştırma eğitimi, özel gereksinimli çocukların eğitimsel ve sosyal gelişimlerini desteklemeyi amaçlar (Batu & Kırcaali-İftar 2005;İnce & Yıkmış, 2021;Salend, 2008). Bu anlamda kaynaştırma uygulamalarının temelini oluşturan düşünce, özel gereksinimli çocukların eğitimlerinin yetersizliklerine değil, yeterliliklerine göre şekillendirilmesi önemlidir (Anılan & Kayacan, 2015). ...
Kaynaştırma, öğrencilerin farklı ihtiyaçlarına ve yeteneklerine saygı duyan bir
eğitim yaklaşımı olarak kabul edilmektedir. Birçok ülke, öğrencilerin farklı yeteneklere
sahip olduğunu kabul ederek, kaynaştırma eğitimine büyük önem vermektedir. Bu
araştırma, dünya genelinde okul öncesi eğitimde kaynaştırma uygulamalarının farklı
ülkelerdeki çeşitli yaklaşımlarını incelemeyi hedeflemektedir. Araştırmanın yöntemi,
doküman incelemesini temel almakta ve dünya genelindeki farklı ülkelerdeki okul
öncesi dönemdeki kaynaştırma politika ve uygulamalarını karşılaştırmak için akademik
makaleler, resmî belgeler ve raporlar gibi kaynakları incelemeyi içermektedir.
Sonuçlara bakıldığında, İskandinav ülkeleri gibi bazı ülkeler özel gereksinimlere sahip
öğrencileri geleneksel sınıflara dahil etmek için bireyselleştirilmiş eğitim planlarına
odaklanmaktadır. Diğer ülkeler ise, özel gereksinimli çocuklara ayrı sınıflarda veya
okullarda eğitim vermeyi tercih etmektedir. Ayrıca, bazı ülkelerde, kaynaştırma eğitimi
uygulamaları hükümet düzenlemeleri ve finansmanla desteklenirken, bazılarında ise
daha özerk bir yaklaşım benimsenmektedir. Bu sonuçlar, her ülkenin kendi eğitim
sistemi ve kültürel bağlamına dayalı olarak farklılık gösterdiğine işaret etmektedir. Bu
araştırma sonuçları itibariyle araştırma ve deneyimlerin paylaşılması, bu alandaki iyi
uygulamaların geliştirilmesine yardımcı olabilir ve okul öncesi eğitimde kaynaştırma
eğitiminin daha etkili ve kapsayıcı hale gelmesine katkı sağlayabilir. Bu, alandaki iyi
uygulamaların paylaşılmasını ve okul öncesi eğitimde kaynaştırma eğitiminin daha
etkili ve kapsayıcı hale gelmesini teşvik edebilir.
... At its best, inclusive classrooms help define high expectations for every student, regardless of ability level. Salend (2001) posits that inclusion is not simply placement in a general classroom, but its main goal is to provide a quality education for students with special needs, as well as for their peers without disabilities who are of similar age. Proposed arguments, regarding the benefits of this practice, include students learning to accept diversity among their peers, greater social gains for students with disabilities and stronger academic performances of students with mild disabilities in inclusive settings (Hammond & Ingalls, 2003). ...
... A major factor influencing best practices in inclusion classrooms is teachers' attitudes and perceptions about inclusion. Previous research (Hornby, 1999;Avramidis, Bayliss & Burden, 2000;Salend, 2001;Hammond & Ingalls, 2003) suggests that support services, adequate resources, administrator support, appropriately trained personnel and teachers' positive attitudes toward inclusion are essential for effective inclusive classrooms. Further, Mitchell and Hegde (2007) note that the success of inclusive practices depends heavily on the amount of support and training at the teacher preparation level, followed by inservice professional development such as observing model classrooms, workshops, study groups and engaging in research. ...
... However, people define inclusion in different ways; some describe it as representing the participation and education of disabled learners and special needs learners in mainstream or general education (Rogers 1993;Salend 2010). This view focuses on special needs as the prerequisite for inclusion, meaning that it is a part of special needs education. ...
... Guðjónsdóttir (2006) point out that although the idea of inclusion regulates the curricula and education systems in many countries, the meaning is interpreted differently in different countries and even between professionals in the same country. Many associate inclusion with disabled students or students with special needs (Department of Education and Science 2007;Rogers 1993;Salend 2010), while others believe it is about reducing barriers to learning and participation for all students (Ainscow and Kaplan 2005;Corbett 2001;Florian 2008). Guðjónsdóttir (2006) argues that medical and remedial models of education for special populations should be replaced with reconstructionist, sociocultural, and pedagogical approaches that focus on issues of equity, entitlement, community, participation, and respect for diversity. ...
... Inclusive education's main goal is to ensure that all children have access to quality education regardless of their situation. Salend (2011) extracts four key principles from the inclusive education literature. It should firstly, provide all learners with a general education curriculum that is challenging, engaging, and flexible; second, embrace diversity and respond to individual strengths and challenges; third, with reflective and differentiated practices instruction; and fourth, create a community based on collaboration between children, teachers, families, other professionals, and community institutions. ...
This study explores the optimization and effectiveness of inclusive quality education for internally displaced children in Nigeria. With the growing number of children in IDP camps, there is an urgent need for action-oriented policies to ensure access to quality education. Aligned with the UN’s Sustainable Development Goals, which emphasize equitable access to learning, this study utilizes a qualitative approach, reviewing secondary sources such as articles, journals, and government documents. Effective implementation of inclusive education for IDP children is crucial for their continuous learning and the possibility of building a better future, even under humanitarian conditions. The study concludes with recommendations for governments and international organizations to invest in and optimize inclusive education for displaced children, not only in Nigeria but worldwide
... Individuals with distinct characteristics and needs are represented by the term special needs, rather than being a homogenous group. Every person in this category has unique requirements and difficulties which makes them all intrinsically diverse (6). For this reason, it is crucial to understand that not every person who falls under the special needs category will have the same needs or face the same challenges. ...
This chapter delves into the significance of communication strategies geared toward children with special needs (CwSN) and their families in navigating post-disaster scenarios. It stresses the role of inclusivity, accessibility, and collaborative efforts inside groups for effective disaster preparedness, response, and restoration. Various approaches are explored, such as inclusive workshops, on hand facts campaigns, resilience packages inside faculties, support networks, and forging partnerships with incapacity-targeted companies. Moreover, the chapter underscores the significance of tailored communication methods that do not forget the particular tendencies, communication choices, and cultural backgrounds of CwSN and their families. The chapter additionally advocates for ongoing assessment, comments mechanisms, and coverage advocacy to make certain the pertinence and efficacy of resilience-constructing endeavors. Finally, it highlights how effective communication and facts dissemination can empower CwSN and their caregivers for the duration of the tough aftermath of disasters, thereby nurturing resilience within the community.
... Through an ongoing, never-ending process, inclusion aims to increase everyone's involvement in education. (Department of Education & Science, 2007; Salend, 2010). The aim is to draw attention away from the injustices that result from exclusion and prejudice against diversity, including the abilities of students and their families, gender, religion, and social and ethnic backgrounds. ...
The innovative strategy for inclusive learning aims to ensure that each student, regardless of their abilities, background, or learning needs, has fair opportunities to access a high-quality education. This educational philosophy aims to provide an atmosphere where each student can succeed intellectually, socially, and emotionally while acknowledging the diversity of learners. Since teaching English is crucial to academic success and efficient communication in many educational systems throughout the world, the need for inclusive education is particularly apparent. Proficiency in the English language is essential for students’ growth and prospects, in addition to their academic success. The study reviews current literature, identifies effective inclusive strategies, and discusses their implementation in language classrooms.
... By creating a welcoming space for students of all talents, inclusive classrooms promote active participation from all students and help them reach their full academic potential. [2]. On the opposite hand, special education programs provide personalized guidance and modifications to cater to the unique requirements of children who have impairments and participate in schooling [3]. ...
The educational placement of ASD child learners has been a topic of dispute in both the clinical and academic domains. It was formerly common practice to enroll child learners with ASD in separate special education programs because it was believed that these environments may provide more intensive and customized therapies. There has been a notable surge towards inclusive education in recent decades, influenced by broader cultural trends promoting inclusion and equality for people with disabilities. The current research compares and contrasts the effects of comprehensive and special education environments on the study patterns of students diagnosed with ASD. It evaluates how inclusive classrooms significantly boost the learning behaviors and social skills of child learners with ASD, subject to the practical adaptation of teaching methodologies, a supportive school culture, and educators' readiness to accommodate these kids' particular requirements. By comparison, special education settings facilitate the learning and development of child learners with ASD by offering specialized attention, targeted treatments, and a collaborative approach that addresses their specific needs. Special education environments may offer customized teaching methods that address individual learning needs, potentially enhancing academic skills. This research aims to determine the more effective educational approach for meeting the varied learning needs of child learners with ASD, considering the contributing factors in both settings. The optimal educational approach for child learners with ASD involves leveraging the unique advantages of inclusive classrooms and special education settings, guided by a commitment to understanding and meeting their diverse needs to facilitate their holistic development and societal inclusion. The results are intended to inform the ongoing discussion about the best educational practices for child learners with ASD, providing evidence to help educators, policymakers, and parents create the most supportive learning environments for this distinct group.
... Meskipun dalam pelaksanaannya, para guru yang bekerja di sekolah inklusi mengalami banyak kesulitan seperti kurangnya sumber daya manusia, pelatihan, dan waktu untuk berkolaborasi dengan para ahli dalam rangka meningkatkan keterampilan pada proses pembelajaran. Kesulitan dalam menghadapi perilaku siswa berkebutuhan khusus dan kesulitan dalam mendesain serta mengimplementasikan instruksi yang sesuai (Salend, 2011). ...
Implementation of Inclusive Learning Management in Bengkulu Province It School Educators After the Covid-19 PandemicThe purpose of this research is to find out the Implementation of Inclusive Learning Management in Bengkulu Province It School Educators After the Covid-19 Pandemic. This research uses the Parcipatory Action Research (PAR) method, which is a research model where the research process is determined by the school situation in the field. This approach is expected by the author to be an appropriate guide in the process of collecting data at school. This research was conducted in 2 schools, namely SD IT Al-Aufa Bengkulu and SD Alam Mahira Bengkulu. The results showed that the learning pattern that is suitable to be applied in integrated Islamic inclusive primary schools in Bengkulu City. In the study there were 2 schools that had different goals, visions and missions so that the appropriate learning patterns were different. Especially for inclusive children at Al-Aufa school, they have a field of work LKPK (Lembaga Khusus Pelayanan Khusus). This LKPK is a learning class for children with moderate special needs or have not been able to understand instructions so that it is not possible to join the regular class. Meanwhile, at Sekolah Alam Mahira, each child with special needs has one accompanying teacher so that each child with special needs can attend regular classes without disrupting the learning process for other students..Abstrak: Implementasi Managemen Pembelajaran Inklusi Pada Tenaga Pendidik Sekolah It Provinsi Bengkulu Setelah Pandemi Covid-19Tujuan peneloitian ini untuk mengetahui Implementasi Managemen Pembelajaran Inklusi Pada Tenaga Pendidik Sekolah It Provinsi Bengkulu Setelah Pandemi Covid-19. Penelitian ini menggunakan metode Parcipatory Action Research (PAR) adalah salah satu model penelitian dimana proses penelitian ditentukan oleh situasi sekolah di lapangan. Pendekatan ini diharapkan penulis dapat menjadi panduan yang tepat dalam proses pengambilan data di sekolah. Penelitan ini dilakukan di 2 sekolah yaitu SD IT Al-Aufa Bengkulu dan SD Alam Mahira Bengkulu. Hasil penelitian menunjukkan bahwa Pola pembelajaran yang cocok untuk diterapkan pada sekolah dasar inklusi Islam terpadu Kota Bengkulu. Pada penelitian terdapat 2 sekolah yang memiliki tujuan, visi dan misi yang berbeda sehingga pola pembelajaran yang tepat dilakukan pun berbeda. Khusus anak inklusi pada sekolah Al-Aufa mereka memiliki bidang kerja LKPK (Lembaga Khusus Pelayanan Khusus). LKPK ini merupakan kelas belajar bagi anak-anak berkebutuhan khusus kategori sedang atau belum dapat memahami instruksi sehingga tidak memungkinkan bergabung di kelas reguler. Sedangkan pada Sekolah Alam Mahira, masing-masing anak berkebutuhan khusus memiliki 1 orang guru pendamping sehingga setiap ABK dapt mengikuti kelas reguler tanpa mengganggu jalannya pembelajaran pada siswa lainnya.
... Most of the inclusion literature refers to issues related to educational needs and/or disabilities (De Vroey, Struyf, and Petry 2016) and to teachers' attitudes towards inclusive education (De Boer, Jan Pijl, and Minnaert 2011). This considerable body of literature does not devote sufficient attention to all students' wide range of needs, considering their race, ethnicity, language, socioeconomic status, gender and family structure (Salend 2010;Woodcock and Hardy 2017). However, it is noteworthy that the broader understanding of inclusion as the right of all students not only to learn but also to learn about and express their identity is becoming increasingly accepted (Huissy-Sabek, Hussein Farraj, and Lapidot-Lefler 2023;Şahin and Kesik 2019;Zilliacus 2014). ...
The present study examined how Arab students, as a minority group in a teacher-education college in Israel, coped with uncertainty and stressful situations during the COVID-19 pandemic. The insights gained can also inform how educators support Arab students during other challenging times, such as periods of political instability or conflict. The study aimed to enhance our understanding of the participants’ experiences, increase our sensitivity to diversity, and improve the inclusion of Arab students in the college. A qualitative interpretive phenomenological methodology was used to analyse the students’ written reflective tasks as part of an Arabic-speaking course in a teacher-training programme. Two main themes emerged from the analysis: a) Arab students’ perceptions and experiences during the COVID-19 crisis and b) their strategies for coping with the challenges that arose. The findings showed that the students were in touch with their inner worlds and were able to express their feelings outwardly in writing. This contradicts previous research conducted with Arab populations, indicating their difficulty expressing personal emotions. The findings in this context may encourage a review of practices to promote the inclusion of various sociocultural groups in the academic field of teacher education.
... Bu sayede alacakları ekstra eğitim, kayıtlı oldukları sınıftaki eğitimlerine daha fazla katkıda bulunmakta ve daha sağlıklı bir şekilde devam etmelerini sağlamaktadır. DEO'ları, günümüzde öğrencilere bireyselleştirilmiş eğitim vermek için en uygun yerler olarak görülmektedir (Salend, 2001). Millî Eğitim Bakanlığı tarafından yayımlanan Özel Eğitim Hizmetleri Yönetmeliği [ÖEHY], destek sınıflarının kurulmasına ilişkin yasal çerçeveyi oluşturmaktadır. ...
Bu araştırma, özel yetenekli öğrenciler için destek eğitim odası uygulamasının okul yöneticileri ve veliler tarafından değerlendirilmesini amaçlamaktadır. Nitel araştırma yöntemi kullanılarak gerçekleştirilen çalışmanın araştırma grubunu 2022- 2023 Eğitim Öğretim yılı 2. döneminde Türkiye'nin farklı illerinde yer alan Milli Eğitim Bakanlığı'na bağlı okullarda görev yapan 15 okul yöneticisi ve 16 özel yetenekli öğrenci velisi oluşturmaktadır. Çalışmanın örneklemi amaçlı örnekleme yöntemlerinden ölçüt örnekleme yöntemi kullanılarak belirlenmiştir. Betimsel içerik analizi kullanılarak gerçekleştirilen, araştırma analizi sonuçlarına göre, okul yöneticileri mevzuatın yeterli olduğunu düşünmekte ancak destek eğitim odalarında materyal eksikliği ve öğretmenlerin bilgi düzeyinin yetersiz olduğunu belirtmektedir. Veliler çocuklarının destek eğitim odası hizmeti süresince okul yönetimi ve rehberlik servisinden destek aldıklarını ifade etmektedir. Bazı veliler destek eğitim odası uygulamasını yetersiz bulduklarını ve çocukların yeteneklerini geliştirmediğini belirtmektedirler. Veliler ayrıca destek eğitimin okul saatleri dışında yapılmasını önermiştir. Araştırma sonuçları, destek eğitim odası uygulamasının değerlendirmesini yansıtmakta olup, mevzuatın yeterli olduğunu ancak destek eğitim odalarında iyileştirmeler ve öğretmenlerin bilgi düzeyinin artırılması gerektiğini göstermektedir. Okul yöneticileri destek eğitim odalarının etkili olduğunu düşünürken, bazı veliler uygulamanın yetersiz olduğunu ifade etmektedirler. Bu sonuçlar, destek eğitim odası uygulamalarının öğrencilerin özel yeteneklerini destekleyici bir şekilde düzenlenmesi için önemli bilgiler sunmaktadır. Bu çalışma sonucunda destek eğitim odası uygulamalarının özel yeteneklilerde kullanımı açısından farkındalığın tespiti konusunda çalışmalar planlanması ve böylece durum tespitinin gerçekleştirilmesi önerilebilir.
... Within the framework of inclusive education, children with intellectual disabilities find themselves navigating the educational landscape alongside their typically developing peers. The theoretical foundation of inclusive schooling underscores the idea that all children, regardless of their cognitive abilities, should have the opportunity to access a quality education that aligns with their individual needs (1). However, the challenge of realizing this vision of inclusivity lies in the myriad factors that influence the academic achievement of intellectually disabled children within these inclusive environments. ...
This study examines the roles of parental participation and socioeconomic status in influencing the academic achievement of intellectually disabled children in inclusive schools. By employing a mixed-methods approach-including quantitative academic data analysis, surveys, and qualitative interviews with parents, educators, and students-the research aims to explore how varying levels of parental involvement and socioeconomic factors like family income, parental education, and access to resources affect educational outcomes. The study seeks to uncover any synergistic effects between these factors, offering insights that could guide educational policies and practices to support these students more effectively. Ultimately, the findings aim to enhance equitable learning environments in inclusive educational settings.
... Meskipun dalam pelaksanaannya, para guru yang bekerja di sekolah inklusi mengalami banyak kesulitan seperti kurangnya sumber daya manusia, pelatihan, dan waktu untuk berkolaborasi dengan para ahli dalam rangka meningkatkan keterampilan pada proses pembelajaran. Kesulitan dalam menghadapi perilaku siswa berkebutuhan khusus dan kesulitan dalam mendesain serta mengimplementasikan instruksi yang sesuai (Salend, 2011). ...
Sekolah-sekolah berbasis inklusi di Kota Bengkulu kesulitan mencari guru laki-laki. Hal ini berkaitan dengan stretype masyarakat bahwa perempuan lebih sabar, lebih telaten dan lebih tepat dalam mengasuh dan merawat anak inklusi. Pandangan ini berdampak pada pihak sekolah kesulitan dalam menerapkan pembelajaran pendidikan seksual pada anak berkebutuhan khusus yang beranjak remaja. Anak-anak ini secara kognitif terbatas, tetapi perkembangan seksual dan emosinya setara dengan anak reguler. Metodologi penelitian ini yaitu kualitatif deskriptif dengan menggunakan 3 tahap koding yaitu open koding, axial koding dan selektif koding. Hasil penelitain menunjukkan adanya sterotupe negatif dari masyarakat dan orangtua calns siwa mengenai sekolah inklusi serta tidak adanya guru pendamping berjenis kelamin laki-laki.
... One barrier to UDL implementation in medical and allied health programs is limited time in the busy schedules of educators to receive training on the UDL framework. Spencer (2005), as cited by Simmons et al. (2010), states that educators' lack of experience in understanding the fundamental principles of creating an accessible curriculum and instructional designs prevents professors from delivering course content in such a way that adequately supports all learning needs. UDL training can be beneficial in promoting educator understanding of this framework; however, evidenced-based articles, such as this scoping review, can also serve as an opportunity for faculty to understand and gain recommendations to create an accessible learning environment through a UDL framework lens. ...
... Consequently, parallel with the international developments in the field of special education, more students with mild intellectual disabilities (SMID) found their places in general education classrooms next to their typically developing peers (Hallahan & Kauffman, 2003;Klang et al., 2020). Regardless of the large number of SMIDs in the school system (Bowe, 2005;Salend, 2005), and scientific evidence demonstrating the invaluable benefits of inclusive education for all parties involved, the desired levels of full participation of individuals with disabilities in schools and social life have not yet been achieved (Smith, 1998), only a small percentage of them were able to take their rightful place in the classroom (United States [US] Department of Education, 1994). ...
... As preservice teachers practice co-reflecting, they will deepen their ability to collaborate. A successful collaborative partnership must include "a vision that will sustain you through the difficult times" (Keefe et al., 2004, p. 38), be based on a compatible perspective (Brownell et al., 2006), and be developmental in nature (Salend, 2008). With supports, preservice teachers and their co-teachers can co-reflect on their practice and co-assess to identify their expertise for each unit of instruction and make the most of their instructional time with the students, in turn enhancing their self-efficacy. ...
Co-teaching continues to be a common method of instruction, allowing students with disabilities to engage in the general education curriculum. While there are numerous exemplars of excellent co-teaching, there is more that can be done to assist preservice teachers as they learn to bridge the gap between the student’s Individualized Education Program (IEP), the co-teaching setting, and the specially designed instruction students with disabilities need to make progress on their IEP goals in co-taught settings. This article provides a reflective matrix which faculty can use to scaffold novice teachers through co-assessment, co-planning, co-instructing, and co-reflecting by linking IEP goals to specially designed instruction (i.e., evidence-based and high leverage practices) and co-teaching models.
... Where diversity is defined as an inclusive classroom where all students are valued as individuals capable of learning and contributing to society. They are taught to appreciate diversity, to value and learn from each other's similarities and differences 3 . ...
Social inclusion and positive rehabilitation of children with Down syndrome (DS) is the need of the hour in our society; which can be achieved by following the right principles and strategies. The current status regarding this issue at the local level has been analyzed and compared with the global status, and gaps have been identified. The author of this paper has put forward the argument that inclusivity of persons with DS ought to be the norm of this society, and early intervention onset and support mechanism of a comprehensive nature can develop these children into self-supporting independent persons. Priorities and a way forward are suggested through a very comprehensive model for the local setup in Pakistan.
... Many people have identified the need, in both private and parochial schools, for collaboration skills to bring about effective inclusion of children with special needs in schools (Dettmer, Thurston, & Dyck, 2002;Lawrence-Brown & Muschaweck, 2004). There is a strong presumption in the literature that the consultative role is required to ensure that inclusive placements are effective for children (Halvorsen & Neary, 2001;Salend, 2005). Inclusion, as reflected in a decreasing number of self-contained special education placements and an increasing number of regular education placements, has steadily risen over the past decade (U.S. ...
... La inclusión educativa se presenta como un derecho fundamental de todos los estudiantes, y la capacitación docente desempeña un papel clave en su implementación efectiva (Salend, 2017). ...
La educación inclusiva debe fomentar la disponibilidad de diversas oportunidades de aprendizaje que permitan la participación de los alumnos en actividades con sus compañeros, así como proporcionar el apoyo necesario para que esto ocurra. En este proceso, los docentes desempeñan un papel estratégico al promover prácticas que atiendan a la diversidad. Por lo tanto, las competencias que los docentes posean en términos de enseñanza, organización, comunicación e inclusión son cruciales para facilitar, en lugar de limitar, el aprendizaje y la participación en el aula. El objetivo de la investigación consistió en evaluar las competencias de los docentes en atención a la diversidad en el contexto de una institución de educación superior y para ello se aplicó a una muestra de 30 docentes el cuestionario para la evaluación de competencias del profesorado en atención a la diversidad considerando el contexto de la educación superior ecuatoriana. Los resultados obtenidos indican que los docentes muestran un sólido compromiso con la atención a la diversidad en el aula, pero existen áreas de mejora, como la gestión del tiempo y la evaluación individualizada.
... Inclusion programs provide all students with access to a challenging, engaging and flexible curriculum that helps them to be successful in society." (Salend, 2005). Inclusion not only benefits those individuals who are disabled but those also who are without disabilities as it provides an opportunity for them to learn about disabilities and learn to accept that every individual is different and unique. ...
Inclusive education refers to a model wherein special needs students spend most or all of their time with non-special needs i.e., general education students. It arises in the context of special education with an individualized education program, and is based on the fact that it is more effective for students with special needs to have said mixed experience for them to be more successful in social interactions leading to further success in life. Inclusive education happens when children with and without disabilities participate and learn together in the same classes. Research shows that when a child with disabilities attends classes alongside peers who do not have disabilities, good things happen. Inclusive education differs from the integration or mainstreaming model of education, which is to be concerned principally with disability and special educational needs, and learners changing or becoming ready for or deserving of accommodation by the mainstream, also inclusion is about the child's right to participate and the school's duty to accept the child. Thus, the present paper focuses on importance of inclusive education and how it can be implemented in educational institutions.
Intellectual and developmental disabilities (IDD) encompass a variety of conditions characterized by limitations in intellectual functioning and adaptive behaviour. These limitations impact everyday social and practical skills, posing significant challenges for those affected. This research proposal aims to address the social integration and mental health of children with IDD through targeted educational programs. The objectives of this study include promoting social integration, increasing awareness among the general population about the socialization challenges faced by individuals with IDD, and enhancing their mental health through structured socialization opportunities.
The book “Strengthening Teaching Skills” is a comprehensive guide for educators who want to improve their teaching skills. From basic pedagogical principles to practical classroom strategies, each chapter offers deep insights and proven methods. Readers will be guided through a wide array of topics, from understanding effective teaching styles to managing a classroom well. The book not only highlights innovative teaching techniques but also emphasizes the importance of positive teacher-student interactions. With a clear and inspiring synopsis, readers are directed to solidify their teaching skills, create a dynamic learning environment, and make a positive contribution to the world of education.
Evaluasi pembelajaran berbasis kompetensi, yang merupakan pendekatan penting dalam mengukur keterampilan, pengetahuan, dan sikap yang harus dicapai siswa sebagai hasil dari proses pembelajaran. Evaluasi ini menekankan penilaian yang berkelanjutan, menggunakan berbagai metode seperti tes tertulis, proyek, presentasi, dan observasi untuk memberikan gambaran yang komprehensif tentang pencapaian siswa. Dalam konteks ini, kompetensi tidak hanya diukur dari hasil akhir, tetapi juga melalui proses belajar, yang melibatkan penilaian formatif. Evaluasi berbasis kompetensi dirancang untuk memastikan bahwa siswa tidak hanya memahami konsep-konsep teoritis, tetapi juga mampu menerapkan keterampilan yang relevan dengan tantangan dunia nyata, seperti berpikir kritis, pemecahan masalah, dan kolaborasi. Penilaian dalam pembelajaran ini juga disesuaikan dengan pendekatan-pendekatan modern seperti Problem-Based Learning (PBL) dan Inkuiri, yang mendorong partisipasi aktif siswa dalam proses belajar dan evaluasi berkelanjutan. Dengan pendekatan ini, pembelajaran berbasis kompetensi dapat membantu siswa siap menghadapi tuntutan global di era modern.
This book will be a guide for undergraduate health students and academicians. The book chapters cover eight stages of psychological _rst aid intervention steps (1-Establishing relationship and bonding, 2-Ensuring safety and comfort, 3-Stabilisation, 4-Obtaining information, 5-Helping with basic needs, 6-Social support, 7-Informing, 8- Associating with other services that can be cooperated with) and the book consist of 13 chapters in line with the authors’ areas of expertise.
This book is dedicated to children with special needs and their families who have experienced the disaster.
Teachers and researchers are in quest for the best approach and pedagogy that could enhance effective learning. As a result, lots of methods and pedagogical strategies had emerged overtime. There was also the issue of stigmatization of learners with disabilities and special need in school enrolment. Inclusive Education was recommended as a strategy to integrate learners for the purpose dealing with the challenge of stigmatization and for improved learning outcome. Thus, this paper addressed the challenge of inclusive education in Nigeria, identifying the overall benefits of inclusivity to learners with disabilities, special needs, gifted and others. The paper expatiates on the concept of inclusive education, relevance, policy frame work, challenges, types, models and the technological implications of inclusiveness for teachers in Nigeria. It was observed that teachers need to be trained and retrained on the different areas of special needs and to upgrade their technological skills to be able to fit into the programme. Therefore, one major suggestion of this paper is that the training institutions shall hold a great duty of ensuring that all teachers' trainee undergo special courses in special need education before graduation to be qualified to participate in inclusive education especially at the basic education in Nigeria.
Teachers who educate students with disabilities in regular classrooms participate in the development of society in a transcendent way every day since they assist these students in reaching an integral development. The present research work focused on the profile of a teacher who is motivated to work educating students with disabilities in a diverse classroom. It is a qualitative study, supported by Grounded Theory, for the process of information gathering and data analysis. The data were collected from a semi-structured interview protocol, which was applied to each of the ten key informants and participants of the study. The findings obtained are situated around the category "Profile of the motivated teacher." The inductive process led to the conclusion that a motivated teacher shows a general profile that includes both personal and professional characteristics, in which personal qualities and humanism play a central role, as well as characteristics that reflect teaching commitment, collaborative work, an inclusive teaching practice per se, and, of course, ethical commitment.
The study set out to investigate the level of collaboration among stakeholders with regard to promoting inclusive education in primary and secondary schools in Lilongwe Rural East and Mthandiza zone in Dedza. Twenty-six schools under the Research on Inclusive Education, Sanitation, Environment and Hygiene (RIESEH) project were targeted upon. The study provides contemporary insights into how teachers and stakeholders view their collaborative roles in securing better outcomes for students with special educational needs (SEN). The study demonstrated that teachers showed their willingness to learn best practices and strategies to guide the students with SEN in pursuit to their education. It further revealed that teachers understand and know about inclusive education practices upon attending different workshops in addition to what they learnt while at teacher training colleges. Despite this, the study demonstrated that the main concern of the teachers was the little support received from stakeholders when it came to promoting inclusive practices in their classes and schools. Parents in this study acknowledged that collaboration was vital should inclusive education be achieved in schools. They indicated that they are aware of their roles in promoting inclusive education through collaboration with teachers. The study's findings further indicated that collaboration between mainstream teachers and other stakeholders was limited in scope and that the nature of collaboration was conditional, erratic and unplanned. The results further revealed that many activities are done on an individual basis rather than teamwork where the groups share ideas in order to achieve the intended goals of inclusive education. The study attributes this to lack of policy clarity especially the National Strategy on Inclusive Education 2017-2021 and several other factors and thereby proposes a collaboration model or framework deemed most appropriate for the schools in the Malawian context.
Este artigo explora o papel crucial da sala de leitura como um espaço multifuncional na escola, destacando sua importância na promoção da motivação, inclusão e desenvolvimento de habilidades escolares. Inicialmente, discute-se a importância de um ambiente acolhedor e diversificado, que estimula o interesse dos alunos pela leitura e aprendizagem. Em seguida, são exploradas as teorias motivacionais, como a Teoria da Autodeterminação e a Teoria da Expectativa-Valor, que embasam estratégias práticas para motivar os alunos na sala de leitura, incluindo a promoção de escolhas significativas e a criação de um ambiente de apoio e colaboração. A inclusão de diferentes perfis de alunos na sala de leitura é enfatizada, destacando-se os desafios e estratégias para garantir que todos os alunos se sintam valorizados e apoiados em seu processo de aprendizagem. Além disso, o papel da sala de leitura no desenvolvimento de habilidades acadêmicas, como leitura, escrita, compreensão e análise crítica de textos, é discutido, juntamente com estratégias para promover essas habilidades de forma integrada e interdisciplinar. Por fim, é destacada a importância da sala de leitura como um espaço dinâmico de aprendizagem, que prepara os alunos para o sucesso acadêmico e pessoal, promovendo o desenvolvimento de leitores competentes, pensadores críticos e cidadãos engajados.
n the diverse landscape of education, the coexistence of learning
disabilities and the imperative concept of academic integrity poses
both challenges and opportunities. This chapter embarks on a
comprehensive exploration of the intricate relationship between
learning disabilities and maintaining ethical standards in academic
settings. By delving into identification, remediation, and support,
educators can foster an inclusive environment that nurtures academic
integrity in students with diverse learning needs. Education, as the
cornerstone of societal progress, is a dynamic tapestry woven with the
threads of diversity. Within this intricate fabric, the coalescence of
learning disabilities and the principles of academic integrity creates a
nexus of challenges and opportunities that educators must navigate.
This chapter embarks on a nuanced exploration, delving into the
symbiotic relationship between learning disabilities and the cultivation
of ethical standards within the academic realm
Buku ini, berjudul "Menemukan Jalan Baru: Transformasi
Pendidikan di Era Digital", mengajak Anda untuk menjelajahi dunia
pendidikan yang terus berkembang dan menemukan langkah-langkah
baru
yang diperlukan untuk menghadapi tantangan serta
memanfaatkan peluang yang ditawarkan oleh era digital.
Transformasi pendidikan bukanlah sekadar konsep, tetapi sebuah
keharusan dalam menghadapi dinamika zaman yang terus berubah.
Teknologi digital telah merambah ke berbagai aspek kehidupan kita,
termasuk dalam ranah pendidikan. Namun, bagaimana kita
mengintegrasikan teknologi ini secara efektif dan bermanfaat bagi
proses pembelajaran?
Buku ini tidak hanya mengulas perubahan teknologi dalam
pembelajaran, tetapi juga membahas mengapa transformasi pendidikan
diperlukan, landasan teoritis yang menjadi dasar integrasi teknologi
dalam pembelajaran, hingga strategi dan tantangan dalam implementasi
pembelajaran digital. Pembaca akan diajak untuk memahami peran
kritis teknologi dalam membentuk metode pengajaran yang lebih
adaptif, kreatif, dan relevan dengan kebutuhan masa depan.
Melalui buku ini, diharapkan pembaca dapat memperoleh wawasan
yang mendalam tentang bagaimana pendidikan dapat bertransformasi
secara signifikan di era digital ini. Langkah-langkah konkrit, studi kasus
inspiratif, serta pemikiran-pemikiran inovatif di dalamnya akan menjadi
panduan bagi para pendidik, pemangku kepentingan pendidikan, dan
siapa pun yang peduli dengan masa depan pendidikan.
The importance of supporting children cannot be overstated, but parents, who are the children's main advocates, sometimes feel alienated from their education. Collaboration amongst parents, families, and educators is essential in special education. The importance of parent and family involvement in a student's academic achievement has been highlighted by research (Johns, 2013). Even though it decreases as a child advances in school, parental support is still crucial. Parent involvement is also influenced by schools (Michigan Department of Education, 2001). It might be difficult for parents to make sure their disabled child receives the right education (Klose, 2010). The Oregon Council for Developmental Disabilities (2005) states that parent engagement is required by the Individuals with Disabilities Education Act (IDEA). The US Department of Education (2004) highlights that parents have a legal right to meaningful engagement, as stated in Title I, Sec. 1001(12). Even so, parents might not participate for a variety of reasons in order to prevent problems, educators should aggressively increase parent participation. Forming alliances with families enhances parents' contentment with their kids' educational experiences while offering educators the vital support they require. The relevance of parent and family involvement in special education is examined in this chapter, demonstrating its transformative effect on academic outcomes.
Bu araştırmanın amacı; destek eğitimi odasından yararlanan öğrencilerin velilerinin destek eğitimine yönelik görüşlerini belirlemektir. Araştırma Samsun ilinin Canik ilçesinde bulanan destek eğitimi odası olan ilkokul ve ortaokul düzeyinde eğitim alan öğrencilerin velilerine yöneliktir. Araştırmanın örneklemini belirlemek amacıyla Canik İlçe Milli Eğitim Müdürlüğü'nden destek eğitim odası bulunan okulların listesi ve iletişim bilgileri alınmıştır. Örneklem, destek eğitim odasında eğitim verildiğini ve öğrencilerin varlığını teyit etmek için her okulla ayrı ayrı iletişime geçilerek belirlendi. Araştırma Canik ilçesinde ki 5 okul, 40 veli ile sınırlıdır. Bu araştırmada nitel araştırma yöntemi kullanılmıştır. Bu kapsamda, öğrenci velileriyle bir anket çalışması yapılmıştır. Anket, çeşitli alanlarda destek eğitiminin etkilerini ve önemini değerlendirmek üzere Likert ölçeğine dayalı olarak hazırlanmıştır. Her bir soru, velilerin çocuklarının eğitimindeki destek eğitiminin etkileri üzerindeki düşüncelerini değerlendirmeyi amaçlamaktadır. Sonuçlar incelendiğinde, ailelerin eğitimi destekleyen tutum ölçeği ile çocuklarının akademik başarılarını artırdığını, karakter gelişimlerini olumlu etkilediğini, disiplin kazandırdıklarını, okula karşı olumlu tutum geliştirdiklerini ve dolayısıyla çocuklarının özgüvenini artırdığını belirttikleri görüldü. Ayrıca tutum ölçeğinde de vurgulandığı gibi dezavantajlı çocuklara yönelik destek eğitimlerinin kullanılması, eğitimde fırsat eşitliği sağlamanın bir yolu olarak algılanmıştır. Sonuç olarak, ebeveynler çocukları için giderek daha fazla destek eğitimini almalarını istemişlerdir. Bir diğer önemli bulgu, katılımcı ebeveynler çocukların iletişim becerilerinde önemli bir gelişme olduğunu gösterdi. Ancak destek eğitimlerinin normal ders saatlerinde verilmesi konusunda veliler arasında çelişkili bir tutum ortaya çıkmıştır. Özetle, çocukları destek eğitiminden yararlanan ebeveynlerin çoğunluğu memnuniyetlerini ifade ederek bu odalarda bireyselleştirilmiş eğitim verilmesini desteklemişlerdir.
explores the dynamic landscape of educational inclusivity, shedding light on the various strategies employed and the challenges encountered in fostering a more inclusive learning environment. The pursuit of educational inclusivity involves deliberate actions to accommodate diverse needs, ensuring that every student, regardless of background or ability, has equitable access to quality education. Strategies encompass the implementation of personalized support plans, teacher training, and the creation of inclusive curricula. However, achieving educational inclusivity is not without its challenges. Addressing biases, securing adequate resources, and navigating policy frameworks are hurdles that require thoughtful consideration. This abstract explores into the multifaceted nature of strategies and challenges, providing insights into the ongoing efforts to enhance educational inclusivity for a more equitable and accessible educational landscape.
Published by: Inclusive education, focusing on creating an accessible learning environment for diverse learners, is a crucial aspect of contemporary educational practices. This journal article explores the implementation of inclusive education practices and their impact on fostering a learning environment that accommodates the needs of students with diverse abilities, backgrounds, and learning styles. The background of the research emphasizes the global shift towards inclusive education as an approach to address the diverse needs of learners in mainstream educational settings. The research gap centers around the need for a comprehensive understanding of the practical strategies and interventions that contribute to the successful implementation of inclusive practices. The urgency of this research lies in the importance of providing equitable educational opportunities for all students, regardless of their differences. The article reviews previous studies to identify successful inclusive education models, challenges faced, and the innovative approaches adopted by educators and institutions. The novelty of the article lies in its in-depth analysis of inclusive education practices, shedding light on the pedagogical, social, and institutional factors that contribute to creating an inclusive learning environment. It discusses the role of teacher training, curriculum adaptation, and the use of assistive technologies in promoting inclusivity. The objective of the research is to offer insights into the effective implementation of inclusive education practices and their positive outcomes on diverse learners. The study aims to benefit educators, policymakers, and practitioners by providing evidence-based recommendations for creating inclusive learning environments that foster the holistic development of all students. Overall, the article contributes to the ongoing discourse on inclusive education and its significance in promoting educational equality and social integration.
In this study, we aimed to determine the quality indicators in separate special education schools that only educate individuals with special needs from the perspectives of teachers. We collected data from 82 special education teachers included by maximum diversity sampling using a semi-structured interview form. We conducted a content analysis using the MAXQDA qualitative data analysis program. As a result of the study, we identified six main themes as quality indicators in separate special education schools. These were teacher and administrator qualifications, school environment (social and physical), curriculum and educational process, family interest and attitude, policies and practices, and child-related factors. Moreover, several factors such as teachers with degrees in special education, materials, social perspective, evidence-based practices, family support, and individualised education programs were found to play an important role as quality indicators in separate special education schools. Improvements in quality indicators in separate special education schools can contribute to student outcomes.
Special education recognizes limitations of traditional teaching methods in meeting diverse student needs. It empowers individuals through tailored support, specialized instruction, and assistive technologies, unlocking their full potential. Promoting inclusivity, social, and academic growth, it enables fulfilling lives. Integration of AI technology holds promise for enhancing special education's effectiveness and inclusiveness. This chapter presents a comprehensive methodology and framework for AI-based solutions, offering stakeholders a systematic approach to address specific challenges faced by individuals with special needs. By combining data-driven insights and human expertise, this approach revolutionizes special education delivery, empowering individuals to maximize their potential. However, further research and implementation are necessary to validate its effectiveness and scalability in real-world educational settings.
The aim of the study is to analyze the postgraduate theses in the field of science education within the scope of distance education. The document analysis method was used in this study, adopting a qualitative approach. Within the scope of the research, 50 theses that are suitable for the purpose reached by YÖK National Thesis Center with the words "distance education" and "science" constitute the documents of the study. The theses were coded according to type, research approach, sample, data collection tools, and data analysis methods and then subjected to descriptive analysis by determining their frequencies and percentages. As a result of the research, it was concluded that the theses examined were mostly master's theses; nearly 50% of them used qualitative research methods. In addition, "teachers” were mainly preferred as the sample. Also, concerning the chosen research design, the data collection tools, and data analysis methods were appropriately selected.
Introduction: One of the most important factors in mainstreaming practices is the teacher. The role of the created class and psychological guidance, such as ensuring social cohesion between students with special educational needs and their peers, and the active inclusion of families throughout their life, cannot be denied. It is expected that the opinions and expectations regarding the inclusion difficulties and experiences of the classroom and guidance teachers working in primary schools in the province of Istanbul are reached. Method: In the study in which the case study model, which is one of the qualitative research methods, was used; semi-structured interviews were conducted with seven classroom teachers who have inclusion students in their classroom and six psychological counselor/guidance teachers who have inclusion students in their school. By applying content analysis to the data obtained from the interviews, the main themes and sub-themes were formed and the findings were reached. Findings: Research findings show that classroom teachers prepare the individualized education program (IEP) with the help of the guidance teacher. The school administration does not have enough information about the inclusion practice because the classrooms are crowded. Thus the teachers have difficulty in gaining academic skills, as well as finding and adapting appropriate materials for mainstreaming students. Counselors, on the other hand, state that the IEP development unit remains on paper, that all responsibilities related to IEP are assigned to them, and that the school administration does not cooperate on inclusion. In addition, both classroom teachers and guidance teachers stated that the communication and cooperation they established with the institutions where the student received support education was one-sided and they did not receive any feedback regarding the student. The fact that families do not accept their children's inadequacy, and do not have enough information about inclusion, is another finding that makes cooperation difficult for classroom and guidance teachers. Discussion: The findings obtained from the research revealed the necessity of the classroom and guidance teachers to be in cooperation with the school, family and stakeholders who provide support education to the students in the inclusive practice. This cooperation will enable the student's educational process to improve their learning better. It is recommended to conduct experimental studies based on school-family cooperation in similar studies.
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