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Meeting special and diverse educational needs : making inclusive education a reality
... Disability is a barrier to schooling [1] mainly due to discrimination [2] and children with disability can be enrolled in ordinary schools with some adjustment of school environment [3]. However, school enrollment of children with disability (CwD) in developing countries is very low [4] and enrollment in general is below 10% in many countries where statistics is available [2,5,6]. The rights of children with disability (CwD) are grossly neglected, especially the right to education [4]. ...
... However, school enrollment of children with disability (CwD) in developing countries is very low [4] and enrollment in general is below 10% in many countries where statistics is available [2,5,6]. The rights of children with disability (CwD) are grossly neglected, especially the right to education [4]. Children with disability in developing countries suffer several constraints to get education and school enrollment rate is only 1-3% in special schools [5] and <10% get enrollment in general [6] which leaves the vast majority of children with disability totally out of school [2,5]. ...
Background: Information about school enrollment with disability (7-14 years) is not readily available in Ethiopia.This study assessed current school enrollment in Eastern Ethiopia.
Methods: We conducted a cross-sectional community-based study among households in Kersa Health and
Demographic Surveillance System in Eastern Ethiopia. A household survey identified school aged children with
disability. Then, a structured and pretested questionnaire was used to assess current school enrollment.
Results: A total of 305 school aged children with disability were enrolled in this study. Of which 151 (49.5%);
(95% CI=43.9%, 55.1%) were currently at school. Bullying and lack of resources were the most common problems for low proportion of school enrollment. Proportion of children with hearing loss was very high as compared with other categories. Children with multiple disabilities (AOR=0.40; 95% CI=0.18, 0.88) were less likely to be enrolled to school. Male children with disability (AOR=2.40; 95% CI=1.47, 3.92) and those from households with high wealth index (AOR=1.96; 95% CI=1.08, 3.57) had a better chance for school enrollment.
Conclusion: School enrollment for children with disability was very low. Efforts need to be intensified to reinforce regulations that favor enrollment of children with disability to regular schools.
... Environmental barriers are also sometimes referred to by their architectural name. Likely, the environment and the infrastructure do not contain any components of inclusive design such as ramped building entrances, topography that makes it easier for students with physical impairments to interact, or routes that make it easy for them to travel through (Savolainen and Kaikille, 2000). If the learning environment at TVET institutes is hostile, it is also the case that students with physical disabilities have a more difficult time achieving academic success in the classroom. ...
ABSTRACT
Over the past two decades, there has been an increase in vocational and skillful programmes that can help students achieve a better career, particularly those with special needs. The transition of students with physical challenges like impairments has become increasingly complicated as a consequence, and both the students and their families demand better transition procedures. The organisational challenges and ensuing issues faced by students, families, and care providers are documented in the academic literature on early childhood transition, leading to further difficulties later in their careers. The specific factors influencing this intricate transition process have recently become the subject of insightful transition studies. This framework will help students with special needs and their families cope with the transition process, provide an organisational framework, and start laying the foundation for improving transitions for such students. The framework used in this research includes challenges that are categorised into four categories: environmental challenges, attitude challenges, institutional challenges, and financial challenges. The framework concludes with the actions that may be taken to address the problems impeding the vocational education and training performance of students with physical impairments.
KEYWORDS
Specially-abled students, Challenges, Vocational Education, Prospects, Pakistan
... Environmental challenges are difficulties or problems that are caused by the natural surroundings and the infrastructure that affect mobility of learners with physical disabilities. The natural surroundings and the infrastructure may lack inclusive design features such as the natural environment that have passages for learners with physical disabilities to pass without problems, infrastructure that have ramped building entrances and the infrastructure that have terrains that may not hinder participation of learners with physical disabilities (Savolainen and Kaikille, 2000). It also applies that if the school environment is not conducive it contributes to the challenges which learners with physical disabilities face in schools. ...
This manuscript is an extract of a theoretical framework and conceptual framework from a master's an ongoing study on the challenges which learners with physical disabilities face in schools in Zambia. the frameworks suggests that, among the challenges which learners with physical disabilities face in schools in Zambia are the environmental challenges, attitudinal challenges, institutional challenges and financial challenges. It is argued that if challenges are identified and addressed learners with physical disability can benefit a lot from education system and participate in society on equal basis with others.
... It provides guidelines on the content, sequence of activities, teaching methods, time schedules, educational resources and evaluation procedures. Its framework aims at reaching those below, on average and above average (Savolainen, H [12]). It is vital to have an appropriate curriculum for education to be meaningful for all learners with hearing impairment ...
This manuscript is an extract of a theoretical framework and conceptual framework from a Master's an ongoing study onfactors that lead to poor performance for learners with hearing impairment in the national examination at grade nine (9): A case of Chileshe Chepela Special School and Musakanya Special Unit in Kasama and Mpika district. The work is an attempt to identify the factors affecting learners with hearing impairment in the national examination at Chileshe Chepela Special School and Musakanya Special Unit in Kasama and Mpika district in Zambia. Among the factors that can affect these learners during the national examinations are such as identification of learners' relevant predispositions, specification of appropriate objectives and sequence, utilization of appropriate instruction procedure, assessment of learner's performance. It is argued that if these factors are identified and implemented learners with hearing impairment can benefit a lot from national examination through obtaining better grades.
... Other studies related with blind students and science may be gathered under the umbrella of the inclusive learning environment issue. Although science instructors at all levels of education believe in inclusive science education which is associated with participation of children with disabilities and/or special needs in regular schools these instructors do not believe (Savolainen, Kokkala & Alasuutari, 2000) that it is possible for visually impaired students, since their educational background and experience are not sufficient (Norman, Caseau & Stefanich, 1998). On the other hand, in the science education literature for students with visual disability inclusive science classrooms are recommended (Zembylas & Isenbarger, 2002) and science educators are advised to regularly engage in collaborative learning (Sahin & Yorek, 2009). ...
This paper reports on a study to determine whether blind students' conceptualizations of force and motion differ from sighted students. This is particularly concerned with the question of whether the students' visual experiences have any relation to their conceptualizations or misconceptualization about force and motion. The research was designed as a case study and the data was collected from 6 blind high school students based on conceptual physics problems related to force and motion. The analysis of the data revealed that although the blind students' conceptions about force and motion are not radically different from those of sighted students, however, there were several conceptual problems that seem to be particular to the blind students because of their lack of visual experiences. The results revealed that visual experiences do not seem to have a significant role on the conceptualizations about force and motion.
... To deal with this, resources, regulations and arrangements that are vital for the removal of obstacles and the realisation of inclusion in mainstream schools are provided. AsSavolainen, Kokkala & Alasuutari (2000) put it, little can be done to overcome the impairment of learners, however, a considerable impact in overcoming the physical, personal and institutional barriers to education must be sought to ensure access and participation for all children. ...
The main aim of this study was to establish mobility constraints in educational buildings; A Case of the visually impaired in A.D.D Building, University of Nairobi. The objectives were; to assess vertical design requirements for the visually impaired students, determine enforcement mechanisms that can ensure ADD building is designed to meet the requirements of persons with visual impairments and find out challenges faced by university management in implementing strategies required for improving mobility for persons with Visual impairments at A.D.D building.
The study did empirical review of visual impairment, vertical design requirements for the visually impaired, institutions mandated to enforce accessibility designs, persons with disability Act 2003 in Kenya, disability mainstreaming policy and challenges faced by management in implementing strategies required for improving mobility for persons with visual impairments.
Data collection methods were questionnaires, interviews and field observations. The respondents were the students using ADD building and the University management staff in the department of construction and maintenance at the University of Nairobi.
The research findings indicated the absence of visual contrasts on the staircases, absence of warning indicators for stairs, absence of Lifts and absence of adequate lighting in the stairs. The vertical design of the ADD building does not meet the requirements of the persons with impairments. The study established enforcement institutions mandated to enforce the requirements of persons with visual requirements done enforcements to a very low extend and there is very low compliance to Disability Act and Disability mainstreaming policy. The study also indentified challenges faced by the management in addressing mobility constraints for persons with visual impairments in educational buildings such as; Architectural barriers, attitude and funding required for modifications.
The study recommends that the university management should provide enabling environment for effective mobility of students with visual impairments, involve stakeholders and implement policies, and comply with regulations governing accessibility of education by persons with visual impairment and transform institutional culture and attitude mainstreaming of persons with visual impairments in the education system.
Udžbenik "Djeca s teškoćama u razvoju u inkluzivnom okruženju" je nastao kao rezultat višegodišnjeg iskustva, i teorijskog i praktičnog, u radu s djecom s teškoćama u razvoju. Osnovni cilj je da se znanja iz ove oblasti prošire na studente koji će po završetku studija raditi u redovnim odgojno-obrazovnim ustanovama s učenicima s teškoćama u razvoju.
Kroz rad u praksi susretali smo se s različitim problemima uključivanja djece s teškoćama u razvoju u redovne odgojno-obrazovne ustanove od nepripremljenosti škole i kadra, neadekvatnih uslova i sredstva za rad s ovom populacijom do otpora vršnjaka i njihovih roditelja. Postepeno smo se uključivali u mobilne timove kao stručni saradnici u redovnim školama i počeli smo s prilagođavanjima nastavnih sadržaja i pristupa u radu kako za učenike s teškoćama u razvoju, tako i za učenike sa specifičnim teškoćama u učenju i za učenike s delinkventim ponašanjem.
Udžbenik se sastoji od četiri poglavlja koja su posložena tako da čitaoca nastoji upoznati s procesom inkluzije i školovanja djece s teškoćama u razvoju.
Prvo poglavlje nam govori o djeci s teškoćama u razvoju, odnosu društva prema njima kroz historiju, odnosu religije prema djeci s teškoćama u razvoju, prevalenci i klasifikaciji te postupcima dijagnostike i razvrstavanja.
Drugo poglavlje daje informacije o inkluziji i pretpostavkama inkluzije, modelima pristupa djeci s teškoćama u razvoju inkluzivnoj nastavi, kakav treba biti inkluzivni nastavnik, koje kompetencije treba da posjeduje, koja je njegova uloga, kakva treba biti saradnja sa stručnjacima i roditeljima, šta predstavlja Indeks inkluzivnosti i na koji način se provodi inkluzija u Bosni i Hercegovini.
Treće poglavlje se odnosi na inkluzivni pristup u radu s djecom s teškoćama u razvoju gdje je obrazloženo kako i na koji način je neophodno provoditi nastavni plan i program s djetetom u odnosu na teškoću u razvoju koju dijete ima.
I posljednje, četvrto poglavlje detaljno opisuje individualizirani odgojno-obrazovni program (IOOP), korake u izradi IOOP-a, upute, primjenu u radu, vrednovanje i ocjenjivanje postignuća učenika s tečkoćama u razvoju, te primjere individualiziranih odgojno-obrazovnih programa.
Ovaj udžbenik čitalac treba kritički prihvatiti jer je njegov sadržaj konstantno podložan promjenama i dopunama koje omogućavaju nove naučne spoznaje i dostignuća na području inkluzije i inkluzivnog obrazovanja.
Udžbenik je namijenjen, osim studentima edukacijsko-rehabilitacijskih i pedagoških fakulteta, stručnjacima koji učestvuju u procesu provođenja inkluzije i inkluzivnog obrazovanja, kao i roditeljima djece s i bez teškoća u razvoju kako bi razumjeli kompleksan proces inkluzije.
Na kraju želimo izraziti svoju nadu da će ovaj udžbenik pronaći svoje čitaoce, te dati podsticaj za dalji rad na osavremenjavanju inkluzivnog obrazovanja.
Pacific Island governments have to report against an increasing number and range of global and regional education indicators that require disability-disaggregated data for monitoring disability-inclusive education. Given the effort required to adapt data systems and build capacity for disability disaggregation, it is imperative that indicators provide optimal information to inform policy and planning. This paper reviews current approaches to disability data collection and disaggregation within Education Management Information Systems (EMISs) across 14 Pacific Island countries. It compares disability-related education indicators from the Sustainable Development Goals, the Convention on the Rights of Persons with Disabilities, the Incheon Strategy, and the Pacific Education Development Framework in relation to current capacity of Pacific EMISs to report against these. Amongst the countries studied, the most common approach to EMIS disability disaggregation is to categorise children based on impairments, which is less reliable and comparable as a measure than categories based on difficulties in functioning. Data on school accessibility, human resources related to inclusion and learning support needs is rarely included in EMISs and then only sparsely. Measurement of regional and global disability indicators requires minor to substantial adaptations to the EMISs, outlined in the paper at a country-specific level. 'Granular' EMISs, which are based on individual student electronic files, are increasingly common in the Pacific and offer greater capacity for disability disaggregation and analysis of data. A range of recommendations are discussed for enhancing the data systems to enable reporting against the indicators and a more useful evidence base for disability-inclusive education.
The Indonesian model of inclusive society ‘masyarakat madani’ is arguably based on a one-view perspective of Islamic intellectuals. Although it was intended to embrace the whole of society in general, its implications might not reach and permeate the entire society. The unique features of Indonesian society have, to a certain degree, made the understanding of inclusive society rather complicated and ambiguous. Nevertheless, the aspiration of creating a more inclusive Indonesian society will perpetually be heralded as one way of tackling the multidimensional challenges faced by Indonesia.
In spite of the enormous efforts put forth by families, special educators, and mental health professionals, the individual with a learning disability has one final challenge to meet in life: social acceptance (Frengut, 2003). Today, a child with disability must be capable of gaining acceptance into a societal structure that can be cruel and rejecting at times. By definition, the person with disability already feels marginalized from mainstream society, and entry into the world community places a tremendous burden on their shoulders. As was the case in the United States before the enactment of the Education for all Handicapped Children Act (1975), (Ryndak & Alper, 1996), it is very likely that majority of children with disabilities do not receive any educational services in Kenya. These are the children and youth most likely to be denied access to the schools as they are deemed unlikely to benefit from any education or be hidden away by their parents (Dorothy, 2003). Even though parents may recognize education as a right for every child and rise above society’s negative attitudes, they cannot require that schools open their gates to all children. Schools can still decide that some children are ‘uneducable’ and therefore do not belong in the school environment. There are bound to be challenges that schools face in the effort to fully embrace the notion of inclusive education.
DOI: 10.5901/mjss.2014.v5n5p117
Este artigo tem como objetivo discutir e defender a existência de um sistema educacional que se proponha a atender, com qualidade, a todo o seu alunado, independente de suas características particulares originadas de suas habilidades, origem cultural, étnica, religiosa, opção sexual ou qualquer outro aspecto que o diferencie. Pretende ainda mostrar o que as pesquisas internacionais têm apontado como principais obstáculos à viabilização de uma educação democrática e de qualidade para todos, bem como mostrar que argumentos têm sido utilizados para combater esses obstáculos, removendo-os, ou pelo menos minimizando-os. As experiências relatadas nas pesquisas podem ser consideradas como iniciativas tomadas por esses países em relação à transformação de suas escolas numa direção cada vez mais inclusiva de seu alunado. Se essas experiências não devem, por um lado, ser traduzidas ao pé da letra para o contexto brasileiro, elas podem e devem, por outro lado, servir de fontes de inspiração para que possamos repensar nossa própria realidade e prática. Partimos do princípio de que não há, em contexto algum, grupos que possam ser considerados homogêneos. A escola é, em especial, o lugar por excelência em que a heterogeneidade se encontra presente, e tal deve ser celebrada como um recurso, ao invés de ser vista como um problema. Argumentamos que sem uma perspectiva de celebração das diferenças, através da qual velhos paradigmas educacionais relativos a uma prática pedagógica excludente podem ser combatidos e transformados, o objetivo de uma escola de qualidade para todos pode ser inviabilizado. Dividimos o material subseqüente em duas partes. Na primeira, estaremos discutindo o que é a escola para todos no que diz respeito a suas origens históricas, aos seus objetivos e ao porquê de sua existência. A segunda parte tratará de apontar os obstáculos mais comumente encontrados nos diferentes contextos mundo afora, e a relatar o que tem sido sugerido para enfrentá-los.
This article reflects on changes in the disability-related educational approach of United Nations Educational, Scientific and Cultural Organization (UNESCO), specifically investigating the context UNESCO's Special Needs Education unit was embedded in while following up the ‘World Conference on Special Needs Education’ that was held in Salamanca 20 years ago. The paper starts with the observations that first education for all and inclusive education are currently as education themes of UNESCO quite similar in terms of their scope and rationale. Second, although debates on inclusive education have been fuelled in context with the UN-‘Convention on the Rights of Persons with Disabilities’, disability plays a less important role in UNESCO's programme spectrum, compared to some decades ago. Drawing from a study on institutions and knowledge analysing shifts in meanings of inclusive education, the recent tautology of themes is interpreted in connection with changes of UNESCO's approach to special needs education after 1994 and as consequence of shifts occurring back then in perceptions about the goals of UNESCO programmes. Borrowing from Organisation Studies, the article highlights conceptual changes in UNESCO's programmes, from traditional special (needs) education to inclusive education. Data used have been collected in the archives of the UNESCO headquarters in Paris. Method of the interpretive inquiry is in-depth content analysis.
We analyze the speech-language development of deaf children and children without hearing impairments at the same chronological and mental age.The sample was formed from 27 deaf children from 10-14 years who are involved in regular educational system and 27 children without hearing impairments. We implemented particularities we used the test of speech development (Smiljka Vasić).The children whose treatment began before 18th months, realized approximately the same results in development of speech and language same as the persons of the same age without hearing impairments.
The Tennessee Value-Added Assessment System determines the effectiveness of school systems, schools, and teachers based on student academic growth over time. An integral part of TVAAS is a massive, longitudinally merged database linking students and student outcomes to the schools and systems in which they are enrolled and to the teachers to whom they are assigned as they transition from grade to grade. Research conducted utilizing data from the TVAAS database has shown that race, socioeconomic level, class size, and classroom heterogeneity are poor predictors of student academic growth. Rather, the effectiveness of the teacher is the major determinant of student academic progress. Teacher effects on student achievement have been found to be both additive and cumulative with little evidence that subsequent effective teachers can offset the effects of ineffective ones. For these reasons, a component linking teacher effectiveness to student outcomes is a necessary part of any effective educational evaluation system.
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