Journal articles on the topic 'Inclusive education'
To see the other types of publications on this topic, follow the link: Inclusive education.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Inclusive education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Dueñas Buey, María Luisa. "Educación inclusiva = Inclusive education." REOP - Revista Española de Orientación y Psicopedagogía 21, no. 2 (January 30, 2014): 358. http://dx.doi.org/10.5944/reop.vol.21.num.2.2010.11538.
Full text
2
Baranauskienė, Ingrida, and Diana Saveikienė. "PURSUIT OF INCLUSIVE EDUCATION: INCLUSION OF TEACHERS IN INCLUSIVE EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 39. http://dx.doi.org/10.17770/sie2018vol1.3385.
Full textAbstract:
By focusing on teachers’ approach, the article analyses one of the most relevant issues of today’s realities of education – the inclusive education. The following is an important task for politicians for education, school leaders, teachers and greatly affects and influences the life of families with children with disabilities. Object of the research: inclusion of teachers in inclusive education. Aim of the research: to examine aspects of teachers’ inclusion in inclusive education by implementing the statistical analysis according to The Teachers’ Attitudes Toward Inclusion Scale (TATIS) survey (Gregory, Noto, Cullen, 2010). This study adopted a descriptive survey research design, with 105 teachers as participants from selected secondary schools in Klaipėda city and Klaipėda district, Lithuania. Research results: A study has been conducted demonstrating that the attitudes of educators participating in the study to inclusive education of pupils with a disability are basically positive. The analysis of the research data received allow the teachers are not sufficiently prepared to provide assistance to their students with orientation towards the inclusive training tasks. Teachers who participated in the study agree that all school classes should be rebuilt to meet the needs of students with disabilities and that students with disabilities should be taught in a general education school in an equal educational environment with peers without disabilities. The differences between teachers' attitudes to the inclusive education model and the type of pedagogical school were statistically significant. More than just a gymnasium teacher, either a progymnist or a primary school teacher, fully agrees that the model of inclusive education ensures a more effective transition of pupils with disabilities from special education to general education schools.
3
Marsela, Robo. "Social inclusion and inclusive education." Academicus International Scientific Journal 10 (July 2014): 181–91. http://dx.doi.org/10.7336/academicus.2014.10.12.
Full text
4
Soldevila Pérez, Jesús, Mila Naranjo Llanos, and Joan Jordi Muntaner Guasp. "Inclusive practices: the role of the support teacher." Aula Abierta 46, no. 2 (July 29, 2017): 49. http://dx.doi.org/10.17811/rifie.46.2.2017.49-55.
Full textAbstract:
ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant increase in the presence, participation and progress of these children in ordinary classrooms. We conclude that a conceptual change in the teaching approach of teachers can lead to the implementation of alternative teaching methods, requiring involvement of support teachers for adequate inclusion, through greater presence and participation in the ordinary educational activities of students with functional diversity, favouring their social, emotional and academic development and learning.Keywords: inclusive education, good inclusive practice, support teacher, special education teacher, educational change.RESUMENEl propósito de este estudio es describir y analizar las funciones, tareas y actuaciones del profesorado de apoyo en las prácticas inclusivas de aula en un centro ordinario que pasa de un modelo terapéutico e integrador a un modelo inclusivo. Para ello, se plantea una investigación cualitativa de estudio de casos longitudinal, con el seguimiento de dos niños con diversidad funcional durante cuatro años, fundamentada en tres ejes: el concepto de educación inclusiva, la determinación de buenas prácticas para la inclusión y el rol del profesor de apoyo. Los resultados han permitido definir diferentes prácticas inclusivas relacionadas con el profesor de apoyo, que han permitido un incremento significativo de la presencia, participación y progreso de estos niños en el aula ordinaria. Este trabajo nos permite concluir que un cambio conceptual en el modelo educativo de los docentes provoca la implementación de métodos didácticos alternativos, que exigen unas funciones del profesor de apoyo acordes con los planteamientos de la inclusión, que repercuten en una mayor presencia y participación de las actividades educativas ordinarias de los alumnos con diversidad funcional, favoreciendo su desarrollo y aprendizaje tanto social, emocional como académico.Palabras Clave: educación inclusiva, buenas prácticas inclusivas, docente de apoyo, maestro educación especial, cambio educativo.
5
Soldevila Pérez, Jesús, Mila Naranjo Llanos, and Joan Jordi Muntaner Guasp. "Inclusive practices: the role of the support teacher." Aula Abierta 46 (July 29, 2017): 49. http://dx.doi.org/10.17811/rifie.46.2017.49-55.
Full textAbstract:
ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant increase in the presence, participation and progress of these children in ordinary classrooms. We conclude that a conceptual change in the teaching approach of teachers can lead to the implementation of alternative teaching methods, requiring involvement of support teachers for adequate inclusion, through greater presence and participation in the ordinary educational activities of students with functional diversity, favouring their social, emotional and academic development and learning.Keywords: inclusive education, good inclusive practice, support teacher, special education teacher, educational change.RESUMENEl propósito de este estudio es describir y analizar las funciones, tareas y actuaciones del profesorado de apoyo en las prácticas inclusivas de aula en un centro ordinario que pasa de un modelo terapéutico e integrador a un modelo inclusivo. Para ello, se plantea una investigación cualitativa de estudio de casos longitudinal, con el seguimiento de dos niños con diversidad funcional durante cuatro años, fundamentada en tres ejes: el concepto de educación inclusiva, la determinación de buenas prácticas para la inclusión y el rol del profesor de apoyo. Los resultados han permitido definir diferentes prácticas inclusivas relacionadas con el profesor de apoyo, que han permitido un incremento significativo de la presencia, participación y progreso de estos niños en el aula ordinaria. Este trabajo nos permite concluir que un cambio conceptual en el modelo educativo de los docentes provoca la implementación de métodos didácticos alternativos, que exigen unas funciones del profesor de apoyo acordes con los planteamientos de la inclusión, que repercuten en una mayor presencia y participación de las actividades educativas ordinarias de los alumnos con diversidad funcional, favoreciendo su desarrollo y aprendizaje tanto social, emocional como académico.Palabras Clave: educación inclusiva, buenas prácticas inclusivas, docente de apoyo, maestro educación especial, cambio educativo.
6
Abidova, Nilufar. "Inclusive Education Of Children With Special Educational Needs." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 476–80. http://dx.doi.org/10.37547/tajssei/volume03issue03-74.
Full text
7
Hodkinson, Alan, and Chandrika Devarakonda. "Conceptions of Inclusion and Inclusive Education." Research in Education 82, no. 1 (November 2009): 85–99. http://dx.doi.org/10.7227/rie.82.7.
Full text
8
Molina Garuz, María Cruz, María Rosa Roselló Ramón, María Fernández Hawrylak, and Joan Jordi Muntaner Guasp. "Buenas prácticas educativas como motor de cambio en la atención del alumnado con enfermedades minoritarias." Educatio Siglo XXI 41, no. 3 (October 31, 2023): 51–74. http://dx.doi.org/10.6018/educatio.565411.
Full textAbstract:
Inclusive good practices are successful actions or experiences that can be replicated to ensure educational quality for all. However, there is a paucity of data that identify what characteristics these practices should include to support students within an inclusive educational centre. This paper presents the meaning of good inclusive educational practices with special attention to students affected by rare diseases. The aim is to identify and characterise good practices within the framework of an inclusive school. A qualitative methodology is used and, as of different case studies from eight autonomous regions, it is introduced how participants conceptualise in general inclusive practices, and in particular with students with rare diseases. The results highlight the complexity and heterogeneity of the concept of good practices, the involvement of schools by introducing changes in their organisation and functioning, in the supports and in the organisation and methodologies of the classroom. However, these actions need to be extended to the entire educational system, with a profound change in its structure. And further work needs to be done to find out what are the best practices for teacher training based on inclusive education. Las buenas prácticas inclusivas son actuaciones o experiencias exitosas que se pueden replicar para asegurar la calidad educativa para todos. Sin embargo, hay escasez de datos que identifiquen cuáles son las características que realmente deben incluir estas prácticas para apoyar al alumnado dentro de un centro educativo inclusivo. En este trabajo se presenta el significado de buenas prácticas educativas inclusivas con especial atención al alumnado con enfermedades minoritarias. El objetivo es identificar y caracterizar buenas prácticas en el marco de una escuela inclusiva. Se utiliza la metodología cualitativa a partir de distintos estudios de caso de ocho Comunidades Autónomas, para conocer cómo los participantes conceptualizan las prácticas inclusivas en general y, en particular, con el alumnado con enfermedades minoritarias. Los resultados ponen de manifiesto la complejidad y heterogeneidad del concepto de buenas prácticas, la implicación de los centros escolares introduciendo cambios en su organización y funcionamiento, en los apoyos y en la organización y metodologías del aula. Con todo, se necesita que estas acciones se hagan extensivas a todo el conjunto del sistema educativo, modificando profundamente su estructura y seguir tratando de conocer cuáles son las mejores prácticas para la formación docente basada en la educación inclusiva.
9
Watkins, Amanda, Simona D'Alessio, and Mary Kyriazopoulou. "Inclusive Education." Research in Comparative and International Education 4, no. 3 (January 1, 2009): 229–32. http://dx.doi.org/10.2304/rcie.2009.4.3.229.
Full text
10
Lim, Levan, and Rebecca Ireland. "Inclusive Education." International Journal of Disability, Development and Education 48, no. 3 (September 2001): 313–16. http://dx.doi.org/10.1080/10349120120073449.
Full text
11
Clare, Brenda, and Kate Mevik. "`Inclusive Education'." Journal of Social Work 8, no. 1 (January 2008): 28–44. http://dx.doi.org/10.1177/1468017307084734.
Full text
12
Fields, Barry A. "Inclusive Education." Australian and International Journal of Rural Education 3, no. 2 (July 1, 1993): 11–15. http://dx.doi.org/10.47381/aijre.v3i2.374.
Full textAbstract:
For some years now most state and territory departments of education have embraced policies favouring the integration of children with special needs into regular classrooms (Asbman & Elkins, 1990). Many states have recently redefined their policies. This is particularly the case for Queensland and New South Wales where quite elaborate policy documents and management plans have been prepared and disseminated. The most recent policies reaffirm central office support for integration, but now within the context of inclusive education, social justice, and the imperatives of anti-discrimination and equal opportunity legislation (Department of Education, Queensland, 1993). What hasn't changed over this period are the concerns expressed by teachers about the difficulties of implementing such policies and the demands placed on teachers in respect of workload and professional expertise (Graham, 1991; McCollow, 1992).
13
Pereira de Caldas, Marinez, Damiana Dias da Silva, Zenilda Pereira de Queiroz Nunes, Maria Joseny Ferreira da Silva, and Sheila De Sá Leite Ferreira Lacerda. "INCLUSIVE EDUCATION." Revista Gênero e Interdisciplinaridade 5, no. 01 (February 11, 2024): 212–26. http://dx.doi.org/10.51249/gei.v5i01.1872.
Full textAbstract:
This article aims to address a topic that is of concern to educators, the inclusion of the hearing impaired and about pedagogical practices that the teacher should be aware of when assisting the hearing impaired student. Much has been debated about inclusion in the educational area and, in this context, the education of the hearing impaired. It is of great importance the teacher’s collaboration in this fight against inequality, but unfortunately not everyone has the necessary knowledge to receive students with this type of disability. It is notorious that teachers are not yet ready to attend the hearing impaired student, the most frequent difficulties are related to communication and to the teaching and learning process. The inclusion has precisely widened the possibilities to build a more just society, giving opportunities for all, to occupy their spaces, seeking to gain their autonomy. Hearing impairment harms not only in language, but also in the educational area, in its potentiality and in its integration into social life. It is necessary for the teacher to value the singularities of each child, in this way the hearing impaired student will have respected their personal characteristics as well as their learning pace. The work presents a bibliographical review, in which it was sought to expand the information regarding the subject studied, demonstrating the process of guaranteeing the rights of the hearing impaired in the legislation. We also sought to discuss with authors about the theme, in order to understand the concept of inclusion.
14
Joaquina de Borba, Nara, Vanderleia Adriana Santin Ferreira, Tainara Palhares dos Santos, and Shalline Carvalho. "INCLUSIVE EDUCATION." Revista Gênero e Interdisciplinaridade 5, no. 03 (June 5, 2024): 182–91. http://dx.doi.org/10.51249/gei.v5i03.2073.
Full textAbstract:
Inclusive education is an educational model that aims to ensure the access and participation of all students, regardless of their individual characteristics, such as disabilities, ethnic, socioeconomic, or cultural backgrounds. It promotes pedagogical practices that recognize and value diversity, aiming for meaningful learning for all students. The concept of inclusive education has evolved over the years, moving beyond simply integrating students with disabilities into schools. It now encompasses the promotion of educational environments that value the diversity and individuality of each student, regardless of their personal characteristics. This implies curriculum adaptations, specialized support, and actions to ensure that all students have equal access to learning and development opportunities.
15
Soldevila Pérez, Jesús, Mila Naranjo Llanos, and Joan Jordi Muntaner Guasp. "Inclusive practices: the role of the support teacher." Aula Abierta 46 (July 29, 2017): 49. http://dx.doi.org/10.17811/rifie.46.2017.49-56.
Full textAbstract:
ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant increase in the presence, participation and progress of these children in ordinary classrooms. We conclude that a conceptual change in the teaching approach of teachers can lead to the implementation of alternative teaching methods, requiring involvement of support teachers for adequate inclusion, through greater presence and participation in the ordinary educational activities of students with functional diversity, favouring their social, emotional and academic development and learning.Keywords: inclusive education, good inclusive practice, support teacher, special education teacher, educational change.RESUMENEl propósito de este estudio es describir y analizar las funciones, tareas y actuaciones del profesorado de apoyo en las prácticas inclusivas de aula en un centro ordinario que pasa de un modelo terapéutico e integrador a un modelo inclusivo. Para ello, se plantea una investigación cualitativa de estudio de casos longitudinal, con el seguimiento de dos niños con diversidad funcional durante cuatro años, fundamentada en tres ejes: el concepto de educación inclusiva, la determinación de buenas prácticas para la inclusión y el rol del profesor de apoyo. Los resultados han permitido definir diferentes prácticas inclusivas relacionadas con el profesor de apoyo, que han permitido un incremento significativo de la presencia, participación y progreso de estos niños en el aula ordinaria. Este trabajo nos permite concluir que un cambio conceptual en el modelo educativo de los docentes provoca la implementación de métodos didácticos alternativos, que exigen unas funciones del profesor de apoyo acordes con los planteamientos de la inclusión, que repercuten en una mayor presencia y participación de las actividades educativas ordinarias de los alumnos con diversidad funcional, favoreciendo su desarrollo y aprendizaje tanto social, emocional como académico.Palabras Clave: educación inclusiva, buenas prácticas inclusivas, docente de apoyo, maestro educación especial, cambio educativo.
16
Lacruz-Pérez, Irene, Ma Inmaculada Fernández-Andrés, and Raúl Tárraga-Mínguez. "ACTITUDES DE LOS DOCENTES HACIA LA EDUCACIÓN INCLUSIVA. ANÁLISIS DE LAS VARIABLES QUE INFLUYEN EN SU CONFIGURACIÓN." Universidad-Verdad, no. 80 (June 17, 2022): 44–57. http://dx.doi.org/10.33324/uv.vi80.515.
Full textAbstract:
El propósito de este trabajo fue analizar las actitudes de los docentes hacia la educación inclusiva en educación infantil y primaria, y determinar algunos de los factores que infuyen en la confguración de estas actitudes. Ciento veintiocho docentes de diferentesescuelas de la Comunidad Valenciana (España) completaron un cuestionario que evalúa las actitudes del profesorado hacia la inclusión. Se analizó mediante un ANOVA la infuencia del puesto de trabajo (maestro/a generalista o especialista de educación especial) y del modelo inclusivo de centro educativo donde desarrollaban su trabajo. Asimismo, se realizaron correlaciones entre las actitudes hacia la inclusión, y dos variables sobre la trayectoria de los docentes: su experiencia con alumnado con necesidades específcas de apoyo educativo (NEAE) y sus años totales de experiencia docente. Los resultados muestran que estos cuatro factores están estrechamente relacionados con las actitudes del profesorado hacia la educación inclusiva. El artículo concluye con algunasrecomendaciones en el ámbito de la formación inicial y continua del profesorado, y además destaca la necesidad de intensifcar la formación en materia de inclusión para todos los docentes (no solo para los especialistas en educación especial), y la conveniencia de desarrollar en la formación inicial prácticas escolares en contextos inclusivos.
Palabras claveActitudes, educación inclusiva, formación de profesorado, maestros, necesidades específcas de apoyo educativo.
AbstractThe aim of this study was to analyze the attitudes towards inclusive education of early childhood and primary education teachers and to determine some of the factors that infuence the shaping of these attitudes. One hundred and twenty-eight teachers from diferent schools in the Valencian Community (Spain) flled in a questionnaire that assesses the attitudes of teachers towards inclusion. The infuence of the job position (mainstream teacher or special education specialist) and the inclusive model of the school where they worked were analyzed through ANOVA. Likewise, correlations were made between attitudes towards inclusion and two variables on the teachers’ trajectory: their experience with students with specifc needs of educational support (SNES) and their years of teaching experience. The results show that these four factors were closely related to teachers attitudes towards inclusive education. Thepaper concludes with some recommendations in the feld of initial and continuing teacher training, highlighting the need to intensify training on inclusion for all teachers (not only for specialists in special education), and the convenience of developing school internships in inclusive contexts during the initial teaching training.
KeywordsAttitudes, inclusive education, specifc needs of educational support, teachers, teacher training
17
Kaur, Satinder. "Inclusive Education: Practices and Challenges." Journal of Advances and Scholarly Researches in Allied Education 15, no. 8 (September 1, 2018): 68–71. http://dx.doi.org/10.29070/15/57869.
Full text
18
CHOWDHURY, DR PIKU. "Ancient India and Inclusive Education." Issues and Ideas in Education 4, no. 2 (September 5, 2016): 131–39. http://dx.doi.org/10.15415/iie.2016.42010.
Full text
19
Ketenoğlu Kayabaşı, Zehra Esra. "Teachers’ Opinions on Inclusive Education." International Journal of Psychology and Educational Studies 7, no. 4 (September 29, 2020): 27–36. http://dx.doi.org/10.17220/ijpes.2020.04.003.
Full text
20
Shavkatovna, Oysha Choriyeva. "SPECIAL EDUCATION AND INCLUSIVE PRACTICES." American Journal Of Social Sciences And Humanity Research 3, no. 10 (October 1, 2023): 145–48. http://dx.doi.org/10.37547/ajsshr/volume03issue10-22.
Full textAbstract:
Special education has become a vital component of the education system, aimed at catering to the diverse needs of students with disabilities. The implementation of inclusive practices in the field of special education has been a topic of growing interest and research in recent years. In this article, we will explore the topic of special education and inclusive practices,their benefits, challenges, and strategies for successful implementation.
21
Kazımova, Gunay Salman. "Psychological aspects of inclusive education." Education and Development of Gifted Personality, no. 4(91) (2023): 5–9. http://dx.doi.org/10.32405/2309-3935-2023-4(91)-5-9.
Full text
22
ALKHARRAZ, Rola Abd Al-Rahman. "INCLUSION FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION AND SPECIAL EDUCATION." RIMAK International Journal of Humanities and Social Sciences 04, no. 04 (July 1, 2022): 67–87. http://dx.doi.org/10.47832/2717-8293.18.4.
Full textAbstract:
This article seeks to research the concept of inclusion from the perspectives of inclusive education and special education, and aims to identify the concept of inclusive education and special education and the concept of inclusion through them. I used the descriptive approach to suit the nature of the study, in order to identify the study problem, which is the answer to the study’s question, In order to identify the problem of the study, which is the search for integration through inclusive education and special education. Through the analytical study, I concluded that inclusive education is the education that does not exclude anyone, regardless of the individual differences, difficulties, abilities and disabilities they face and that meets the individual needs of each of them. Special Education also considers the concept of inclusion as the social and academic integration of children with special needs and normal children in regular classrooms, even for a certain period of time in the school day. At the level of the Ministry of Education, since its establishment, it has taken care of students with disabilities, so it established the Special Education Department for them, within the General Administration of Education. Inclusive education is about changing the education system to meet the needs of students, which requires identifying and addressing barriers in the educational environment. As for special education, it expresses that there is a special group that needs care different from the normal group, and the concept of special education tends to look at the problem as if it exists within the child himself and not within the educational system. The needs of inclusive education are the individual needs. Each individual has a distinct personality, different talents, and different ways of learning from others. There are individual differences between individuals. Psychological and social needs are among the most important factors that help a person adapt to society. And the educational needs of students, inclusive education by providing the necessary support for students with learning difficulties. The health needs of students, health services are one of the concerns that many countries give to their residents because of their great impact on community health. There are several difficulties in achieving inclusive education: the difficulty of identifying the educational needs of students with disabilities, the difficulty of achieving their psychological needs, the difficulty of using educational facilities and facilities available for people with special needs, the difficulty of achieving the purpose for students with special needs. In light of the descriptive method that I used in the current study, and the results I reached for each question of the study, I recommend: • Integrating people with special needs into a supportive classroom environment while meeting the educational, psychological and social needs of everyone. • Education must provide the necessary capabilities, programs, and services that are in line with the abilities and capabilities of people with special needs and help them overcome the problems they encounter. • Provide activities and programs continuously for this category to develop their cognitive, emotional and behavioral skills.
23
Florian, Lani. "INCLUSION: Special or inclusive education: future trends." British Journal of Special Education 35, no. 4 (November 18, 2008): 202–8. http://dx.doi.org/10.1111/j.1467-8578.2008.00402.x.
Full text
24
., Dr Seema. "Recent trends in Indian Education and special education and inclusive education." Global International Research Thoughts 11, no. 1 (2023): 58–62. http://dx.doi.org/10.36676/girt.2023-v11i1-012.
Full textAbstract:
The field of education in India has made significant strides in recent years, especially in the areas of special education and inclusive education. the most recent developments and innovations in Indian education, with a spotlight on the progress gained in special education and the move toward inclusive education practises. what effect India's different legal and policy initiatives and educational reforms have had on the state of special and inclusive education there. the value of inclusive practises in terms of the equality and inclusion they promote for students with disabilities in the classroom and beyond. implications for the future of inclusive education in India, including the challenges that need to be solved and the directions that should be adopted. With the ultimate goal of creating an inclusive and fair education system for all learners in India, this article aims to shed light on current developments in Indian education, with a specific focus on special education and inclusive education.
25
Seema. "Recent trends in Indian Education and special education and inclusive education." Global International Research Thoughts 11, no. 1 (June 30, 2023): 58–62. http://dx.doi.org/10.36676/girt.2023-v11i1-12.
Full textAbstract:
The field of education in India has made significant strides in recent years, especially in the areas of special education and inclusive education. the most recent developments and innovations in Indian education, with a spotlight on the progress gained in special education and the move toward inclusive education practises. what effect India's different legal and policy initiatives and educational reforms have had on the state of special and inclusive education there. the value of inclusive practises in terms of the equality and inclusion they promote for students with disabilities in the classroom and beyond. implications for the future of inclusive education in India, including the challenges that need to be solved and the directions that should be adopted. With the ultimate goal of creating an inclusive and fair education system for all learners in India, this article aims to shed light on current developments in Indian education, with a specific focus on special education and inclusive education.
26
Howladar, Dr Mita. "Barriers and Opportunities of Inclusive Education in Present Educational System." International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (June 30, 2018): 2018–25. http://dx.doi.org/10.31142/ijtsrd14290.
Full text
27
MORAES (UFPA), Kauê Felippe de, Bruna Rafaela Mendonça OLIVEIRA (UEPA), and Luciana De Nazaré FARIAS (UEPA). "RECURSOS DIDÁTICOS E INCLUSIVOS PARA O ENSINO DO MEIO AMBIENTE." Revista Margens Interdisciplinar 14, no. 23 (February 19, 2021): 85. http://dx.doi.org/10.18542/mri.v14i23.9531.
Full textAbstract:
Este artigo refere-se à utilização de recursos didáticos e inclusivos para o ensino de Meio Ambiente, experiência realizada em uma turma de discentes do PARFOR que atuam no Ensino Fundamental com a disciplina Biologia. Tem por objetivo analisar as dificuldades enfrentadas por esses professores em formação que atuam com alunos com deficiência visual (cegos/baixa visão). A metodologia com base na pesquisa qualitativa, se deu em três diferentes etapas e culminou com a realização do workshop intitulado de “Recursos Didáticos e Inclusivos para o Ensino de Meio Ambiente”, onde foi construído e experimentado o uso de um “Dominó Inclusivo Sobre Meio Ambiente”. Os resultados apontam que os acadêmicos apresentam experiências na educação dos alunos deficientes visuais. Porém, ainda há dificuldades em promover a educação inclusiva no ensino regular.Palavras-chave: Deficiência Visual. Educação Inclusiva. Meio Ambiente. Recursos Didáticos.TEACHING AND INCLUSIVE RESOURCES FOR ENVIRONMENTAL EDUCATIONThis article refers to the use of didactic and inclusive resources for the teaching of Environment, experience carried out in a class of PARFOR students who work in Primary Education with the discipline Biology. It aims to analyze the difficulties faced by these teachers who work with visually impaired students (blind/low vision). The methodology, based on qualitative research, took place in three different stages and culminated in the workshop entitled "Didactic and Inclusive Resources for Teaching the Environment", where the use of an "Inclusive Domino over the Environment" was built and experimented. The results show that the academics present experiences in the education of visually impaired students. However, there are still difficulties in promoting inclusive education in regular education.Keywords: Visual Impairment. Inclusive Education. Environment. Didactic Resources.
28
Oliveira, Gilmar Antônio De, Ana Lúcia Bizerril de Brito, Angelita Silva de Almeida, and Maria da Conceição Pereira Ferreira. "Considerações Sobre Educação Inclusiva / Considerations on Inclusive Education." ID on line REVISTA DE PSICOLOGIA 13, no. 46 (July 29, 2019): 446–58. http://dx.doi.org/10.14295/idonline.v13i46.1901.
Full textAbstract:
Este artigo discute a educação inclusiva enquanto demanda para promover a igualdade de oportunidades, valorizando as diferenças humanas, sejam elas quais forem: raciais, culturais, intelectuais, sociais, físicas, sensoriais ou de gênero. Para isso aconteça, é preciso que haja uma completa transformação no ensino, das práticas e de suas políticas adotadas, para que se possa assegurar um ensino inclusivo e democrática todos. As discussões levaram a conclusão de que, integração de alunos especiais em escolas regulares tem sido mais valorizada nos últimos anos, e isso parece ser resultado de constantes debates a respeito de educação de indivíduos com alguma deficiência e de um maior engajamento da sociedade, para que sejam respeitados os direitos dessas pessoas.
29
Machado, Glaé Corrêa, Andréia Mendes dos Santos, and Bento Selau da Silva Junior. "As perspectivas da Educação Inclusiva no curso de Pedagogia:." EDUCAÇÃO E FILOSOFIA 36, no. 76 (May 23, 2022): 243–67. http://dx.doi.org/10.14393/revedfil.v36n76a2022-60460.
Full textAbstract:
Resumo: Este estudo objetiva analisar as perspectivas de futuros professores em relação às práticas pedagógicas necessárias para a inclusão de alunos com deficiência, assim como a possibilidade de construí-las no cotidiano escolar. Para participar da pesquisa, foram selecionadas dezesseis futuras professoras que estão cursando os últimos semestres do curso de Pedagogia e já atuam como estagiárias na Educação Básica. A pesquisa se fundamenta na abordagem qualitativa e utilizou as narrativas como instrumento da coleta de dados. A partir do processo de análise textual discursiva, identificaram-se três dimensões, com base nas temáticas utilizadas nesse estudo: Educação Inclusiva; Práticas Pedagógicas Inclusivas; Experiência. Os resultados do estudo indicam as experiências das professoras como novas e significativas e que o elemento principal para a transformação da educação inclusiva passa pela necessidade de formação, estudos e trocas de experiências e de constante construção teórico-prática, que se faz mister no processo inclusivo. Palavras-chave: Educação Superior; Educação Inclusiva; Formação de Professores; Práticas Pedagógicas. The perspectives of Inclusive Education in the Education course: narratives of beginning teachers Abstract: This study aims to analyze the perspectives of future teachers in relation to the pedagogical practices necessary for the inclusion of students with disabilities, as well as the possibility of building them in the school routine. In order to participate in the research, sixteen future teachers who are attending the last semesters of the Education course and already work as interns in Basic Education were selected. The research is based on a qualitative approach and it uses narratives as an instrument for data collection. From the discursive textual analysis process, three dimensions were identified, based on the themes used in this study: Inclusive Education; Inclusive Pedagogical Practices; Experience. The results of the study indicate the experiences of the teachers as new and significant, and that the main element for the transformation of inclusive education involves the need for training, studies and exchanges of experiences as well as constant theoretical-practical construction, which is essential in the inclusive process. Keywords: Higher Education; Inclusive Education; Teacher Training; Pedagogical Practices. Las perspectivas de la Educación Inclusiva en el curso de Pedagogía: narrativas de profesores principiantes Resumen: Este estudio tiene por objetivo analizar las perspectivas de futuros profesores con relación a las prácticas pedagógicas necesarias para la inclusión de alumnos con discapacidad, así como la posibilidad de construirlas en el cotidiano escolar. Para participar de la pesquisa, fueron seleccionadas dieciséis futuras profesoras que están cursando los últimos semestres del curso de Pedagogía y ya actúan como pasantes en la Educación Básica. La investigación se fundamenta en un enfoque cualitativo y utilizó las narrativas como instrumento de recogida de dados. A partir del proceso de análisis textual discursivo, fueron identificados tres dimensiones, con base en las temáticas utilizadas en este estudio: Educación Inclusiva; Prácticas Pedagógicas Inclusivas; Experiencia. Los resultados del estudio indican las experiencias de las profesoras como nuevas y significativas y que el elemento principal para la transformación de la educación inclusiva pasa por la necesidad de formación, estudios y cambios de experiencias además de constante construcción teórico-práctica, que es esencial en el proceso inclusivo. Palabras clave: Educación Universitaria; Educación Inclusiva; Formación de Profesores; Prácticas Pedagógicas. Data de registro: 14/04/2021 Data de aceite: 19/01/2022
30
Udych, Zoriana, Iryna Shulha, Liudmyla Chepurna, Liliia Rudenko, and Oksana Dzhus. "INCLUSIVE EDUCATION IN UKRAINE." Conhecimento & Diversidade 16, no. 41 (February 22, 2024): 419–45. http://dx.doi.org/10.18316/rcd.v16i41.11506.
Full textAbstract:
Since 2017, Ukraine has intensified the processes of reforming and developing inclusive education and creating a learning environment that meets European standards in all educational institutions. At the same time, some challenges and barriers arise while implementing the strategy and conceptual framework of inclusion, which require in-depth study and argumentation. The article aims to study the challenges, conditions, and strategies for implementing inclusive education in Ukraine. The research methodology is based on a legal analysis of international and national legislative acts that contain legal, organizational, financial, personnel, and other conditions for the implementation of inclusive education in Ukraine. The results of a survey of 304 educators at the Inclusive Resource Center of Ternopil National Pedagogical University, named after Volodymyr Hnatiuk, were used to understand the prospects for implementing inclusion in Ukraine. The results prove that Ukraine has prerequisites for the development of inclusive education. The authors have identified the following key conditions that are formed for implementing a multidisciplinary model of inclusion: legal, strategic, financial, organizational, institutional, personnel, social, and sanitary and hygienic conditions for inclusive education. The international and national legal framework regulates a wide range of issues related to the organization and implementation of inclusion in the educational environment of all types of educational institutions. However, some of them, especially those associated with the provision of correctional and rehabilitation services, require amendments and approval. For Ukraine, information, mental, institutional, and physical barriers to the development of inclusive education are typical.
31
Movkebayeva, Z., and B. Dussenbayeva. "COMPETENCES OF A SPECIAL TEACHER IN INCLUSIVE EDUCATION." Bulletin of Kazakh National Women's Teacher Training University, no. 1 (April 9, 2021): 47–55. http://dx.doi.org/10.52512/2306-5079-2021-85-1-47-55.
Full textAbstract:
The article analyzes foreign and domestic scientific approaches to determining the professional competence of a special teacher for work in an inclusive education. In the context of the active spread of inclusive education in the country, it seems important to modernize their training for work in inclusive schools. The authors prove the need to improve the competencies of special teachers in the context of an educational inclusive process. The development of inclusively oriented professional and personal competencies among teachers largely depends on the success of the inclusion of children with special educational needs in the general educational process. Based on the study of the opinions of practitioners in inclusive organizations of special teachers, it is argued that inclusive education of children with special educational needs requires a change in approaches to training special teachers, modernization of the content and directions of their training.
32
Nugent, Michael. "Reframing inclusion: an exclusive-inclusive approach." British Journal of Special Education 45, no. 2 (April 6, 2018): 141–56. http://dx.doi.org/10.1111/1467-8578.12214.
Full text
33
Shepherd, Hannah. "Inclusion and museums: developing inclusive practice." British Journal of Special Education 36, no. 3 (September 2009): 140–46. http://dx.doi.org/10.1111/j.1467-8578.2009.00437.x.
Full text
34
Becker, Caroline, and Alexandre Guilherme Anselmo. "MODELO SOCIAL NA PERSPECTIVA DA EDUCAÇÃO INCLUSIVA." Revista Conhecimento Online 1 (January 2, 2020): 90. http://dx.doi.org/10.25112/rco.v1i0.1854.
Full textAbstract:
Este artigo apresenta a perspectiva do modelo social como possibilidade de transcendência do modelo médico na educação inclusiva. Tem por objetivo promover uma reflexão sobre a ideia de que uma educação inclusiva implica em pensar em uma sociedade inclusiva. Apresenta ainda diferenças sobre as perspectivas dos modelos médico e social dentro da educação inclusiva e suas implicações diante dos processos inclusivos. Para analisar a temática, como referencial teórico, realizou-se pesquisa sobre estudos na área da educação inclusiva, em especial sobre perspectivas do modelo médico e do modelo social na educação inclusiva, contextualizados dentre as legislações e histórico da educação inclusiva mundial. Como conclusão, apresenta contribuições da educação, na perspectiva do modelo social, entendendo a importância das ações escolares serem pautadas nas potencialidades dos alunos e não na deficiência. Ressalta-se ainda que o modelo social transcende o modelo médico, por compreender o sujeito de forma integral, na busca de estratégias para seu pleno desenvolvimento, com respeito às diversidades das demandas e à garantia de direitos.Palavras-chave: Educação Inclusiva. Inclusão. Modelo Médico. Modelo Social.ABSTRACTThis article presents the perspective of the social model as a possibility of transcendence of the medical model in inclusive education. Its purpose is to explore the idea that inclusive education implies thinking about an inclusive society. It also presents differences on the perspectives of medical and social models within inclusive education and their implications for inclusive processes.To analyze the theme, a research was conducted on studies in the area of inclusive educationwith a special view to the medical and social model in inclusive education, considering legislations and history of inclusive education worldwide. As a conclusion, contributions of education are presented from the perspective of the social model, mastering the importance of school actions being based on students’ potential, not on their disability.It is also noteworthy that the social model surpasses the medical model because it understands the subject as a whole and pursuits strategy for their development concerning the variety of demands and guarantee of rights.Keywords: Inclusive Education. Special Needs Education. Medical Model. Social Model.
35
Maia de Assis, Felipe. "THE CHALLENGES OF INCLUSIVE SPECIAL EDUCATION IN REGULAR EDUCATION." Revista Gênero e Interdisciplinaridade 4, no. 03 (July 10, 2023): 279–99. http://dx.doi.org/10.51249/gei.v4i03.1433.
Full textAbstract:
Inclusion in Brazil is still a challenge. Despite at least two decades after the consolidation of many of the rights of the disabled, a series of obstacles are still being faced for the inclusive process, both in special education and in regular education itself, to actually take place. Much progress has been made, but some obstacles still need to be overcome. The present work aims to reflect on the importance of inclusive education in Early Childhood Education and what to do about it. Among the specific objectives, talk about the legal system and the guaranteed right to inclusion; reflect on how important the inclusive process is; deal with the role of the family and the teacher’s position in this context. As a theoretical basis, several authors and some examples of successful inclusion on the subject in question were used. It is verified throughout the work that the elaboration of inclusive contents, pointing to an inclusive praxis; constituting this as a challenge to be faced by specialized institutions and also by regular schools, as a new way of rethinking and restructuring educational strategies, in addition to creating effective opportunities for students with special needs to access regular education.
36
Junaidi, Ahsan Romadlon, Dimas Arif Dewantoro, Pravisi Shanti, and Gama Rahmita. "Inclusive Education in Higher Education: Baseline Study at Universitas Negeri Malang." Journal of ICSAR 6, no. 2 (July 29, 2022): 196. http://dx.doi.org/10.17977/um005v6i22022p196.
Full textAbstract:
The implementation of inclusive education in higher education aims to ensure the fulfillment of the right of education for persons with disabilities. This study examined the implementation of inclusion at the Universitas Negeri Malang to obtain an illustration of the implementation of inclusive education. The three dimensions of inclusive education, including the creation of an inclusive culture, inclusive policies, and inclusive practices, become the framework for developing evaluation instruments. Respondents of this research were management staff, lecturers, education staff, and students. The creation of an inclusive culture and inclusive practice is highly rated by all stakeholders, with an average of 60. In contrast, the policy dimension deserves the greatest consideration as only students rated highly on the inclusive policy dimension. Many elements of management staff, lecturers, and education staff stated that they needed further information related to the inclusive policies.
37
Regina Ribeiro de Araújo Medeiros, Leize. "INCLUSIVE EDUCATION AND EXCELLENT EDUCATION." Revista Gênero e Interdisciplinaridade 4, no. 05 (September 28, 2023): 284–98. http://dx.doi.org/10.51249/gei.v4i05.1604.
Full textAbstract:
The present article has as objective to carry out a bibliographical survey on the history of education regarding school exclusion and the search for the socio-educational inclusion of students who need specialized accompaniment for an inclusive education that allows the true inclusion of the individual in the social environment to which this is inserted as the protagonist of this process of legal claim of their rights. In this way, we tried to bring up a different perspective and with new approaches to the teachers involved in this process so that they are prepared and oriented with technical basis to experience this new demand in the educational context of Brazil.
38
ANGHEL, Gabriela Alina, and Mariana DOGARU. "School education in the context of inclusive education policies." ICOANA CREDINTEI 4, no. 8 (June 25, 2018): 71–78. http://dx.doi.org/10.26520/icoana.2018.8.4.71-78.
Full text
39
Hansen, Barbara A., and Linda E. Morrow. "Invitational Inclusive Education." Journal of Invitational Theory and Practice 18 (April 4, 2022): 37–44. http://dx.doi.org/10.26522/jitp.v18i.3915.
Full textAbstract:
This article invites all educators to consider the implementation of the tenets of Invitational Education (IE) as a firm foundation and precursor upon which can be built an Inclusive Education climate and mindset which encourages success for all students. This eighteen month study of two professors from Ohio’s Muskingum University shares from inception to implementation, the idea of creating a graduate course for teachers and administrators which merges the practices of Inclusive Education and Invitational Education. The course, entitled Invitational Inclusive Education (IIE), seeks to convince teachers that a belief in and application of IE greatly enhances the chances for a more inviting teacher acceptance of inclusive practices (including co-teaching) for students with special needs. Teacher response to the course has been very positive resulting in the development of the term IIE, as well as a draft tool which helps to define stages of teacher acceptance of inclusive practice.
40
Tamás, Katalin, and Gabriella Papp. "Inclusive kindergarten education." Gyermeknevelés 10, no. 2–3 (May 7, 2022): 23–35. http://dx.doi.org/10.31074/gyntf.2022.3.23.35.
Full textAbstract:
The early education of children with special educational needs in kindergarten with their typically developed peers is a great opportunity for the next generation to have experiential knowledge that diversity is a natural, everyday thing at the level of abilities as well. In our longitudinal qualitative research, we describe the integrational process of a kindergarten in Budapest, as we followed the institutional transformation almost from the beginning of the integration. Research methods: recording of semi-structured interviews and then qualitative text analysis using Atlas.ti software; and metaphor method with the target concept of kindergarten and integrated child. The results show that the actors in the process have mobilized their internal reserves to address inclusive education, both at the individual and institutional levels. The initiator and primary force behind the process was the director committed to integrated education, who steered the process along the way. During the process, the interviewees' awareness and critique of the task increased, and the relationship with special education teachers and parents became more important.
41
Corcoran, Tim. "Health inclusive education." International Journal of Inclusive Education 16, no. 10 (October 2012): 1033–46. http://dx.doi.org/10.1080/13603116.2010.538867.
Full text
42
Gervasoni, Ann, and Andrea Peter-Koop. "Inclusive mathematics education." Mathematics Education Research Journal 32, no. 1 (February 21, 2020): 1–4. http://dx.doi.org/10.1007/s13394-020-00315-0.
Full text
43
Morgado, Beatriz, Mª Dolores Cortés-Vega, Rosario López-Gavira, Encarna Álvarez, and Anabel Moriña. "INCLUSIVE EDUCATION IN HIGHER EDUCATION?" Journal of Research in Special Educational Needs 16 (August 2016): 639–42. http://dx.doi.org/10.1111/1471-3802.12323.
Full text
44
Sánchez-Huete, Juan Carlos, and Alejandra Alexia Díaz-Pino. "ESPECIAL EDUCATION VERSUS INCLUSIVE EDUCATION." Imagens da Educação 13, no. 2 (June 28, 2023): 4–6. http://dx.doi.org/10.4025/imagenseduc.v13i2.68679.
Full textAbstract:
Versus is a preposition that in Latin meant 'towards', but already in the fifteenth century it acquired in the English legal language the value of 'against', and with this meaning it is frequently used in today's Spanish. This is what this is really about, to elucidate whether special education should be oriented “towards” inclusive education; or if both models should face each other, or if, on the contrary, special education and inclusive education are models that must converge and be integrated into a school that accepts as a paradigm any educational need’s type. The goal of this call for papers is to develop a space for reflect on these two school models that, in recent times, have come to foster a debate on whether one should should take priority over the other. Special education refers to a set of scientific knowledge and educational, psychological, social and medical interventions focuses on optimizing the possibilities of exceptional subjects. European countries are adapting special education in accordance with the principles of normalization, integration and inclusion, and with the conception of education as a service provided to citizens. The concept of Special Educational Needs´concept focuses on the student's issues, not starting from their limitations, but focusing on the provision of means to achieve equal capacities for all. The World Declaration on Education for All (Jomtien, Jomtien, 1990) is the basis for inclusive education and it goes from the concept of normalization of differences in ordinary schools to the concept of inclusive school, which accepts all students as basically different regardless of their personal and social circumstances. The World Conference on Special Needs Education (Unesco, 1994) held in Salamanca, Spain, represents the beginning of an Inclusive Education Movement, with one of the principles with special educational needs people., they should have access to ordinary schools and be integrated through a child-centered pedagogy capable of meeting those needs. The real challenge of inclusive education involves a work that starts from the recognition of human diversity, the uniqueness of each individual and their belonging to a culture. The Inclusive School is an ethical and social requirement where the learning of all students is guaranteed, with special emphasis on those who are excluded, marginalized or at risk of being so, through the implementation of a set of actions aimed at minimizing barriers to student learning and participation.
45
Joubert, Roelien, and Ingrid Harrington. "Inclusive Education: Origins, ‘Defectology’, and Kosovo’s Experiences of Inclusive Education." International Journal of Higher Education 9, no. 1 (December 23, 2019): 52. http://dx.doi.org/10.5430/ijhe.v9n1p52.
Full textAbstract:
Vygotsky (1993) first identified the theory of ‘Defectology’ to understand and describe children with special and additional needs, but essentially categorized them as ‘defective’ (Bartlett et al., 2004; Thomazet, 2009). It is with Vygotsky’s theory in mind that inclusive education frameworks in Kosovo and Russia are critically examined: whilst they both present similar methods of educating students with additional needs (Bartlett, Power & Blatch, 2004), analysis of these methods against their contrasting socio-political environments, requires careful consideration and attention.
46
Dewi, Wiwi Purnama, Sudadio, and Fadlullah. "The Implementation of Inclusive Education in School Providing Inclusive Education." Formosa Journal of Multidisciplinary Research 3, no. 7 (July 30, 2024): 2739–52. http://dx.doi.org/10.55927/fjmr.v3i7.10295.
Full textAbstract:
The method used in this research is a literature study, which is a method of collecting data by understanding and studying theories from various literatures related to this research, this research aims to Inclusive Education at the Inclusive Education Provider School, Currently the implementation of inclusive education has become a necessity for students who need special guidance in regular schools. For the good of the development and social needs of students with special needs, the government provides regular schools that accept students with special needs to learn together with regular students in general classes in the same school, these schools are called Inclusive Education Provider Schools (SPPI). SPPI must be well prepared starting from the PPDB technical guidelines, curriculum, facilities and infrastructure, financing, learning methods, Special Guidance Teachers (GPK) to guide students with special needs in learning activities at schools that are tailored to the conditions of students with special needs. Students with special needs in addition to learning in regular classes also learn with a special curriculum called the Individual Learning Program (PPI).
47
Sree Priya, Dr R. "Challenges and Benefits of Inclusive Education." Bonfring International Journal of Industrial Engineering and Management Science 6, no. 4 (December 31, 2016): 191–93. http://dx.doi.org/10.9756/bijiems.7523.
Full text
48
Sanchez casallas, Alexa Ximena. "HUMANIZANDO LA ESCUELA A TRAVÉS DE LA EDUCACIÓN INCLUSIVA Humanizing the school through the inclusive education." EDMETIC 7, no. 1 (March 4, 2018): 107. http://dx.doi.org/10.21071/edmetic.v7i1.10042.
Full textAbstract:
Resumen:Este artículo tiene como objetivo presentar una reflexión, producto de un proceso de investigación profesoral en el cual se retoman dos elementos fundamentales de análisis: la esencia humanizante y transformadora que el proceso de educación inclusiva y el rol de docente han tenido en las últimas décadas.Para esto se realiza inicialmente una revisión de cuatro fases que organizan los momentos por los que ha pasado la escuela en referencia a los procesos inclusivos. En segundo lugar, se establecen aquellos aspectos que constituyen una educación inclusiva de calidad, resaltando ésta como un proceso sistémico inacabado. Por último, se hace un análisis del rol del docente como eje dinamizador de las prácticas inclusivas desde la participación y el aprendizaje, resaltando las características que se requieren para ser un maestro que contribuya a los procesos de intervención pedagógica desde una perspectiva inclusiva. Palabras claves:. Educación inclusiva, rol docente, aprendizaje y participación. Abstract:This article aims at submitting a reflection, result of a research process in which is bring two fundamental analysis elements back: the humanizing and transforming substance that an inclusive education process and teacher's role have had over the last decades.For this purpose, it is made a four phases review which organize the stages the School has passed through, in reference to inclusive processes. Secondly, it will be established the aspects that constitute a quality inclusive education, emphasizing it as an unfinished systemic process. Then, a teacher’s role analysis is conducted, considering teacher as a driving force of inclusive practices from the axes of participation and learning, underlining the required features to be a teacher who contribute into a pedagogical intervention from an inclusive approach. Keywords:. Inclusive education, teacher's role, learning and participation.
49
Handayani, Sari, and Sunardi Sunardi. "Index of Inclusive Education in the Bekasi City." Journal of ICSAR 8, no. 1 (October 29, 2023): 156. http://dx.doi.org/10.17977/um005v8i1p156.
Full textAbstract:
The purpose of this research is to find out (1) how successful the implementation of inclusive education in Bekasi City, (2) how large the index of inclusive education achieved by inclusive elementary schools (SD) in Bekasi City, (3) what are the obstacles faced in implementing inclusive education in Bekasi city. The inclusion index is obtained by conducting a survey on the coordinators of inclusiveness using 45 indicators developed from the dimensions of creating an inclusive culture, producing inclusive policies, and developing inclusive education. This research was conducted at eight inclusive schools in Bekasi City. The results showed that the average inclusion index in Bekasi City was 8. The smallest index in schools was 7 and the largest index reached 9. The dimension of inclusion index to create an inclusive culture was 8. The dimension of inclusion index was 9 to produce inclusive policies and the dimension of inclusion index to the development of education inclusive of 8. Overall all dimensions are in the good category. However, there are two indicators on the dimension of creating an inclusive culture and one indicator on the dimension of developing inclusive education which is still lacking.
50
Shoakhmedova, Surayyo K. "GOALS AND TASKS OF ORGANIZING INCLUSIVE EDUCATION IN GENERAL EDUCATION SCHOOLS." American Journal Of Social Sciences And Humanity Research 3, no. 10 (October 1, 2023): 60–66. http://dx.doi.org/10.37547/ajsshr/volume03issue10-10.
Full textAbstract:
In this article, the implementation of Inclusive education, its participants, tasks and their psychological-pedagogical issues are highlighted in general education schools organized in the conditions of inclusive education.