scholarly journals A INCLUSÃO ESCOLAR DE JOVENS E ADULTOS COM DEFICIÊNCIAS: AÇÕES GESTORAS NECESSÁRIAS

2018 ◽  
Vol 11 (3) ◽  
pp. 506
Author(s):  
Julimar Santiago Rocha ◽  
Antonio Amorim ◽  
Maria Da Conceição Alves Ferreira ◽  
Mariana Moraes Lopes
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
National Policy ◽  
School Management ◽  
Management Team ◽  
Inclusive School ◽  
Municipal Schools ◽  
Multiple Case ◽  
The Right

We are living today the challenge of instrumentalizing schools in a way that meets all the subjects respecting diversity. It is up to school management to work collectively to consolidate public educational policies that ensure the right to education for all. Managing actions become even more necessary when we perceive the increase of students with disabilities who reach the Youth and Adult Education Mode, leading us to understand the role of the management team in the construction of an inclusive school. The objective was to analyze the planning of actions of the school that contemplates the realization of the national policy of special education with focus on the execution and evaluation of these actions. Through of a qualitative approach and study of multiple case, in two municipal schools in Salvador, involving 16 subjects, we investigated if the official documents of the school contemplate actions that aim the inclusion of the person with disability in the EJA and how the management team manages the resources for the reach of them. The research reveals the need to redefine the internal performance of the manager, to achieve bigger articulation between the school management and the municipal secretaria for the implementation of an inclusive education in the EJA.

scholarly journals A IMPLANTAÇÃO DE PROGRAMAS E AÇÕES INCLUSIVAS EM UM MUNICÍPIO DO OESTE PAULISTA: PDDE ACESSIBILIDADE

2018 ◽  
Vol 15 (Especial 2) ◽  
pp. 57-69
Author(s):  
Ana Mayra Samuel da Silva ◽  
Elisa Tomoe Moriya Schlünzen ◽  
Danielle Aparecida do Nascimento dos Santos ◽  
Ana Virginia Isiano Lima
Keyword(s):  
Inclusive Education ◽  
Participant Observation ◽  
School Context ◽  
National Policy ◽  
School Management ◽  
Qualitative Approach ◽  
Management Team ◽  
Ministry Of Education ◽  
The West

In order for all to be included according to their needs and specificities, the objectives proposed by school education must be directed to the recognition and problematization of differences. The objective of this study was to analyze the implementation of programs and actions proposed in the scope of the National Policy of Special Education from the perspective of Inclusive Education (BRASIL, 2008), in a school located in a small municipality in the west of São Paulo. The methodology consisted of formative intervention on public educational policies, programs and actions in an inclusive perspective, and participant observation to follow the actions developed by the school management team, based on a qualitative approach. The programs and actions of the Ministry of Education are effective, since they aim to contribute and help with the guarantee, not only of access, but also of the permanence with the quality of students in the school context.

scholarly journals SALA DE ATENDIMENTO EDUCACIONAL ESPECIALIZADA (AEE): O USO DA TECNOLOGIA ASSISTIVA NO PROCESSO DE INCLUSÃO DOS ALUNOS NAS ATIVIDADES DE ENSINO-APRENDIZAGEM

2019 ◽  
Vol 12 (1) ◽  
pp. 72
Author(s):  
Márcia Lazzari Viana ◽  
Maria do Rocio Fontoura Teixeira
Keyword(s):  
Assistive Technology ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
School Context ◽  
National Policy ◽  
Pedagogical Practices ◽  
Teacher Needs ◽  
Resource Rooms ◽  
Teaching Learning ◽  
The Right

It’s not enough, to ensure the schooling of the students with disabilities, only the right of attending school, it is necessary to teach and give meaning to the contents developed and that meet the different characteristics, potential, and learning pace. Through the National Policy on Specialized Education in Inclusive Education, the classrooms called: Salas de Recursos Multifuncionais e a Instituição do Atendimento Educacional Especializado (AEE) na Educação Básica were promoted. The AEE classroom is a space of the school, where didactic, pedagogical and Assistive Technology materials are available, where professionals with specific training to attend the students with special educational difficulties due to some type of disability are ready to support them. These classrooms aim to improve student learning in the school context. In the Education field, the Assistive Technology aid in the Process of Learning and Development of Students with Disabilities, further promoting the autonomy within their abilities in the accomplishment of their own tasks. It’s important to emphasize that the teacher needs to have technical knowledge and mastery of Assistive Technology resources, so this tools can be implemented within his/her pedagogical practices. In this context, this research aims to make a bibliographical research, through the literature on the subject, proposing a discussion about the state of the art of work. In this context, this work objective was to present a bibliographic study, proposing a discussion about the art state of issues related to the Multifunctional Resource Rooms and scholar inclusion of students with disabilities. With the ending of the presente work, can be concluded that, the students’ with desabilities inclusion, as well the Multifunctional Resource Rooms usage, still a great challenge to be worked on in the educational system. A new look at education is needed, since it’s possible, through public policies, promote accessibility and inclusion for students with desabilities, seeking to develop their skills during the teaching-learning process.

scholarly journals Inclusion Schools in the Daerah Istimewa Yogyakarta Province, Indonesia: Regulations, Facilities and Aspirations of Teachers

2020 ◽  
Vol 13 (1) ◽  
pp. 09-19
Author(s):  
Janu Arlinwibowo ◽  
Heri Retnawati ◽  
Badrun Kartowagiran ◽  
Yunus Mustaqim
Keyword(s):  
School Readiness ◽  
Students With Disabilities ◽  
Phenomenological Approach ◽  
School Management ◽  
Teacher Competence ◽  
Inclusive Schools ◽  
Inclusive School ◽  
Depth Interviews ◽  
Collection Methods

This study aims to describe regulations and identify school readiness and aspirations of teachers for the progress of organizing inclusive schools. This research is qualitative research with a phenomenological approach. The research informants were 16 teachers consisting of 9 subject teachers in inclusive schools and 7 Special Companion Teachers (GPK). Data collection methods used were in-depth interviews and observations. The process of data analysis is data reduction, identifying themes, mapping interrelationships between themes, and concluding findings. The conclusions of this study are (1) a common problem that occurs in inclusive schools is that the role of the teacher is not yet optimal. This is due to the system and competence, the culture of citizens in several schools that have not yet been developed, and the school still does not optimally facilitate the talents of students with disabilities. (2) Government participation is needed in providing various regulations related to GPK recruitment rules, increasing teacher competence and inclusive school management, providing facilities, and building synergies with various stakeholders so that the implementation of the learning process in inclusive schools is better.

scholarly journals Inclusive Education: Perception of Visually Impaired Students, Students Without Disability, and Teachers in Ghana

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401880779 ◽  
Author(s):  
Edward Asamoah ◽  
Kwadwo Ofori-Dua ◽  
Ebenezer Cudjoe ◽  
Alhassan Abdullah ◽  
Joy Ato Nyarko
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Visually Impaired ◽  
Educational Institution ◽  
Phenomenological Approach ◽  
Eastern Region ◽  
Inclusive School ◽  
Visually Impaired Students ◽  
Equal Educational Opportunities ◽  
Depth Interviews

The purpose of this study is to investigate the perception of visually impaired students, their peers without disabilities, and teachers about inclusive education, focusing on a second cycle educational institution in the Eastern region of Ghana implementing inclusive education for the visually impaired. In this study, we collected data from 23 visually impaired students, 27 students without disabilities, and 19 teachers in the inclusive school. Data were collected through semistructured in-depth interviews. This study followed a phenomenological approach, reporting findings from participants’ own words. The study findings revealed that visually impaired students and some teachers supported inclusion while a number of students without disabilities disliked the practice. Some teachers indicated that the idea of inclusive education is a good way to ensure equal educational opportunities. The study concludes that Ghanaian teachers in inclusive schools should be equipped with training to teach students with disabilities.

scholarly journals Implementacija i provedba inkluzivnog odgoja i obrazovanja u sustavu redovnih škola

2012 ◽  
Vol 7 (1.) ◽  
Author(s):  
Matilda Karamatić Brčić
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Children With Disabilities ◽  
Compulsory Education ◽  
Educational Practice ◽  
Special Educational Needs ◽  
Inclusive School ◽  
Educational Need ◽  
The Right ◽  
Educational Inclusion

Implementation and educational inclusion in school is a relevant topic for pedagogical and social context because it implies the acceptance and appreciation of differences among children as incentives, rather than obstacles in the process of teaching and learning. On the UNESCO World Conference concerning Special Educational Needs held in 1994, Statement and Framework for Action were adopted, which promote the right of every child to be involved in the educational system, and in regular schools, regardless of their physical, intellectual, emotional, social, linguistic or other conditions. The term special educational need in this context does not exclusively refer to children with disabilities. The concept of inclusive education with the meaning of inclusion of all children in compulsory education extends and deepens the educational model of integration of children with disabilities in regular education. The introduction and implementation of inclusion in schools becomes the requirement of contemporary educational policies of Europe and the world, whereby the changing of schools in order to achieve educational inclusion is conditional on changing the entire educational practice (Mittler, 2006). This paper will show some of the assumptions that are crucial for the implementation of inclusion in schools with special emphasis on the role of activities of teachers as key participants in the process of inclusive school.

scholarly journals Students Direct Inclusive School Development in an Australian Secondary School: An Example of Student Empowerment

2005 ◽  
Vol 29 (2) ◽  
pp. 155-171 ◽  
Author(s):  
Suzanne Carrington ◽  
Kris Holm
Keyword(s):  
School Culture ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
School Community ◽  
School Principal ◽  
School Development ◽  
Student Empowerment ◽  
Policy And Practice ◽  
Inclusive School ◽  
Secondary State

This paper reports on processes employed at a secondary state high school in Australia, where students directed inclusive school development. The procedures used in the study were developed from the Index for Inclusion and included a student forum; a student presentation to parents, principal and teachers and a focus group interview with members of the school community. These procedures were designed to empower students to participate in school review and planning and evaluate the procedures developed from the Index for Inclusion. Samples of interview data from the school principal, staff, parents and the students illustrate a growing understanding of what inclusive education means for members of this school community. The research extends understandings of inclusive education in schools, from a focus on students with disabilities to a much broader philosophy that influences school culture, policy and practice for the diversity of students at the school. Discussion about feeling part of a ‘family’ in the school community and the description of the procedures linked to actions for change, provide evidence of a developing inclusive school culture that will inform educators interested in inclusive school development.

Team Learning in SMEs: Learning the Lessons

2012 ◽  
Vol 26 (6) ◽  
pp. 491-503 ◽  
Author(s):  
Ian McKeown
Keyword(s):  
Leadership Development ◽  
Team Learning ◽  
Management Team ◽  
Team Members ◽  
Shared Practice ◽  
The Right

This research identifies and explores the factors that influence team learning in the context of an SME management team. It examines the difficulties the team members face in attempting to share and combine their experiences to co-construct knowledge and understanding of their environment and future opportunities. The paper reveals a connection between three core themes: the opportunity and nature of team participation; the forms of shared practice exercised; and the influence of situated power on team learning. The role of leadership is found to be critical in creating the right environment for learning. The implications of the findings for appropriate support initiatives, learning infrastructure and leadership development are discussed in the conclusions.

A pathway to reducing inequalities in childhood obesity

2019 ◽  
Vol 7 (11) ◽  
pp. 538-540
Author(s):  
Becca Stacey ◽  
Vicky Gilroy
Keyword(s):  
Childhood Obesity ◽  
National Policy ◽  
Local Action ◽  
Health And Wellbeing ◽  
Health Visitors ◽  
The Right

Every child has the right to grow up healthy, but high levels of childhood obesity are damaging their health and wellbeing. This article discusses national policy, local action and the role of health visitors in addressing the problem

scholarly journals Persepsi Siswa Difabel terhadap Praktik Pendidikan Inklusif di SMA Inklusi di Yogyakarta

INKLUSI ◽  
2016 ◽  
Vol 3 (2) ◽  
pp. 225
Author(s):  
Jamil Suprihatiningrum
Keyword(s):  
Content Analysis ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Teaching Practices ◽  
Single Case ◽  
System Support ◽  
Inclusive Practices ◽  
Analysis Technique ◽  
Inclusive School

The rationale behind this study is how students with disabilities’ perception towards the inclusive education and inclusive teaching practices. As a qualitative single case study, two participants (student with hearing loss and visual impairment) were involved to give their depth explanation about inclusive practices in one secondary inclusive school in Yogyakarta. These participants were recruited by purposive technique sampling. Data were gathered by open-ended interview, documents’ analysis, and direct observation for building and learning media. Data then were analyzed using content-analysis technique. The results show students with disabilities have a positive perception towards the inclusive practices in their school. They claimed, this practice would be valuable if: the school provides learning materials in different modalities and teachers offers multiple ways in teaching. Furthermore, system support and shaping the inclusive culture is necessary to realize the inclusive education and teaching practices.[Penelitian ini mencoba untuk mengungkap persepsi siswa difabel mengenai praktik pendidikan dan pembelajaran inklusif di salah satu SMA Inklusi di Yogyakarta. Pendekatan yang digunakan dalam penelitian ini adalah kualitatif dengan mengambil satu studi kasus yang melibatkan dua orang siswa difabel (Tuli dan tuna netra) sebagai responden melalui teknik purposive sampling. Data diungkap dengan wawancara semi terbuka, analisis dokumen dan observasi terhadap bangunan fisik dan media pembelajaran. Data kemudian dianalisis menggunakan teknik content-analysis. Hasil penelitian menunjukkan siswa memiliki persepsi yang cukup baik terhadap pelaksanaan pendidikan dan pembelajaran inklusif. Menurut siswa, praktik pembelajaran inklusif akan lebih bermakna jika aksesibilitas terhadap materi-materi pelajaran semakin dipermudah dengan menyediakan berbagai macam sumber belajar yang bervariasi, termasuk cara guru dalam menyampaikan pelajaran perlu menggunakan berbagai metode. Selain itu, dukungan sistem dan penciptaan budaya inklusif juga harus selalu dipupuk agar warga sekolah mampu mewujudkan praktik pendidikan dan pembelajaran inklusif yang seharusnya.]

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