School Administrators" Policy Acceptance of the EduTech Projects in Special Schools for the Gifted in Science

2021 ◽  
Vol 31 (2) ◽  
pp. 227-249
Author(s):  
Chun-Ryol Ryu ◽  
Beom-Seok Kim ◽  
Sung-Won Seo ◽  
Hyun-Chul Jung
Keyword(s):  
School Administrators ◽  
Special Schools

scholarly journals EXCLUSION IN INCLUSION: EXPERIENCES OF LEARNERS WITH ALBINISM IN SELECTED MAINSTREAM AND SPECIAL SCHOOLS IN ZAMBIA

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Thomas Mtonga ◽  
Esther Lungu ◽  
Kalisto Kalimaposo ◽  
Joseph Mandyata
Keyword(s):  
School Administrators ◽  
Skin Pigmentation ◽  
Black Population ◽  
Social World ◽  
Phenomenological Analysis ◽  
Ministry Of Education ◽  
Special Schools ◽  
Awareness Campaigns ◽  
The World ◽  
Negative Comments

Albinism is an inherited skin pigmentation condition which affects all races in the world. However, the condition is more conspicuous among the black population because of the absence of pigmentation which leads to some whitish appearance. This condition also leads to multiple disabling experiences to the individuals with albinism. The overriding aim of the study was to establish the learning experiences of learners with albinism in both regular and special schools. The study was located within an interpretive qualitative paradigm and used a phenomenology research design. The Interpretive Phenomenological Analysis (IPA) was used to explore in detail how participants made sense of their personal and social world with regard to learners with albinism in regular and special schools. The researchers conducted one-on-one interviews with the participants and content – analyzed the data. Parents of learners with albinism, teachers, school administrators and learners with albinism participated in interviews. The findings revealed that in regular schools’ learners with albinism tended to exclude themselves from other learners so as to avoid discrimination and stereotypes surrounding their condition. The findings also confirmed the existence of myths and stereotypes regarding albinism. The findings further revealed that teachers in regular schools were not patient with learners with albinism and did not give them extra attention and that some teachers used negative comments and did not want learners with albinism in their classes. It was observed that the majority of learners with albinism felt more secure in special schools rather than regular schools. Parents of children with albinism supported the idea of learners with albinism learning in special schools where the learning environment was conducive for them. The study recommended inter alia that government through the Ministry of Education should enhance teacher education programmes by providing requisite knowledge and skills to trainee and serving teachers on handling learners with albinism and other disabilities. School administrators, teachers, learners and the community should raise sensitization and awareness campaigns on disability issues. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0790/a.php" alt="Hit counter" /></p>

The Desegregation of America's Special Schools: Strategies for Change

1989 ◽  
Vol 14 (1) ◽  
pp. 68-74 ◽  
Author(s):  
Andrea P. McDonnell ◽  
Michael L. Hardman
Keyword(s):  
Change Process ◽  
School Administrators ◽  
Empirical Support ◽  
Severe Disabilities ◽  
Leadership Roles ◽  
Special Schools ◽  
Racial Desegregation ◽  
Severe Handicaps ◽  
Students With Severe Disabilities ◽  
Strategies For Change

There is strong philosophical, legal, and empirical support for integrated educational programs for students with severe disabilities. In spite of this support, significant numbers of students with severe handicaps continue to be educated in segregated special schools. This article briefly reviews the support for integration and presents a framework for planned educational change, based on the extant racial desegregation literature. This report includes a discussion of the logistical issues facing school administrators and an analysis of effective leadership roles in the change process.

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