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1.
Under Singapore’s inclusive education policy, children with mild physical disabilities are integrated into mainstream schools. There is currently no known published research yet in Singapore on the outcomes of inclusion for children with physical disabilities. Internationally, recent research had compared the school experience of children with physical disabilities to that of their typically developing peers. This study examined the social and academic impact of educational inclusion for children with physical disabilities. It investigated how their participation in school activities, academic performance, self-esteem, peer relationships, and social/emotional development compared to that of typically developing schoolmates. A total of 60 clients (n = 30 with physical disability; n = 30 typically developing students; age range = 8 to 16 years) in a local primary and secondary regular school participated in the study. The children with physical disabilities met academic expectations in school and had comparable levels of self-esteem, but experienced peer problems and participated less in school activities. Understanding children’s overall school experience is critical to becoming an inclusive society that enables children with a range of disabilities to benefit academically and socially. Implications for practice and future research were discussed.  相似文献   

2.
This study sets out to examine and understand the meaning of social inclusion for people with disabilities, as constructed by people with disabilities themselves. Focus group interviews with 34 people who have physical impairments, cerebral palsy, or hearing or visual impairments were conducted for the study. Using the data obtained from these interviews, the interviewees’ various definitions and perceptions of social inclusion were analysed and four meaning categories for social inclusion were identified: excluded/segregated, present, participating, and actively participating. The findings of this research can be used as foundational material in the development of disability policies and the improvement of social services to better enable full social participation and social inclusion for people with disabilities.  相似文献   

3.
This article focuses on the Chinese traditional culture, specifically Confucian philosophy, and analyses four core concepts of Confucianism which include ‘ren’ (Benevolence), ‘Jun zi’ (Superior man), ‘Tian ming’ (heaven’s mandate), and ‘Xiao ti’ (Filial piety and fraternal love). Based on these core concepts, this study explores how social attitudes in China (and among Chinese people living in other countries) toward people with disabilities are formed and influenced by Confucian philosophy, and how they impact the education of people with disabilities. It suggests that the related social attitudes of sympathy, rights awareness, and criteria of success, especially school performance in this case, can have both positive and negative impacts on inclusive education for children with disabilities. Strategies are suggested for encouraging attitude change, when appropriate, in order to facilitate special education and inclusion and how to do so in a manner that is culturally respectful of the core beliefs based on Confucianism.  相似文献   

4.
This study examines the question of which school environment – special or mainstream school – is more favourable for deaf and hard-of-hearing students in Sweden, when it comes to their well-being, and their social and academic inclusion. The aim is threefold: first to compare the well-being of adolescents who are deaf or hard-of-hearing, who are deaf or hard-of-hearing and have additional disabilities, and who have no disabilities; second to compare the adolescents from the two deaf and hard-of-hearing groups and their experiences of inclusion and exclusion in school; and third to ascertain if any gender differences exist between the two groups of deaf and hard-of-hearing students concerning their experiences of inclusion and exclusion. A total of 7865 adolescents (13–18 years of age) answered a total survey about the life and health of young people in a county in Sweden. The results show that both boys and girls in the hard-of-hearing groups rated their well-being lower and were less satisfied with their lives than pupils without disabilities. They also show that the hard-of-hearing boys and girls attending special school were more satisfied with their lives and to a greater extent felt included both socially and academically than students in mainstream school.  相似文献   

5.
This research sought to examine South African teachers’ attitudes toward the inclusion of learners with different abilities in their hypothetical mainstream classrooms. Participants were 93 South African teachers who responded to the Teachers’ Attitudes and Expectations Scale, a measure developed for this study, regarding four vignettes depicting learners with different types of impairments. Overall, teachers reported that inclusion would benefit learners’ social development (mean scores from 2.57 to 3.35) more than their intellectual development (mean scores from 2.14 to 2.83). It also was found that teachers overwhelmingly were more confident about including learners with Down syndrome into their hypothetical mainstream classes when compared with the inclusion of learners with other disabilities, F(3, 90) = 9.59, p < 0.01. The results suggest that providing teachers with sufficient resources within the classroom and training that includes hands-on experience with children with disabilities could positively influence their attitudes toward the inclusion of learners with disabilities in their classrooms.  相似文献   

6.
This study tested whether and how methods called ‘Play Time/Social Time’ and ‘I Can Problem Solve’ contribute to the improvement of social skills and the development of theory of mind (ToM) in children. The participants in the experiment were nearly 200 (N = 196) preschool children with low social functioning, with and without disabilities. The study showed that social skills and the level of ToM in children attending the lessons improved more than those of children from the control group. Both methods turned out to be effective in the case of social skills and ToM development among children with and without disabilities. It is worthwhile to popularise these methods among preschool teachers.  相似文献   

7.
Project TEAM teaches transition-age youth with developmental disabilities (DD) to identify physical and social environmental barriers and supports, generate solutions to barriers, and request modifications to increase participation. Establishing the social validity of this environment focused intervention with youth and their parents is critical, given the significant shift the intervention represents from rehabilitation’s more traditional focus on body structures and function. University researchers and youth research collaborators conducted a participatory evaluation of the purpose, procedures, and perceived benefits of Project TEAM. Youth with DD (n = 42) provided feedback using three methods: activity voting, a survey, and a focus group. Parents (n = 37) also provided feedback. Results suggest that both youth and parents find Project TEAM acceptable and relevant to youth’s current and future lives. The majority of youth and parents felt Project TEAM fostered independence and empowerment, although some youth and parents reported challenges with the unique environment-focused approach.  相似文献   

8.
A current objective in Canada is a provision of childcare services for all children. This objective has not been achieved as many children, especially those with disabilities, are often denied services from publicly funded daycare centres. The authors argue that policy discussions framed from an inclusive perspective provide a better understanding of how the Ontario child care system should function to ensure daycare services for children of disabilities. They interviewed the directors of 354 licensed preschools in Toronto about the inclusion of children with disabilities into their centres. Analysis revealed that only 2.4% of the students in these centres were identified as having a disability; the two most frequently identified disabilities were Autism Spectrum Disorders and speech and language disorders. The majority of directors stated that they would turn away a child because of a disability. The centres that were most inclusive had service providers come into the centre, but very few (17%) of these centres had resource teachers as support. The analysis further indicates a large number of centres that currently are not identified as capable of providing special need services and are not directly operated by the Ministry of Education. With staff development and funding, these centres have the potential to provide services to children of disabilities.  相似文献   

9.
Immersion learning is one form of experiential education and has great utility in social work education. However, there is limited research on student learning outcomes from immersion learning courses in social work education. This ethnographic research describes an immersion learning course offered to BSW students (N = 9) and the learning outcomes gained. This semester-long course focused on macrolevel practice with people experiencing poverty, homelessness, and the sexual exploitation of women. As part of this course, students went on a weeklong immersion trip, where they visited a dozen human service organizations and interacted with people experiencing poverty and homelessness. Qualitative analysis produced three findings. First, students reported that these interactions helped them realize their biases and impacted their understanding of poverty. Second, students reported enhanced social work practice skills, such as cultural competency, self-awareness, and interpersonal expertise. They also gained a better appreciation for macrolevel practice. Third, students reported a better understanding of how to deploy classroom knowledge in practice and how to apply what they learned back in the classroom. These findings have implications for undergraduate social work education and how immersion learning programs can be a tool for enriching both knowledge and practice skills.  相似文献   

10.
This article explores the experiences of students with mobility disabilities in Cypriot higher education institutions. In order to obtain relevant information, in‐depth semi‐structured interviews were conducted with 10 Cypriot students with different forms of mobility disabilities, who attended different Cypriot higher education institutions and a variety of courses. This study yielded interesting results in terms of provision (e.g., accommodation for examinations and assignments, note‐taking services, tutorials, counselling services) as well as lecturers’ and students’ attitudes towards disability, raising interesting issues of social inclusion and rights. The quality of their experiences was affected by physical access, provision availability, positive responses by fellow students without disabilities, and the level of awareness among the members of the academic staff or the rest of the staff (e.g., cleaners, administrative officers, and accommodation staff). The findings of this study have implications at an institutional level for rethinking and refining policy and practice on disability.  相似文献   

11.
This investigation contributes to understanding how teachers reflect on the other with a disability and on their own practices. Literature suggests that inclusion takes place when barriers are removed, allowing participation. However, scholars agree that teachers still struggle with pedagogical practices in inclusive classrooms. Hansen (Hansen, J. H. 2012. “Limits to Inclusion.” International Journal of Inclusive Education 16 (1): 89–98) contends that teachers establish limits to inclusion in order to manage the level of diversity, arguing that the limits depend on the teacher’s understanding of disability. This article examines German secondary school teachers, who reflect on inclusive pedagogical practices and their relationship to learners with disabilities. The analysis shows that most teachers add levels of complexity when constructing the disability’s identity. Teachers struggled with the notion of limitation associated with disability and with the discovery of the other, with new learning skills and abilities. Interactions with learners with a disability open new venues to practice inclusion and encourage participation, but this requires a change in practices; yet, not all teachers feel prepared to do that. Teachers offered various rationales on why they applied limits to inclusion; those rationales are rooted in how they interpret disability and their own roles as teachers.  相似文献   

12.
以社会模式的残疾观推进智障人士的社会融合   总被引：6，自引：0，他引：6  
残疾观正在发生从医疗模式向社会模式的转变。社会模式的残疾观强调残疾问题是人权问题,也是社会和发展问题,主张以权利和支持作为处理残疾问题的方法。这一模式对智力障碍的认识更加客观,对智障人士的态度更为积极,关注权利、接纳、潜能和融合,可以作为智障人士社会融合的理论选择。智障人士社会融合的推进策略包括以宣传与沟通消除不健康的社会态度,以权利为本作为立法依据,以社会支持增强智障人士融入社会的能力等。  相似文献   

13.
Digital inclusion of people with intellectual disabilities is not commensurate with those without disabilities. Societal, political, financial, individual and interpersonal barriers help explain this disparity. Caregivers can act as both support and gatekeeper to internet access and use by adults with intellectual disabilities. This study investigated micro-level interpersonal factors influencing access and use of the internet by an adult with intellectual disabilities to explore the balance and interplay of power and support around the processes of digital inclusion and online risk taking. Taking a case study approach, perspectives of three key stakeholders were gathered via interviews: the person with intellectual disabilities, his mother and a paid support worker. Perspectives and experiences were contrasted using systemic functional linguistic analysis of discourse to explore the ways power and support were represented in the language of negotiated digital inclusion. Dynamics between the parent and person with intellectual disabilities and between the parent and paid staff clearly influenced processes of digital inclusion and were affected by varying priorities, positions and perceptions of power to allow, disallow and monitor access and use of the internet. These had the power to shape and drive internet access. Language choices by the person with intellectual disabilities showed that he was not fully aware of the risks involved in engaging with certain aspects of digital inclusion but how he spoke about the internet indicated some autonomy in technology use. Supporting the development of digital competence, confidence and resilience in people with learning disabilities should be combined with support to increase self-awareness regarding digital risk. Those supporting people with intellectual disabilities towards digital inclusion need additional guidance on how to do this effectively for the people they support.  相似文献   

14.
Discusses human rights issues related to people with disabilities in Australia. The issues surrounding human rights for people with disabilities are related to the concepts of discrimination, legislation and social justice. Findings from recent Federal inquiries into homeless children and mental illness highlight major deficits in services for persons with disabilities. Given the rapidly changing nature of our society, improved community‐based services must become a priority. Schools and education have a major role to play in the provision of such services. It is concluded that every Australian has the responsibility to advocate with and on behalf of people with disabilities.  相似文献   

15.
《Exceptionality》2013,21(2):101-116
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16.
Considers the experiences of designated safeguarding staff in primary aged schools (4–11 years). The study used semi-structured interviews to explore with professionals their experiences of multi-agency working to safeguard children, of factors in making decisions around reporting concerns to statutory social work services and their role in delivering early help services in one region of the U.K. Professionals raised concerns about their understanding of decisions made by social workers, but nevertheless said that these decisions affected their future reporting of safeguarding concerns. Professionals raised concern about how current safeguarding processes triage concerns around neglect, and as the effect was cumulative, felt that it could be minimised or overlooked.  相似文献   

17.
Melanie Walker 《Compare》2012,42(6):819-838
The generation of a public-good, capabilities-based approach to professional education in South African universities is outlined and proposed as a contribution to wider social transformation. The relevance and importance of understanding what Amartya Sen describes as ‘capability failure' in the lives of people living in poverty is explored and, following from this, how professionals ought to contribute by virtue of their university education, and hence privilege, to making people's lives go better. The key criterion in developing and evaluating professional education is then how professionals are educated to expand the scope of effective freedoms each person has to lead a life she has reason to value, underpinned at all times with respect for human dignity. The process by which a Professional Capabilities Index (PCI) was generated theoretically and empirically is explained and the argument advanced for the PCI as a practical tool for professional education oriented to improving public services for the poor and, hence, the public good.  相似文献   

18.
The objective of this article is to investigate how psychosocial difficulties, functional level and school factors affect social security dependence among former students with special needs (N = 373). These individuals have been followed prospectively from their teens and into their late twenties. The study is theoretically inspired by life-course perspectives, with emphases on transitions, linked lives, geographical and historical location and human agency. More than one-third of the study participants are dependent on social security. The logistic regression analyses show how each of the seven independent variables – while simultaneously controlling for the other covariates – impacts adult adaptation to social security. Women have almost a threefold higher risk of social security dependence than men. The covariates affect males and females differently. For men, the risk is especially high if they have psychosocial problems, are supported by teaching assistants in class or experienced delayed educational transitions. For women, the risk is elevated if their functional level is low or school results are poor.  相似文献   

19.
In this article we analyse the inclusion of students with disabilities in the field of university attendance, emphasising the importance of attitudes of teachers as well as the rest of the university community as a whole for inclusion to be successful. The effect of variables of gender, education and training and contact with students with disabilities on these attitudes is also detailed. A scale was applied to assess attitudes towards disabilities to 2671 participants, including students with and without disabilities, teachers and administrative and services staff from the Faculty of Education in a University in Southern Spain. The results show that in general, the university community has positive attitudes towards students with disabilities, with differences according to the group, with university teachers having the most favourable attitudes. The results are discussed and suggestions for future research are offered.  相似文献   

20.
The aim of this research was to explore why workers in health and social services embarked on a Certificate in Community Care Practice and the extent to which they felt knowledge learnt related to their every‐day work practice. The objective was to indicate how useful more academic courses are for health and social care staff, and to find out the kinds of barriers to practicing theory learnt in the classroom students face in their ‘real world’ of work. Data was collected from 25 mature students (over half were between the ages of 41–50 years), 3 of whom were men from a range of professional backgrounds including; support staff working in residential and domiciliary services and informal (unpaid) carers for people with learning disabilities, mental health difficulties as well as older people. Quantitative (an adapted questionnaire) and qualitative (focus group session which was an integral part of classroom learning about research methodology) methods were employed. Data was analysed using SPSS and thematic analysis. Findings indicated that the main motivators for study was to gain a qualification and for personal development. Students reported their increased desire to link theory learnt which they found highly relevant to their everyday practice, but organisational barriers sometimes precluded them from doing so. The paper ends with policy and practice recommendations.  相似文献   

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