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1.
In this article, we present data concerning the inclusion of students with disabilities in higher education (HE) at a Portuguese university. This research is part of a wider project designed to understand the trajectories and experiences of students with disabilities at the University of Algarve. This exploratory study raises questions about inclusion and discusses this concept based on the perspectives of academic and non-academic staff. A qualitative approach was used to provide an informative exploration of attitudes towards inclusive education and recommendations for promoting best practices therein. Data were collected using semi-structured interviews. We found positive perceptions of university staff members about the inclusion of the students with disabilities. However, more effort is needed to provide these students with opportunities to continue their academic career in HE and to promote inclusion, personal development and participation in social and economic life. Although inclusive education is on political and educational agendas, the perception of disabilities as deficits prevails. The findings of this study, therefore, reveal that changes must be implemented to effectively adopt the social and educational model of disability.  相似文献   

2.
We compared two instructional models (co‐teaching inclusion and solo‐taught special education) for students with learning disabilities (LD) with regard to their effect on academic achievement and class attendance. Twelve inclusive classes (experimental group) and 13 special education classes (control group) participated in the study. In grade 1, there were eight inclusive classes and nine special education classes with a total of 353 students (195 without disabilities, 58 with LD in inclusion and 100 with LD in special education classes). The data were collected from academic tests. Although our results revealed no significant difference between the two models in terms of target population, objectives and assigned resources, significant differences were observed in the effects on student outcomes in reading/writing and on attendance, as the inclusion model was shown to be globally more effective compared with the special education setting.  相似文献   

3.
In Saudi Arabia, the majority of students with severe intellectual disabilities are still educated in special schools that do not meet their unique needs for interaction with their typically developing peers in public schools settings where they could improve social, communication and academic skills. One of the most significant obstacles to inclusion of this group of students is teachers' perspectives regarding inclusive education for this category of students. As a result, this study examined teachers' perspectives regarding the inclusion of students with severe intellectual disabilities using a quantitative approach. In addition, this study also examined the relationship between teachers' perspectives regarding the inclusion of students with severe intellectual disabilities and current teaching position, training, teacher's levels of education, previous teaching experience with any kind of disabilities in inclusive settings, grade level being taught, teacher's gender and whether they have a family member with a disability. Three hundred and three teachers responded to the Opinions Relative to inclusion of Students with Disabilities (ORI: Arabic version) survey, including 161 males and 139 females, and three non‐specified gender. A two‐way analysis of covariance (ANCOVA), a one‐way analysis of variance (ANOVA) and an independent t‐test were used to answer the research questions. The findings of the study indicate that teachers have slightly negative perspectives towards the inclusive education of students with severe intellectual disabilities. Significant factors regarding teachers' perspectives towards the inclusion of this group of students included their current teaching position, previous teaching experience with students who had any kind of disability in inclusive settings and the teacher's gender.  相似文献   

4.
The effect that inclusion and inclusionary school practices have on the achievement scores of low, average, and high academically achieving general education students was investigated. Achievement scores for 477 general education students from grades 1 through 5 were sampled over 3 years. During the 2 years that inclusion and inclusive practices were implemented, students either received academic instruction with students with disabilities or only with peers without disabilities. Inclusive school practices (curricular changes and supports) had a differential effect, as low achieving general education students appeared to benefit academically, while higher achieving students lost ground. General education students' reading scores were not significantly affected by the presence of students with disabilities, while in math, the effect was mixed. © 2001 John Wiley & Sons, Inc.  相似文献   

5.
This article reports on a multi-method study of the ways in which special and mainstream schools support the educational needs of children with disabilities in Fiji. The aims of the study were: (1) to identify capacity and functions of special schools to support inclusive mainstream schools for children with disabilities; and (2) to explore the capacity of mainstream disability-inclusive schools in meeting the needs of children with disabilities. Results from the special education survey indicated that type of disability, geographic location and controlling authority were associated with transition to mainstream education. Findings from the action research study suggest that supportive school leadership and positive attitudes towards disability and inclusion contribute to greater mobilisation of supporting resources. However, limitations in facilities and resources currently pose barriers which prevent inclusion for all students with disabilities. Together, these findings indicate that special and inclusive mainstream schools jointly support disability-inclusive education in Fiji.  相似文献   

6.
Developing inclusion in schools has been an objective for many countries in recent decades, giving rise to a variety of definitions, policy -making activities and school practices. This paper focuses on the attempts made towards inclusion of students with disabilities in Turkey. We start by introducing inclusive education and its parameters, and continue with recent trends in education in Turkey. Next, we discuss current progress in including students with disabilities within mainstream schools, and continue with the legislative attempts made to improve this position. After that, we discuss recent developments and challenges in the education and inclusion of students with disabilities, and conclude by noting several recommendations for realising their inclusion in Turkey. While the purpose of this paper is to investigate the inclusion of students with disabilities in the Turkish context, there is much of relevance to other international contexts going through similar developmental processes in terms of inclusion.  相似文献   

7.
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8.
It is of great importance to maximize access to general education for all students with disabilities. This article focuses on how leaders create inclusive schools for all students—inclusive school reform. Inclusive school reform can result in all students with disabilities being placed into general education settings (including students with significant disabilities, students with mild disabilities, students with emotional disabilities, students with autism … all students) and providing inclusive services to meet their needs while eliminating pullout or self-contained special education programs. In this article, we outline a 7-part process, as well as a set of tools for schools to use to create authentically inclusive schools.  相似文献   

9.
The education of students with special needs in an inclusive environment is becoming more widespread throughout the world. Similarly, in Turkey, the inclusion of students with disabilities has also improved. However, current statistical trends and developments within inclusive education are not well known. The purpose of this study is to provide a statistical analysis of special education data, which were obtained from the Ministry of National Education of Turkey. The findings indicate that some statistical components of special education are missing from most official publications of educational statistics and the number of students and the proportions of special education categories in inclusive education vary from year to year. However, in Turkey, the percentage of students in inclusive education, of all students with special needs, is higher than many European countries. The results show that the number of students with special needs, as well as students in inclusive education, has rapidly increased. Turkey needs to focus on improving the schooling rate of students with special needs, and the quality and variety of special education services within inclusive education.  相似文献   

10.
《Quest (Human Kinetics)》2012,64(4):387-397
ABSTRACT

Globally, integrated school placements as well as inclusion as an education philosophy have emerged as influential trends in education over the past 30 years. Although used interchangeably at times, inclusion and integration are distinct. Confusion about inclusion and integration can lead to mixed messages, which oftentimes affect the education of students with disabilities in school-based physical education. The purposes of this article are twofold. First, the author will provide a brief narrative to clarify the distinction between inclusion as a philosophy and integration as a placement. Second, the author will examine whether empirical data support integrated physical education placements as being inclusive. Existing literature examining the embodied perspectives of students with disabilities, as well as previously unpublished non-fiction reflections from one man with a visual impairment, are utilized to guide the conversation about whether integrated physical education settings are providing inclusive experiences.  相似文献   

11.
Ten inclusive middle school social studies classes, including 133 general education students, and 24 students with mild disabilities (21 with learning disabilities and 3 with emotional disabilities), were assigned at random to a traditional instruction condition, or an experimental condition involving classwide peer tutoring with specialized materials and parent training. After 18 weeks of instruction, posttest data revealed that students in the experimental condition gained significantly more than students in the traditional instruction condition. These effects were observed on content included in the tutoring intervention, as well as on related content that was taught but not included in the tutoring intervention. Results are discussed within the context of recent research on inclusive secondary content area instruction.  相似文献   

12.
One of the most controversial issues in special education over the last 40 years has been the extent to which students with learning disabilities (LD) should be educated in general education classrooms. Recent mandates in federal law requiring that all students with disabilities have access to the general education curriculum and make adequate yearly progress relative to this content have intensified this debate. In this article, a brief summary of research regarding the nature of instruction that produces significantly improved educational outcomes for students with LD is provided. This is followed by a review of research related to the delivery of this high‐quality instruction in inclusive, general education classrooms and in resource settings. We conclude that this research provides the foundation for reconsidering full inclusion and how services are delivered for elementary students with LD.  相似文献   

13.
China has a massive population of children with disabilities. To address the special needs of these children, special/inclusive education in China has developed dramatically since the early 1980s onwards. This Special Issue puts together seven empirical studies emerging from the Chinese societies. These studies analyse inclusive discourses embedded in the education policy documents; scrutinise professional competence of inclusive education teachers; evaluate inclusive education practices in physical education, mathematics education, and job-related social skills education provided to students with disabilities; debate the required in-class support for inclusive education teachers; and discuss the social attitudes towards people with disabilities. The foci, methods and theories vary across the seven studies, while their aims converge. These studies are seeking best possible approaches and best available resources that facilitate inclusion. Knowledge built and lessons learned from these studies will provide implications for future inclusive education practices in China and beyond.  相似文献   

14.
Fitch  Frank 《The Urban Review》2003,35(3):233-252
The inclusion of students with disabilities in the mainstream of general education remains one of the most contested topics in public education today. This qualitative study considered this issue from the perspective of included as well as excluded special education students over an extended period of time. More specifically, it sought to understand how 11 developmentally handicapped students made sense of their experience in a variety of inclusive and segregated classrooms in four urban school settings. It followed these students in two elementary schools and two junior high schools over a period of 6 years. The information from participant observation as well as teacher and student interviews supports inclusive schooling. It suggests that, as the students moved into and out of traditionalist and inclusive classrooms, they presented a changing sense of themselves in relation to ideological beliefs and practices within particular schools and classrooms. Students in inclusive classrooms constructed a sense of themselves that was significantly different (and more positive) from those in either segregated or traditionalist classrooms.  相似文献   

15.
In this study, concept map activities were used to trigger group discussions about inclusive education, with a focus on learners with disabilities. The participants were 226 Tanzanian student teachers. This article reports and discusses how the maps were analysed and what they indicate about the students’ thinking about certain aspects of inclusive education. The results also indicate that concept mapping as an activity in teacher education may be useful and engaging for students. It may help them to organise knowledge and make them aware of their own and others’ understanding of inclusive education practices. An analysis of concept maps constructed by student teachers may also help lecturers to identify views, misconceptions, knowledge gaps and insights about inclusion in education settings.  相似文献   

16.
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17.
Globally, few students with disabilities progress to higher education. This is mostly due to avoidable barriers they face as they navigate different educational structures from lower levels. Even for those few students who make it to higher education, they continue to face challenges. A qualitative study was carried out at the University of the Free State and the University of Venda. Fourteen students with disabilities took part in this research that was aimed at exploring their academic and life experiences. This article interrogates the inclusion of students with disabilities at two South African universities. This article is timely as South Africa has initiated the development of a national policy framework on disability in the post-school education and training systems. It highlights some of the areas where inclusive policies should pay attention in an effort to fully cater for the needs of students with disabilities.  相似文献   

18.
Inclusive education has become a global trend in the provision of services for students with disabilities. In Zambia and other developing nations, international initiatives from UNESCO and other nongovernmental organisations have contributed to the consensus that all children have a right to a free and appropriate education and that all students with disabilities should be educated in inclusive settings. This study examined Zambian university students' attitudes towards including students with disabilities in general education classrooms. While attitudes towards inclusion have been studied widely in some countries, little research in this area has been conducted in Zambia. Questionnaires were distributed to 497 Zambian university students. Four hundred and eighty-four questionnaires were included in the analysis, resulting in a response rate of 97%. Results of the study indicated that, overall, Zambian university students hold positive attitudes towards inclusion. Several factors were found to be related to the students' attitudes towards inclusion.  相似文献   

19.
This study was undertaken to determine the concerns of primary school teachers about the inclusion of students with disabilities in Ahmedabad, India. A total of 560 teachers, working in government‐run schools, returned the completed survey. A two‐part questionnaire was used in this study. Part 1 gathered information relating to personal and professional characteristics of the teachers. Part 2 was a 21‐item Likert scale titled Concerns about Inclusive Education – Gujarati. The major finding of the study was that the teachers in Ahmedabad were moderately concerned about including students with disabilities in their classrooms. The teachers were most concerned about lack of infrastructural resources and least concerned about lack of social acceptance of students with disabilities in inclusive education classrooms. Significant differences existed in teacher concerns based on the following background variables: gender, qualifications in special education, teaching experience and number of students with disabilities in class. A number of implications are discussed to address teacher concerns for inclusive education in India.  相似文献   

20.
Abstract

Commitment to a single, inclusive education system has been the aspiration of reform in education in a democratic South Africa as articulated in White Paper 6: Special needs education: Building an inclusive education and training system (Department of Education 2001). This article reports findings from a qualitative study which took place in KwaZulu-Natal (KZN), which ascertained participants’ evaluation of the extent to which the policy ideals of inclusive education, as articulated in White Paper 6 were being achieved. Findings revealed that there was evidence of inclusive education beginning to be implemented in KZN in that barriers to learning for many students were being addressed and removed. The specific provision in policy documents directed towards children with disabilities was behind schedule, however, and there was little evidence of full inclusion of students with disabilities in regular education. One component that was furthest behind in the milestones was the implementation of the information and advocacy programme. Implications and further consequences of this are discussed.  相似文献   

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