Role of Teacher in Promoting Inclusive Education (original) (raw)
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The Role Of The Teacher In Inclusive Education
This article is about the fact that all children, despite their physical, social, intellectual and other characteristics, should be included in the education system and brought up together with their peers. And as foreign experience shows, it will take a lot of time to implement the goals, and most importantly, the participation and interaction of all adult participants in the educational process working with a child with special educational needs, because only under condition it is possible to solve the problems of inclusive education. Inclusive education is a progressive way of learning that has great prospects in modern society, and this gives hope that every child with disabilities will be able to realize the right to receive a quality education adapted to their abilities and needs, find their place in life and realize your life chance and potential.
Inclusive Education: Role of Teachers
Journal of Global Research & Analysis , 0
An Endeavour has been made to implement the inclusive education throw S.S.A. The responsibility of education of children with special educational needs under S.S.A. goes to special teacher appointed as resource teacher as well as regular counterpart. The success of inclusive education programme depends on a number of variables. One of such variables is the regular class teacher. This paper first disuses the changes their goals and responsibilities in the context of inclusive education. It provides a review of literature of additional competencies that they would need in order to be successful in inclusive classrooms. Key Words: Inclusive, Teachers, Education, S.S.A., Classrooms.
Pursuit of Inclusive Education: Inclusion of Teachers in Inclusive Education
SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 2018
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 Role of the Special Education Teacher in Building an Inclusive School
2021
Ensuring that all students have access to quality education is also recognizing the intrinsic value of diversity and respect for the dignity of the human person [1]. In this sense, concerning the inclusion of students with special educational needs, this is a process often seen as the exclusive responsibility of the Special Education teacher. Assuming the importance of the Special Education Teacher (SE) role in the construction of a school that wants to be inclusive, this article aims to assess: 1 how the SE teacher works in schools; 2 how the work related to Special Education is organized and 3 what is the opinion of teachers about legislation related to Special Education. The methodology adopted in this study took a qualitative approach, using semi-structured interviews as the data collection technique. The study was carried out in seven school groups, involving ten teachers (n = 10) specialized in Special Education. Main results point to the fact that SE teachers identify several constraints to the promotion of a school that intends to be more inclusive, namely, lack of resources, ineligibility to support students with problems such as hyperactivity disorder and attention deficit and lack of connection between SE teachers and regular schoolteachers. In general, a Special Education teacher often has a supportive role only to the student, lacking articulation with regular education teachers so that they develop inclusive practices for all students, given global success.
Inclusion of the students with different types of disabilities in primary school
2020
Over the last 50 years there has been a radical change in the education of children with disabilities. Inclusive education is a rationale concept which means wholeness and long transformation of institutional systems in society, especial in education. The aim of this study was to examine the attitudes of Macedonian primary school teachers towards inclusive education; we analyzed the quality of the inclusive education of students with different types of disabilities in the mainstream schools in Skopje. 98 teachers from primary schools in the city of Skopje were inquired with the teacher inclusion attitudes questionnaire. Data analysis indicates that in general, teachers have positive attitudes toward inclusion, but can be noticed that they have a divided opinion on the degree and type of disability. We can conclude that there are still barriers facing students with disabilities and teaching stuff, and at the same time, the teaching staff does not have enough resources for work.
Problems and Challenges of Inclusive Education for Students with Special Needs
Research Paper , 2018
In a democratic country like ours every child has the right to education. All children should be given an equal opportunity to learn to the limits of their capacities. We have to device a classroom for all – an inclusive classroom – a classroom which welcomes all children with and without disabilities, a classroom which meets the special educational and other related needs of children Inclusion is the provision of services to students with disabilities in their regular neighborhood schools with necessary support services and supplementary aids for both children and teachers A school that promotes inclusive education is called an Inclusive School. An inclusive school is a place where everyone belongs, is accepted, supports and is supported by his or her peers and other members of the school communities for achieving the needs of children. This research study examined the problems and challenges of inclusive education programme for students with special needs at primary education level. The objectives of the study were to examine the problems faced by teachers in inclusive education and to study the barriers to inclusion. The main focus of the study was to obtain suggestions from the headmasters, teachers to enhance the effectiveness of inclusive education and efficiency of teachers. The data was collected from 270 teachers and 50 headmasters from schools of selected districts of Orissa through purposive sampling. In the present study teachers were asked to indicate the problems they face while working in inclusive setting. The teachers have reported lack of confidence to teach in inclusive settings, lack of training in inclusive education, no feedback from supervising officers about what they are doing, adapting the curriculum to the needs of special needs children, problem of establishing linkage with special schools, lack of adequate leadership from headmasters and problem of mobilizing the community to participate in inclusive education programme. Some other problems faced by regular teachers are: lack of support from colleagues, providing resource room help, lack of parental involvement and managing behaviour problems of special needs children. Some of the important suggestions as given by respondents are: teachers should be given adequate training on the theory and practice of inclusive education, proper aids and equipments should be provided to the schools, parents should be involved in decision-making process relating to inclusive education, supervising officers should visit schools regularly and in time and community leaders should extend their cooperation to the school.
Indian Journal of Mental Health(IJMH), 2018
This article explores the current difficulties in the Special Needs field from the perspectives of various stakeholders such as the schools, the Special Educators, the Special Needs students as well as the popular opinions and views about research and attempts to graphically represent the scenario for better understanding. Large-scale disconnect between the actual receivers of Special Education-efforts, the Special Educators and the bureaucracy and media who are largely running after a fad without paying heed to actual in-field realizations and understandings, which in turn is causing more harm than good is being seen. Special Needs Educators are being pressurized to give results in instances where it is quite difficult to get those results and in cases of failure, the blame is put on their capabilities.
IJASS PUBLICATION, 2022
Presbyterian College of Education, Akropong in Ghana, was one of the pilot institutions that has undertaken inclusive Education programme for students with special needs where students with disabilities (visual impairment, hearing impairment and the physically challenged) learn and share the same facilities with their non-disabled counterparts. Since the pilot project was started in 2003, no systematic study has been carried out to ascertain the extent to which the institution has been able to implement the concept of inclusive education. The aim of the study therefore was to assess Presbyterian College of Education as an inclusive educational institution. A case study design; in which tutors and students at Presbyterian College of Education, Akropong were interviewed, was adopted for the study. A convenience sampling and census techniques were used to recruit 35 students with disabilities and 15 tutors at Presbyterian college of education in the Eastern region of Ghana. In-depth interview and observational techniques were used to assess the views of the participants about inclusive education with regards to teachers' knowledge about how to handle and teach students with special needs. The findings of the study revealed that currently, the teachers have very limited knowledge about how to handle and teach students with special needs. The findings further revealed that generally, the teachers had inadequate understanding of inclusive education before the programme was introduced. Also, lack of preparation on the part of teachers to teach students with special needs was revealed. This is because the teachers' knowledge on the concept of inclusive education is very critical in educating persons with disability. Based on this finding, it is recommended that in-service training should be organised to educate teachers at the College of Education level to facilitate inclusion.
Teachers have a key role to play in preparing pupils to take their place in society and in the world of work, and that is why the European Commission Communication Improving the Quality of Teacher Education calls for different policy measures on the level of member states in order to adapt the profession to meet the new challenges of the knowledge-based economy. Nowadays, the inclusion of individuals with disabilities in mainstream educational, occupational and societal frameworks has become an accepted concept worldwide. The schools across the nation are moving towards the inclusion of students with disabilities in the general classroom. The purpose of this study is to explore teachers level of preparation to deal with kids with special needs in the mainstream schools, the advantages and disadvantages of inclusion in schools and also if they fell the need to go through a training course in the field of special education in order to respond to the needs of the students with special educational needs. Another question included in this survey focuses on providing a list of training course teachers find necessary to go through in order to be able to face inclusion in the classroom.
" INCLUSION: TEACHERS' ATTITUDE TOWARDS EDUCATING DIFFERENTLY ABLE CHILDREN "
Indian constitution constitute certain fundamental rights which are not restricted for few but applied to all the Indian citizens irrespective of caste and creed. One such rights is, rights to education which intends to provide education to all students regardless of their physical, intellectual, emotional, social, linguistic and other impairments under same roof, which in term has given rise to a new approach called inclusive education which rejects the use of special schools for differently able students thus including them under the regular mainstream. In view of the fact that children with disabilities form one of the largest groups that are still outside the fold of the general education system, the scheme provides an opportunity for children with disabilities, who have completed eight years of elementary education to continue their education in regular schools at the secondary level in inclusive environment up to age of 18 years. Thus, when policies are made to educate disabled children along with normal under the same roof, do the teachers who are used to teach regular normal children are willing to teach differently abled ones under regular class room settings is a major issue as teachers' are the heart in inclusive settings. Therefore the present paper aims to highlight the attitude of teachers' towards educating differently able students in the existing educational settings. It also suggest how education for differently able can be made effective in Indian context.