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Currículo e deficiência: análise de publica es brasileiras no cenário da educa o inclusiva Curriculum and disability: analysis of brazilian publications in the scenario of inclusive education  [cached]
Lúcia Pereira Leite,Laura Moreira Borelli,Sandra Eli Sartoreto de Oliveira Martins
Educa??o em Revista , 2013,
Abstract: A educa o inclusiva envolve dimens es político-administrativas e pedagógicas. O currículo é umas dessas dimens es, e as adequa es curriculares aparecem como uma estratégia para que sejam atendidos os princípios de uma escola para todos. Este estudo objetiva caracterizar o campo de estudos da educa o inclusiva, por meio de uma revis o da literatura publicada entre os anos 2000 e 2010, em periódicos da área de educa o, disponíveis no banco de dados Scielo. As palavras-chave utilizadas foram curricular, currículo, deficiência, educa o especial e necessidades especiais. Os resultados demonstram que as produ es na área s o escassas no que diz respeito às estratégias para efetiva o da educa o inclusiva, limitando-se, prioritariamente, a reflex es e discuss es teóricas que envolvem os princípios e políticas educacionais, pouco retratando experiências didático-pedagógicas que promovam ajustes curriculares e/ou formas de flexibiliza o do ensino. The Inclusive Education involves political, administrative and pedagogical dimensions. The curriculum is one of these dimensions, and adaptation of curriculum appears as a strategy to comply the principles of a school for all. This study aims characterize the inclusive education field, through a literature review between 2000 and 2010 in Education journals available in SciELo database. The keywords used were "curriculum", "disability", "special education" and "special needs". Results demonstrate that there are scarce productions with respect to strategies for Inclusive Education effectiveness, restricting primarily to theoretical reflections and discussions that involving the educational principles and policies, portraying little didactic and pedagogical experiences that promote curricular adaptation and/or teaching flexible forms.
Possibilities of inclusive education
Juraj Komora,Renáta Polakovi?ová,Katarína Vyrosteková
GRANT journal , 2012,
Abstract: The given paper deals with the problematics of inclusive education and looks for the answers to the question what possibilities of application it has in educational praxis. The authors explain the problematics of the inclusive education teaching process, which the actors of inclusive nurture-and-educational process participate in. Therefore they highlight the importance of keeping the principles of inclusive education, referring to the aims and conditions of inclusion. They try to explain the real inclusion concept which should prepare the broad pupil population to the life in society.
Inclusive Education in the United States
C. Kenneth Tanner,Deborah Jan Vaughn Linscott,Susan Allan Galis
Education Policy Analysis Archives , 1996,
Abstract: School reform issues addressing inclusive education were investigated in this nationwide (United States) study. A total of 714 randomly selected middle school principals and teachers responded to concerns about inclusion, "degree of change needed in" and "importance of" collaborative strategies of teaching, perceived barriers to inclusion, and supportive activities and concepts for inclusive education. There was disagreement among teachers and principals regarding some aspects of inclusive education and collaborative strategies. For example, principals and special education teachers were more positive about inclusive education than regular education teachers. Collaboration as an instructional strategy for "included" students was viewed as a high priority item. Responders who had taken two or more courses in school law rated the identified barriers to inclusive education higher than those with less formal training in the subject.
Teacher preparedness for inclusive education
J.F. Hay, J. Smit, M. Paulsen
South African Journal of Education , 2001,
Abstract: Since the report of the National Department of Education, “Quality Education for All” was published in 1997, it has became evident that inclusive education is going to be the way forward in special (and regular) education. Both the Consultative Paper on Special Education (30 August 1999) and the Draft White Paper on Special Education (23 March 2000), which appeared subsequently, point strongly in the direction of inclusion. This investigation focused on the preparedness of teachers for this new policy of inclusion. An eventual sample of 2 577 Free State teachers was utilised from the total of 12 education districts. Through a comprehensive questionnaire an effort was made to ascertain the knowledge, skills and attitudes of teachers towards inclusive education - this measure was utilised to determine (and deduce) their level of readiness for inclusion. The results of the investigation indicate that a huge effort will have to be made by policy makers and provincial education departments to effect a paradigm shift towards inclusion. It appeared that respondents still think in terms of past specialised education models that were utilised in previous eras. They also appear to be mindful of South African related problems, and apparently do not exhibit adequate knowledge on inclusive education. (South African Journal of Education: 2001 21(4): 213-218)
Golden Research Thoughts , 2012, DOI: 10.9780/22315063
Abstract: International and national conventions, legislations and frameworks have endorsed the need for educating all children under one roof. The Article 3 of the Salamanca Framework for Action (1994) documented that schools should accommodate all children regardless of their physical intellectual, emotional, social, linguistic or other conditions. In order to attract and retain all children including children with hearing impairment (CWHI), Indian education system should respond flexibly. The flagship programmes of Sarva Shiksha Abhiyan (SSA) and Rashtriya Madyamik Shiksha Abhiyan (RMSA) launched by the Ministry of HRD promote inclusive education of all including CWHI in mainstream schools. In order to achieve the goals of SSA and RMSA, the barriers in inclusive education of CWHI need to be identified and fixed. The present paper lists the ways and means of creating a barrier free environment for children with hearing impairment in secondary schools.
Fostering disability-inclusive HIV/AIDS programs in northeast India: a participatory study
Martha Morrow, MC Arunkumar, Emma Pearce, Heather E Dawson
BMC Public Health , 2007, DOI: 10.1186/1471-2458-7-125
Abstract: This project aimed to enable HIV programs in Manipur and Nagaland to be more disability-inclusive. The objectives were to: explore HIV risk and risk perception in relation to PWD among HIV and disability programmers, and PWD themselves; identify HIV-related education and service needs and preferences of PWD; and utilise findings and stakeholder consultation to draft practical guidelines for inclusion of disability into HIV programming. Data were collected through a survey and several qualitative tools.The findings revealed that participants believe PWD in these states are potentially vulnerable to HIV transmission due to social exclusion and poverty, lack of knowledge, gender norms and obstacles to accessing HIV programs. Neither HIV nor disability organisations currently address the risks, needs and preferences of PWD.The Guidelines produced in the project and disseminated to stakeholders emphasise opportunities for taking action with minimal cost and resources, such as using the networks and expertise of both HIV and disability sectors, producing HIV material in a variety of formats, and promoting accessibility to mainstream HIV education and services. The human rights obligations and public health benefits of modifying national and state policies and programs to assist this highly disadvantaged population are also highlighted.Evidence suggests that in developing countries poverty and a lack of economic and educational opportunities, as often experienced by people with disability (PWD), influence HIV vulnerability [1-4]. Despite this theoretical link, there is a dearth of research that documents HIV prevalence, risk and vulnerability among PWD, the adequacy of service provision, and the extent to which HIV programs have addressed their needs. The 2001 census identified that 2.2% of the Indian population were living with a disability [5]. However, organisations working in the field of disability claim that the strong stigmatisation of disability in Indian society r
Alternative Theories, Pedagogy and Education for Fostering Creativity in a Diverse Global World  [PDF]
Gail E. Thomas
Open Journal of Social Sciences (JSS) , 2016, DOI: 10.4236/jss.2016.47033

Fostering creativity and social responsibility in children and youth are essential for more effec- tively addressing society’s most pressing problems. This article proposes alternative pedagogy and methods for fostering creativity and enhancing teaching and learning for creativity. It emphasizes the importance of connecting the goals of teaching creative education to the broader goal of education for social and global responsibility. Two schools attempting to implement the latter are described.

Inclusive Education in Nigeria—A Myth or Reality?  [PDF]
Rasheed Adenrele Adetoro
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.520198
Abstract: As democracy entails freedom of association, so should it be for inclusive education in Nigeria. This paper therefore jettisoned the current practice of segregational effort on special education for the challenged and thereby recommended total inclusive education as a better practice for Nigeria classrooms. Practically, it recommended a policy twist in favour of inclusive education as part of the National Policy on Education as well as adequate retraining of teachers in inclusive education pedagogies and provision of abundant resources to support inclusive education learning.
Inclusive Education for Students with Intellectual Disability  [cached]
Cornelius DJK,Janaki Balakrishnan
Disability, CBR & Inclusive Development , 2012, DOI: 10.5463/dcid.v23i2.111
Abstract: This paper traces briefly the evolution of Inclusive Education for students with special education needs (SEN) and discusses some significant challenges in its implementation. While the aim of Inclusive Education is to include all children with SEN in mainstream schools, there are many challenges that have to be overcome for their education to be meaningful. This paper focuses primarily on the inclusion of students with intellectual disability, since they are likely to be the largest number with special education needs in ‘inclusive’ schools. It offers the outline of a curriculum that may be derived from the mainstream one in use, and suggests a model that emphasises the replacement of age / grade placement, as is the present practice, with experience and maturity underpinning learning in persons with intellectual disability. The proposed model needs, of course, to be field-tested. doi 10.5463/DCID.v23i2.111
The Intellectual Disabled (Mentally Impaired) in the Inclusive Type of Education: Problems and Implications.
F.N Obaseki, G.E Osagie-Obazee
Edo Journal of Counselling , 2009,
Abstract: The Intellectual disabled child is characterized by significantly sub average general intellectual functioning, with concurrent deficits in adaptive behaviour. Sub average intellectual ability that is present from birth or infancy is manifested by abnormal development, learning difficulties, and problem in social adjustment, very few of intellectual disabled are institutionalized; most of them now live independently with few of their families or in group homes. The emphasis on education is seen in the late 20th century. The schools are responsible for providing appropriate education and many teachers and parents’ feels that inclusion of intellectual disabled in their educational system will make the intellectual disabled feel as a part of the society and will make others understand them better in their special needs and capabilities. This study therefore highlighted definitions, identifications and characteristics of the impaired child, and mentally impaired in inclusive education and lastly problems and prospects of mentally impaired. Recommendations were made.
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