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Suggestions for a Teacher Training Program for Inclusive Education in a Japanese University  [PDF]
Junichi Takahashi
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.48074
Abstract:

Inclusive education has been recently proposed in primary and secondary educations in many countries. Children who need special education support should be educated together with typically developing children in general classes. Although many studies have examined the effectiveness of inclusive education, researchers have pointed out that some general education teachers experience problems in their relationships with children who have disabilities such as developmental disorders and intellectual disabilities. In this paper, we review teacher training programs in a Japanese university and offer suggestions to enhance teachers’ relationships with disabled children. In our discussion, we focused on adult attachment theory, which is an affective connection and interactions between self and others. First, we reviewed the importance of teachers’ relationships with disabled children. Second, we reviewed attachment theories with respect to the quality of teacher-child relationships, and lastly, we proposed that adult attachment theory is a mediator in the quality of teacher-child relationships. We proposed a direction for the application of these conceptual assumptions to the teacher-training program for inclusive education in a Japanese university.

Solution Methods and Suggestions of Preschool Teachers Towards Inclusive Education Problems  [PDF]
Ayperi D?K?C? SI?IRTMA?,Gülsüm HO?,Burcu Sultan ABBAK
Journal of Kirsehir Education Faculty , 2011,
Abstract: The main purpose of this study is to find out the researches have been conducted in Turkey on the attitudes of preschool teachers towards the inclusion of children with special educational needs in preschools and determine the problems gained from the results of these researches related with teachers attitudes about inclusion. Another aim of the study is to obtain and examine teachers solutions and advices related with the problems in inclusive education. The study was carried out in Adana with 15 preschool teachers who have children with special needs in their classrooms. In this study semi-structured interview was used as data collection instrument.
THE EVALUATION OF OBJECTIVES AND ACTIVITIES IN THE PRIMARY EDUCATION 5TH GRADE SCIENCE AND TECHNOLOGY CURRICULUM IN TERMS OF MULTIPLE INTELLIGENCE THEORY
O?uz GüRBüZTüRK,Okay DEM?R
Ad?yaman University International Journal of Social Science , 2013,
Abstract: The purpose of this study is to know the teachers’ opinions in terms of multiple intelligence theory about the objectives and activities in the units of “Earth, Sun and Moon” and the “Electricity in Our Life” in the primary education 5th grade science and technology curriculum. The survey model was used in this study. The population of this study consists of 262 5thgrade teachers working in the center of Malatya. The sample consists of 190 5th grade teachers who were selected randomly. Questionnaire was used to collect data that are consisted of 70 items.Teachers are asked to select one dominant intelligence type for 65 objectives and activities. To analyze the data, the background information of teachers like seniority, graduated faculty, whether or not they had in-service education were compared to teachers opinions about which intelligence area is suitable with these objectives and activities and these comparison information was given and commented with frequencies, percentages and cross tabs. Given the results of this study, about evaluating the objectives and activities in these units, taking all activities in the teaching-learning process into consideration, it is discovered that, teachers generally focus on visual, spatial, logical and mathematical intelligence areas and they think in the same way regardless of their seniority, graduated faculty, and whether or not they had in-service education about teaching-learning theories and models. Some advices are given based on the results of this study.
European Inclusive Physical Education Training
Martin Kudlá ek , Ond ej Je ina , Pat Flannagan
Advances in Rehabilitation , 2010, DOI: 10.2478/v10029-010-0003-6
Abstract: The purpose of this presentation is to introduce the outcomes of the project European Inclusive Physical Education Training (EIPET; LLP/LdV/TOI/2007/IRL-502). The project aims to tackle difficulties that arise associated with the inclusion of children with disabilities into general education; and associated current deficiencies in initial and continued physical education teacher training to deal with same. The purpose of this article is to describe job specific functions, which general PE teachers can face in inclusive physical education, and related professional competencies, which teachers should acquire in their pre-service or in-service training. The functional map was developed based on the model of service delivery titled PAPTECA to reflect systematic step in teaching children with disabilities in inclusive PE. We will discuss the implication of functional map and competence framework for teacher preparation programs in light of presented barriers and facilitators of inclusive physical education. We will provide practical examples of modules and courses build on the EIPET theoretical framework. We will discuss the possibilities and limitations related to the theoretical principles, practical training and practicum experiences working with persons with disabilities as part of EIPET module (introductory APA courses).
Knowing the Brazilian Atlantic Rainforest in childhood: a contribution of the theory of multiple intelligence for environmental education  [PDF]
Valerie Nicollier,Fermin Garcia C. Velasco
Investiga??es em Ensino de Ciências , 2009,
Abstract: This study is grounded in the cognitive sciences and represents a comprehensive inquiry into children's environmental knowledge. It started with an investigation of a specific situation: studying an urban population – stigmatized by a history of local environmental destruction, unconsciously wrought upon an area that is nowadays acknowledged as a natural biodiversity hotspot, the Brazilian Atlantic Rainforest. Based on the Multiple Intelligence Theory (MIT), that describes the presence of several intelligences in human beings, including a naturalist intelligence, this study aimed at improving the understanding of abilities related to environmental knowledge and the differentiation of such abilities from other ways of knowing usually valued in mainstream education. Forty-five (45) students of a primary school located in south Bahia, Brazil, their teachers, and their parents participated in this investigation between 2002 to 2004. Results suggest that the cognitive domains which are subjacent to environmental knowledge are place specific and need to be stimulated in primary schools by formulating more attractive, efficient, and innovative environmental educational methodologies.
Hong Kong Physical Education Teachers’ Beliefs about Teaching Students with Disabilities: A Qualitative Analysis  [cached]
Jing Qi,Amy Sau Ching Ha
Asian Social Science , 2012, DOI: 10.5539/ass.v8n8p3
Abstract: This study aims to identify and examine the beliefs of physical education (PE) teachers in Hong Kong toward teaching students with disabilities. Based on the Theory of Planned Behavior (Ajzen, 1991), a qualitative design was employed to examine the underlying beliefs (behavioral, normative, and control) of PE teachers regarding teaching students with disabilities in their mainstream curricular PE. Participants were five Hong Kong PE teachers (F=3, M=2). Data were gathered in individual semi-structured interviews, analyzed and presented as descriptive summaries by content analysis (Patton, 2002). Results show that PE teachers intend to implement inclusive practices because of their motivation to comply with inclusive policies and significant referents (SN), and their perceived behavior control (PBC), although they have less than favorable attitudes toward inclusion and toward teaching students with disabilities (AB). These results confirm the importance of subjective norms and perceived behavior control on the decisions of teachers to teach students with disabilities in inclusive PE settings. This study brings to the literature information on the beliefs of PE teachers regarding inclusion and teaching students with disabilities.
FOSTERING INCLUSIVE EDUCATION IN TEACHER EDUCATION: PROBLEMS AND PROSPECTS IN IMPLEMENTING INCLUSIVE EDUCATION IN INDIAN SCENARIO
SHAZLI HASAN KHAN
Indian Streams Research Journal , 2012,
Abstract: India is the fourth largest economy of the world in terms of purchasing power. Despite this improvement, more than 460 million people in India live in abject poverty. The reciprocity of poverty producing disability, and disability resulting in poverty has created new challenges for the implementation of inclusive education in India. The Constitution of India ensures equality, freedom, justice and dignity of all individuals and implicitly mandates an inclusive society for all including persons with disabilities. In the recent years, there have been vast and positive changes in the perception of the society towards persons with disabilities. It has been realized that a majority of children with disabilities can lead better quality of life if they have an equal opportunities and effective access to rehabilitation measures
Attitude of Regular Elementary School Teachers towards Inclusive Education
Darshana Sharma
Indian Streams Research Journal , 2012,
Abstract: Education is such a vast arena that it continuously faces certain challenges/ issues and concerns. As a process it has to continuously renew itself by embracing contemporary concerns. Inclusive education is one of our contemporary national concerns in education. In India, inclusive education is a system which aims to provide favorable setting for achieving equal opportunities and full participation for all children with disabilities within general education system. Teachers' attitude is one of the crucial variables in the success of inclusive education.
Emotional Intelligence in Instructional Design and Education  [PDF]
Danielle E. Kaplan
Psychology (PSYCH) , 2019, DOI: 10.4236/psych.2019.102011
Abstract: Emotional knowledge informs much of our understanding, and yet, it is rarely formally considered in school. This study involves the investigation of emotional intelligence in education, specifically through online teacher education. Emotional intelligence theories were included in an online course in cognition and critical thinking in education as foundational psychological frameworks to apply to educational practice. Participants studied and applied theories in emotional intelligence in lesson designs and educational projects. Lesson Designs were full-length lessons for inclusion of applications of theory. Project Designs were group projects incorporating theory into an educational resource. Lesson and project designs were analyzed for application of emotional intelligence theory in instructional design.
Implementation of Inclusive Education in General Education Institutions
Tat'yana A. Kalashnikova,Valentina V. Bobrova,Elena N. Likhacheva,Merlam I. Imanbekov
European Researcher , 2013,
Abstract: Nowadays much attention is attached to the problem of inclusive education. Inclusive education of children with learning disabilities is a new strategic trend of educational policy of the Republic of Kazakhstan, significantly addressing fundamental education. This article considers the possibility of involving the schoolchildren with learning disabilities in educational process and the necessity to secure favorable environment and support for the children with learning disabilities in accordance with the Law “On Education of the Republic of Kazakhstan” and State Program of Education Development in the Republic of Kazakhstan for 2011–2012.The trend of maximum possible involvement of children with special needs in common general education institutions determines the educational culture dynamics in many countries of the world. Number of European Union countries has already made drastic structural alterations, resulted in the abolition of special schools (Sweden, Denmark, Italy, Australia, USA, etc.). Children with different disabilities study in “the least restrictive environment”, in other words, whenever possible, together with peers in the environment of general education institutions [1].The goal of Kazakhstan development strategy up to 2030, involving the educational system is “to provide the development of the national educational model and its integration into international educational environment”.The priority of state program “Education” (2000–2005) “is to create conditions for efficient development of national educational model, providing access to qualitative education”. “The Concept of Kazakhstan Educational System”, the realization of which should provide: transfer from the principle of “education for life” to the principle of “lifelong education for everyone”; affordability and continuity of all educational levels; comprehensive, qualitative, competitive result-oriented education has been adopted
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