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Search Results: 1 - 10 of 7605 matches for " School inclusion "
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UNESCO Inclusion Policy and the Education of School Students with Profound Intellectual and Multiple Disabilities:Where to Now?  [PDF]
Gordon Lyons, Michael Arthur-Kelly
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.57054

The education of school students with profound intellectual and multiple disabilities presents diverse challenges to practitioners, families and policymakers. These challenges are philosophically and ethically complex, and impact curriculum, assessment and pedagogy. Given the international ascendancy of both the UNESCO Policy Guidelines on inclusion in education and the principles of inclusion for people with disabilities with respect to human services policy and practice, the authors build on their previous work to advocate for renewed debate about the nature of school education for these students, and put forward four pathways to inform this debate.

Escolariza??o e preconceito: lembran?as de jovens com e sem deficiência
Ohl, Nathalie Guerrero;Angelucci, Carla Biancha;Nicolau, Aneline Menezes;Honda, Caroline;
Psicologia Escolar e Educacional , 2009, DOI: 10.1590/S1413-85572009000200006
Abstract: this article presents the result of some narratives of school trajectory by young people between 18 and 22 years old, both sexes, three of them disabled. all of them were studying or had studied in inclusive schools. the instrument we used for the study was the semi-directed interview. based on the memories of the interviewed, we highlight the experience of inclusive education and the necessary changes in educational institutions. the discussion of the concepts of prejudice, school inclusion and disability has become necessary for a more sensitive understanding of the field in which they forged the search process. the result obtained is that the interaction with other people and activities with friends at school are the most significant memories. the research revealed the presence of experiences of prejudice in the school environment and the need to prepare teachers and changes in the structure of school.
Inclus?o escolar: um estudo acerca da implanta??o da proposta em escolas públicas
Leonardo, Nilza Sanches Tessaro;
Psicologia Escolar e Educacional , 2008, DOI: 10.1590/S1413-85572008000200014
Abstract: this study's main objective was to verify how the implementation of inclusive education projects has been developing in brazilian public primary schools. thirteen teachers whose classrooms include pupils with special needs participated in this investigation. a questionnaire composed of four open questions was used. the data collected was subjected to content analysis. the main results have shown that the changes in the schools occurred almost exclusively with their physical infrastructure; and that in some of them not even these modifications were executed. the professionals have not received any training that might help them develop inclusive projects. in addition, the majority of them have little or no knowledge at all of the students' deficiencies and of inclusive education. the indication is that educational inclusion has been done without adequate infrastructure, both human and material, and that the result might bring more damages than benefits to those participating in it.
Education of the deaf in mainstream schools: exploring aspects related to communication in the inclusion process
Gilmar de Carvalho Cruz,Patrícia Aspilicueta,Carla Delani Leite
Práxis Educativa , 2009,
Abstract: The paper discusses the issue of communication with the deaf when included in mainstream education. The research investigated a model mainstream school in a city in the state of Paraná Brazil. Semi-structured interviews were conducted with hearing students. The research indicates that communication with deaf people is still characterized by impaired communication instead of effective communication. The research concluded that the adoption of Brazilian Sign Language as the first language of deaf people would be an important step to improve school education conditions for these people.
The Impact of an Environmental Educational Program of a School Garden on Pupils with Intellectual Disabilities—A Comparative Approach  [PDF]
Alexandros Stavrianos, Alexia Spanoudaki
Open Journal of Social Sciences (JSS) , 2015, DOI: 10.4236/jss.2015.34005
Abstract: The following research describes an attempt to combine environmental education through outdoor activities in Special Education. It examines the use of a school garden as a learning environment in Special Education by looking at the stances and opinions of 10 pupils, diagnosed with mild to moderate intellectual disability, towards Environmental Education and prognoses barriers that may occur in the learning process. Specifically, the study focuses on the skills and subject knowledge those students have cultivated through a project called “School Garden”, highlighting the ideas pupils have, regarding the position of environmental education in their school curriculum. Using descriptive statistical analysis to compare the two groups of pupils, this research suggests the further practice of Environmental Education in Special Education. The research took place in two Special Education Primary Schools in Greece, while the data were collected using semi-structured interviews. The main conclusions of the research were that students who participated in their school’s environmental educational program seem to be more familiarized with a range of concepts related to the environment and possess skills linked directly to Environmental Education in relation to their peers that did not engage in the project, while pupils who participated in the “School Garden”, unlike their peers, perceived outdoor activities of their school as part of the learning process, in formal education. This study proposes further research to take place in the area of Environmental Education and Special Education.
Global Standards and Local Policies for School Diabetes Care  [PDF]
María J. Miranda Velasco, Maria Gloria Solís Galán, Enma Domínguez Martín
Health (Health) , 2015, DOI: 10.4236/health.2015.712177
Abstract: Objectives: The purpose of this study is to analyse the practical implementation of regional and na-tional policies through the Protocol of Care of Children and Adolescents in School (2010) in Extremadura Region (Spain), and to compare its contents with the international standards of diabetes care at school defined by American Diabetes Association and International Diabetes Federation. The measures not only affect the security and diabetes care, but also inclusion and the right to health. Methods: A documental comparative analysis between the local and international standards about diabetes care in school setting is carried out. This analysis is framed in a larger project focused on the study of health promoting school and diabetes education, in which perceptions of children and adolescents with diabetes, their parents and school staff were studied. Results: The Protocol of Care of Children and Adolescents in School (2010) contains some international recommendations about the care of T1DM at school, but in other cases the measures are non-specific. The distribution of responsibilities for care at school is unclear and no monitoring and evaluation indicators are defined. Some elements are identified to be implemented in the tool to favour the security, management of T1DM care and wellbeing. In general, these elements refer to school plan for diabetes care, school organization and teachers, and school community training. Conclusion: It is required to develop specific policies and decisive action to ensure the right to health of children with diabetes and the full application of international standards for diabetes care at school.
The Establishment of Functional Play Behaviors in Children with Autism: Implications for School Inclusion  [PDF]
Daniel Carvalho de Matos, Pollianna Galv?o Soares de Matos, Creuziana Xavier de Araújo, Camila Gon?alves Ribeiro, Eliane Ribeiro Magalh?es de Sousa Fortes de Melo
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.913140
Abstract: Research on evidence-based methodologies is conducted to expand skills of children with autism. Among the skills, which might be considered important for development, the literature emphasizes functional play. In many children with Autism Spectrum Disorder (ASD), the repertoire related to play is impaired and specialized treatment may address the issue by designing individualized procedures based on one-to-one interactions. Discrete trial teaching may help establishing such repertoire in a structured setting and generalization goals must be delineated to increase the likelihood with which the learned skills will emerge in new environments, such as the classroom, the home and other natural contexts. Thus, it is important that skills be shown in places where other people participate. Principles from Educational Psychology are also relevant in the advisory process to professionals related, for example, to school settings in order to favor inclusion of children with ASD to school routine and the relationship with peers. People related to these educational environments should become knowledgeable of evidence-based procedures in order to increase, with their help, generalization of previously established skills in more structured contexts. This paper assessed the efficacy of a structured intervention with functional play activities in three 4-year-old children with autism or suspect. A binder with pictures depicting actions with the components of each of four or two toy sets was used as resource to orient the target-responses of the study. Correct responses, under the control of pictures, produced access to tokens exchangeable for preferred items. Errors were corrected. Errorless performance occurred for all children with responses under the control of pictures for all and generalization with two toy sets for one. The results extended those from the previous literature and, even though the generalization to other environments such as school was not directly measured, the implications of the research to inclusion practices in the school context and development of verbal behavior were discussed.
La escuela media bajo el mandato de la obligatoriedad
Giovine, Renata;Martignoni, Liliana;
Cadernos CEDES , 2011, DOI: 10.1590/S0101-32622011000200002
Abstract: this paper examines how compulsory high school, legally established by the current education law in argentina, questions the historical pattern of normal schooling crossed by expulsive selection criteria. it thus begins by retracing how high school emerged and which characteristics made it a standard reference. it then explores what policies and institutional strategies were deployed at the macro and micro levels in order to introduce more inclusive or exclusive criteria, or a paradoxical combination of both. this approach highlights the constitutive oscillations between high school, when preparing for university or an immediate insertion into the labor market. this dilemma raises a question: why include? in other words, should we include maintaining this dichotomy or try to think a school model that prepares for both functions, respecting the diversity of teachers, students and their families who multiply the meanings of school.
Programa de interven??o para pais de crian?as com dificuldades de aprendizagem: um estudo preliminar
Rolfsen, Andréia Bevilacqua;Martinez, Cláudia Maria Sim?es;
Paidéia (Ribeir?o Preto) , 2008, DOI: 10.1590/S0103-863X2008000100016
Abstract: the entrance to the elementary school is an important moment in the schooling process. the literature indicates that guiding the family in this process, using resources from the family environment, can be crucial in the prevention of school difficulties. in this context, this study implemented and evaluated a proposal of intervention in the form of a psychopedagogical program -"psychopedagogical program parents orientation" (ppop in portuguese), addressed to parents and families responsible for children with learning difficulties, included in the first grades of elementary school in regular public schools, in order to investigate the conditions of implementation of ppop. eight students and their respective parents participated in this study. the analysis show that this program can be implemented in large scale and was satisfactory in terms of form and content, according to the participants' reports.
Forma??o em psicologia e educa??o inclusiva: um estudo transversal
Barbosa, Altemir José Gon?alves;Conti, Carolina Ferreira;
Psicologia Escolar e Educacional , 2011, DOI: 10.1590/S1413-85572011000200005
Abstract: in order to develop a cross-sectional study on the psychologists' education and about the training in the undergraduate degree programs to work in inclusive schools, 163 students from five periods of two psychology programs, answered a questionnaire. participants who did not have someone with special educational needs in family were prevalent. most students did not also had close relationship with these people. most of them had activities and/or classes about school inclusion in undergraduate programs and were dissatisfied or indifferent with the training received to perform in inclusive schools. students who agree totally or agree with inclusive education predominated. there was significant difference between the periods, only on the inclusion school of the special educational need autism they differed. there are evidences that the undergraduate psychology programs have not been able to change the students' opinions about the inclusive education and to prepare them to be school psychologists in the inclusive schools.
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