This article provides an analysis of the difficulties and barriers deaf and hard of hearing individuals face during the period of the COVID-19 pandemic. In a pandemic situation, apart from the economy, education is also largely affected. In the past few months, many disabled and non-disabled pupils and university students were taken by complete surprise by the immense changes in the education sector and mainly by the innovations introduced, especially in the lower education grades, which resulted in considerable implications, despite the positive response they received. In these trying times humanity is experiencing, the difficulties that deaf and hard of hearing individuals have to face were exacerbated, perpetuating their marginalisation. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0726/a.php" alt="Hit counter" /></p>
Οι ερευνητές πραγματοποίησαν μια ανασκόπηση της βιβλιογραφίας για τις αντιλήψεις και στάσεις των εκπαιδευτικών για την ένταξη των μαθητών/ριών με Διαταραχές Αυτιστικού Φάσματος (ΔΑΦ). Για να βρουν τις σχετικές με το θέμα έρευνες διεξήγαγαν αναζήτηση στις βάσεις δεδομένων ERIC, PsychLIT, EBSCO, Medline, και PubMed με τις λέξεις-κλειδιά «Εκπαιδευτικοί», «Αντιλήψεις», «Στάσεις», και «Παιδιά με Αυτισμό». Από την αναζήτηση βρέθηκαν 55 ερευνητικά άρθρα, μεταπτυχιακές και διδακτορικές διατριβές σχετικά με το θέμα τους. Τα αποτελέσματα έδειξαν ότι η πλειοψηφία των εκπαιδευτικών έχει περιορισμένη ή ανεπαρκή γνώση και βασικές παρανοήσεις σχετικά με τις Διαταραχές Αυτιστικού Φάσματος. Επίσης, οι εκπαιδευτικοί είχαν αρνητικές στάσεις απέναντι στην ένταξη των μαθητών/ριών με αυτισμό. Από την άλλη πλευρά, λιγότεροι/ες εκπαιδευτικοί φάνηκε ότι έχουν θετικές στάσεις στην ένταξη αυτών των μαθητών/ριών. Ένα μεγάλο ποσοστό των εκπαιδευτικών φάνηκε να έχει διαφορετικές στάσεις/απόψεις για τον αυτισμό. Επιπλέον, η ανασκόπηση έδειξε ότι μερικοί/ές εκπαιδευτικοί τείνουν να έχουν ουδέτερες στάσεις προς την ένταξη αυτής της ομάδας μαθητών/ριών. Επιπλέον, αρκετοί/ές εκπαιδευτικοί αντιλαμβάνονται τους/τις μαθητές/ριες με αυτισμό διαφορετικά από τους/τις τυπικά αναπτυσσόμενους/ες μαθητές/τριες. Η έρευνα αυτή υποδεικνύει ότι οι εκπαιδευτικοί πρέπει να λάβουν περισσότερη κατάρτιση για τον αυτισμό και τις αποτελεσματικές εκπαιδευτικές πρακτικές για αυτούς/ές τους/τις μαθητές/ριες. Με αυτόν τον τρόπο, οι ίδιοι/ες θα αναπτύξουν θετικές στάσεις προς την εκπαιδευτική ένταξη αυτών των μαθητών/ριών.
Statements made by major governmental and non-governmental bodies and organizations (UNESCO, UNICEF, UNFPA, UNDP, and the World Bank), members of various governments, and during significant historical conferences (Dakar, 2000, Amman, 1996, and Jomtien, 1990) emphasized the importance of ‘Education for All’. This is a message that reflects the spirit and philosophy of inclusive education, an education free of discrimination, barriers, limitations, and stigmatization; an education guided by respect, acceptance, solidarity, and understanding. The aim of this article is to introduce the concept of Inclusive Education, and to emphasize the significance of educational transformations and modifications to be made in order to promote and implement inclusive education in schools. In addition, the barriers and advantages/benefits are discussed, and inclusive policies and practices that contribute to the creation of a more democratic school are presented. According to the analysis of this topic, many important actions must be taken in order to achieve inclusive education in each school in Greece.
<p class="p1">Three adults with Down syndrome (DS, hereafter) and moderate or severe intellectual disability were taught the growth stages of wheat (cultivation, tillage, threshing), the products that are derived from it<del cite="mailto:reviewer" datetime="2021-10-24T06:08">,</del> and how this staple human food grain is produced, with the aim of their acquiring knowledge, retaining it and being able to recall it from memory. A quasi-experimental baseline design was implemented. The participants were taught using questions and images, and their answers were examined and re-examined after withdrawing the initial training tools (questions and images) in order to show whether they were able to acquire, retain and recall the knowledge. The intervention program<ins cite="mailto:reviewer" datetime="2021-10-24T06:05">me</ins> lasted two months. In order to check the effectiveness of the intervention and the maintenance of the new information<ins cite="mailto:reviewer" datetime="2021-10-24T11:16">,</ins> as well as to draw the respective conclusions, evaluations were carried out before the intervention, <del cite="mailto:reviewer" datetime="2021-10-24T06:10">right </del><ins cite="mailto:reviewer" datetime="2021-10-24T06:10">immediately </ins>after it<ins cite="mailto:reviewer" datetime="2021-10-24T06:10"> and </ins><del cite="mailto:reviewer" datetime="2021-10-24T06:10">, but also </del>two weeks after its completion. The results showed that the three participants acquired knowledge about the growth stages of wheat, its products<del cite="mailto:reviewer" datetime="2021-10-24T06:10">,</del> and this staple human food, they retained that knowledge and were able to recall and narrate it in two subsequent probes conducted one and two weeks after the initial probe without the help of questions and images. The results of this intervention show that individuals with DS and moderate or severe intellectual disability can be educated and acquire knowledge, as well as retain and recall it. An additional important finding is that repeated recalling of knowledge promotes long-term retention.</p>
<p>Few studies have been conducted in Greece focusing on the inclusion of pupils with Intellectual Disability (ID) in general classes. The aim of this quantitative study was to explore the attitudes of Special Education Teachers (SETs or SET) towards the inclusion of pupils with ID in general classes. A structured questionnaire was sent out. It consisted of 10 demographic questions and of 6 structured closed-ended questions about the inclusion of this group of pupils in general classes, using a 5-point Likert scale. The study sample consisted of 150 SETs [129 (86%) females and 21 (14%) males]. The questionnaire data were analysed via descriptive and inferential statistics (SPSS version 21). The results of the research showed that the majority of SETs had a positive attitude towards the fact that the special and general education teacher should jointly adapt the classroom according to the needs of the pupil with ID and that inclusive education is appropriate for these pupils. The SETs had a neutral to positive attitude about whether pupils with ID should be educated in general settings with pupils without disabilities and whether they should be removed less frequently from general education settings in order to be given more help with their difficulties. Finally, there were some dependent variables that played a major role in participants' responses, such as education, work experience, work and the structure of employment. In conclusion, SETs point out that they are in favour of the inclusion of pupils with ID. Finally, the results of the study are discussed. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0993/a.php" alt="Hit counter" /></p>
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.