Collaborative team approaches to supporting inclusion of children with disability in mainstream schools: A co-design study

Garcia-Melgar, Ana; Hyett, Nerida; Bagley, Kerryn; McKinstry, Carol; Spong, Jo; Iacono, Teresa

doi:10.1016/j.ridd.2022.104233

Cited by 11 publications

(10 citation statements)

References 17 publications

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“…La comunicación abierta entre acudientes, docentes y profesionales (fonoaudiólogas/ os, psicólogas/os, terapeutas ocupacionales, etc.) de las instituciones educativas es determinante (Guerrero y Rojas-Romero, 2023;Garcia-Melgar et al, 2022). El involucramiento activo y empático de estas partes puede ayudar a disipar temores y dudas, además de generar actitudes positivas, interés y confianza (Heiman y Avissar, 2022).…”

Section: Participación Constructiva Y Trabajo Colaborativounclassified

“…El desarrollo de una práctica inclusiva, por su naturaleza transformadora e inacabada, requiere de la participación democrática y el debate crítico, respetuoso y constructivo de todos los actores involucrados, incluyendo la familia (O'Hanlon, 2009). Su falta de participación efectiva puede afectar el diseño y la implementación de estrategias y planes de ajustes razonables, pues no es suficiente listar el reporte de las limitaciones o las necesidades de cada estudiante (Cuskelly, 2020;Garcia-Melgar et al, 2022;VIcek et al, 2020).…”

Section: Cumplimiento De Compromisos En Los Planes Individuales De Aj...unclassified

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Participación de las familias en la educación de estudiantes con discapacidad

Guerrero,

Rojas Romero,

Quintanilla Rubio

2024

Rev. Ocup. hum.

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En Colombia, el Decreto 1421 de 2017 reconoce a la familia como actor esencial en la participación efectiva del estudiantado con discapacidad. Se ofrece una reflexión sobre las barreras que las familias enfrentan al tratar de cumplir con las obligaciones enunciadas en esta normativa, y se proponen estrategias para incrementar su involucramiento. Las barreras actitudinales, físicas, comunicativas y sociales que afrontan las familias dificultan el éxito escolar de niños, niñas y adolescentes con discapacidad. Asimismo, el escaso reconocimiento de la diversidad lingüística, la geografía y el conflicto armado minimizan la presencia de estudiantes con discapacidad y sus familias en entornos escolares de algunas regiones del país. De otra parte, el enfoque unidireccional y centrado en las limitaciones del estudiante dificulta la participación y cumplimiento de las obligaciones escolares en algunos establecimientos educativos. La generación de políticas con enfoque territorial que visibilicen las necesidades regionales y promuevan las diferencias lingüísticas y culturales, así como la toma de conciencia, el acompañamiento psicosocial, el trabajo colaborativo y la generación de espacios de em-poderamiento, desde una perspectiva de derechos, pueden favorecer el rol de las familias para el logro de la inclusión y la equidad en la educación.

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Section: Participación Constructiva Y Trabajo Colaborativounclassified

Section: Cumplimiento De Compromisos En Los Planes Individuales De Aj...unclassified

Participación de las familias en la educación de estudiantes con discapacidad

Guerrero,

Rojas Romero,

Quintanilla Rubio

2024

Rev. Ocup. hum.

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“…This disorder can continue to the next level of education if it is not handled properly [3,10]. Collaboration and communication between parents, health workers, and teachers have an important role in the child's development process [11]. Research shows that intervention for children with disabilities requires the role of a family approach [12].…”

Section: Introductionmentioning

confidence: 99%

The Government’s Role in Promoting the Community on Children with Special Needs, Early Detection, and Handling

Sholikhah¹,

Rukmini²,

Sumiatin³

et al. 2023

Proceedings of the 1st International Conference for Health Research – BRIN (ICHR 2022)

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Delays in access to assessment and intervention services for children with special needs are still a major issue. Case finding of Children with Special Needs often occurs when children enter school age. Children's development is often far behind compared to their peers at this age. This is an important issue because the speed and accuracy of accessing quality services greatly affect children's future development progress. The purpose of this study was to describe the role of the government in promoting to the public about children with special needs, early detection, and treatment so far. This research was the result of a study conducted in 2016 and 2021. The data were obtained by conducting focus group discussions on study sources, including primary care groups (doctors, nurses, psychologists, midwives, teachers, and therapists), community groups (Dharma Wanita, cadres, non-governmental organizations), and stakeholders (Health, Social, Education and Women's Empowerment and Child Protection Office). Results showed 1) Promotion efforts on the problem of children with special needs, detection, and treatment were currently increasing, but not evenly distributed. 2) Several fields in the government and community organizations have begun to synergize in promotional activities, but they were still partial. Promotion efforts to the public require more intense and integrated coordination and communication between government ors. This is very important to increase the understanding and commitment of the government to promote a more structured promotion. Recording and reporting concrete findings of children with special needs is needed as material for advocacy to government stakeholders to increase the priority scale of attention to efforts to promote children with special needs and their handling.

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“…Diff erentiated instruction also addresses the learning phase of each student (Pozas, Letzel, & Schneider, 2020;Sharp, Jarvis, & McMillan, 2020). On the other hand, a team approach means school stakeholders, e.g., principal, teacher, and support teacher working collaboratively (Garcia-Melgar et al, 2022;Shaddock et al, 2007;Sheppard, 2019) to ensure the success of all students in the academic fi elds (Vlcek, Somerton, & Rayner, 2020). Collaborative action has the potential to be an eff ective strategy for supporting inclusive practice (Chao, Lai, Ji, Lo, & Sin, 2018;Mulholland & O'Connor, 2016).…”

Section: Introductionmentioning

confidence: 99%

Science and special education teachers create inclusive classroom practice in science

Suprihatiningrum

Palmer²,

Aldous³

2022

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The purpose of this research was to examine how co-teachers collaborate interdependently to make the science classroom inclusive for all students. Seven participants; two science teachers of School Smart; two science teachers of School Brainy; support teachers of School Smart and Brainy respectively; and Lily, the head of the inclusion program of School Brainy were selected purposively. As a qualitative description study, data were collected through semi-structured interviews, classroom observations, and instructional document analysis. Data collected were analyzed through a deductive approach using co-teaching as a predetermined framework. The findings indicate that the co-teachers in two schools were teaching collaboratively through co-planning, co-instructing, and co-assessing. Co-teachers from both schools claimed that most of the time spent collaborating was on co-instruction rather than co-planning and co-assessment. In School Smart, the co-teaching between science and the support teacher, called an alternative teaching model, is operating more effectively in terms of planning, scheduled meetings to discuss instructional planning and its implementation compared to School Brainy. Co-teachers in School Smart work more interdependently and collaboratively than the co-teachers in School Brainy

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Collaborative team approaches to supporting inclusion of children with disability in mainstream schools: A co-design study

Cited by 11 publications

References 17 publications

Participación de las familias en la educación de estudiantes con discapacidad

Participación de las familias en la educación de estudiantes con discapacidad

The Government’s Role in Promoting the Community on Children with Special Needs, Early Detection, and Handling

Science and special education teachers create inclusive classroom practice in science

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