Engelli çocuklar için yenilikçi psikolojik destek teknolojileri

Razumova, Elena M.; Карманова, Е. В.; Bazhenova, Natalya G.; Shpakovskaya, Elena; Tokar, Oxana

doi:10.17051/ilkonline.2019.562012

Cited by 2 publications

(2 citation statements)

References 3 publications

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“…It is conditioned in the development of the innovation of parents in the implementation of technologies among them. It ascertains the analysis of their educational learning and experiences (Razumova, Ruslyakova, Bazhenova, Shpakovskaya, & Tokar, 2019). It also provides the disabilities of learning to a self-regulatory cognitive on the characteristics of the motivation learning influences in support of their special children.…”

Section: Introductionmentioning

confidence: 99%

Special Needs Children

Lito D. Mallillin

2021

ISA

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The study aims to know the profile of the respondents in terms of age, gender, educational attainment, and monthly family average income of parents and to identify how the support is extended by the parents on their special need children toward their studies along the area of becoming a strong advocate, getting acquainted with school regulation, learning to access additional services, developing relationship with children module tutors, and future of special need children. The descriptive quantitative research design is employed in the study. The subjects of the study are the parents of the special needs children who are enrolled in the different Higher Education Institutions (HEI) both in private and government entities in the GCC country. Twenty (20) parents are topped in the utilization of the study. A non-probability sampling technique is utilized in the study which is purposive sampling because it is appropriate in the development of the study. The results show that there is no significant relationship between the profile of the respondents and how support is extended by the parents of the special need children toward their studies

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Section: Introductionmentioning

confidence: 99%

Special Needs Children

Lito D. Mallillin

2021

ISA

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“…Therefore, this study tried to determine the approaches, opinions, and suggestions of the stakeholders for the role of the educational leaders responsible for sustainable inclusive education, the integration of technology into sustainable inclusive education, and the technology-based organization of sustainable inclusive education activities in order to realize sustainable inclusive education activities and to reach a judgment. Considering the literature in inclusive education, most studies are conducted for the education of disabled students [42][43][44][45] and the diversities caused by language, religion, ethnicity, and migration, which are considered as the versatility of inclusive education [3,8,18,[46][47][48][49][50][51][52] in recent years. However, there are almost no studies analyzing and interpreting the opinions of teachers, school administrative staff, and faculty members on the integration of technology and the role of educational leaders in sustainable inclusive education through a qualitative research design.…”

Section: Introductionmentioning

confidence: 99%

Investigating Stakeholders’ Views on Technology Integration: The Role of Educational Leadership for Sustainable Inclusive Education

et al. 2020

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This study aims to determine the views of teachers, school administrative staff having educational leadership roles, and faculty members on integration of technology and the role of educational leadership for sustainable inclusive education. The study group included 38 teachers working in Mersin province, Turkey, 11 school administrative staff, and 11 faculty members working at the Education Faculty. This study was structured employing a “basic interpretive qualitative study model”. In the study, a semi-structured interview form consisting of open-ended questions was used as a data collection tool. According to the findings, the faculty members do not consider that inclusive education practices reach an adequate level of sustainability. Therefore, the participants also suggest adding a sustainable inclusive education course in teacher education programs. School administrative staff and teachers have emphasized that technological infrastructures of schools are inadequate for sustainable inclusive education practices. A majority of teachers have used technology in sustainable inclusive education practices. Overall, the participants believe that the integration of technology into sustainable inclusive education has positive effects on students such as ensuring permanent, quick, and easy learning. This study proves that different stakeholders that have a key role in providing sustainable inclusive education handle this issue from different perspectives and they have both positive and negative opinions on the sustainable inclusive education practices.

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Engelli çocuklar için yenilikçi psikolojik destek teknolojileri

Cited by 2 publications

References 3 publications

Special Needs Children

Special Needs Children

Investigating Stakeholders’ Views on Technology Integration: The Role of Educational Leadership for Sustainable Inclusive Education

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