Teaching, Learning and Inclusive Education: The Challenge of Teachers’ Training for Inclusion

González-Gil, Francisca; Martín, Eugenio Garrido; Flores, Noelia; Río, Cristina Jenaro; Castro, Raquel Poy; Vela, María Gómez

doi:10.1016/j.sbspro.2013.09.279

Cited by 15 publications

(15 citation statements)

References 2 publications

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“…with this inclusive education training, teachers feel the benefits for inclusive education and become a challenge in its implementation. This effort will advance the inclusion program in schools [9].…”

Section: Proposed Methodsmentioning

confidence: 99%

Description of Implementation Inclusive Education for Children with Special Needs in Inclusive Kindergarten

Anggia¹,

Harun²

2019

Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)

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In essence, the needs of early childhood differ from each individual both in their physical motor development, language and their personal needs. Especially for those who have abnormalities in their development who need special treatment. Therefore inclusive education is important to provide a place for children with special needs to be able to socialize with regular children. This study aims to describe the implementation of inclusive education with children with special needs in kindergartens in Indonesia, to describe management of inclusive education management in kindergartens in Indonesia and to describe learning and learning tools used for early childhood with special needs in inclusive education. This research was conducted with descriptive approach research method using interview guidelines. Based on the results of the research that has been done, the implementation of inclusive education in this kindergarten has been carried out well in terms of implementation objectives, educational goals, facility readiness, school management, assessment and identification of children with special needs, assessment of learning outcomes and reporting. However, for the provision of special education teachers, this school does not have a special education teacher and still does not have a special curriculum for children with special needs.

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Section: Proposed Methodsmentioning

confidence: 99%

Description of Implementation Inclusive Education for Children with Special Needs in Inclusive Kindergarten

Anggia¹,

Harun²

2019

Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)

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“…The solution taken by several schools to overcome this problem is to accept graduates from various departments who must attend training, workshops, and seminars to broaden their knowledge and skills to assist children with special needs. The results of the study of Francisca González-Gil, Elena Martín-Pastor, Noelia Flores, Cristina Jenaro, Raquel Poy, and María Gómez-Vela also show that teachers need training in the process of transforming public schools into inclusive schools, especially regarding inclusive methodologies and curricula [14]. In addition, there are also schools that require the newly received special counseling teachers to take an orientation or mentoring period for one to two weeks before going directly to assist the children in class.…”

Section: Special Teacher Educationmentioning

confidence: 99%

“…Teachers who have teaching experience with such children will have good self-efficacy. Therefore in education or training, the need to practice dealing with children with special needs is not just a theory [14,15,16,17]. One special teacher accompanies 4 of the students with special needs SDN Banua Anyar 4 One special teacher accompanies more than 3 crew members.…”

Section: Special Teacher Educationmentioning

confidence: 99%

Special Teachers in Inclusive Classes: Assisting Patterns for Children with Special Needs in Inclusive Settings

Ariani¹,

Wahyudi²,

Rugaiyah³

2019

Proceedings of the First International Conference on Technology and Educational Science

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Inclusive education allows children with special needs to get quality education services together with other regular students. One aspect that contributes to the success of education and development of children with special needs is the assistance given by the special teacher in the classroom. The study aims to determine the effectiveness of the mentoring pattern given to children with special needs in inclusive elementary schools in the city of Banjarmasin, South Kalimantan. This research is descriptive and data collection is done by interview, observation, and documentation. The results of the study are, first, the special teacher should have a bachelor's degree in special education or a bachelor of Education and should have attended training or seminars to acquire insight and skills in assisting children with special needs. Secondly, assistance is provided to one child with special needs and the maximum is two children. Third, special teacher activities in providing assistance include coordinating with class teachers or subject teachers and parents of students with special needs, helping children with special needs in completing assignments, providing assistance during class hours, giving remedial notes, making special notes on children's development, and together with class teachers providing an assessment of the learning outcomes of students with special needs.

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“…La diversidad en el aula se refleja en estudiantes con diferentes ritmos de aprendizaje, habilidades, intereses, expectativas y necesidades, que demandan la atención educativa adecuada. Esta realidad justifica la necesidad de la formación docente para afrontar los retos de alcanzar el éxito para todos los estudiantes (González et al,, 2013).…”

Section: Papeles De Trabajo Nº 29 -Julio 2015 -Issn 1852-4508 Centro unclassified

Estrategia pedagógica para la formación de ingenieros con discapacidad visual

Morales

Duarte

Gutiérrez

2020

revista

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La inclusión educativa de personas en situación de discapacidad es una obligación de las instituciones de educación superior, respaldada por la constitución y las leyes en varios países de Latinoamérica. Aunque se han adelantado esfuerzos para realizar adaptaciones: institucionales, normativas, pedagógicas, curriculares y didácticas, especialmente en los niveles de educación básica y media, son escasas las propuestas didácticas y metodológicas para la formación de ingenieros con discapacidad visual. En el presente trabajo se propone la metodología del aprendizaje basado en problemas, como estrategia didáctica para la inclusión educativa de estudiantes de ingeniería con discapacidad visual. La estrategia se empleó con un estudiante de Ingeniería Electromecánica, invidente a causa de un accidente, quien realizó su proyecto de grado como opción para optar al título profesional. Luego de adquirir las destrezas necesarias para la búsqueda, selección y manejo de la información, fue posible que el estudiante realizara el seguimiento a la solución de un problema en el aula, interactuando con compañeros en una asignatura de octavo semestre. La experiencia fue un reto para estudiantes y docentes ya que no es usual contar en el aula con personas en situación de discapacidad, esto unido a la escasa orientación que brinda la institución para atender a este tipo de población. Como principal conclusión se resalta la necesidad de brindar capacitación a los docentes universitarios en temáticas referentes a la inclusión educativa, medios didácticos y estrategias pedagógicas alternativas que hagan más efectiva su labor, cuando de trabajar con personas en situación de discapacidad se trata.

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Teaching, Learning and Inclusive Education: The Challenge of Teachers’ Training for Inclusion

Cited by 15 publications

References 2 publications

Description of Implementation Inclusive Education for Children with Special Needs in Inclusive Kindergarten

Description of Implementation Inclusive Education for Children with Special Needs in Inclusive Kindergarten

Special Teachers in Inclusive Classes: Assisting Patterns for Children with Special Needs in Inclusive Settings

Estrategia pedagógica para la formación de ingenieros con discapacidad visual

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