The Teacher as a Significant Part of Inclusive Education in the Conditions of Czech Schools

Šmelová, Eva; Ludíková, Libuše; Petrová, Alena; Souralová, Eva

doi:10.13189/ujer.2016.040203

Cited by 3 publications

(4 citation statements)

References 2 publications

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“…Among others, we identified the most visible and common risks and asked respondents to assess them. [34] Equally important difficulties, which are taken into account by educators of both category VZ (66.11%) and category VI (34.32%) -the size of groups where the number of children significantly exceeds the norm. It is worth noting that overcrowded groups in preschools in Kyiv are a widespread and long-standing phenomenon.…”

Section: Resultsmentioning

confidence: 99%

The Alacrity of Preschool Education Teachers to Work with Children in Inclusive Groups

Дятленко¹,

Гончаренко²,

Smolnykova³

et al. 2020

ujer

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The purpose of the study was to investigate the readiness of educators of preschool education institutions in Kyiv to work in inclusive classrooms. The parameters of the research are taken into accounts, such as attitude to the idea of inclusion, possession of the necessary arsenal of pedagogical practices, understanding of barriers and ways to overcome them on the way to the organization of inclusive education. The results of the study showed that a significant number of educators have a negative attitude to the idea of inclusion, believing that children should study in special groups or in special institutions (but not boarding schools). The question of the determinants of educators' attitudes towards inclusive education, which are related to their work experience, seems to be important. The results showed that most respondents have 20-30 years of experience working with preschoolers in general developmental groups. The picture of educators of inclusive groups differs sharply: among them, 42% of people have work experience of up to 5 years. This trend may speak in favour of the ability to learn, interest in changes in education, a sense of potential and professional resources to work in more difficult conditions. Educators with 30 years of experience or more are wary of this choice. Only 8.9% of them found their interest in working with children with special educational needs.

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Section: Resultsmentioning

confidence: 99%

The Alacrity of Preschool Education Teachers to Work with Children in Inclusive Groups

Дятленко¹,

Гончаренко²,

Smolnykova³

et al. 2020

ujer

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“…As a general teacher, it is necessary to develop the professional abilities of teaching, whereas the matter of teacher who has responsibility to teach specific subject is more important than the general one. In this scenario, expertise in teaching students with different disabilities is required as a part of teaching as mentioned in many international studies (Smelova, Ludikova, Petrova, & Souralova, 2016). The inclusion in regular schools requires not only placement in regular settings of the students with disabilities rather it also talks about providing unconditional and equal respect and a categorical support to all students (Smelova et al, 2016).…”

mentioning

confidence: 99%

“…In this scenario, expertise in teaching students with different disabilities is required as a part of teaching as mentioned in many international studies (Smelova, Ludikova, Petrova, & Souralova, 2016). The inclusion in regular schools requires not only placement in regular settings of the students with disabilities rather it also talks about providing unconditional and equal respect and a categorical support to all students (Smelova et al, 2016). The collaboration with other organizations can be parents facilitations ,supplementary services and support, adapted teaching aids, strategies and facilities (Grynova & Kalinichenko, 2018).…”

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confidence: 99%

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Framing the Inclusion of Students with Visual Impairment in the Regular Schools of Punjab: Efforts and Challenges

Rashid

Ashraf

Jahan

et al. 2021

Pak. J. Humanit. Soc. Sci

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The main objective of this study was to frame the inclusion for students with visual (SWVI) in the public schools of Punjab. For this purpose, researchers took the opinions of principals and teaching staff of the regular schools where SWVI are enrolled. Researchers used the survey method to conduct the study. A descriptive type of research was used. The study population compromised of all principals and teaching staff teaching in general inclusive schools of Punjab. The total ratio of the sample is 151(N=38). Principals and teachers teaching in inclusive schools (N=113) were taken as a sample of the study. The two-structured questionnaire was used, encompassing a dichotomous scale (Yes / No). The reliability of the instruments was estimated respectively 0.77 and 0.86. In contrast, the content validity of the instruments was assessed through experts who had experience in the field of special and inclusive education. The IBM version 20 was used for the analysis of the results. Results of the responses were calculated through frequency distribution with their percentage. Most of the principals who were administrators in regular inclusive schools emphasized that they have a zero rejection policy for admission in schools and make possible the friendly environment for students, positive feedback from the community, and an open-door policy for teachers, students, and parents to solve problems related to students. The majority of the school heads highlighted that school infrastructure is not according to the needs of students. Many teachers said that they lack training, have less knowledge to modify the syllabus and assessment procedures, do not have a proper source to adapt teaching material.

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Communication Competencies of the Child before Starting Compulsory Education as a Factor Affecting the Readiness for School

Stolinská

Rašková

Šmelová

2016

Procedia - Social and Behavioral Sciences

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The Teacher as a Significant Part of Inclusive Education in the Conditions of Czech Schools

Cited by 3 publications

References 2 publications

The Alacrity of Preschool Education Teachers to Work with Children in Inclusive Groups

The Alacrity of Preschool Education Teachers to Work with Children in Inclusive Groups

Framing the Inclusion of Students with Visual Impairment in the Regular Schools of Punjab: Efforts and Challenges

Communication Competencies of the Child before Starting Compulsory Education as a Factor Affecting the Readiness for School

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