Characterization of Inclusive Practices in Schools with Education Technology

Pérez, Alicia González

doi:10.1016/j.sbspro.2014.04.322

Cited by 9 publications

(5 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…An analysis of scientific literature has shown that a number of researchers (Isosomppi & Leivo, 2015;Perez, 2014) identify several groups of obstacles that need to be overcome in order to create accessible and comfortable education for students with disabilities: architectural, urban infrastructure, regulatory, informational, financial, cognitive, socio-psychological, logistics, human resources, etc. However, more often the problem is not the availability of facilities and barrier-free establishment of general secondary education, but the inability of a student with disabilities to get from home to the place of study, due to the presence of barriers in residential buildings, public transport, high curbs on the sidewalks, etc., which is the main problem.…”

Section: Groups Of Obstacles To the Implementation Of Inclusive Educamentioning

confidence: 99%

“…Due to such unfavourable conditions, the majority of children with disabilities have to be isolated. One of the main barriers in the practice of inclusive education is the attitude of teachers and their attitude towards inclusion of students with disabilities (Perez, 2014). This is due to teachers' experience and willingness to work in mixed classes, expectations of students with disabilities, degree and peculiarities of diseases.…”

Section: Groups Of Obstacles To the Implementation Of Inclusive Educamentioning

confidence: 99%

See 1 more Smart Citation

Inclusive Practice In Institutions Of General Secondary Education: Problems And Prospects

Hryshanava¹,

Minionak²,

Barun³

et al. 2021

European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

show abstract

Section: Groups Of Obstacles To the Implementation Of Inclusive Educamentioning

confidence: 99%

Section: Groups Of Obstacles To the Implementation Of Inclusive Educamentioning

confidence: 99%

Inclusive Practice In Institutions Of General Secondary Education: Problems And Prospects

Hryshanava¹,

Minionak²,

Barun³

et al. 2021

European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

show abstract

“…To cater to all these problems, teachers must build a safe and secure environment in which the students feel emotionally capable and can gather courage and confidence. For creating such an environment in an inclusive classroom, certain areas require special consideration, such as classroom design, classroom procedure, teaching-learning methods (Bucholz & Sheffler, 2009), inclusive pedagogy (Smantser & Ignatovitch, 2015), teacher's attitude (González Pérez, 2014) and so on so forth.…”

Section: Introductionmentioning

confidence: 99%

Paving the Way Ahead: A Systematic Literature Analysis of Inclusive Teaching Practices in Inclusive Classrooms

Singh¹,

Pallai²

2023

Journal of Educational, Cultural and Psychological Studies (ECPS Journal)

View full text Add to dashboard Cite

Classroom deliberations in an inclusive environment is challenging yet rewarding. Teaching students with varied needs under the same roof provides the teachers with the opportunity to bring out their best and to help students to attain an optimum level of learning. The purpose set for this paper is to conduct a rigorous review of inclusive teaching-learning practices across countries to understand and present the best ways of conducting an inclusive classroom. To explore the stated objective the researchers opted for an extensive desk review method to review the available related literature in a systematic manner. As a result of conducting a systematic review analysis, certain themes have emerged under which plausible inclusive practices have been presented as a finding of the research. The study presented five categories of best teaching practices that emerged from the review. This paper presented a concise and accumulated version of the best practices and methods adopted by the practitioners in inclusive education across the world. Amalgamated findings present that using ICT, individualised learning and various classroom management techniques, collaboration and curriculum adaptations provide the best ways to promote inclusion.

show abstract

“…But the remaining two third of the students are affected with health or medical related difficulties, only (Marilyn Augustyn, L Erik von Hahn, 2022). Hence, the phenomenon of learning for all could be facilitated by understanding the differences between students, and these diversities are considered effectively in implementation of inclusive practices (Pérez, 2014). Moreover, proves that the Autism prevalent students in inclusive classrooms demonstrate "better cognitive and adaptive characteristics" (Beghin, 2021).…”

Section: Introductionmentioning

confidence: 99%

Inclusive schools for children with autistic spectrum disorder: an appraisal on built environmental challenges of existing schools

Jayaneththi¹,

Rajapaksha²

2022

15th International Research Conference - FARU 2022

View full text Add to dashboard Cite

Majority of the school-aged children with Autistic Spectrum Disorder (ASD) are excluded from education, globally. And those who are engaged in education, are being educated separately confronting social segregation. Education is a fundamental human right that highlights the importance of promoting inclusive schools, enabling education for differently abled children in typical schools. This study investigates the appropriateness of the built environment and available facilities of existing local schools imposed on students with ASD. Thus, four schools were evaluated; two with autistic students and two without them. A photographic survey was conducted as the methodology to evaluate the presence of the relevant spaces and their qualities. Five types of spaces were identified of which 12 spatial qualities were examined in each school. The results of the study demonstrate that the built environment of both existing special and mainstream schools consist a significant level of required spatial availability in three of the identified spatial categories while the availability of relaxing and treatment spaces to facilitate students with ASD are considerably low. Thus, the findings insist on the necessity of improvements in local school environments focusing on crucial space categories to educate students with ASD by making the schools inclusive.

show abstract

Characterization of Inclusive Practices in Schools with Education Technology

Cited by 9 publications

References 8 publications

Inclusive Practice In Institutions Of General Secondary Education: Problems And Prospects

Inclusive Practice In Institutions Of General Secondary Education: Problems And Prospects

Paving the Way Ahead: A Systematic Literature Analysis of Inclusive Teaching Practices in Inclusive Classrooms

Inclusive schools for children with autistic spectrum disorder: an appraisal on built environmental challenges of existing schools

Contact Info

Product

Resources

About