Continuing professional development (CPD) as a means to reducing barriers to inclusive education: research study of the education of refugee children in the Czech Republic

Bačáková, Markéta; Closs, Alison

doi:10.1080/08856257.2013.778108

Cited by 25 publications

(13 citation statements)

References 12 publications

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“…Disentangling the cognitive and behavioral effects of trauma from learning and other disability is also seen as a challenge for assessment and the provision of relevant support (Sirin and Rogers-Sirin, 2015;Graham et al, 2016). As a result of these challenges, refugee children are found to be overrepresented in segregated special education settings (Bačáková and Closs, 2013;Nicolai et al, 2016), with potential negative consequences for their learning and social integration.…”

Section: The Intersection Of Refugee and Disability Education And Thementioning

confidence: 99%

Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa

et al. 2020

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International conventions acknowledge the right of refugees and of disabled people to access quality inclusive education. Both groups struggle to assert this right, particularly in the Global South, where educational access may be hindered by system constraints, resource limitations and negative attitudes. Our concern is the intersectional and compounding effect of being a disabled refugee in Sub-Saharan Africa. Disabled refugees have been invisible in policy and service provision, reliable data is very limited, and there has been little research into their experiences of educational inclusion and exclusion. This article makes the case for research to address this gap. Three country contexts (South Africa, Zimbabwe, and Uganda) are presented to illustrate the multilayered barriers and challenges to realizing the rights for disabled refugees in educational policy and practice. These three countries host refugees who have fled civil unrest and military conflict, economic collapse and natural disaster, and all have signed the United Nations Convention on the Rights of Persons with Disabilities. None has available and reliable data about the numbers of disabled refugees, and there is no published research about their access to education. Arguing for an inclusive and intersectional approach and for the importance of place and history, we illustrate the complexity of the challenge. This complexity demands conceptual resources that account for several iterative and mutually constituting factors that may enable or constrain access to education. These include legislation and policy, bureaucracy and resource capacity, schools and educational institutions, and community beliefs and attitudes. We conclude with a call for accurate data to inform policy and enable monitoring and evaluation. We advocate for the realization of the right to education for disabled refugee students and progress toward the realization of quality inclusive education for all.

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Section: The Intersection Of Refugee and Disability Education And Thementioning

confidence: 99%

Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa

et al. 2020

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“…CPD can impact at individual, classroom and organisational levels (Powell et al 2003). As well as improving individual teacher self-efficacy, effective CPD can provide teachers with relevant skills and strategies (Alexander, Ayres, and Smith 2015), support the (Bačáková and Closs 2013). Over 47% had undertaken no formal autismspecific CPD during their careers.…”

Section: Continuing Professional Development (Cpd)mentioning

confidence: 99%

Teacher education and confidence regarding autism of specialist primary school teachers

Šegota

Lištiaková²,

Stošić

et al. 2020

European Journal of Special Needs Education

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“…Pendidikan inklusif pada dekade terakhir ini sudah mulai menunjukkan perkembangan yang berarti di Indonesia (Suparno, 2010). Pendidikan inklusi juga dipandang sebagai agenda penting diseluh dunia, supaya dalam prakteknya anak berkebutuhan khusus dapat terlayani dengan sangat baik (Marketa and Alison, 2013). Guru merupakan peran utama dalam terlaksananya praktek pendidikan inklusi (Marketa dan Alison, 2013).…”

Section: Pendahuluanunclassified

Pandangan Guru Prasekolah Di Kota Surakarta Tentang Peran Mereka Dalam Konteks Pendidikan Inklusif

Setyowati

Wardani

2020

J. Edu. Rev. Resch

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Kunci utama dalam keberhasilan praktek pendidikan inklusi adalah peran dan tanggung jawab guru prasekolah. Tindakan yang efektif dalam pengaturan inklusi harus disadari oleh guru. Tujuan dari penelitian ini adalah untuk mengevaluasi persepsi guru prasekolah tentang peran mereka dalam konteks pendidikan inklusi. Peserta adalah 20 guru prasekolah yang memiliki setidaknya satu siswa berkebutuhan khusus dikelas. Pengumpulan data dilakukan melalui wawancara semi-terstruktur dengan para guru. Hasilnya adalah guru mengetahui peran dan tanggung mereka dalam pendidikan inklusif, namun mereka memiliki kekurangan yang signifikan dalam pengetahuan dan strategi memadai yang digunakan untuk memenuhi peran mereka. Penelitian ini diharapkan mampu berkontribusi dalam menggali pandangan guru prasekolah terhadap peran mereka dalam konteks pendidikan inklusif serta meningkatkan pengetahuan dan strategi guru dalam memenuhi peran tersebut. disimpulkan bahwa guru kurang memiliki pengetahuan, kesadaran dan keterampilan tentang sifat dan persyaratan pendidikan inklusi. Guru harus dibimbing mengenai peran yang harus mereka jalankan dalam lingkungan inklusif dan keterampilan yang dibutuhkan dalam pelaksanaanya.

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Continuing professional development (CPD) as a means to reducing barriers to inclusive education: research study of the education of refugee children in the Czech Republic

Cited by 25 publications

References 12 publications

Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa

Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa

Teacher education and confidence regarding autism of specialist primary school teachers

Pandangan Guru Prasekolah Di Kota Surakarta Tentang Peran Mereka Dalam Konteks Pendidikan Inklusif

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