Exploring the experience of children with disabilities at school settings in Vietnam context

Tran, Kham

doi:10.1186/2193-1801-3-103

Cited by 11 publications

(14 citation statements)

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“…In which children with dissabilities are able to attend, to make their voice and to contribute to. School setting is the most significant one for children with dissabilities to make any changes on their social awareness and on accessing the sustain-able inclusion process [14].…”

Section: Results and Discusionmentioning

confidence: 99%

Children with Disabilities: an Analysis of a Learning Process in the Early Years' Classroom Toward Inclusive Practice

Diana¹,

Waluyo

Mukminin

2018

Proceedings of the International Conference of Early Childhood Education (ICECE 2017)

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Abstract--Inclusive education services for early childhood are expected to provide opportunities for all children regardless of their conditions to be able to obtain equal rights in education and learning process. The number of early childhood students with special needs increases each year, but the education services that can be provided by early childhood institutions are still very minimal.Inclusion involves creating situations in the setting that support the needs of the student; mainstreaming children, on the other hand, involves having students with disabilities learning to be in a general education setting [1].Teachers' knowledge of the condition and diversity of children with disabilities is still said to be lacking as well. Similarly, the implementation process of learning for children with special needs has not been well enough. This study aims to analyze the needs of early childhood learning in schools for children with special needs, so that later the school can design and provide the appropriate learning experience in inclusive early childhood education Introduction The result of data analysis shows that there is no clear reference related to the curriculum, planning and learning assessment standard for early childhood students with disabilities. In addition, the means associated with the mobility of children in learning activities is still very minimal. It can be concluded that inclusive early childhood education needs to have individual education program and supporting infrastructure in learning activity.

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Section: Results and Discusionmentioning

confidence: 99%

Children with Disabilities: an Analysis of a Learning Process in the Early Years' Classroom Toward Inclusive Practice

Diana¹,

Waluyo

Mukminin

2018

Proceedings of the International Conference of Early Childhood Education (ICECE 2017)

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“…In this connection, the Asian Development Bank (2014) states that the vocational training providers in Nepal are mostly under resourced and insufficiently disability-friendly although the short-term skills training for disadvantaged groups such as PWDs is expanding in the country. The insufficient accessibility of learning environment, as described by the participants, has illuminated a gap in the inclusion of learners with disabilities in the vocational training sector (Tran, 2014). Inclusion is about a person's right to belong to her/his local mainstream educational institution, to be valued for who s/he is and to be provided with all the support s/he needs to thrive (Rieser, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…Another study on the experience of children with disabilities (CWDs) in school settings in the context of Vietnam revealed that the CWDs' most important difficulties were related to learning facilities, empathy from their peers and barriers caused by the physical environment (Tran, 2014). The study showed that most of the respondents' understanding of disability was based on the medical and individual model.…”

Section: Empirical Studiesmentioning

confidence: 99%

The Experiences of Learners with Disabilities in Mainstream Vocational Training in Nepal

Adhikari¹

2018

IJRVET

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Context: This article explores the lived experiences of learners with disabilities who were attending short-term skills-based training programs in Nepal. The research questions addressed were how the learners with disabilities had been experiencing learning with their peers without disabilities and whether the vocational training was inclusive from the perspectives of learners with disabilities. Approach: Based on a phenomenological design, eight learners with disabilities were purposively selected. In-depth interviews were held with the participants. Data were collected in the forms of audiotaped recordings, field notes, and institutional records. The thematic analysis technique was employed to explicate the transcribed data.Results: The results showed that learners with disabilities faced difficulty in commuting to and from the training center. The physical learning environment was insufficiently accessible, and this affected the learning of students with disabilities. Although the learners with physical disabilities had no problem in understanding the subject matter taught in the mainstream classrooms, the learners with visual impairments and those who were with hard of hearing had, at times, difficulty in following their instructors. The learners with disabilities had trouble with socialization and with forming friendships though they had supportive instructors. The participants' statements revealed that the existing inclusion practices were not enough to address the needs of persons with disabilities. However, they viewed inclusion as a much better option to cater to the needs of differently abled people.Conclusion: Inclusive technical and vocational education and training (TVET) is in practice throughout the world. This qualitative research paper has presented the perspectives of learners with disabilities (LWDs) about the inclusive practices in the Nepalese TVET sector. More importantly, this study has given a voice to the LWDs from mainstream vocational training centers in Nepal.

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“…De hecho, el área con menor desarrollo es accesibilidad y diseño universal, ya que cerca de un 60 % señala que el mobiliario no contaría con adaptaciones al puesto de trabajo del estudiante en situación de discapacidad. Esto es preocupante en la medida en que las dificultades más importantes en la experiencia que presentan los niños con discapacidad en la escuela, están en las instalaciones de aprendizaje, la empatía de sus pares y los obstáculos en el entorno físico para los estudiantes (Tran, 2014).…”

Section: Discussionunclassified

Programa de Integración Escolar en Chile: brechas y desafíos para la implementación de un programa de educación inclusiva

Rozas

Arrau

Cornejo

et al. 2018

Redis

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Construir sociedades inclusivas que no dejen a nadie atrás e incluyan a todos sus miembros es una obligación ética. Desarrollar programas de educación inclusiva permite asegurar igualdad de oportunidades en una de las etapas más críticas del desarrollo. El objetivo de este estudio es describir la implementación del Programa de Integración Escolar (PIE) en sus distintas dimensiones y zonas de Chile. Se desarrolló un estudio descriptivo y transversal midiendo la percepción de los coordinadores del programa en escuelas municipales y subvencionadas del país a través de una encuesta vía web. Se realizó un muestreo aleatorio simple de escuelas, obteniendo la respuesta de 1742 establecimientos educacionales con PIE. Se identificaron mayores niveles de implementación del programa en las áreas de trabajo interdisciplinar y formación integral, aspectos curriculares e institucionales. Por su parte, en la implementación de accesibilidad, desarrollo de ajustes razonables y participación de la comunidad educativa se identificaron deficiencias. Del mismo modo, existen diferencias entre las zonas de Chile, siendo la macrozona Norte la que presenta menor avance. Si bien hay resultados positivos en el equipo de trabajo y desarrollo institucional, el desarrollo de condiciones objetivas y la participación aún es una tarea pendiente en la implementación del PIE.

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Exploring the experience of children with disabilities at school settings in Vietnam context

Cited by 11 publications

References 0 publications

Children with Disabilities: an Analysis of a Learning Process in the Early Years' Classroom Toward Inclusive Practice

Children with Disabilities: an Analysis of a Learning Process in the Early Years' Classroom Toward Inclusive Practice

The Experiences of Learners with Disabilities in Mainstream Vocational Training in Nepal

Programa de Integración Escolar en Chile: brechas y desafíos para la implementación de un programa de educación inclusiva

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