Inclusive Design in the Field of Education from the Paradigm of Early Intervention

Benítez-Lugo, María-Luisa; Piñero-Pinto, Elena; León-Larios, Fátima; Medrano-Sánchez, Esther M.; de-la-Casa-Almeida, María; Suárez-Serrano, Carmen

doi:10.3390/children8060474

Cited by 3 publications

(3 citation statements)

References 17 publications

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“…The final result of this research pointed to the need for training and professional development for teachers regarding students with EBDs. Previous studies have shown similar results, wherein teachers often lack the preparedness and feel not trained to teach students with EBDs [ 37 , 58 , 59 , 60 ]. This underscores the need to prepare teachers for teaching students with EBDs in inclusive settings with typically developing peers.…”

Section: Discussionmentioning

confidence: 54%

Teachers’ Knowledge and Attitudes toward Sustainable Inclusive Education for Students with Emotional and Behavioral Disorders

Alkahtani

2022

Children

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With the growing number of students diagnosed with emotional and behavioral disorders (EBDs), there is a need to understand how teachers perceive those students. A mixed-method research design was used to determine whether there was a relationship between the level of general education teachers’ knowledge of emotional and behavioral disorders (EBDs) and their attitudes toward students with EBDs. The participants in the study were 782 certified elementary regular education teachers. Quantitative data were collected using two questionnaires, the Knowledge of Emotional and Behavioral Disorders Questionnaire (KEBDQ) and the General Educators’ Attitudes toward Emotional and Behavioral Disorders Questionnaire (GEAEBDQ). Descriptive analysis and Pearson correlation coefficients were used to analyze the data. The results of the quantitative data indicated that the teachers’ responses reflected both negative attitudes toward students with EBDs and poor knowledge of EBDs. A significant correlation was found between teachers’ level of knowledge and their attitudes toward students with EBDs. Qualitative data gathered from the interviews were analyzed using the thematic analysis approach. The qualitative findings are in line with the quantitative results. Implementation of professional development training to support general education teachers to acquire knowledge of EBDs may improve teachers’ perceptions of students with EBDs.

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Section: Discussionmentioning

confidence: 54%

Teachers’ Knowledge and Attitudes toward Sustainable Inclusive Education for Students with Emotional and Behavioral Disorders

Alkahtani

2022

Children

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“…Functional diversity training and the production of innovative activities are essential to maximize inclusion. In this educational center's children with and without disabilities, using play and emotions as a foundation for creative projects increases learning, awareness, empathy, and inclusion (Benítez-Lugo et al, 2021). Sustainable competence development, as per Kioupi and Voulvoulis (2019), should include not only cognitive factors such as knowledge and understanding of processes, as well as higher order reasoning ability such as reasoning and synthesizing, but also social skills, value systems, and emotions, collectively known as the affective domain.…”

Section: Meso Levelmentioning

confidence: 99%

Pathways to inclusive and equitable quality early childhood education for achieving SDG4 goal—a scoping review

et al. 2022

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According to Sustainable Development Goal 4.2 (SDG 4.2), Equal Access to Quality Pre-primary Education, governments throughout the world are working to ensure that all children have access to high-quality early childhood development, care, and pre-primary education by 2030. In order to organize available evidence into a coherent framework, the current scoping review represents an exploratory synthesis addressing the broad question of what qualitative and inclusive Early Childhood Education and Care strategies are currently being established globally to achieve SDG4 targets. The goal of this scoping review in this respect, was to map the available research and offer an overview of micro-, meso-, and macro-level perspectives on evidence-based interventions and strategies, for the promotion of SDG4 globally. A layered model of early childhood education that is both inclusive and egalitarian education emerged, starting with the micro level: child, family and community, mezo level: nursery, and kindergarten and macro level: national policies and SDG 4.2 Agenda for 2030. The mezzo level connects the micro and macro levels, being the most solicited level of implementing inclusive and qualitative ECEC strategies. Thus, starting with putting a real emphasis on children rights, creating a qualitative and inclusive culture with a holistic understanding of child development, then investing in teacher preparation and instilling a strong belief and positive attitudes toward equity in early childhood services, developing inclusive educational policies with an authentic community support offered by all stakeholders, then adapting curriculum and assessment methods to all early childhood educational contexts and lastly piloting and up-scaling good practices, and investing in infrastructure, facilities and innovative educational services, SDG4.2 targets could transparently and efficiently be attained by 2030, with all the setbacks arisen from the pandemic context. The data provide light on a vast topic range, including human rights and values, policy actions, and ideologies. The micro-level themes emphasized the importance of fostering equitable and inclusive environments for children., as well as instructional approaches that encourage positive attitudes toward diversity and instructors' levels of experience in dealing with diversity. We also discovered the significance of creating chances that promote socialization, connection development, and a sense of belonging. Meso-level principles emphasized the relevance of schooling in a child's holistic development and skill acquisition. Mainstream availability for all children, national curriculum regulations, teacher preparation for inclusive early childhood education, excellent funding and governance, evaluation and monitoring, and research on inclusive early childhood education comprise the macro level. As a concept and an approach, inclusive and qualitative education necessitates the preparedness of all relevant educational components to participate. Providing inclusive education in the early years requires setting the foundation for subsequent levels of schooling. The active engagement of a young kid should be directed by developmentally and individually suitable curricula. Access to and participation in age-appropriate general curricula becomes critical in identifying and providing specialized support services. Inclusive programming does not imply that the educational programs will necessarily be of good quality. Efficiency and wellbeing are synonymous with equity. Equitable education investment benefits everyone in society, not just the most marginalized. Investing in education will help communities achieve all of the Sustainable Development Goals related to education.

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“…Banyak cara yang dapat dilakukan untuk mengenalkan sains pada anak (Campbell et al, 2019). Akan tetapi, jika yang dihadapi anak dengan kebutuhan yang khusus, mempunyai cara yang khusus juga (Akrim & Harfiani, 2019;Benítez-Lugo et al, 2021). Jika guru pada setting PAUD inklusif cenderung mempunyai keterampilan dan cara mengenalkan sains dasar pada anak berkebutuhan khusus, karena sudah dibekali melalui pendidikan dan pelatihan professional (Gezer & Aksoy, 2019;Yada & Savolainen, 2017), lain halnya dengan orang tua yang mempunyai kemampuan yang variatif (Balli, 2016;Goldman & Burke, 2017;Hirano et al, 2016).…”

Section: Pembahasan Cara Orang Tua Mengenalkan Kegiatan Sainsunclassified

Keterlibatan Orang Tua dalam Mengenalkan Sains untuk Anak Down Syndrome

Siron¹,

Setianingtias²,

Nuryanah³

et al. 2022

JECED J. Early Child. Educ. Dev.

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This study describes parents' involvement in introducing science to children with down syndrome. This study used a qualitative approach. The research participants were 6 parents with Down syndrome children at 4-8 years old. The purposive sampling method was used to involve the participants. Data were collected through semi-structured online interviews. Analysis of the data in this study using Miles and Huberman. The results of this study show how parents introduce science activities by introducing science activities using simple methods, the media used by utilizing household appliances and objects in the surrounding environment. Parents consider science activities essential to be introduced to children. However, parents face challenges because children are difficult to manage, do not easily focus, and are easily bored.

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Inclusive Design in the Field of Education from the Paradigm of Early Intervention

Cited by 3 publications

References 17 publications

Teachers’ Knowledge and Attitudes toward Sustainable Inclusive Education for Students with Emotional and Behavioral Disorders

Teachers’ Knowledge and Attitudes toward Sustainable Inclusive Education for Students with Emotional and Behavioral Disorders

Pathways to inclusive and equitable quality early childhood education for achieving SDG4 goal—a scoping review

Keterlibatan Orang Tua dalam Mengenalkan Sains untuk Anak Down Syndrome

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