Integration of students with moderate learning difficulties

Williams, Paul D.

doi:10.1080/0885625930080309

Cited by 9 publications

(3 citation statements)

References 35 publications

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“…Learning difficulties is a modern and quite topical issue in educational reality (Panteliadou and Botsa 2007 ). Students that fall into this category constitute a substantial proportion of the general school population (Chu and Lo 2016 ; Williams 1993 ). This target group faces general difficulties in school’s demands (Leung et al 2007 ) and comprise a heterogeneous group of children with impairments that vary from mild to severe.…”

Section: Introductionmentioning

confidence: 99%

An investigation on alternative ideas on thermal phenomena of pupils with and without learning difficulties

et al. 2023

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In the last decades, constructivism has dominated Early Childhood Science Education. Within this context, alternative ideas of pre-school pupils have been thoroughly explored and analyzed. Nevertheless, research on these ideas in individuals with learning difficulties remains scarce. Aiming to fill this gap, the present study explores alternative ideas on thermal phenomena of pupils with learning difficulties and compare them with those without learning difficulties. For this purpose, an experimental investigation was conducted with 25 pupils with learning difficulties ( M = 72,50 months, s.d. = 8,11) and 25 pupils without learning difficulties ( M = 72,50 months, s.d. = 9,50). Drawing from constructivist theory, a structured, computerized tool (A.I.H.E.T) was developed to fulfill research’s goal. Findings suggest that pupils with and without learning difficulties use almost the same ideas on thermal phenomena, on a different frequency though. The results support further the findings of other research, according to which inclusive science education not only is feasible but also it has great benefits for students with and without learning difficulties. Supplementary Information The online version contains supplementary material available at 10.1007/s43545-022-00603-5.

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Section: Introductionmentioning

confidence: 99%

An investigation on alternative ideas on thermal phenomena of pupils with and without learning difficulties

et al. 2023

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“…Los resultados son muy variados ya que las necesidades educativas especiales son muy heterogéneas y, por ello, las comparaciones son inviables (Miller y Tovey, 1996). En lo que concierne a los efectos de la integración en los alumnos, parece que tienen mejor rendimiento académico los alumnos con problemas moderados de aprendizaje que asisten a centros de integración (Wang y Baker, 1986), que no hay diferencias en adaptación social entre los alumnos con problemas de aprendizaje en función del tipo de centro (Cole y Meyer, 1991) y que los alumnos con necesidades educati-vas especiales, con independencia del centro en el que se escolaricen, tienen un autoconcepto más bajo que sus iguales (Williams, 1993). Con todo, otros concluyen que los alumnos con necesidades educativas especiales en centros integrados salen beneficiados en sus resultados académicos y sociales (Baker, Wang y Walberg, 1995).…”

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Algunas variables predictoras de las actitudes del alumnado ante la integración escolar

Martínez

Gironés

2004

Revista de Psicología Social

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Este trabajo persigue conocer cómo se pueden predecir las actitudes de los alumnos hacia la integración escolar y si están asociadas al conocimiento mutuo, a las actitudes de los padres, a las actitudes de los profesores o a otras variables. La muestra la componen 1.061 alumnos y alumnas de la provincia de Alicante y de las respuestas de éstos al cuestionario con el que se evalúan sus actitudes se obtienen tres factores: “Prejuicios negativos”, “Aceptación de las diferencias” y “Disposición a la interacción”. Con la puntuación total en estos factores se realiza un análisis de regresión múltiple que permite destacar el papel relevante que presenta la comunicación de los hijos con los padres en la formación de actitudes de los estudiantes hacia la integración en el aula de alumnos con necesidades educativas especiales.

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“…Within their deliberations, the education of pupils described as having special educational needs has received considerable attention and it is this section of the population with which this article is directly concerned. A plethora of literature containing the words 'inclusive education' (Williams, 1993;Vitello & Mithaug, 1998;Knight, 1999) has provided an opportunity to re-rehearse familiar arguments centred largely upon issues of the location in which pupils should receive their education, the type of curriculum which they should be offered and the means by which schools can create a climate conducive to addressing special educational needs. Much has been written from a socio-political and philosophical standpoint which has attempted to place the education of pupils with special educational needs rmly within a human rights context (Nirje, 1985;Oliver, 1988;Wolfensberger, 1989).…”

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Including Pupils with Special Educational Needs: beyond rhetoric and towards an understanding of effective classroom practice

Rose

2002

Westminster Studies in Education

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The future of educational provision for pupils with special educational needs can be seen to be central to educational debate across Europe and the USA. Legislation from many countries has focused upon the means by which the achievement of a more inclusive education system can be achieved. This article suggests that whilst the socio-political and moral arguments for inclusion have been well established, insuf cient attention has been given to the development of an understanding of classroom practices which are conducive to creating an inclusive education system. The moral imperative for inclusion is clear and few teachers would deny that a move towards a more equitable education system should be regarded as a priority. Yet, moves towards the achievement of greater inclusion have been slow. Existing research has demonstrated that under some circumstances inclusion can be ef cacious, yet many teachers remain uncertain with regard to its implementation in their schools. This article argues that there is a need to move forward from debating the justi cation of inclusion and to shift efforts in the direction of an analysis of effective classroom practice to meet the needs of those pupils who are currently presenting the greatest challenges to teachers.The education of pupils with special educational needs was the focus of much discussion and debate throughout the second half of the twentieth century. Indeed, an increase in our understanding of how pupils with special needs learn and our endeavours to establish an education system which is more receptive to a greater range of learning dif culties may be heralded as one of the most signi cant developments within our education system. Legislative procedures such as the 1970 Education Act (Department of Education and Science, 1971) and the Code of Practice on the Identi cation and Assessment of Special Educational Needs (Department for Education, 1994), and the publication of the Warnock Report (HMSO, 1978) radically altered the perception of how pupils with special educational needs might be educated. This further provided an opportunity for a reappraisal of the place of such pupils within the education system as a whole. However, it has been argued (Booth, 1998) that the study of special education per se is fraught with dif culties, not least because of a lack of de nition with regard to its nature and as a result of an inability to make theories of teaching and learning more explicit when considering the needs of all pupils.Of all the issues currently being debated within education in England, it is those which

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Integration of students with moderate learning difficulties

Cited by 9 publications

References 35 publications

An investigation on alternative ideas on thermal phenomena of pupils with and without learning difficulties

An investigation on alternative ideas on thermal phenomena of pupils with and without learning difficulties

Algunas variables predictoras de las actitudes del alumnado ante la integración escolar

Including Pupils with Special Educational Needs: beyond rhetoric and towards an understanding of effective classroom practice

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