Predictors of Educational Outcomes of Students with Multiple Disabilities: Results from a National Study

Bowlen, Kymberly; Osiniak, Kristen; Syms, Tyler; Larwin, Karen H.

doi:10.11591/ijere.v7i3.14019

Cited by 1 publication

(1 citation statement)

References 19 publications

(21 reference statements)

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“…Not with standing these international commitment and progress in international level, universal and inclusive education of people with disabilities in Indonesia further to be accomplished. Moreover, research reported by [4] that the students with disabilities endorsed their interest to attend college higher than those without disabilities. As a result, interest over inclusive education in every level of education in Indonesia has been growing.…”

Section: Introductionmentioning

confidence: 99%

Inclusive education services for the blind: Values, roles, and challenges of university EFL teachers

Lintangsari

Emaliana

2020

IJERE

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Implementing inclusive education, the process of providing all learners with equal educational opportunities, is a major challenge for many educational systems worldwide, for it requires changes to values, system, and practices. In the teaching of English as a foreign language (EFL) in university, teachers are expected to be able to select, transform, or augment Universal Design for Learning (UDL), and Differentiated Instruction (DI) as a framework to guarantee accessibility of all learner types to the learning environment by employing specific educational design guidelines, to fit their leaners', notably for the blinds. Data on what has led EFL teachers to join the reform of the teaching instruction and how they tackle problems during implementation cannot be located. Thus, the aim of this qualitative study is to uncover reasons for EFL teachers to participate in and what they did to facilitate the instruction wide effort to practice inclusive education, as well as challenges encountered. Key findings included implementing university policy as prime reasons for practicing inclusive education, utilizing UDL and DI as the key to successful implementation for instructional teaching, and inadequate resources and teacher training as the main challenges. Recommendations consists of providing disability-specific pre- and in- service training programs for teachers and making arrangements of sufficient educational materials and assessment based on UDL and DI towards EFL instructions.

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Section: Introductionmentioning

confidence: 99%