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نتیجه جستجو - Inclusive education

تعداد مقالات یافته شده: 2
ردیف عنوان نوع
1 Do inclusive education laws improve primary schooling among children with disabilities?
آیا قوانین آموزش فراگیر ، آموزش ابتدایی را در بین کودکان دارای معلولیت بهبود می بخشد؟-2020
Of the approximately 93 million children with moderate or severe disabilities around the world, large numbers do not have access to quality education. Inclusive education systems have been advocated as a solution to this problem. In this paper, we examine whether legislation to advance inclusive education can increase the likelihood of children with disabilities attending school in a low-income country. Using a difference-in-difference methodology, we find that children with visual, hearing, and physical disabilities, who began school at a time when inclusive education was guaranteed in Uganda, had a significantly higher likelihood of going to school than children with disabilities in comparator countries in Sub-Saharan Africa, as well as children with disabilities in Uganda who became of school age prior to the passage of legislation. However, this was no longer true when considering only the sample of children reported to have no ability to see, hear, or engage in physical activities. While our findings are promising, comparable data on more countries are needed to comprehensively examine the impact of similar legislation across multiple settings.
Keywords: Disability | Inclusive education | Persons with Disabilities Act | Special needs | School participation
مقاله انگلیسی
2 Teacher education for inclusion: Can a virtual learning object help?
آموزش معلمان برای ورود به مطالعه: آیا می توانم یک شی کمک های یادگیری مجازی باشم؟-2015
Inclusive education has occupied a central role in educational planning especially over the last two decades of the 20th century. This article presents an evaluation of the virtual learning object (LO) Incluirda digital resource designed to support learning. It was created to work as a complementary tool for teacher education that aimed at promoting reflection on inclusion and resignification of teachers' practice. We present some aspects of inclusive education in Brazil and our perspective on teacher ed- ucation for inclusion. Then we explore the learning object, the pedagogical framework that guided its conception, and the survey that we conducted designed to evaluate the object in its technical and pedagogical aspects. A total of 163 participants answered a questionnaire comprised of 20 closed questions and 3 open-ended questions. Simple descriptive statistics allowed us to determine that par- ticipants rated the object very positively. Thematic content analysis was used to organize the qualitative data of the two open-ended questions in three analytical categories. Simple quantification and description was used to analyze the third open-ended question. We concluded that the LO is a valuable complementary resource that contributes to teacher education for inclusion.© 2015 Elsevier Ltd. All rights reserved. Keywords: Applications in subject areas | Improving classroom teaching | Interactive learning environments | Pedagogical issues | Inclusive education
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