Volume 4, Issue 170 (11-2022)
J Except Educ 1401, __(170): 91-91 |
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gholami N. A look at the current situation of Inclusive-integrated education
from the interface and receptive Teachers perspective. J Except Educ 2022; 4 (170) :91-91
URL: http://exceptionaleducation.ir/article-1-2378-en.html
URL: http://exceptionaleducation.ir/article-1-2378-en.html
, ghlamynasr4@gmail.com
Abstract: (1020 Views)
Abstract
Background and Purpose: Awareness of the current situation, followed by an informed decision to continue
the path or make the necessary reforms to improve the current situation is a requirement for the success of
integrated-inclusive education. Therefore, the present research was conducted with the aim of providing a
comprehensive picture of the current conditions of integrated-inclusive education.
Method: In this descriptive-survey study, the opinions of 104 interface and receptive teachers of Kurdistan
province about the conditions of students with special needs in regular schools, were investigated by a
researcher-made questionnaire.
Results: Findings showed that inadequate access of students with special needs to educational and
rehabilitation support, inadequacy of schools physically, high number of students in classes, low use of
various teaching methods and research-oriented strategies, less participation of students with special needs
in various school activities, are as shortcomings of the current situation of integrated-inclusive education.
Also, low participation of students with special needs or their parents in effective decisions in their life,
dissatisfaction and lack of enjoyment of being in the classroom most of the time, less expectations of teachers
and school staff from students with special needs, How the interface teachers works with these students
are another issue of the current situation of integrated-inclusive education that needs to be corrected and
revised. Some of the findings indicate acceptable points of the current situation, including that adaptations
of student assessment of special needs often do not change expected standards and also the curriculum
reasonably prepares students to participate in society and live with other people. In addition, students with
special needs have two or three close friends in the regular classroom and school.
Conclusion: The results of the present study indicate that integrated-inclusive education in some aspects
has a long way to go to reach the desired point, which in the end provided recommendations to improve the
current situation and eliminate its shortcomings.
Background and Purpose: Awareness of the current situation, followed by an informed decision to continue
the path or make the necessary reforms to improve the current situation is a requirement for the success of
integrated-inclusive education. Therefore, the present research was conducted with the aim of providing a
comprehensive picture of the current conditions of integrated-inclusive education.
Method: In this descriptive-survey study, the opinions of 104 interface and receptive teachers of Kurdistan
province about the conditions of students with special needs in regular schools, were investigated by a
researcher-made questionnaire.
Results: Findings showed that inadequate access of students with special needs to educational and
rehabilitation support, inadequacy of schools physically, high number of students in classes, low use of
various teaching methods and research-oriented strategies, less participation of students with special needs
in various school activities, are as shortcomings of the current situation of integrated-inclusive education.
Also, low participation of students with special needs or their parents in effective decisions in their life,
dissatisfaction and lack of enjoyment of being in the classroom most of the time, less expectations of teachers
and school staff from students with special needs, How the interface teachers works with these students
are another issue of the current situation of integrated-inclusive education that needs to be corrected and
revised. Some of the findings indicate acceptable points of the current situation, including that adaptations
of student assessment of special needs often do not change expected standards and also the curriculum
reasonably prepares students to participate in society and live with other people. In addition, students with
special needs have two or three close friends in the regular classroom and school.
Conclusion: The results of the present study indicate that integrated-inclusive education in some aspects
has a long way to go to reach the desired point, which in the end provided recommendations to improve the
current situation and eliminate its shortcomings.
Keywords: integrated-inclusive education, interface and receptive teachers, shortcomings and strengths, Students with special needs
Type of Study: Original Article |
Subject:
Inclusive Education
Received: 2021/Oct/Fri | Revised: 2023/Jan/Tue | Accepted: 2023/Jan/Tue | Published: 2023/Jan/Tue | ePublished: 2023/Jan/Tue
Received: 2021/Oct/Fri | Revised: 2023/Jan/Tue | Accepted: 2023/Jan/Tue | Published: 2023/Jan/Tue | ePublished: 2023/Jan/Tue
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