Adolescents spend a large proportion of their everyday life in school, and schooling is vital for future success and well-being. One group that are in risk for reduced school success are children with disabilities or long-term illnesses. The aim of this study is to investigate whether the factors age, gender, self-perceived relationship with teachers, self-perceived relationship with peers and parental bonding can predict school engagement of students with self-reported long term health conditions and impairment. School engagement is defined as having three aspects, behavioral, emotional and cognitive. HBSC (Health behaviors in School Children) data from Sweden is used. The result shows that self-perceived relationship with teachers and age are related to all three components of school engagement, behavioral, emotional and cognitive in this study.  Self-perceived relationship with peers is related to emotional school engagement only. Gender is related to cognitive engagement. Parent bonding cannot predict any of the three aspects of school engagement. This study demonstrated that school environment, especially teachers, is important for the school engagement of students with long-term health condition and impairment. Dispite the inconsistent results with previous reseach which focus on typical functioning students, School and educators should focus on how to maintain and improve and promote school engagement of students with long-term health condition and impairment in mainstream school setting.

Įteisinus bendrojo ugdymo sistemoje specialųjį ugdymą ir įsitvirtinus požiūriui, kad nė vienas neturi būti atskirtas, kad kiekvienas yra unikalus, visi specialiųjų ugdymosi poreikių turintys vaikai šiandieninėje mokykloje turėtų jaustis saugiai. Specialiųjų ugdymosi poreikių turinčių moksleivių ugdymas ir socializacijos sėkmė labiausiai priklauso nuo pedagogų ir bendraklasių nuostatų, elgesio. Tiek šiame darbe pristatytame tyrime, tiek kituose tyrimuose, atliktuose mūsų šalyje ir užsienyje, matoma, kad bendrojo lavinimo mokyklose ugdant vaiką su specialiaisiais ugdymosi poreikiais susiduriama su universaliomis, kompleksinėmis problemomis. Specialiųjų poreikių vaikų ugdymo bendrojo lavinimo mokyklose situacijai įvertinti interviu metodu buvo interviu metodu apklausta 14 pedagogų, dirbančių su specialiųjų poreikių moksleiviais, administracijos atstovas ir anketavimo metodu 140 moksleivių, kurių klasėse mokosi spec. poreikių turintys vaikai, 13 moksleivių su specialiaisiais ugdymo(si) poreikiais, ir 13 tėvų, kurių vaikams taikomos specialiojo ugdymo programos. Tyrimas įrodė, kad tenkinant moksleivių specialiuosius ugdymosi poreikius bendrojo lavinimo mokykloje svarbūs tokie veiksniai: · socialiniai (nevisavertis bendrojo lavinimo mokyklos ir specialiųjų ugdymosi poreikių turinčio moksleivio šeimos bendradarbiavimas; tėvai, vengdami pašalinių neigiamo poveikio atsisako specialiųjų ugdymo programų, specialistų pagalbos); · pedagoginiai (mokytojai neturi pakankamai žinių... [toliau žr. visą tekstą] / After validation of special education in the system of comprehensive education and fixation of the opinion that none has to be isolated, that everybody is unique, all children with special educational needs should feel securely in today’s school. Education and success of socialization of schoolchildren with special educational needs are dependant most of all on attitudes and behaviour of pedagogues and classmates. Both in this presentable research and other researches accomplished in our country and abroad, it is observable that education of a child with special educational needs faces with versatile, complex problems. For evaluation of the situation of children’s with special needs education in comprehensive schools the method of interview was applied and 14 pedagogues working with schoolchildren with special needs and a representative of administration were interviewed, 140 schoolchildren, in whose classes the children with special needs study, 13 schoolchildren with special education (learning) needs and 13 parents, to whose children the special programs of education are applied, were surveyed by the method of questionnaire. The research proved that the following factors are important for meeting of special educational needs in comprehensive schools: · social (non full-rate cooperation of a comprehensive school and the parents of a schoolchild with special educational needs; the parents, on purpose to avoid negative influence of people round about, refuse programs of... [to full text]

Magister Scientiae (Occupational Therapy) - MSc(OT) / The collaboration between occupational therapists and teachers within the classroom is a relatively new practice in South Africa and few literature sources can be found reporting on studies in this regard specifically on descriptions of relevant models for such collaboration. There is a need for a better understanding of how occupational therapists and teachers can work collaboratively within a classroom approach, together address learners’ needs and so make the curriculum accessible to all learners. According to South Africa’s key education policies, all children can learn and need support. Inclusive education acknowledges the diversity of learners and that each learner learns differently.

Magister Scientiae (Occupational Therapy) - MSc(OT) / The collaboration between occupational therapists and teachers within the classroom is a relatively new practice in South Africa and few literature sources can be found reporting on studies in this regard specifically on descriptions of relevant models for such collaboration. There is a need for a better understanding of how occupational therapists and teachers can work collaboratively within a classroom approach, together address learners’ needs and so make the curriculum accessible to all learners. According to South Africa’s key education policies, all children can learn and need support. Inclusive education acknowledges the diversity of learners and that each learner learns differently. The aim of this study was to explore and describe teacher- occupational therapist collaboration in the implementation of a classroom approach to address learning support strategies in order to enhance inclusive education in three primary mainstream schools in the Metro North education district of the Western Cape. More specifically, the study explored teachers and occupational therapists’ perspectives and experiences regarding inclusive education and factors that influence teacher-occupational therapist collaboration while adopting a classroom approach to learning barriers. A qualitative research approach and single, exploratory descriptive case study design was utilised. Data collection included document review, focus groups and semi- structured interviews that was analysed through thematic data analysis. The strategies of member checking, reflexivity and peer debriefing were utilised to ensure trustworthiness of the study. Ethics clearance was obtained from the UWC Humanities and Social Sciences Research Ethics Committee as well as the Western Cape Department of Education. Four themes emerged from data analysis: Theme 1 explores education for all that illustrates the participant’s understanding of inclusion; Theme 2 highlights working together in the classroom and the meaning and value of collaborative teaching for the learner; Theme 3 explains the factors that facilitate the implementation of a Curriculum of Support and Theme 4 concludes with factors that inhibit the classroom approach for inclusion. The significance of this study lies in its ability to offer a conceptual understanding of the effective implementation of learning support strategies through teacher-occupational therapist collaboration and the experiences of those involved in enhancing inclusive education in mainstream schools. The findings of this study are helpful for the development of teacher support and inclusive learning strategies using the whole classroom approach.

京都大学 / 0048 / 新制・課程博士 / 博士(人間健康科学) / 甲第18909号 / 人健博第23号 / 新制||人健||2(附属図書館) / 31860 / 京都大学大学院医学研究科人間健康科学系専攻 / (主査)教授 田村 恵子, 教授 山根 寛, 教授 木原 正博 / 学位規則第4条第1項該当 / Doctor of Human Health Sciences / Kyoto University / DFAM

Teisinio švietimo reikšmė pabrėžiama įvairiuose dokumentuose, edukacinėje literatūroje. Tai “procesas, per kurį asmenims sudaromos galimybės įgyti žinių ir gebėjimų, padedančių tinkamai naudotis savo teisėmis ir laisvėmis teisinėje sistemoje, ginti savo teises ir vykdyti pareigas”. Visuomenės teisinio švietimo problemą bandoma spręsti įvairiais būdais ir metodais. Europos Komisija aktyviai prisideda prie jaunimo teisinio švietimo, organizuodama įvairią veiklą (paskelbtas komunikatas dėl Europos Sąjungos vaiko teisių strategijos kūrimo, organizuojami konkursai ir pan.) visose Europos Sąjungos valstybėse. Lietuvos Respublikos Vyriausybė, Teisingumo ministerija ir kitos institucijos yra įsipareigojusios gerinti visuomenės teisinį švietimą, nuolat priimdamos ir patvirtindamos įvairias visuomenės teisinio švietimo programas, kurių vienas iš tikslų yra kiekvienam moksleiviui suteikti “esminių teisinių žinių apie šeimą, darbo santykius ir santykius su valdžios institucijomis” [8]. Kaip nurodoma 2009 m. Nevyriausybinių organizacijų plėtros koncepcijos projekte, „siekiant įveikti mažėjantį visuomenės pilietinį aktyvumą, bei augantį nusivylimą dėl galimybės daryti įtaką valstybės institucijų priimamiems sprendimams, <....> teisinis švietimas ir pilietinis ugdymas privalo apimti visas galimas formas ir būdus“ [10]. Mokiniai, neįgiję teisinių žinių, ateityje sunkiau prisitaikys prie nuolat kintančių ar naujų socialinių normų bei nesugebės jomis naudotis ginant savo teises ir laisves... [toliau žr. visą tekstą] / The significance of legal education is emphasized in various documents and educational literature. It is a "process in which individuals are provided with opportunities to acquire knowledge and skills, helping them to exercise their rights and freedoms in the legal system to defend their rights and accept responsibilities. Public legal education attempts to address the problem in different ways and methods. The European Commission in actively involved in legal education of young people by organizing various activities (the Communication on a Europe Union strategy on the Rights of the Child, organized competitions and so on) across the European Union. The Government of the Republic of Lithuania, Ministry of Justice and other authorities are committed to improve public legal education, constantly adopting and approving a variety of public legal education programs, one of the goals is to give each student a "substantial legal knowledge of family, labor relations and relations with the authorities" [8]. As stated in the 2009 Non-governmental organizations in the development of the concept of the project, "in order to cope with declining civic society, and growing frustration on the possibility to influence decisions taken by public authorities, <...> legal education and civic education must cover all possible forms and methods" [10]. Students, who have not acquired legal knowledge in the future will find it more difficult to adapt to constantly changing and new social norms and... [to full text]

Abstract  Even though there have been enormous efforts towards the inclusive practices of young children with special educational needs (SEN) globally. Young children with SEN might still have different experiences related to their integration in mainstream environments depending on each school, municipality, country, and country. The study is aimed at exploring the teacher’s accounts of how children with SEN are integrated socially into practice in a mainstream school environment. It also investigates the main challenges faced by special needs children inside their classrooms, as reported by teachers working at one of the mainstream primary schools. The study was based on qualitative semi-structured interviews with five primary school teachers and teaching assistants. Thematic structural analysis was used to identify the study's main themes. These themes were focused on; a) the teachers’ accounts in relation to the social integration among primary school children (with and without) SEN, b) the participation of children with SEN in the social activities of the primary mainstream school, and c) the communication challenges encountered in the teacher/student interactions.  The teachers’ accounts in relation to the social integration among primary school children showed different benefits for children with and without SEN, as well as challenges which act as barriers to the children’s social integration in a mainstream school. The results further showed that the children's participation in the social activities of mainstream school was not as presumed within a mainstream school environment, one of the reasons was the restrictions of Covid 19. Finally, the main challenge encountered in the teachers- students' relations was related to the communication difficulties of children with SEN. In a mainstream school, the social integration of young children with SEN is challenged by several factors that act as barriers to their fullest social involvement.

Darbe aptariamos bendrojo lavinimo mokyklų bendruomenių nuomonių įvairovė į specialiųjų ugdymosi poreikių vaikų integruotą ugdymą ir jų kaita nuo integracijos proceso pradžios. Iškelta hipotezė, kad tarp teorinio integracijos modelio ir praktinio jo pritaikymo yra tam tikrų nesutapimų, kurie trukdo kokybiškam integracijos proceso vystymuisi. Gali išryškėti kontroversiškos bendrojo lavinimo mokyklos bendruomenės nuostatos, nepalankiai veikiančios integruotai ugdomų mokinių socializaciją. Turinio analizės metodu apžvelgti panašūs atlikti tyrimai, siekiant įžvelgti integracijos proceso dalyvių nuostatų kaitą. Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas - ištirti bendrojo lavinimo mokyklų mokytojų, mokinių bei jų tėvų požiūrius į specialiųjų ugdymosi poreikių turinčius vaikus bei įvertinti integruotai ugdomų specialiųjų poreikių vaikų savijautą mokyklos aplinkoje. Tyrime dalyvavo 130 bendrojo lavinimo mokyklose besimokančių normalios raidos ir specialiųjų ugdymosi poreikių mokinių, 75 šių mokinių tėvai ir 115 pedagogų, dirbančių tose pačiose mokyklose iš įvairių Lietuvos regionų. Empirinėje dalyje nagrinėjamos bendrojo lavinimo mokyklų bendruomenių nuostatos į specialiųjų poreikių vaikų socializacijos sėkmę, į integruotą ugdymą bei jo efektyvumą. Svarbiausios empirinio tyrimo išvados: 1. Bendrojo lavinimo mokyklos bendruomenės nariai pakankamai geranoriškai ir tolerantiškai nusiteikę specialiųjų poreikių vaikų atžvilgiu. Tėvų nuostatos netgi teigiamesnės... [toliau žr. visą tekstą] / The paper deals with the variety of opinions of mainstream school community members’ about the integrated education of children with special educational needs (SEN children) also how these opinions have been turnover from the beginning of the integration’s process. Hypothesis: there are some discrepancies between the theoretical pattern of integration and it’s practical adaptation with discourages the qualitative progress of the integration’s process. The controversial attitudes of the mainstream school community can be found which could adversely operate the integrated training pupils socialization. The review of similar navigated investigations was done using content analysis method on purpose to penetrate the alternation of the integration process members. Questionnaire survey method was used to accomplish the research which purpose is to investigate the attitude of mainstream school teachers, pupils and their patents about the SEN children and to appreciate how SEN children feel themselves in the school environment. The presence of 130 mainstream school pupils with SEN and non-disabled children, 75 their parents also 115 general teachers from various Lithuanian regions caused a successful research. The most important empirical conclusions that were drawn are: ● Community members of mainstream school are benevolently and tolerantly minded in point of SEN children enough. The attitudes of parents are even more positive than their children’s are. SEN children feel fairly... [to full text]

Syftet med studien är att bidra med kunskap om under vilka omständigheter elever med dövhet eller hörselnedsättning (d/hns) utövar self-advocacy i övergången från högstadiet till gymnasiet. Self-advocacy innebär att individen står upp för sina behov och påverkar sin omgivning för att få likvärdiga förutsättningar till delaktighet. Detta är en kvalitativ intervjustudie med abduktiv ansats. Resultatet bygger på intervjuer med åtta gymnasieelever med dövhet eller hörselnedsättning som går tillsammans med hörande klasskamrater. Teorier om self-advocacy och identitet används i analysen och relation och interaktion mellan olika aktörer är centrala. Resultaten visar att eleven med d/hns i en skolövergång hamnar i flera situationer där hen kan förbättra tillgängligheten i klassrummet genom att utöva self-advocacy. Exempelvis kan eleven berätta om sin d/hns, påverka mikrofonanvändande och påverka lärarens undervisning. Studien visar också att elever ibland väljer att inte stå upp för sina behov för att undvika stigmatisering. I resultatet har en modell tagits fram som lyfter in eleven i sin kontext under övergångsprocessen och modellen kan användas för att förstå det komplexa samspelet mellan elev, lärare och klasskamrater under övergången. Slutsatsen är att det kan vara krävande för eleven att återkommande förväntas stå upp för sitt behov av tillgänglig kommunikation och att omgivningens bemötande skapar eller hindrar handlingsutrymmet för self-advocacy. Lärarens relationsskapande och förståelse för sin maktposition verkar vara de mest avgörande faktorerna för utvecklandet av handlingsutrymme för elevens self-advocacy. / The purpose of this study is to contribute with knowledge about under what circumstances pupils with deafness or pupils who are hard of hearing (d/hh) practice self-advocacy during the transition from lower secondary school to upper secondary school. Self-advocacy means that the individual stands up for their needs and influences their surroundings to achieve equal conditions for participation. This is a qualitative interview study with an abductive approach. The results are based on interviews conducted with eight upper secondary d/hh pupils and attend classes with hearing classmates in mainstream school settings. Theories of self-advocacy and identity are used in the analysis, and relationships and interactions between people are central. The results show that the student with d/hh during a school transition ends up in several situations where he or she can improve accessibility in the classroom by practicing self-advocacy. For example, the student can inform their classmates and/or teacher about their d/hh, influence them to use microphones and influence the teaching. The study also shows that students sometimes choose not to stand up for their needs in order to avoid stigma. In the results, a model has been developed that highlights the student in its context during the transition process and the model can be used to understand the complexity in the interaction between student, teacher and classmates during the transition. The conclusion is that it can be demanding for the student to recurrently be expected to stand up for their need of accessible communication and that the environment's response creates or hinders the acting space for self-advocacy. The teacher's ability to build relationships and understanding of his or her position of power appears to be the most decisive factors for the development of acting space for the student's self-advocacy.

Inclusive Education has gained significant currency nationally and internationally. It demands that the teacher be able to meet the needs of learners with impairments in ordinary classrooms. The success of inclusive education rests on quality teacher preparation geared towards inclusive education. The focus of this investigation is on preparedness of mainstream primary school teachers in implementing inclusive education policy in the Nongoma circuit. The lack of teachers prepared to provide quality inclusive teaching to learners and the limitations of existing support structures both impact on inclusion. Through a questionnaire an effort was made to ascertain teachers’ preparedness for inclusive education in the Nongoma circuit. This measure was utilized to determine the extent to which teachers are prepared for the implementation of inclusive education in the classroom. It was also used to describe the nature of training provided by District Based Support Team in an advancement of inclusive education practices in the classroom. The researcher also identified enabling strategies required for teachers in an inclusive classroom environment. Finally, recommendations on strategies for the successful implementation of inclusive education in the classroom were made. The data was collected through a questionnaire. The researcher selected three wards Nongoma circuit as research sites with all teachers in the selected schools participating. / Inclusive Education / M. Ed. (Inclusive education)