This summary provides an overview of the key points from the document in 3 sentences:
The document examines the evolution of special education law in Greece from 1981 to 2018, including definitions of disability and special education, the legal framework for inclusive education, and criticisms of laws and the UN Convention. It analyzes how language and procedures have changed regarding classification of students and integration approaches. The evolution has moved from segregating students to categories, to creating special classes within schools, to the current framework aiming for full inclusion of students with disabilities in mainstream education.
Inclusiveness of students with physical disabilities in schoolsRachel S. Hommersen
The document discusses strategies for promoting inclusiveness of students with physical disabilities in schools. It explores barriers to inclusion like the physical environment and attitudinal barriers. Strategies found most helpful by students include environmental modifications, social awareness programs, accommodations, and support resources. The role of the public health nurse is to provide care coordination and case management through collaboration, communication, care planning, and using clinical expertise to facilitate inclusion.
presentation on difference between special,integrated and inclusive educationrafseena s v s v
Special education refers to education for children with disabilities that is provided separately from mainstream education. It originated in the 1880s in India and focused on separate schools for specific disability categories like blindness, deafness, and intellectual disabilities. While special schools provide specialized resources and teachers with expertise, they can be disadvantageous by separating children from their families and communities. Integrated education aims to address these issues by including children with disabilities in ordinary schools part-time or full-time with some specialized support. It promotes social integration and helps remove the inferiority complex that children with disabilities may feel.
Chapter 1: Introduction to Special EducationSue Anderson
This chapter discusses special education, including the roles of special education teachers and other professionals. It outlines nine distinguishing characteristics of special education, including pacing, intensity, and collaboration. It also lists the 13 disability categories under the Individuals with Disabilities Education Act and notes that over 60% of students with disabilities spend most of their time in regular classrooms. The chapter concludes with qualities of being a good teacher for all students, such as respect, commitment, and evidence-based teaching approaches.
The document discusses policies and frameworks in South Africa that aim to promote inclusion and address barriers to learning in education. It outlines the country's constitution which guarantees equal rights to education. It also discusses the Schools Act which aims to establish full-service schools equipped for all learners' needs, and the SIAS policy which guides identifying and supporting learners with special education needs. Barriers to learning are defined as issues within the learner, learning environment, education system, and broader social context.
The document discusses the history and development of inclusive education in India. It outlines key milestones like the Persons with Disabilities Act of 1995 which promotes integrating students with disabilities into regular classrooms. Major schemes to promote inclusion are discussed, such as the Integrated Education for Disabled Children scheme, Sarva Shiksha Abhiyan, and the Inclusive Education of the Disabled at Secondary Stage scheme. The benefits of inclusion for all students and types of support services needed are also summarized.
There are a variety of program options that provide services to individuals with disabilities as early as possible in the least restrictive environment. These include programs in regular classrooms, resource rooms, special classes, and residential schools. Placement is based on factors like the individual's age, needs, goals, and available community resources. The guiding principles are providing services in the least restrictive environment, with a family focus using transdisciplinary teams and inclusive, developmentally appropriate practices.
Inclusiveness of students with physical disabilities in schoolsRachel S. Hommersen
The document discusses strategies for promoting inclusiveness of students with physical disabilities in schools. It explores barriers to inclusion like the physical environment and attitudinal barriers. Strategies found most helpful by students include environmental modifications, social awareness programs, accommodations, and support resources. The role of the public health nurse is to provide care coordination and case management through collaboration, communication, care planning, and using clinical expertise to facilitate inclusion.
presentation on difference between special,integrated and inclusive educationrafseena s v s v
Special education refers to education for children with disabilities that is provided separately from mainstream education. It originated in the 1880s in India and focused on separate schools for specific disability categories like blindness, deafness, and intellectual disabilities. While special schools provide specialized resources and teachers with expertise, they can be disadvantageous by separating children from their families and communities. Integrated education aims to address these issues by including children with disabilities in ordinary schools part-time or full-time with some specialized support. It promotes social integration and helps remove the inferiority complex that children with disabilities may feel.
Chapter 1: Introduction to Special EducationSue Anderson
This chapter discusses special education, including the roles of special education teachers and other professionals. It outlines nine distinguishing characteristics of special education, including pacing, intensity, and collaboration. It also lists the 13 disability categories under the Individuals with Disabilities Education Act and notes that over 60% of students with disabilities spend most of their time in regular classrooms. The chapter concludes with qualities of being a good teacher for all students, such as respect, commitment, and evidence-based teaching approaches.
The document discusses policies and frameworks in South Africa that aim to promote inclusion and address barriers to learning in education. It outlines the country's constitution which guarantees equal rights to education. It also discusses the Schools Act which aims to establish full-service schools equipped for all learners' needs, and the SIAS policy which guides identifying and supporting learners with special education needs. Barriers to learning are defined as issues within the learner, learning environment, education system, and broader social context.
The document discusses the history and development of inclusive education in India. It outlines key milestones like the Persons with Disabilities Act of 1995 which promotes integrating students with disabilities into regular classrooms. Major schemes to promote inclusion are discussed, such as the Integrated Education for Disabled Children scheme, Sarva Shiksha Abhiyan, and the Inclusive Education of the Disabled at Secondary Stage scheme. The benefits of inclusion for all students and types of support services needed are also summarized.
There are a variety of program options that provide services to individuals with disabilities as early as possible in the least restrictive environment. These include programs in regular classrooms, resource rooms, special classes, and residential schools. Placement is based on factors like the individual's age, needs, goals, and available community resources. The guiding principles are providing services in the least restrictive environment, with a family focus using transdisciplinary teams and inclusive, developmentally appropriate practices.
Policies Guidelines on Inclusive Education, UNESCO 2009Jhilina Panda
The document outlines UNESCO's 2009 policy guidelines on inclusive education. It defines inclusive education as promoting diversity and supporting all learners, and aims to strengthen countries' strategies to achieve Education for All goals. The guidelines encourage discussion and improving frameworks to support learning for all students. It discusses broadening the definition of inclusion to encompass many marginalized groups. The guidelines also address making education systems more inclusive through early childhood programs, flexible teaching, engaged communities, and teacher training. Overall, the document presents a holistic vision for reforming education systems to be more equitable and supportive of all learners.
This document discusses inclusive education in the context of Education for All and the Right to Education Act in India. It defines inclusive education as educating all children with disabilities and diversities together in general educational settings. The key advantages discussed are social benefits for students, improved academic achievement through individualized instruction, improved behavior, and removal of social prejudice. Barriers to inclusive education include lack of teacher training, infrastructure challenges, and lack of funding. The Right to Education Act aims to make education a fundamental right for children ages 6-14 and includes provisions for inclusive education of children with disabilities.
Universal access to education a study of innovative strategyResearch Coach
This document discusses universal access to education in developing countries. It analyzes barriers to education like remote locations, lack of infrastructure, and costs. Innovative delivery methods are needed to provide universal access. The paper examines existing models from governments, firms, and NGOs, rating them on scalability, replicability and sustainability. Some companies like IBM and Microsoft are taking active roles in solving this issue through corporate social responsibility initiatives, while most firms are inactive or reactive. Recommendations include encouraging more active private sector involvement and partnerships to increase access to quality education worldwide.
Successful Transition for Students with Special Needsmilfamln
Research has shown that all students and especially those receiving special education who follow a carefully crafted transition plan are more likely to achieve post-secondary success. Helping professionals can craft these plans, but many may not be aware of the various resources available to ensure students’ successful transition. Additionally, educators are required by law to create a transition plan for students receiving special education by the age of 16; but, it is best practice to begin as early as middle school. So what are the available resources? How can helping professionals ensure that all students succeed in reaching their transition goals?
Diversity and barriers to inclusive educationMausumi Palei
This document discusses diversity, barriers to inclusive education, and the differences between diversity and inclusion. It defines diversity as differences among individuals in terms of race, ethnicity, gender, socioeconomic status, age, religion, and physical abilities. The key types of diversity are also listed. Inclusion is defined as creating an environment where all people can succeed, beyond just representation. Barriers to inclusive education discussed include physical barriers like lack of accessibility, attitudinal barriers like assumptions and stereotypes, and instructional barriers such as inaccessible curriculum and materials.
Inclusive education aims to educate all students, regardless of disabilities or disadvantages, together in the same classrooms. It seeks to protect students' rights and develop their skills, social consciousness, and ability to face new challenges, while fostering brotherhood and improving education quality. Teachers play a key role by interacting with families, solving student problems, developing tailored learning strategies, and providing special facilities to help students build confidence and uncover talents while addressing their individual needs, though barriers like negative attitudes, insufficient funding and resources, and lack of training can hinder inclusive education efforts.
This document provides an overview of the role of a Resource Teacher of Vision (RTV) in New Zealand. RTVs work with students who are blind or have low vision to help ensure they have access to education and can achieve their potential. They collaborate with families, teachers, and other specialists. Key aspects of an RTV's role include assessment, teaching, cultural responsiveness, knowledge of child development and the expanded core curriculum, assistive technology, and professional learning. The goal is for students to participate fully in school and life.
This document discusses common misconceptions about guidance counseling and services. It lists 10 common misconceptions, such as counseling being for discipline or crazy people. It then discusses the different types of counseling including individual and group counseling. The document also discusses the role of class advisers and counselors in providing guidance and discipline.
Collaborative approaches in special educationAhmed Bilal
In special education, the term "collaboration" refers to a team-teaching approach. In addition to the regular classroom teacher and the special education teacher, a collaborative team may also include speech, occupational, and/or physical therapists.
Marginalisation and inclusive education for physically disabled childrenYashaswineeSahoo
This document discusses marginalization of physically disabled children and their educational needs. It begins with an introduction to marginalization and types of marginalization. It then discusses inclusive education and the importance of including disabled children instead of excluding them. The document outlines different types of physical disabilities like visual impairment, hearing impairment, speech impairment, and locomotor disability. It provides details on the specific needs of children with each type of disability to help ensure inclusive education. The conclusion emphasizes that all children deserve quality education and teachers should address students' individual differences with equity and equality.
SITUATION OF FILIPINO CHILDREN IN PHILIPPINESEdz Gapuz
This document discusses issues related to children, youth, women, and tribal Filipinos in the Philippines. It notes that children face many risks such as death from preventable diseases, abuse, and exploitation. Women contend with inequality, poverty, and lack of access to healthcare and education. Tribal groups face loss of culture and identity. The plight of youth includes lack of purpose, motivation, and proper education. Overall the document outlines human rights concerns and challenges faced by these vulnerable populations in the Philippines.
Inclusive education aims to educate students with disabilities alongside their non-disabled peers. It rejects separating students through special schools or classrooms. The goal is for all students to learn together in a fully inclusive environment. Inclusive classrooms provide individualized supports and services to meet student needs without stigma. Research shows most students perform better when exposed to an inclusive curriculum, as long as appropriate strategies and accommodations are in place. Benefits of inclusion include developing strengths and accepting differences, which can reduce bullying. Success depends on collaboration, well-constructed student plans, and ongoing training.
The document reports on the Asia-Pacific Development Center on Disability's (APCD) efforts in 2014 to implement the Incheon Strategy to promote the rights of persons with disabilities in Asia and the Pacific. It outlines 10 goals of the strategy and provides over 30 summaries of APCD projects addressing issues like poverty reduction, political participation, accessibility, social protection, education, gender equality, disaster risk management, and international cooperation.
Inclusive education by Nur Hafizah, Nur Izdihar, Nurdiana Hamza, Nur Hidayah ...DHIHH
Raihan, a 5-year-old child with autism, displays positive enthusiasm for activities but needs more time to understand instructions. He practices independence while participating but sometimes resists certain activities. Observations provide insights into his current experience in school as he works on developing skills with support.
This document provides a high-level overview of special education for teachers. It includes an introduction to special education law and processes like ARDs, accommodations vs modifications, and assessment options. Key steps in the special education process are outlined, such as requesting an evaluation, providing notice of rights, conducting an evaluation, and holding ARD meetings. Common special education terms and acronyms are also defined. The document aims to give teachers a basic understanding of special education to effectively support students.
An Economic Model of Disability And InclusionScott Rains
This document discusses inclusive tourism and changing demand drivers in the tourism industry. It defines inclusive tourism as applying universal design principles to tourism products, services, and policies throughout their lifecycle. While accessibility legislation has improved infrastructure, it has generally failed to change cultural attitudes. The document argues that industries see accessibility as a compliance issue rather than a market opportunity. It explores how to bridge this disconnect and view accessibility as a competitive advantage by making small changes and providing useful access information to travelers.
Powerpoint inclusion in the classroom final nancy schwarz english 2 april 2011Countrymommi
The document discusses inclusion in education, specifically focusing on including students with disabilities in mainstream classrooms. It covers laws like IDEA that require providing services to students with disabilities from birth to age 21. Two models of inclusion discussed are "push in," where special education teachers enter mainstream classrooms, and "full inclusion" with co-teachers. Research shows inclusion can have positive impacts like cross-teaching, learning from diversity, and preparing students for real world interactions. While concerns initially existed, studies show teachers are better trained and students now have more positive attitudes towards inclusion.
Introduction to Special Education- Nature, Theories and ConceptsJuanito Pineda
This presentation will show you the following:
1) Definition of Special Education (SpEd) and SpEd Related Concepts
2) Legal Bases of Special Education Based on Idea 2004, ESSA, Magna Carta Ra 7277 DECS Order No. 26, S. 1997
3) History and Development of Special Education
Inclusive education- solution to Education for All Neha Madan
The document discusses the need to revamp teacher education programs to promote inclusive education for all students. It outlines several key aspects that teacher education should focus on, including developing a strong commitment to the community, promoting learning strategies for all students, emphasizing collaborative work and interpretative skills, providing contextual preparation, offering cross-categorical training, and implementing mentoring programs for new teachers. The goal is to prepare teachers who can ensure the individual needs of each student are met and help fulfill the vision of providing education for all.
UDLnet: A Framework for Adressing Learner VariabilityAlan Bruce
Grounded on new research in neuroscience and the Design for All principles, Universal Design for Learning constitutes an educational approach that promotes access, participation and progress in the general curriculum for all learners. UDL recognizes the need to create opportunities for the inclusion of diverse learners through providing curricula and instructional activities that allow for multiple means of representation, expression, and engagement.
Monitoring checklist for public inclusive schools in lagos stateAdebukola Adebayo
This Monitoring Checklist is developed as a tool to guide the mainstreaming of the
inclusivity and accessibility needs of children with disabilities into the design, planning
and implementation of inclusive education at primary and secondary school levels.
It is designed to guide the formulation and implementation of inclusive education laws,
policies, programmes and activities, as well as buildings, materials, technologies,
audiovisuals, publications and documents, etc.
Policies Guidelines on Inclusive Education, UNESCO 2009Jhilina Panda
The document outlines UNESCO's 2009 policy guidelines on inclusive education. It defines inclusive education as promoting diversity and supporting all learners, and aims to strengthen countries' strategies to achieve Education for All goals. The guidelines encourage discussion and improving frameworks to support learning for all students. It discusses broadening the definition of inclusion to encompass many marginalized groups. The guidelines also address making education systems more inclusive through early childhood programs, flexible teaching, engaged communities, and teacher training. Overall, the document presents a holistic vision for reforming education systems to be more equitable and supportive of all learners.
This document discusses inclusive education in the context of Education for All and the Right to Education Act in India. It defines inclusive education as educating all children with disabilities and diversities together in general educational settings. The key advantages discussed are social benefits for students, improved academic achievement through individualized instruction, improved behavior, and removal of social prejudice. Barriers to inclusive education include lack of teacher training, infrastructure challenges, and lack of funding. The Right to Education Act aims to make education a fundamental right for children ages 6-14 and includes provisions for inclusive education of children with disabilities.
Universal access to education a study of innovative strategyResearch Coach
This document discusses universal access to education in developing countries. It analyzes barriers to education like remote locations, lack of infrastructure, and costs. Innovative delivery methods are needed to provide universal access. The paper examines existing models from governments, firms, and NGOs, rating them on scalability, replicability and sustainability. Some companies like IBM and Microsoft are taking active roles in solving this issue through corporate social responsibility initiatives, while most firms are inactive or reactive. Recommendations include encouraging more active private sector involvement and partnerships to increase access to quality education worldwide.
Successful Transition for Students with Special Needsmilfamln
Research has shown that all students and especially those receiving special education who follow a carefully crafted transition plan are more likely to achieve post-secondary success. Helping professionals can craft these plans, but many may not be aware of the various resources available to ensure students’ successful transition. Additionally, educators are required by law to create a transition plan for students receiving special education by the age of 16; but, it is best practice to begin as early as middle school. So what are the available resources? How can helping professionals ensure that all students succeed in reaching their transition goals?
Diversity and barriers to inclusive educationMausumi Palei
This document discusses diversity, barriers to inclusive education, and the differences between diversity and inclusion. It defines diversity as differences among individuals in terms of race, ethnicity, gender, socioeconomic status, age, religion, and physical abilities. The key types of diversity are also listed. Inclusion is defined as creating an environment where all people can succeed, beyond just representation. Barriers to inclusive education discussed include physical barriers like lack of accessibility, attitudinal barriers like assumptions and stereotypes, and instructional barriers such as inaccessible curriculum and materials.
Inclusive education aims to educate all students, regardless of disabilities or disadvantages, together in the same classrooms. It seeks to protect students' rights and develop their skills, social consciousness, and ability to face new challenges, while fostering brotherhood and improving education quality. Teachers play a key role by interacting with families, solving student problems, developing tailored learning strategies, and providing special facilities to help students build confidence and uncover talents while addressing their individual needs, though barriers like negative attitudes, insufficient funding and resources, and lack of training can hinder inclusive education efforts.
This document provides an overview of the role of a Resource Teacher of Vision (RTV) in New Zealand. RTVs work with students who are blind or have low vision to help ensure they have access to education and can achieve their potential. They collaborate with families, teachers, and other specialists. Key aspects of an RTV's role include assessment, teaching, cultural responsiveness, knowledge of child development and the expanded core curriculum, assistive technology, and professional learning. The goal is for students to participate fully in school and life.
This document discusses common misconceptions about guidance counseling and services. It lists 10 common misconceptions, such as counseling being for discipline or crazy people. It then discusses the different types of counseling including individual and group counseling. The document also discusses the role of class advisers and counselors in providing guidance and discipline.
Collaborative approaches in special educationAhmed Bilal
In special education, the term "collaboration" refers to a team-teaching approach. In addition to the regular classroom teacher and the special education teacher, a collaborative team may also include speech, occupational, and/or physical therapists.
Marginalisation and inclusive education for physically disabled childrenYashaswineeSahoo
This document discusses marginalization of physically disabled children and their educational needs. It begins with an introduction to marginalization and types of marginalization. It then discusses inclusive education and the importance of including disabled children instead of excluding them. The document outlines different types of physical disabilities like visual impairment, hearing impairment, speech impairment, and locomotor disability. It provides details on the specific needs of children with each type of disability to help ensure inclusive education. The conclusion emphasizes that all children deserve quality education and teachers should address students' individual differences with equity and equality.
SITUATION OF FILIPINO CHILDREN IN PHILIPPINESEdz Gapuz
This document discusses issues related to children, youth, women, and tribal Filipinos in the Philippines. It notes that children face many risks such as death from preventable diseases, abuse, and exploitation. Women contend with inequality, poverty, and lack of access to healthcare and education. Tribal groups face loss of culture and identity. The plight of youth includes lack of purpose, motivation, and proper education. Overall the document outlines human rights concerns and challenges faced by these vulnerable populations in the Philippines.
Inclusive education aims to educate students with disabilities alongside their non-disabled peers. It rejects separating students through special schools or classrooms. The goal is for all students to learn together in a fully inclusive environment. Inclusive classrooms provide individualized supports and services to meet student needs without stigma. Research shows most students perform better when exposed to an inclusive curriculum, as long as appropriate strategies and accommodations are in place. Benefits of inclusion include developing strengths and accepting differences, which can reduce bullying. Success depends on collaboration, well-constructed student plans, and ongoing training.
The document reports on the Asia-Pacific Development Center on Disability's (APCD) efforts in 2014 to implement the Incheon Strategy to promote the rights of persons with disabilities in Asia and the Pacific. It outlines 10 goals of the strategy and provides over 30 summaries of APCD projects addressing issues like poverty reduction, political participation, accessibility, social protection, education, gender equality, disaster risk management, and international cooperation.
Inclusive education by Nur Hafizah, Nur Izdihar, Nurdiana Hamza, Nur Hidayah ...DHIHH
Raihan, a 5-year-old child with autism, displays positive enthusiasm for activities but needs more time to understand instructions. He practices independence while participating but sometimes resists certain activities. Observations provide insights into his current experience in school as he works on developing skills with support.
This document provides a high-level overview of special education for teachers. It includes an introduction to special education law and processes like ARDs, accommodations vs modifications, and assessment options. Key steps in the special education process are outlined, such as requesting an evaluation, providing notice of rights, conducting an evaluation, and holding ARD meetings. Common special education terms and acronyms are also defined. The document aims to give teachers a basic understanding of special education to effectively support students.
An Economic Model of Disability And InclusionScott Rains
This document discusses inclusive tourism and changing demand drivers in the tourism industry. It defines inclusive tourism as applying universal design principles to tourism products, services, and policies throughout their lifecycle. While accessibility legislation has improved infrastructure, it has generally failed to change cultural attitudes. The document argues that industries see accessibility as a compliance issue rather than a market opportunity. It explores how to bridge this disconnect and view accessibility as a competitive advantage by making small changes and providing useful access information to travelers.
Powerpoint inclusion in the classroom final nancy schwarz english 2 april 2011Countrymommi
The document discusses inclusion in education, specifically focusing on including students with disabilities in mainstream classrooms. It covers laws like IDEA that require providing services to students with disabilities from birth to age 21. Two models of inclusion discussed are "push in," where special education teachers enter mainstream classrooms, and "full inclusion" with co-teachers. Research shows inclusion can have positive impacts like cross-teaching, learning from diversity, and preparing students for real world interactions. While concerns initially existed, studies show teachers are better trained and students now have more positive attitudes towards inclusion.
Introduction to Special Education- Nature, Theories and ConceptsJuanito Pineda
This presentation will show you the following:
1) Definition of Special Education (SpEd) and SpEd Related Concepts
2) Legal Bases of Special Education Based on Idea 2004, ESSA, Magna Carta Ra 7277 DECS Order No. 26, S. 1997
3) History and Development of Special Education
Inclusive education- solution to Education for All Neha Madan
The document discusses the need to revamp teacher education programs to promote inclusive education for all students. It outlines several key aspects that teacher education should focus on, including developing a strong commitment to the community, promoting learning strategies for all students, emphasizing collaborative work and interpretative skills, providing contextual preparation, offering cross-categorical training, and implementing mentoring programs for new teachers. The goal is to prepare teachers who can ensure the individual needs of each student are met and help fulfill the vision of providing education for all.
UDLnet: A Framework for Adressing Learner VariabilityAlan Bruce
Grounded on new research in neuroscience and the Design for All principles, Universal Design for Learning constitutes an educational approach that promotes access, participation and progress in the general curriculum for all learners. UDL recognizes the need to create opportunities for the inclusion of diverse learners through providing curricula and instructional activities that allow for multiple means of representation, expression, and engagement.
Monitoring checklist for public inclusive schools in lagos stateAdebukola Adebayo
This Monitoring Checklist is developed as a tool to guide the mainstreaming of the
inclusivity and accessibility needs of children with disabilities into the design, planning
and implementation of inclusive education at primary and secondary school levels.
It is designed to guide the formulation and implementation of inclusive education laws,
policies, programmes and activities, as well as buildings, materials, technologies,
audiovisuals, publications and documents, etc.
This document summarizes a research study that aimed to develop an inclusive education management model for schools in Indonesia. The study was conducted in three stages: 1) Exploring current conditions, problems, and needs of inclusive education implementation, 2) Formulating an inclusive education learning model, and 3) Determining the effectiveness of the model. Findings revealed that students and learning posed the biggest obstacles and management, students, and learning were the most important factors to consider. Based on this, the study developed a whole school inclusive education model with three stages: input, process, and output, emphasizing collaboration during implementation. A trial of the model in schools showed collaboration is essential for better inclusive education implementation.
The document discusses a framework for creating inclusive cultures in education. It outlines three key things stakeholders can do: 1) Set parameters for inclusion by defining terms and roles; 2) Build capacity through teacher training and evidence-based practices; and 3) Identify and remove barriers like attitudes, lack of funding or policies, and rigid curricula. Creating inclusive cultures requires involvement from governments, communities, and all education stakeholders through collaborative efforts like these.
Model development for inclusive education management practical guidelines for...Alexander Decker
1) The document discusses inclusive education management in Thailand, including the current status, problems, and needs for improvement.
2) It reviews inclusive education best practices in other countries and how that knowledge can be applied to Thailand.
3) The goal is to develop an inclusive education model for Thailand's school system to benefit students with special needs as well as teachers, administrators, parents and communities.
This document discusses barriers to educational inclusion in initial teacher training. It analyzes the perceptions of the school community regarding how well initial teacher training prepares future teachers to provide inclusive and quality education for all students. The results indicate there are clear shortfalls in initial teacher training related to acquiring competencies around attention to diversity. Training focuses too much on theoretical learning with limited relevance to practical intervention. Approaches are also anchored in outdated models that refer to student deficiencies rather than facilitating inclusion. Improving initial teacher training is important for developing teachers capable of meeting the needs of diverse students as outlined in the UN's 2030 education goals.
1. Creating an inclusive culture within the school and community is important for implementing inclusive policies and practices. This involves identifying and eradicating common barriers to inclusion such as attitudes, physical barriers, curriculum rigidity, and lack of teacher training.
2. There are important distinctions between special education, mainstreaming, and inclusive education. Inclusive education aims for all learners to be part of the general education classroom.
3. Producing truly inclusive policies involves establishing an inclusive culture, collaborating across sectors of society, recognizing new teacher roles, and planning inclusive transitions. Schools must examine areas like admissions, supports, and incidents of exclusion to inform new policies.
This document discusses the pros and cons of inclusion, which is the practice of educating students with disabilities in general education classrooms alongside their non-disabled peers. Some potential benefits mentioned include social and academic benefits for students with disabilities, the development of acceptance and understanding of diversity among all students, and positive role modeling. However, some drawbacks discussed are a lack of training and resources for teachers, which could negatively impact the education of both students with disabilities and general education students if classrooms are not properly equipped for inclusion. The document presents arguments from both perspectives in a balanced manner.
This document discusses creating inclusive school cultures and policies according to a UNESCO framework. It describes three dimensions of inclusion: creating inclusive cultures through community building and values; producing inclusive policies through developing schools for all and supporting diversity; and evolving inclusive practices like orchestrating learning and mobilizing resources. Stakeholders can help set inclusion parameters, build key people, and identify barriers. Special education focuses on individual needs while inclusion includes all students, though mainstreaming selectively includes some based on readiness. Producing inclusive policies involves involving society, collaborating between educators, recognizing shifting teacher roles, and including transitions in planning.
Active Learning And ICT In Upper Secondary School An Exploratory Case Study ...Kristen Flores
This document summarizes a research study on using active learning and debate to engage students in upper secondary school. The study explored using debate in foreign language classes specifically. Standardized tests were used to assess students before and after teachers received training on active learning techniques like debate. The results showed that after the training, students' study strategies became more coherent and their cognitive styles became less polarized and more flexible. However, their self-regulation and anxiety levels saw slight decreases. Overall, the study found some positive impacts of using debate to support active learning.
A Critical Discourse Analysis Of Disability And Inclusion A Case-Study From ...Kim Daniels
This document summarizes a research paper investigating inclusion of disabled students in Italian higher education. It discusses how Italy's policy of integrazione scolastica, which integrated disabled students into mainstream classrooms starting in the 1970s, was informed by a medical model of disability that views disability as an individual problem. While this policy was innovative, it left the education system unchanged and focused on compensating individual students. The document contrasts this with the social model of disability, which views disability as caused by social and environmental barriers rather than individual impairment. It discusses the need for Italy to adopt a more inclusive framework in line with international understanding that embraces diversity and sees education as a human right.
The document discusses curriculum implementation and various socio-cultural factors that influence it, including traditions, laws/policies, and practices in other countries. It covers topics like traditional vs modern teaching strategies, the influence of culture on education, curriculum reforms in countries like the Philippines and Albania, and the inquiry-based approach used in countries like Finland and the US. It also discusses implications of organizational context for change, and the importance of considering socio-cultural diversity in curriculum and pedagogical approaches.
Educators’ perceptions of inclusive education for learners with physical disa...AJHSSR Journal
This document summarizes a research paper that examined educators' perceptions of inclusive education for learners with physical disabilities in mainstream classrooms in South Africa. The study found that while educators believe in the right of all learners to be included, they feel unprepared to implement inclusive practices due to a lack of resources and training. Educators' understanding of inclusion seemed focused on intrinsic deficits in learners rather than barriers caused by extrinsic systemic factors. The way educators were trained emphasized a medical model approach rather than strategies for participation and diversity. Overall, contextual challenges and educators' preparation were found to influence inclusion implementation more than policies or infrastructure alone.
Academies everything to everyone for learning evermoreSuzie McGuiggan
The document discusses the rise of academies in England's education system and whether this policy has delivered on the goals of lifelong learning. It outlines how lifelong learning was originally conceived to promote social equality and mobility but has increasingly focused on developing skills for the economy. The policy of academization aimed to improve standards by giving schools more autonomy but has made the system more complex and inequitable. It examines whether academies have increased access and choice or achieved better outcomes with little evidence they have improved standards overall. The document questions if academization can really deliver on lifelong learning goals of meeting all learners' needs.
Cleus B. Reamico
University of Santo Tomas – Legazpi
Graduate School
Rawis, Legazpi City, Philippines
Abstract: One of the special ethical principles that must be practiced in an educational institution is that all
teachers should improve their professional knowledge and skills so that their performance will better serve others.
One application of this ethical standard is awareness of the issues and trends in education, specifically in
educational planning. The issues and trends in educational planning that students are aware of are: lack of gadgets
and internet connection problems under administrative planning; blended learning, personalized learning,
experiential learning, adaptive learning, bite-sized learning, gamification, socio-emotional learning, genius hour,
and STEAM curriculum under academic curriculum or curricular planning; budgetary concerns, lack of facilities,
and teacher shortage under administrative planning; drop-out rates, self-care, self-reliance, and digital citizenship
under instructional planning; social divide, brain drain, socio-economics, and COVID19 adaptation under cocurricular planning. Since seminars do take the lead in the source of information of students, it is only but
important that these topics be given more attention since educational ethics is the heart of the teaching profession.
Keywords: (Education / Ethics / Planning / Issues / Trends / Awareness).
This document provides an introduction to inclusive education. It defines inclusion as students with disabilities being supported in age-appropriate general education classrooms and receiving specialized instruction according to their IEPs. The key topics covered include definitions of inclusion, integration and mainstreaming; principles of inclusion; legislation and policies promoting inclusion internationally and in Pakistan; benefits of inclusion for students, families and society; and challenges to implementing inclusive education.
An Investigation into the Robustness of the Assessment of Learners with Speci...ijtsrd
Education for learners with special needs remains a challenge for developing countries like Lesotho where development of infrastructure and appropriate training for personnel is still at its infancy. With the number of learners with special needs on the rise, lack of basic necessities has compelled such learners to be absorbed in the main stream education system, leaving educators frustrated. Although having all inclusive education as professed by the government may be an ideal situation for learners with special needs, what remains a barrier is the mode of assessment for such learners. The study sought to establish the depth and breadth of the assessment of learners with special needs in Lesotho. The study was conducted using the qualitative methodology. The in depth interviews were conducted in order to get a thorough and informed insight that reveals how learners with special needs are evaluated. Documents such as Education Act 2010, The National Constitution and Children's Protection and Welfare Act 2011 were analysed to assess whether they respond to the needs of such learners. The informant selection techniques employed were convenience and purposive sampling. respondents were selected based on their availability and willingness to respond. The findings were analysed using thematic method of analysis. The study revealed that the government has not done enough to ensure inclusive education. This is evidenced by lack of clear policies for learners with special needs, as well as facilities and trained personnel for such learners. Tsepiso Mncina | Tawanda Mukurunge, | Takura Bhila "An Investigation into the Robustness of the Assessment of Learners with Special Needs: Case of Leseli Community School" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29183.pdf Paper URL: https://www.ijtsrd.com/engineering/agricultural-engineering/29183/an-investigation-into-the-robustness-of-the-assessment-of-learners-with-special-needs-case-of-leseli-community-school/tsepiso-mncina
improvement through Research in the Inclusive ClassroomNuria de Salvador
This document summarizes conceptions of inclusive education from interviews conducted with educators in several European countries. Key findings include:
1) Inclusive education was conceived as accepting and integrating all students regardless of difficulties, having adequate resources, and ensuring equal opportunities for learning.
2) While a school for all and inclusive school were sometimes used interchangeably, inclusive education was sometimes viewed more narrowly as focusing on students with disabilities.
3) Regarding educational organization, interviewees felt policies did not fully promote inclusion due to obstacles at the school, government, and legislative levels.
How the learning space can become an inclusive learning space – Lessons from ...Karel Van Isacker
How the learning space can become an inclusive learning space – Lessons from Europe... USA and Latin America
Presented at CAVA2018, 21-24 August 2018 in Medellin, Colombia.
This document outlines the strategic plan of AONTAS, the National Adult Learning Organisation of Ireland, for 2015-2018. It discusses AONTAS' mission to advocate for quality lifelong learning for all adults in Ireland. The strategic plan addresses the role of adult learning in a lifelong learning context, the purpose of adult learning both for economic and social benefits, and AONTAS' goals and approach to implementing and evaluating the strategic plan.
Similar to CRITICAL APPROACHES TO INCLUSIVE EDUCATION (20)
In the early twentieth century, major representatives of the Jadid movement became active participants in the socio-political processes in the Turkestan region. Usmonkhoja Polatkhoja, a progressive from Bukhara, was one of the beams not only in the Emirate of Bukhara, but also in Turkestan. He first participated in the reforms and progressives, and later in the national liberation movements, and fought for the prosperity and independence of the country.This article provides information about Usmonkhoja's life and work in Jadidism, revolts, national liberation struggles, and emmigiration.
Flood is one of the natural disaster known to be part of the earth biophysical processes, which its occurrence can be devastating; due to mostly anthropogenic activities and climatological factors. The aim of the research is to identify and map the extent at which the impact of flood due to intense rainfall and rise in water in the study area using geospatial techniques and the specific objectives are to carry out terrain analysis of the study area and to generate flood indicator maps of the study area. The study analyzed rain fall data;, the drainage system and Shuttle Radar Topographic Mission (SRTM 30m) of the area. ArcGIS 10.8 was to modelled and to generate the contributing factors map of the study area. The drainage system was generated through on-screen digitization of topographic map of scale 1:50,000 of Ondo South-West. The mean annual rainfall of Lagos State was generated in the ArcGIS environment from the rainfall data through spatial analysis tool. The SRTM was used in terrain analysis of the study area. The results generated showed the lowest mean annual rain fall of the area 1,700mm and the highest mean annual rain fall was 2,440mm. Digital elevation model (DEM), slope, flow direction were generated from the SRTM. Drainage density of the area was generated using the drainage system. The slope map of the entire area which are classified into five slope classes of very high (14%-48.5%) to high (7.6%-13.9%) to moderately high (4.2%-7.6%) to low (1.5%-4.2%) and very low (0. % - 1.2%).
Work study is a catch-all phrase encompassing a variety of methodologies, including method research and work measurement, that are applied in a variety of contexts and lead to a systematic assessment of all elements that affect the efficiency and economy of the situation under evaluation that is meant to be improved. The main aim of this study is to examine and enhance the process token in manufacturing a Perfume of the famous, well-known, aromatic, and beautiful Taif Roses. Some changes in the process has been suggested using method study and time study method which lead to reduction in process time, labor cost and production cost.
Workers are the maximum precious method of an association. Their importance to institutions requires not most effective the want to draw the trendy bents but additionally the need to preserve them for a long term. This paper specializes in reviewing the findings of former research carried out with the aid of colourful experimenters with the quit to identify determinants factors of hand retention. This exploration almost looked at the subsequent broad factors improvement openings, reimbursement, work- lifestyles balance, operation/ management, work terrain, social aid, autonomy, training and improvement.
Watering plants during the correct time is very important due to scientific reasons. Both underwatering, as well as overwatering, can lead to the growth of unhealthy plants or in extreme cases, the death of the plant/tree. These issues which are the case with most self-gardeners and plant lovers can be solved using the smart irrigation technique. The main purpose of this innovation is to assist plant lovers to continue their passion to grow plants at home with ease. Smart irrigation system helps in monitoring the moisture level which majorly affects plant growth besides other factors such as sunlight, fertility of the soil, etc. The digital planting pot has been designed in a way that it effectively incorporates the idea of smart irrigation. Arduino Uno R3 has been used as the main chip in this project along with a few other components like a soil moisture sensor, relay, and water pump. This project requires coding to synchronize all the components, and function properly. A required test has been carried out to review the functioning of the mechanism. The project was tested by once using the soil with enough moisture in the pot and then the soil with the least moisture. Both times, it worked exactly how it was supposed to function. When the soil with the least moisture was tested, there was a clear indication of a low level of moisture and accordingly, the water pump got triggered to water the plant, and when the soil with enough moisture was tested, there was again the clear indication of the correct level of moisture and the water pump was inactive. All the readings which were displayed on the LCD were checked back and forth during the project. The outcomes were the same as expected. Hence, it shows that every component in this project is actively functioning and the whole project is effectively designed.
Because of its accessibility and flexibility, cloud technology is among the most notable innovations in today's world. Having many service platforms, such as GoogleApps by Google, Amazon, Apple, and so on, is well accepted by large enterprises. Distributed cloud computing is a concept for enabling every-time, convenient, on-demand network access to processing resources including servers, storage devices, networks, and services that may be mutually configured. The major security risks for cloud computing as identified by the Cloud security alliance (CSA) have been examined in this study. Also, methods for resolving issues with cloud computing technology's data security and privacy protection were systematically examined.
This study's goal is to present Solutions for Determining the importance level of criteria in creating cultural resources’ attractiveness from tourists’ evaluation. Data were collected from 558 international tourists who chose Vietnam as the destination for tourism.
The study points out that we need to resolve challenges such as: building a safe, friendly destination, etc., destinations need to review and re-evaluate the services of their products and tourist attractions to prepare for the largest number of visitors and stimulate the domestic tourism market is a good solution: To boost the domestic tourism market, it is necessary to increase domestic flights and train connections to major tourist destinations.
A new convenient and efficient route for the synthesis of two very important hydroxo-bridged stepped-cubane copper complexes viz: [Cu4(bpy)4Cl2(OH)4]Cl2.6H2O (1) and [Cu4(phen)4Cl2(OH)4]Cl2.6H2O (2) have been obtained. This synthetic route from the mononuclear CubpyCl2 complex is easier, more reproducible and afforded the complex in a much higher yield than the other two previously reported procedures which were equally serendipitously discovered. The purity and formation of the complexes were confirmed with elemental (C,H,N) analysis and the details of the UV-Vis, Fourier transform infrared, electrospray ionization mass spectra of both complexes and the single crystal X-ray crystallography of 1 are presented and discussed. X-ray crystallography confirms the absolute structure of the complexes. The complexes were formed via the connection of four copper atoms to four hydroxide bridging ligands and four bipyridyl ligands with two chloride ligands. There are two coordinate environments around two pairs of copper atoms (CuN2ClO2 and CuN2O3) and each copper atom is pentacoordinate with square pyramidal geometry.
Artocarpus heterophyllus Lam., which is commonly known as jackfruit is a tropical fruit, belonging to Moraceae family, native to Western Ghats of India and common in Asia, Africa, and some regions in South America. It is known to be the largest edible fruit in the world. The Jackfruit is an extremely versatile and sweet tasting fruit that possess high nutritional value. Jackfruit is rich in nutrients including carbohydrates, proteins, vitamins, minerals, and phytochemicals. The jackfruit has diverse medicinal uses especially antioxidant, anti-inflammatory, antimicrobial and antiviral properties, anticancer and antifungal activity, anthelminthic activity. Traditionally, this plant is used in the treatment of various diseases especially for treatment against inflammation, malarial fever, diarrhoea, diabetes and tapeworm infection. Jackfruit is a good natural source of phytochemicals such as phenolics, flavonoids and tannins, saponins. The health benefits of jackfruit have been attributed to its wide range of physicochemical applications. The use of jackfruit bulbs and its parts has also been reported since ancient times for their therapeutic qualities. The beneficial physiological effects may also have preventive application in a variety of pathologies.
Myogenic differentiation requires to be exactly explored for the effective treatment of fracture. The speed of healing is affected by skeletal muscle, linked to activation of specific myogenic transcription factors during the repair process. In previous study, we discovered that psoralen enhanced differentiation of osteoblast in primary mouse. In the current study, we show that psoralen stimulates myogenic differentiation through the secretion of factors to hone the quality of repair in fractured mice. 3-month old mice were treated with corn oil or psoralen followed by a tibial fracture surgery. Fractures were tested 7, 14, and 21 days respectively later by histology and images observation. Skeletal muscles including soleus muscle and posterior tibial muscle around the damaged bone were collected for quantitative real-time PCR, HE staining, as well as western blot. Daily treatment with psoralen at seven, fourteen days or twenty-one days improves protein or mRNA levels responsible for the whole myogenic differentiation process, makes the muscle fibers more tightly aligned, and promotes callus formation and development. This data shows that high levels of myogenic transcription factors in the process of fracture healing in mice foster the repair of damaged muscles, and indicates a pharmacological approach that targets myogenic differentiation to improve fracture repair. This also reflects the academic thought of "paying equal attention to both muscles and bones" in the prevention and treatment of fracture healing.
The current pandemic has generated the search for new reliable and economic alternatives for the detection of SARS-CoV-2, which produces the COVID-19 disease, one of the recommendations by the World Health Organization, is the detection of the virus by RT-qPCR methods from upper respiratory tract samples. The discomfort of the pharyngeal nasopharyngeal swab described by patients, the requirement of trained personnel, and the generation of aerosols, are factors that increase the risk of infections in this type of intake. It is known that the main means of transmission of SARS-CoV-2 is through aerosols or small droplets, which is why saliva is important as a relevant means of detecting COVID-19. In this study, a modified method based on SARS-CoV-2 RNA release from saliva is described, avoiding the isolation and purification of the genetic material and its quantification of viral copies; the results are compared with paired pharyngeal/nasopharyngeal swab samples (EF/EN). Results showed good agreement in saliva samples compared to EF/EN samples. On average, a sensitivity for virus detection of 80% was demonstrated in saliva samples competing with EF/EN samples. The use of saliva is a reliable alternative for the detection of SARS-CoV-2 by means of RT-PCR in the first days of infection, having important advantages over the conventional method. Saliva still needs to be studied completely to evaluate the detection capacity of the SARS-CoV-2 nucleic acid, however, the described process is viable, due to the decrease in materials and supplies, process times, the increment in the sampling and improvement of laboratory performance.
A recent study establishes that since 1970, there has been an ecological gap between human needs and the planet's resources, with annual resource demand exceeding the bio-productivity of the planet. Specifically, humanity utilises equivalent of 1.75 earths to produce the ecological resources used, with half of this attributable to food consumption. The present work therefore seeks to provide an empirically-based insight into the environmental sustainability of the EF of food consumption in Ijebu Ode. A descriptive cross-sectional approach was used, and primary data were collected from 400 systemically sampled households via structured questionnaires and analysed descriptively using Microsoft Excel and inferentially using mathematical models for calculating ecological footprints. Findings revealed that the household EF of food consumption in Ijebu Ode is 0.05gha per capita, with the footprint of cereal consumption (0.17gha; 37%) taking the major share, followed by meat with a footprint of 0.11gha (23.9%). As a result, it was concluded that Ijebu Ode has sustainable food consumption, which is necessary for its environmental sustainability. However, the sustenance of the former requires creating awareness of the need for sustainable consumption and prioritisation of integrated and population-wide policies and food intervention initiatives to encourage attitudinal change in favour of sustainable food consumption while fostering sustainable food production strategies amidst current environmental realities.
The symmetry occurs in most of the phenomena explained by physics, for example, a particle has positive or negative charges, and the electric dipoles that have the charge (+q) and (-q) which are at a certain distance (d), north or south magnetic poles and for a magnetic bar or magnetic compass with two poles: North (N) and South (S) poles, spins up or down of the electron at the atom and for the nucleons in the nucleus In this form, the particle should also have mass symmetry. For convenience and due to later explanations, I call this mass symmetry or mass duality as follows: mass and mass cloud. The mass cloud is located in the respective orbitals given by the Schrödinger equation. The orbitals represent the possible locations or places of the particle which are determined probabilistically by the respective Schröndiger equation.
Metal-organic molybdenum complexes were synthesized by the hydrothermal method using ammonium heptamolybdate as the metallic source, and as the organic ligand terephthalic acid (BDC) or bis(2-hydroxyethyl) terephthalate (BHET), obtained via glycolysis of poly(ethylene)terephthalate (PET). The BDC-Mo and BHET-Mo complexes were characterized by XRD, N2 physisorption, TGA, ATR-FTIR, SEM, XPS and their in vitro biocompatibility was tested by porcine fibroblasts viability. The results show that molybdates (MoO4-2) are coordinated to the carbonyl functional groups of BDC and BHET by urea bonding (-NH-CO-NH-) which is related to their high biocompatibility and high thermal stability. These organic molybdate complexes possess rectangular prism particles made up of rods arrays characteristics of molybdenum oxides (MoO3). The organic complexes BDC-Mo and BHET-Mo do not show to be cytotoxic for porcine dermal fibroblasts growing on their surface for up to 48 h of culture.
Exercise training with varying intensity increases maximal oxygen intake (VO2max), a strong predictor of cardiovascular and all-cause mortality. Purpose: The aim of this study was to find out the influence of low intensity aerobic training on the vo2 max in 11 to 14 years school girls in Hyderabad district. Methodology: The research scholar has randomly selected thirty (N=30) high school girls were selected as subjects and their age ranged between 11 to 14 years. The subjects were divided into two equal groups, each group consist of 15 total 30. Group one acted as experimental group (EG) and group two acted as control group (CG). The dependent variable vo2 max was selected and it is measured by manual test. Statistical Tool: The statistical tool paired sample ‘t’ test was used for analysing of the data and the obtained ‘t’ ratio was tested for significance at 0.05 level of confidence. Results: The analysis of the data revealed that there was a significant improvement on vo2 max by the application of low intensity aerobic.
Hybrid rice has the potential to outperform existing inbred rice and was said to have the potential to produce 14-20 % more yield. In response, Malaysia Government has introduced its very own first Hybrid Rice Variety knew as Kadaria 1 developed by MARDI. This is in line with one of the strategies outlined in Dasar Agromakanan Negara (DAN) 2011-2020 as an approach to increasing rice productivity within Malaysia. The next step would be developing our hybrid seed rice production system. Therefore, an experiment to determine the planting ratio and planting distance between 0025A (A)-a hybrid with MR283 (R)-inbreed variety was carried out. Planting ratios studied in this study were 2:4, 2:6, 2:8, and 2:10 while planting distance was 14 x 30 cm, 16 x 30 cm, and 18 x 30 cm. Statistical analyses suggested that yield R, yield A, and panicle number A were significantly affected by planting ratios while yield A was significantly affected by an interaction between planting distance and planting ratios. Panicle number A performed significantly higher at planting ratios of 2:4 compared to 2:10. Yield R shows higher significant performance under ratio 2:6 compared to 2:4 and 2:8. Relatively, yield A performed the best under planting distance of 18 x 30 cm. Furthermore, under this particular planting distance, the planting ratio of 2:10 shows the highest significant figure while 2:8 exhibits statistical parity. Both yield R and yield A were significantly affected by planting ratios and have a significant positive association with each other. Therefore, the planting ratio of 2:10 should be the best since it contributed to significantly highest value for yield A while yield R under 2:10 shows statistical parity with 2:6 which was the highest significant value. In conclusion, the combination of 2:10 with a planting distance of 18 x 30 cm was the best since it shows best potential for both yields A and yield R
This document summarizes a study on cassava production systems in the Tivaouane department of Senegal. Key findings include:
- Cassava is an important crop for food security but production in Senegal remains low compared to other African countries.
- The study examined farming practices through surveys of 85 producers in 8 communes across two agro-ecological zones.
- Analysis showed cassava is only grown during rainy season with traditional cultivation methods. Four of five recommended varieties were grown, with different varieties preferred in each zone.
Cassava plays an important role in improving food security and reducing poverty in rural areas. Despite its importance, its production in Senegal remains low compared to other African countries. Nowadays, it is confronted with numerous constraints. It is in this context that a study was conducted on the cassava production system in the Thiès "cassava granary" region, with the objective of examining farmers' cultivation practices. It was conducted in eight communes located in the department of Tivaouane, some of which are located in the Niayes agro-ecological zone and others in the central-northern groundnut basin. Surveys were conducted among the largest cassava producers in these communes. Analysis of the results showed that cassava is only grown in the rainy season with the same cultivation practices that have been used for years. Of the five varieties listed by the President of the Senegalese Cassava Interprofession, only four are grown in the areas surveyed. The Terrasse (43%) and Kombo (36%) varieties are grown more by our respondents in the Niayes area. Soya (75%) and Wallet "Parydiey" (20% of our sample) dominate in the central-northern groundnut basin.
We are witnessing very demanding and stressful times in which we live, and an occupation that is particularly exposed to stress and different working conditions is the job of a nurse. Exposing themselves to everyday challenges and stressful situations, nurses reach a stage of great emotional and physical exhaustion, lethargy, dissatisfaction, and poorer work achievements, which we know as burnout. The aim of this paper was to determine whether there is and to what extent professional burnout is present in nurses and technicians working in nursing homes across Slovenia and Croatia. The paper is answering the questions of the extent of the burnout influenced by individual characteristics (age, education, years of service and work experience at the current workplace). The study involved a validated questionnaire “The Oldenburg Burnout Inventory (OLBI)” to measure professional burnout. Surveying of the nurses was conducted online at their home institutions. The results show that all respondents have a medium or high level of professional burnout, while no one has a low level or shows no signs of burnout. In terms of age, the group from 55-65 years of age had the highest relative level of burnout in the age group category. With regard to education, the highest burnout was measured in registered nurses.
This document discusses hepatitis and its transmission through needlestick injuries. It covers the different types of hepatitis viruses, their epidemiology, risk factors, and transmission. Healthcare workers are at high risk of contracting hepatitis B and C through needlestick injuries involving contaminated needles and sharps. Dental professionals face increased risk due to exposure to blood and saliva. The document recommends vaccination, safe handling of needles and sharps, and post-exposure prophylaxis to prevent transmission of hepatitis viruses occupationally.
More from Associate Professor in VSB Coimbatore (20)
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. CRITICAL APPROACHES TO INCLUSIVE EDUCATION
Marilia Papageorgiou
Pre-School Education Teacher, University of East London
Abstract
This paper examines the evolution of the case law of Special Education in Greece from
1981 to 2018 and the challenge of integrating people with special needs into the school
context. Firstly, the definitions of the concepts of disability and special education are
defined. In Part 1 are presented the legal framework for the operation of integration
training with the guidelines of L.4547/2018 and the UN Convention on Disabled Persons,
at the end of the law and the contract respectively criticized. In conclusion, in Part 2 are
discussed the theories about special treatment through comparisons and criticisms.
Keywords: Integration, Disability and Special Education
1. Introduction
It is a fact that in recent years the inclusion of children with disabilities or special
educational needs in the school context is something that has occupied education.
Special Education is a demanding field of training where strong beliefs are of
principal importance (Antoniou, Charitaki & Geralexis, 2017) [1]
. This paper
examines the challenges that arise in the integration of children with disabilities or
special educational needs into the school context. First of all, are defined the
definitions of the concepts of disability and special education. Further to the paper,
the legal framework for the operation of integration education in Greece is
presented, with basic guidelines the UN Convention on Persons with Disabilities
and Law 4547/2018[10]
. Thereafter, the evolution of the case law of Special
Education from 1981 to 2018 is analyzed on the basis of specific axes such as
language use, opinion procedures, etc. Finally, it’s described the process of
including a disabled student.
In terms of disability and special education, it is commonly accepted that it is
conceptually difficult to be defined in absolute terms as many different definitions
have been formulated by many scientists. However, according to Chartokollis[4]
(1981), as reported in Zoniou – Sideri (2011a, p. 19)[23]
, disability is “an incurable
functional impairment, lack or disorder, relative or acquired, usually a result or
Universal Review
Volume VIII, Issue II, FEBRUARY/2019
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2. residue of illness or accident, an anomaly that somehow prevents the fulfillment of
basic social needs, such as movement and work”. Social skills vary, depending on
the context, the time and by whom the message was sent or received
(Papalexopoulou & Charitaki, 2017)[17]
. According to Article 1 (par. 1) of Law
3699/2008[11]
, special education and training is defined as “all the educational
services provided to pupils with disabilities and identified special educational needs
or to pupils with special educational needs”. In a general context, the main objective
is to help these people with disabilities (disabled) and also with special educational
needs to join the educational framework (Michaelides, 2009)[15]
. For the purpose of
social inclusion in the school environment there should be an implementation of
inclusive education for children with special educational needs at school, thus, as its
main objective is their integration in schools (Togia, Charitaki & Soulis, 2017)[20]
.
2. The legal framework for the operation of inclusive education in
Greece, with the basic guidelines of the UN Convention on People with
disabilities and Law 4547/2018.
The term “integration” in education according to Soulis (2002)[18]
aims at the
complete development of children, and more specifically in the adoption of
behaviors such as cooperation and respect. Through integration, however, it is
required not only the socialization of children through cooperation but also their
individual development. Integration is not only about people with formal
development but also about people with disabilities, which should also be included
in the school context.
In Greece, based on Law 4547/2018[10]
, the promotion of inclusive education for
people with disabilities is achieved through the Centers for Educational and
Counseling Support, the Regional Centers for Educational Planning and the
Educational Project Coordinator. Additionally, decisive role in integrating people
with disabilities into the school context has the parallel support and integration
sections, whose operation seems to have remained the same as in the previous law
(Law 3699/2008)[11]
.
Centers for Educational and Counseling Support through the diagnosis of each
disability or learning disability, as well as its degree, aims at integrating these
people into both the general educational process and the social development, by
limiting as far as possible their exclusion. Once the diagnosis has been completed,
Universal Review
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3. some support programs are proposed, implemented either by formal and special
educators or by parents or by the Center for Educational and Counseling Support
staff within the organization itself. Counseling seems to be important in order to
support parents to cope with behavior (Charitaki, Marasidi, & Soulis, 2018)[3]
and
other problems. It is also proposed that the person's structure of either general or
special education should be recorded and that the progress of the individual should
be recorded as well with constant monitoring and evaluation with the cooperation of
the director and the teachers. In addition, the Centers of Educational and Counseling
Support, where necessary, are able to send a report to the School Buildings
Organization for the reconstruction or conversion of school buildings and, in
general, to propose changes to the day-to-day structures of people with disabilities
in order to facilitate their entry into them. It is very important for all members of the
interdisciplinary team to under-stand and appreciate the role of all of the people
involved. In order to obtain a more comprehensive view of the child’s needs, there
should be cooperation be-tween the interdisciplinary team and the children
(Charitaki, Antoniou, Soulis, & Koutsikou, 2018)[2]
.
It is also crucial to suggest a different way of examining people with learning
disabilities but also with disabilities to go from primary to secondary and later to
tertiary education. In addition, the Centers of Educational and Counseling Support
are supposed to support the family and the school environment in which disabled
people are included through the organization of meetings so that both teachers and
parents are informed about disability. Finally, Centers’ Educational and Counseling
Support competences include the proposal of modern pedagogical methods with the
main aim of increasing the functionality and socialization of the disabled with the
rest of the students within the framework of the general class.
Regarding to the Regional Centers for Educational Planning, their main mission is
to support, monitor and coordinate the educational work of both public and private
schools as well as the laboratory centers. At the same time, they are responsible for
the coordination of Centers of Educational and Counseling Support, training centers
for sustainability and laboratories of natural sciences. Finally, they provide
educational and scientific support to public and private education teachers through
their training. The Regional Centers for Educational Planning are staffed by
educational project coordinators who are teachers of all disciplines and their term of
office lasts three years. Each coordinator is scientifically responsible for matters
that concern his / her industry for all but the school units and the laboratory centers
that are included in the respective Regional Centers for Educational Planning.
Universal Review
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4. In terms of Integration Teams, it is in the same context as the general school and
their aim is to help students with learning disabilities, in cooperation with Centers
of Educational and Counseling Support providing specialized programs, as well as
students who are not diagnosed with a disability or learning disability from Centers
of Educational and Counseling Support or some other organization but need help. It
is important to note that the functioning of the integration sections within the
general school presupposes the existence of three incidents that need help, and when
some schools are cohabiting and joining the Integration Teams, the number of pupils
should not exceed 12. In conclusion, as far as the parallel support is concerned, it is
implemented by specially educated specialists on a permanent basis and the main
objective is to help people with disabilities to attend the formal curriculum.
(N.4547/2018)[10]
.
Concerning the criticism of the aforementioned law, due to the creation of many
Centers of Educational and Counseling Support, many organizational positions were
provided for inclusive education, and many areas were served near the large urban
centers where there were no medi – pedagogical centers and centers for diagnosing
learning disabilities and disabilities in general. Thus, there seems to be a
willingness on the part of the state and great efforts have been made to integrate
people with disabilities into the school context.
In an international context, the UN Convention on the Rights of Persons with
Disabilities ensures institutionally and legally that these individuals will enjoy all
the fundamental rights and freedoms and which they are entitled to (Nicolaides,
Mizamtsi & Mourouzis, 2012)[16]
. The articles of the abovementioned Convention
have been drawn up on the basis of its principles of non –discrimination, respect for
dignity, autonomy, independence and the possibility of individual free choice,
participation in society, respect for the diversity of people with disabilities, equal
opportunities and equality between men and women, and respect for both the
possibility of development and the right to preserve the identity of people with
disabilities.
According to the Article 24 of the Convention on education[22]
, States Parties
recognize the right to education of persons with disabilities by forming and ensuring
a multi-level educational integration system aimed at the full development of
children with disabilities and the achievement of above principles. In particular, to
ensure the above right, people with disabilities are normally included in primary and
secondary education and are not excluded from general education depending on
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5. their disability. In addition, they receive the necessary support in the general
education system in order to make their education more effective and provide
personalized support programs for the individual so that they can have access to
higher education and vocational training something that their full integration is
aimed at, which is also mentioned in Articles 26 and 27 of the Convention.
Moreover, in Article 9 other communication measures such as learning Braille for
visually impaired people as well as sign language for deaf people are taken. A
decisive role in the educational, occupational and social inclusion of people with
disabilities has both the training and the sensitization of teachers at all levels.
According to Article 9 of the Convention22]
, measures are being taken by the
Contracting States to provide equal access for persons with disabilities to other
members of society in public transport, technology, communications and, more
generally, all services and the structures provided to all citizens that aim at the
independent living of people with disabilities.
Article 4 refers to the general obligations that States Parties have to take on persons
with disabilities. In Article 8 is mentioned the awareness and awakening of both the
society and the family environment in order to eliminate prejudice against these
individuals and Article 16 refers to the protection of persons with disabilities from
all forms of exploitation (L.4074/2012)[8]
.
Law 4488/2017[7]
gives some instructions for the application of the aforementioned
Convention so as not to violate the rights of persons with disabilities and to ensure
their participation in the citizenship of the country as well as to the other members
of society. Article 61 of this law mentions some measures to be taken for disabled
people by the competent legal bodies. Article 62 highlights the importance of
integrating disability into public policies and Article 64 ensures the accessibility for
people with disabilities in both the physical and the electronic environment.
Additionally, the importance of awareness raising, information and training on
issues pertaining to the rights of people with disabilities is mentioned in this law. In
conclusion, some central points of reference for controlling the implementation and
promotion of the contract are defined and the Counsel of Citizen is designated as an
independent authority (L.4488/2017)[7]
for this purpose.
Regarding the criticism that could be applied in the UN Convention on the Rights of
Persons with Disabilities, it is clear that they wish to join the Contracting States in
the wider society and in the educational process, recognizing all their acquired
fundamental rights. It is important, however, to mention that in Greece, with the
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6. introduction of Law 4488/2017[7]
, equal opportunities in the wider society and
education are ensured, as measures are taken to control the promotion and
implementation of the Convention.
3. Thematic analysis of the evolution of the case law of Special
Education in Greece from 1981 to 2018 on the basis of the following
axes: use of language, procedures of accreditation, emphasis on general
education.
In a general context since 1950, different concepts have emerged for people with
disabilities, their education and their integration into the wider social context. In
particular, Greece after post-transition, following the international developments, as
well as the worldwide interest in people with disabilities, adopted practices and took
measures aimed primarily at strengthening special education and training (Soulis,
2002)[18]. Thus, in an institutional and legal framework with Article 16 §4/1974,
the “right of the disadvantaged child” is constitutively enshrined.
The institution of integration in Greece is linked to Law No.1143/1981[12]
"on
Special Education, Vocational Training, Employment and Social Care of Deviates
from Normal Persons", which is the first comprehensive law on special education
and according to it, the state seems to have officially assumed its duties in relation
to disabled people, whose opinion is made by the “Coordination and Advisory
Council for Special Needs Education”. This law governs principles of equal
opportunities, social and school integration, as well as social and professional
rehabilitation (Tzouriadou, 1995)[21]
. More specifically, in accordance with Article 3
of this Law, specific frameworks are instituted in special schools or parallel
departments, classes and groups operating in “normal primary, secondary or
vocational education schools” (Zoniou – Sideri, 2012, p.127)[25]
. Nonetheless, the
distinction of children in “normal” and “abnormal” was evident as integration was
sought through the creation of specific structures to be attended by "divergent"
rather than by attending and joining the general school Zoniou – Sideri, 2012)[25]
.
Additionally, children were classified into categories of problem children, which
leads them to marginalization rather than integration, since the special education
was not linked to the general education of the children of formal development. For
this reason, Law No. 1143/1981[12]
was strongly criticized as the separation of
students into “normal” and “divergent” but also the categorization of the
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7. “divergent” according to the problem they presented led to the multiple separation.
Lastly, it is important to note that this law greatly strengthened private initiative
(Zoniou – Sideri, 2011b)[24]
.
In 1984 a draft law was drawn up, which is also known as “instead of 309”, in
which special education, as opposed to Law 1143/1981[12]
, was dealt with as part of
general education. More specifically, it is Law 1566/1985[13]
in which the special
education is referred to a different chapter. At a linguistic level, it appears that using
the municipal, opposed to the curatorship used in Law 1143/1981[12]
, the style
changes significantly, while the term "deviating from the normal" it is replaced with
the term "disabled". With this particular law, the willingness to integrate children
with special needs into mainstream schools was also evident, as well as the attempt
to eliminate the segregation of children with disabilities or special needs and of
children of formal development by creating special classes within the general
education schools Zoniou – Sideri, 2011b)[24]
. This law has several positive
arrangements, such as that private schools are in the public sector, that children in
special schools will be taught a foreign language, and that the creation of
educational books using Braille for blind people will be provided. (Stasinos,
2001)[19]
. In spite of the aforementioned positive arrangements, this law has
accepted criticism as it seems that only those students who were already included in
the general education could attend this (Zoniou – Sideri, 2012)[25]
. It is obvious that
in this law wasn’t provided the creation of a special educational department at the
Pedagogical Institute, the postgraduate studies in the special education sector were
not instituted, nor did it provide the training of secondary education teachers on
special education issues. Moreover, according to Stasinos, (2001)[19]
, the Ministry of
Education wasn’t responsible for the counseling of the disabled and for their
medical diagnosis, but the Ministry of Health and Social Welfare (Stasinos,
2001)[19]
. Finally, the Schools of Special Education and Training, through this law,
assumed a large part of the responsibilities, while the main actors of the disability
movement and the parents did not have an active and meaningful engagement.
Finally, additional Presidential decrees of the law were not issued at regular
intervals (Law 1566/1985)[13]
.
At the end of the 1980s two more laws were passed, Law 1824/1988[9]
, according to
which the teaching aid for specific classes for elementary and high school students
with learning difficulties was instituted and Law 1771/1988[5]
, in which the way of
entering the Higher and Highest Educational Institutions of the country of the
disabled (Zoniou – Sideri, 2011b)[24]
.
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8. Several years later, Law 2817/2000[14]
was voted, which, according to Soulis
(2002)[18]
, sought through the state the effective integration of special education into
the productive process and of the disabled people themselves in society. In this law,
the terms of special education are reformulated, focusing on the educational needs
of people with disabilities rather than on the causes of their disability, taking
measures for pre-school children with special educational needs and for those who
have completed compulsory education. It also promotes integration practice as parts
of integration are established in general education, the special school is limited only
to students with serious problems and difficulties, while the institution of “traveler
educators” is established. At the same time, individualized programs for each and
every disabled child are created with the main objective of integration and
assistance (Zoniou – Sideri, 2011a)[23]
and the operation of Centers for Assessment
and Support for Diagnosis is set up at the headquarters of each prefecture of the
country. In addition, sign language is recognized and considered to be the official
language of the deaf, the Special Education Department is established at the
Pedagogical Institute, new specialties are created for special education staff and
teaching is provided through modern technologies for people with special needs.
However, it seems that this law also has some weaknesses with the main
accumulation of the Centers for Assessment and Support for Diagnosis in large
urban centers, which has as its main effect the isolation of inaccessible regions,
province and islands. Still in this law there are several positive elements that,
through a modern perspective, shape special education and education. Nevertheless,
it seems that a complete educational system is created alongside the public. In
addition, the terms used are distinguished by ambiguity and scientific inaccuracy,
and the measures proposed resemble a policy that existed before 1989
(L.2817/2000)[14]
.
The next law is Law 3699/2008[11]
, which expresses the commitment of the state to
the safeguarding and upgrading of the compulsory nature of special education and
training in order to achieve its aims such as the provision of free public special
education and training for disabled people of all ages, for all educational levels. In
addition, the purpose of special education is to ensure equal opportunities for people
with disabilities or established educational needs for full participation but also
contribution to society, independent living, economic self-sufficiency and
autonomy, fully guaranteeing their rights to education, as well as professional and
social integration. Finally, as a whole, the state, agencies and officials must realize
that as part of human nature, disability should not allow the deprivation of human
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9. rights as social entities. The aims of special education are both the all-round and
harmonious development of the personality of pupils with special educational needs
and disabilities. Another important objective is their integration into the educational
system, social life and professional activity corresponding to their capabilities. It
also seeks to improve and exploit opportunities and skills to enable them to integrate
or reintegrate into the general school where and when it is possible. Last but not
least, mutual acceptance and harmonious cohabitation with the community as well
as the equal social development of disabled students is important in order to ensure
their full accessibility as well as to teachers and parents and guardians with
disabilities in all services and goods. The above objectives are achieved through
early medical diagnosis, diagnosis and assessment of the specific educational needs
of the Centers for Diagnosis and Support for Differentiating Diagnosis and public
pediatric centers, systematic intervention from pre-school age at the local centers of
support for special education, the creation of early intervention departments and
finally the implementation of specific educational programs and rehabilitation
programs. Another key factor in achieving the objectives of Special Education is the
adaptation of educational and web material, the use of special equipment including
electronic and software and the provision of all kinds of facilities and ergonomic
arrangements by the School Special Education Units and the Centers for Diagnosis
and Support for Differentiating Diagnosis (L. 3699/2008)[11]
.
In addition, according to Article 39 of Law 4115/2013[6]
, “Primary and Secondary
Education Issues” are regulated. Initially, School Education and Support Networks
are created, following a decision by the Regional Education Director. The main
purpose of School Education and Support Networks is to include and integrate
pupils with special needs into the general school context, as well as to coordinate
school work and to enhance collaboration to respond to the specific educational
needs of students. There is also support for Integration Team, parallel support,
inclusive and home-based teaching, but also a Diagnostic Educational Assessment
and Support Committee, which is the main tool for diagnosing and assessing the
special educational needs and learning disabilities of students. Some of Diagnostic
Educational Assessment and Support Committee's responsibilities are to refer pupils
to the Centers for Diagnosis and Support for Differentiating Diagnosis when the
difficulties of integration, learning or behavior in the school context remain despite
the support they receive at school. Moreover, the social worker and the psychologist
of Diagnostic Educational Assessment and Support Committee can advise on issues
of integration of pupils with special educational needs and disabilities in the general
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10. school and according to the UN International Convention, Diagnostic Educational
Assessment and Support Committee will operate following the adoption of their
rules of operation and full staffing by the appropriate professionals (L.4115/2013)[6]
.
According to the most recent law (N.4547/2018)[10]
the diagnosis of a disability or
learning difficulties is carried out by the Centers for Educational and Counseling
Support, which replaced the Centers for Diagnosis and Support for Differentiating
Diagnosis. It seems that this law greatly promotes inclusive education for people
with disabilities or learning difficulties, and their progress in the school context is
sought through parallel support and integration. Additionally, the Regional Centers
of Educational Planning, which support the educational work of both public and
private schools, are also responsible for the coordination of Centers for Educational
and Counseling Support with a key role coordinator of the educational project. The
operation of the parallel support of the integration teams remains the same as in
L.3699/2008[11]
as well as the operation of the Centers for Educational and
Counseling Support with the Centers for Diagnosis and Support for Differentiating
Diagnosis (L.4547/2018)[10]
.
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