A FESTIVAL AS A PEDAGOGICAL TOOL TO PROMOTE INCLUSION IN THE COMMUNITY AND IN SCHOOLS
Journal Title: Problems of Education in the 21st Century - Year 2018, Vol 76, Issue 2
Abstract
The focus of education policies on greater equity and accessibility of education for all exposes an important difference between narrow and broad defnitions of the concept of inclusion. The narrow defnition is tied above all to the school context, where responsibility for the realisation of inclusion lies with pedagogical workers. The broad defnition refers to an understanding of inclusion as the embracing of diversity as a positive value for the community, regardless of the institutional context in which we endeavour to achieve inclusion. The research discussed the inclusive educational practice of a special educational institution catering for individuals with intellectual disabilities. Using a sample of 139 participants at the international inclusive festival Play With Me, the attitudes towards inclusion and towards persons with special needs (a Likert scale was created) were researched. The results indicate that respondents generally had positive attitudes towards inclusion; there were differences between them, depending on the roles they undertook at the festival (mentors of students taking part in the festival and volunteers running various festival activities), the institutions they came from (special or mainstream educational institutions, associations, NGOs), and whether or not they had experience of individuals with special educational needs (SEN), either in their work or in their studies. Although a broad understanding of inclusive culture is present in the statements of respondents, it appears that both general and special teachers (in the role of mentors) still incline slightly more towards a narrow understanding of inclusion than volunteers do, which raises questions about pedagogical workers' conception of education.
Authors and Affiliations
Katja Jeznik, Klara Skubic Ermenc, Jasna Mažgon
Keywords
Related Articles
- EP ID EP35522
- DOI -
- Views 351
- Downloads 0
INFINITY: AN INTERDISCIPLINARY ACCESS KEY TO PHILOSOPHICAL EDUCATION THROUGH MATHEMATICS
In some previous contributions of mine written for Scientia Educologica’s journals (Bussotti 2012; Bussotti, 2013; Bussotti, 2014) I dealt with the possible use of history of mathematics and science inside mathematics an...
COMPULSORY EDUCATION IN BRAZIL: PRIVATIZATION TRENDS AND LIMITS THE RIGHT TO EDUCATION
This research aims to present a result on three educational policies in force in Brazil that link public education at the stage of compulsory schooling to the interests of corporations or sectors linked to them. The fr...
ILLITERACY AND VULNERABILITY TO HIV/AIDS: THE CASE OF IGUEBEN WOMEN IN NIGERIA
It is believe that Knowledge is power and if literacy has to do with knowledge, then to be illiterate means one lacks power. Since most women lack reading and writing skills in this area, they are powerless when it comes...
CRITERIA RELATED TO PROCESSES OF TEACHERS’ SUCCESSFUL PROFESSIONAL DEVELOPMENT AND QUALIFICATION IMPROVEMENT
It is necessary for teachers to develop professionally and deal with problem situations. However, that will be done by changing the teaching models, in close cooperation and support by the institutions which are complete...
THE UniVErsiTy as an agEnT of KnowlEdgE TransfEr: THE CasE of THE laTVia UniVErsiTy of agriCUlTUrE
There is a discussion within social science literature on theoretical models looking at the relationships between universities and stakeholders in the process of knowledge transfer particularly explaining whether unive...