The use of technology in the evaluation can help make it easier to understand the assessed assessments including online services. This is not the exception of individual education plans in which the ...Individual Education Plan improves the technology of writing documents to the use of the online Individual Education Plan System (e-RPI) which documents the individual planning and evaluation of the pupils with special needs without leaving the character and elements becoming more organized and systematic. Hence, this study aims to answer the questions of the study on the management and mastery of the Individual Education Plan online. A total of 75 Special Education teachers in Kuala Lumpur participated in this study. This study uses a quantitative approach in the form of field surveys. The instrument used is a set of questionnaire forms adapted from the Individual Education plan management study by Institute on Community Integration (ICI). Meanwhile, the data obtained were analyzed using SPSS 23.0 software and data interpretation using statistical inference method. The findings show that there is no significant difference in the management of the Individual Education Plan online by male and female teachers. There is also no significant difference in teacher experience with the mastery of the e-RPI. Therefore, it is necessary to train teachers to improve their competence and understanding of the work processes and the exposure of the e-RPI concept. DOI: http://dx.doi.org/10.17977/um029v5i12018p042
Children with disability deserve equal access to quality education which enable them develop into useful member of the society and contribute to the economic growth of their immediate community ...irrespective of their areas of special needs. The Individual Education Plan (IEP) is a written document specifically developed for students with disabilities in inclusive education. The main goal of this article is to present a checklist of the essential elements required for an IEP and it is intended that these will form the basis for good inclusive practicein the future. The IEP is a working document and should be useful, available and comprehensible to all those dealing directly with the student. It needs to be considered in the context of home, school and classroom organisation.Effective individual education plans have key characteristics: Individualised and child-centred, Inclusive, Holistic, Collaborative and Accessible.
A framework law on preschool education in Bosnia and Herzegovina from 2007 requires all preschool institutions to apply and practice inclusion as well as the compulsory preschool education in a year ...before children start school. The same law emphasizes that children with developmental disabilities should be included in preschool institutions according to programs adapted to their individual needs. Namely, the goal of applying inclusion in kindergartens is directed towards giving every child the opportunity to progress following their abilities. In that sense, to realize inclusion it is necessary to provide important preassumptions such as curriculum, methods of work, didactic tools, professionally educated team, and permanent assistants in individual assistance. Children with developmental difficulties deal with additional discrimination because most preschool institutions do not have the above-mentioned preassumptions for work and they are often excluded from the educational process. To find the solution to this problem, the focus of this paper is aimed at choosing a curriculum that will enable each child with an equal opportunity in life. In this context, a group of experts who completed the Montessori specialization have created the Integrated Preschool Adaptive Curriculum (IPAC) that is intended for inclusive kindergarten groups. The basis for its development was the contextual and dynamic assessment of abilities, knowledge, and skills of children who attended kindergarten a year earlier and worked according to the methodology of Montessori teaching and techniques. In this paper, we intend to present the results of a three-year study that was based on examining the impact of the Integrated Preschool Adaptive Curriculum (IPAC) on children's readiness to go to school. Readiness in this context considers reaching a certain degree of maturity in cognitive, socio-emotional, and physical development as well as in specific abilities in the cultural, hygienic, and work habits domain.
The paper aims to propose a process of development of individual educational support based on the analysis of selected items taken from the individual education plans designed for students ...individually integrated within mainstream primary schools. We analyzed personal files of 18 students diagnosed with developmental learning disorders and ADHD (Attention Deficit Hyperactivity Disorder). The results indicate the general formulation of interventions in educational settings.
Planning support and education services requires multifaceted information from professionals, parents, and children. Despite this, educators have emphasized professional opinions in individual ...education plans (IEPs), whereas the perspectives of children and parents have remained inconsequential. In this study, we examine the intertextual voices of children, parents, and specialists in IEPs (N = 287) drafted in Finnish early childhood education and care (ECEC). The findings show that educators use intertextual voices to serve the following functions: (1) Creating a more multidimensional image of a child, (2) presenting evidence for their argumentation, and (3) assigning the responsibility to others. Consequently, the children, parents, and specialists were positioned as either speakers without influence, legitimators of educator's knowledge, or powerful decision-makers.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Purpose of the study: The paper discusses a specific experience that is a part of the professional standard of a teacher, examines the ability of a teacher to teach children with special ...environmental needs. Methodology: Methods of working with physically challenged children (PCC) are described in the works by V. V.Linkov, N. N. Malofeev, N. M. Nazarov, etc. They consider various methods and techniques of organizing educational work with children having health problems. Results: The Russian schools from Dagestan have gained some experience in the inclusive education of younger schoolchildren. A number of inclusive classes are functioning in school No.4 in the city of Makhachkala which is the capital of Dagestan. Teachers working in inclusive classes have significant difficulties in implementing the objectives of inclusion. They create the necessary conditions for educational work with physically challenged children; teachers accumulate their experience in teaching children with special educational needs. The levels of biotechnological needs are realized and the coefficients of students learning at the ascertaining and formative stages of the experiment are calculated. At the control stage, measurements were taken and positive trends in the organization of the educational work with physically challenged children were detected. Applications of this study: This research can be used for the universities, teachers, and students. Novelty/Originality of this study: In this research, the model of Biotechnological Competence of a Teacher in the Conditions of Inclusive Education is presented in a comprehensive and complete manner.
The purpose of this study is to describe the educational programs for adolescents with autism (age 12—16 years) in inclusion and noninclusion settings as reflected in their Individual Education Plan ...(IEP) goals, services, and curricular adaptations. Students who were included in general education math and language arts instruction had fewer overall IEP goals, but goals focused more on applied skill development, whereas students in noninclusion had goals addressing primarily rote and procedural skills. For students in both groups, all IEP goals were derived from kindergarten through fourth-grade standards. Likewise, for students in both groups, most IEP goals addressed core symptoms of autism (e.g., communication skills) as opposed to academic skill development, along with fewer overall goals and more curricular adaptations as students entered adolescence. Implications for practitioners are discussed.
Policy and legislation internationally advocates curriculum access and inclusion for pupils with special educational needs. The individual education plan (IEP) process, which focuses on individual ...planning for pupils with special educational needs, has been mandated as a means of achieving this goal in many countries. As a concept it has been challenged in terms of its potential to perpetuate difference which is antithetical to inclusion. As a practice concerns have been raised regarding its development, implementation and review. In the Republic of Ireland (ROI) IEPs have been legislated for but not enacted. Nonetheless policy guidelines promote use of the IEP process and state funding supports teacher professional development in this area through an award-bearing model. This article draws on a mixed methods study to evaluate the impact of this award-bearing model on teachers' professional learning, in the context of IEPs. Findings indicate enhanced teacher expertise for supporting curriculum access for individual learners. However collaborative practices to support contextualisation of learner goals into class planning and practice need to be addressed. This article argues for teacher educators to focus on enhancing teacher leadership and capacity building within schools to ensure that curriculum access is achieved within an inclusive environment.
Special education teachers' knowledge and experience of IEP development, implementation and evaluation in Kuwaiti public inclusive elementary schools was investigated. Two hundred and twenty special ...education teachers drawn from all 24 inclusive elementary schools in Kuwait took part in the study. Differences were found between IEP development and nationality, IEP development and education district, IEP development and special education teachers' majors (Arabic, Islamic and mathematics), as well as IEP implementation and special education teachers' majors. The results are discussed in terms of the needs of special education teachers' knowledge and experience of the IEP processes of development, implementation and evaluation and recommendations are provided.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
In available studies of inclusive practice and IEP, emphasis was placed on the activities undertaken to reach the accessibility of teaching programs for students with special needs. Architectural ...accessibility of schools and its implementation for IEP has not been researched enough. The main aim of this research was to highlight the importance of architectural barriers for the process of creating IEP for pupils with physical disabilities, trough determining a current situation in regular elementary schools in Belgrade. An observation list, with 38 variables of architectural accessibility was used in this research. The sample consisted of 12 elementary schools in “Zvezdara” Municipality, Belgrade. The results show that there is complete architectural accessibility in nine out of 38 variables. All nine variables belong to “universal design”. In other variables, elements that measure specific components of architectural accessibility for pupils with physical disabilities mainly intermit. This must be taken into consideration when we discuss IEP, primarily from the aspect of planning additional help and support to professionals, providing additional time for pupils’ work and learning in class, and providing adequate place for learning.
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