Despite the development of policies and research supporting it, inclusion remains a challenge in contemporary education. We have developed a theoretical model for implementing inclusive education, ...thereby supporting early childhood education quality. It is necessary to establish the applicability of this model in order to apply it to improve the practices for adopting inclusive education. We conducted a case study, which showed that all levels and key characteristics of the theoretical model were also relevant in practice. However, as a result of the case study, the features describing the key characteristics were modified compared with the initial model. Additionally, the case study revealed that some of the features did not appear in practice. Those undetected features were mostly related to understanding the concept of inclusive education and the philosophy of inclusion. There appeared a need for a clearer understanding of inclusion on both the institutional and state level. The implementation of inclusive education does not in itself always increase inclusion or reduce exclusion. Therefore, when implementing inclusive education, it is necessary to think carefully about what is being done to allow all children to be meaningfully involved in the same classroom and by their teachers.
Vaatamata kaasamist toetavatele poliitikatele ja uuringutele on kaasava hariduse rakendamine lasteaedades väljakutse. Selleks on oluline süsteemne ja terviklik lähenemine. Oleme loonud kirjanduse ...põhjal kaasava hariduse rakendamise mudeli. Siinne artikkel keskendub juhtumiuuringule, mille eesmärk on mudeli põhjal välja selgitada kaasava hariduse rakendamise tunnused lasteaias. Selgus, et kõik mudelis avatud võtmetunnused ilmnesid ka lasteaedades. Erinevused esinesid perekonna, institutsiooni ja riigiga seotud tunnustes, millele lasteaedades tähelepanu ei pööratud või mida ei teadvustatud. Lisaks ülevaatele kaasava hariduse rakendumisest seisneb uuringu praktiline väärtus ka ettepanekutes mudeli parandamiseks õpetaja ja institutsiooni tasandi täiendavate tunnustega. Kokkuvõttes ilmnes, et kaasava hariduse rakendamine lasteaedades sõltub eelkõige kaasava hariduse olemuse mõtestamisest ja rakendamise väljakutse seisneb riigi tasandi võtmetunnustes.
Summary
Kaasava hariduskorralduse kohaselt leitakse õppijatele haridusvõimalused kohalikus kogukonnas koos eakaaslastega, kuid lasteaiaõpetajad tunnevad end kõigi laste kaasamisel ebakindlalt. Uute teadmiste ...omandamiseks ja õppimise tõhustamiseks loodi ja viidi ellu aasta kestev täienduskoolitus lasteaedade meeskondadele. Uuringus selgitati küsitluse põhjal välja hinnangud koolitusele ning meeskonnana toimimisele ja isiklikule rollile kaasava hariduse tähenduslikul rakendamisel lasteaias. Uuringus osales neli meeskonda, kokku 23 pedagoogi. Andmeid koguti küsitlusega ja analüüsiti kombineeritud meetodiga. Tulemused näitasid, et koolitusel osalejad väärtustasid koolituse sisu ning see toetas kaasava hariduse rakendamist lasteaedades. Meeskonnana koolitusel osalemine toetas sügavamat õppimist ja osalejad panustasid teadlikumalt lasteaia arendustegevustesse kaasava hariduse rakendamiseks. Selliste kõigi laste mõtestatud kaasamist toetavate koolitustega on otstarbekas jätkata.
Summary
Hoolimata suurest hulgas maailmas korraldatud uuringutest ei ole kaasava hariduse kontseptsioon edukaks rakendamiseks piisavalt selge. Seetõttu tegime süstemaatilise kirjandusanalüüsi, et luua ...ülevaade kaasava hariduse definitsioonidest ja võtmetunnustest, mis toetaks selle rakendamist alushariduse tasemel. Selgus, et kaasava hariduse definitsioonis tuleks eristada selle filosoofilist ja praktilist olemust, mida kirjeldavad täpsemalt seitse aspekti. Nüüdisaegse kaasava hariduse rakendamisel olulised võtmetunnused alushariduse kontekstis on süstematiseeritavad 14 kategooria kaudu viiel tasandil: lapse, perekonna, õpetaja, institutsiooni ja riigi tasand. Definitsiooni ja võtmetunnuste alusel loodi mudel, millega toetada kaasava hariduse rakendamist eri poolte koostöös.
Summary
School leaders have an important role in supporting implementation of inclusive education practices in schools. Therefore, it is necessary to understand how school leaders' attitudes towards ...inclusive education are formed. We used the Attitudes Toward Inclusive Education Scale that was developed to measure different facets of attitudes towards inclusive education for all students. The instrument was completed by 301 school leaders in Estonia. Three factors describing attitudes in facets of inclusive education practices, vision, and supports were distinguished. Structural Equation Modelling revealed that school leaders' practices towards implementing inclusive education approaches are driven more strongly by their vision than the support available to them, although both aspects have a significant effect on their attitudes towards these practices. However, participation in in-service courses focusing on inclusive education and working as a school leader in a special school had negative association with school leaders' attitudes towards inclusive education practices.
The in vivo behaviour of 5% gentamicin sulphate ocular mini-tablets (2-mm diameter, 6.525 mg weight) was compared with gentamicin eye drops in six ponies. Two mini-tablets were inserted on the bulbar ...conjunctiva of the right eye while a similar dose of gentamicin was administered via eye drops in the left eye. Irritation induced by the mini-tablets and the eye drops was evaluated using a visual analogue scale (0-10). Tears were sampled with ophthalmologic absorption triangles for 1 min for the determination of the concentration of gentamicin sulphate using a microbiological plate diffusion method. Irritation induced by the tablets was minor and clinically acceptable (overall median score of 1.7 ± 1.4). Eye drops induced a sharp increase in gentamicin sulphate concentration (364.4 μg/mL after 5 min) followed by a fast decline (10.8 μg/mL after 60 min). The increase in concentration induced by the ocular mini-tablets was less pronounced (up to 56.2 μg/mL after 30 min) and followed by a gradual decrease; the concentration remained above 15 μg/mL for 8 h. Ocular 5% gentamicin sulphate mini-tablets are clinically well-tolerated in ponies, assuring a constant concentration in the tears for at least 8 h.
PDF
