124 research outputs found
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Attitudes to Makaton in the ages on integration and inclusion
The Makaton Vocabulary was developed in the 1970’s and became, and has remained, one of most pervasive and influential pedagogical approaches for children with severe learning difficulties. This article looks at attitudes towards Makaton and compares findings from two studies, carried out in a sample of special schools in the south west of England during 1986 and 1995. Overall, the results suggest that attitudes towards the use of Makaton signs have become more positive. Makaton signs are now regarded, overall, as supporting and facilitating language development, and earlier concerns about stigmatisation have declined. There is some evidence to suggest that this latter change is influenced by changes in attitudes to British Sign Language. The 1986 study predicted that new technology would have a significant impact on attitudes to language and communication systems such as Makaton, but this prediction was not supported in the 2005 study. The article highlights also how different attitudes towards Makaton can exist within the same school, and how this situation can have a significant impact on the educational experiences and opportunities of children with severe learning difficulties. The article concludes that the apparent educational movements of integration or inclusion produce different attitudes towards Makaton and how it is used. However, although Makaton signing has become seen as a tool to create educational inclusion, the extent to which the system itself has actually changed is a contentious issu
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Developing Point of Learning : an innovative approach to enhancing professional learning
In this paper we:
* expand upon some of the issues with current approaches used in the development and assessment of professional practice,
* outline the current emphasis upon a life of learning and why we need a new approach to assessment that enhances the development of professional practice,
* introduce and provide a brief overview of Point of Learning (PoL) – a new approach that builds upon our growing understanding of learning and takes advantage of the power of digital technology,
* explain how PoL overcomes problems with existing approaches,
* develop the theoretical underpinning for this new approach and
* present the overarching structure in which this new model can be developed. This is illustrated with an example from the schools sector – though it is important to remember that PoL is applicable to any professional development context
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Indonesian Teachers’ Epistemological Beliefs and Inclusive Education
A growing number of children with intellectual disabilities attend inclusive schools in Indonesia. Previous research has suggested that teachers’ type of school and experience influences their beliefs about inclusive education. This research collected questionnaire data from 267 Indonesian teachers and compared the responses from those working in inclusive, special and regular schools regarding their epistemological and pedagogical beliefs. The results showed that teachers in inclusive schools expressed stronger social constructivist beliefs than those in other schools. However, it was teachers’ epistemological beliefs, rather than their type of school or experience, which were the significant predictor of their beliefs about inclusive education. The findings suggest that international epistemological research needs to have a more nuanced view of constructivist models of learning to better understand and inform how inclusive pedagogy is being enacted in different context
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Developing Signalong Indonesia: issues of happiness and pedagogy, training and stigmatisation
Signalong Indonesia (SI), a key word signing approach, was created to support the development of Indonesian inclusive schools. A mixed methods approach collected data about teacher’s beliefs and experiences regarding SI from the first two schools to pilot it. Thirty-two teachers completed questionnaires, followed by interviews with nine teachers. Three themes emerged: understanding the nature of SI, the stigmatisation of signers and its reporting by teachers, and the nature of happiness in inclusive pedagogy. The latter reveals, for the first time, the importance of Suka as a culturally mediated intrinsic part of Indonesian inclusive pedagogy. The findings suggest recommendations about SI materials and training, and indicate a new research area regarding inclusive pedagogies within different cultures
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Designing a virtual teacher for non-verbal children with autism: Pedagogical affordances and the influence of teacher voice
The prevalence of children with autism in Asia has been estimated as comparable to that in many other countries (Jeevanandam, 2009; William et al., 2005). Within this group, approximately one-third to one-half of these children will lack functional speech (Mirenda, 2003) and have severe learning difficulties. There have been recent technological developments for teaching children with autism, for example virtual worlds (Bignell, 2008) and socially intelligent agents (Dautenhahn & Werry, 2004). However, there has been relatively little research into the effectiveness of technologically supported approaches to language development for those children who are non-verbal.
The Picture Exchange Communications System (PECS) is an augmentative and alternative communication (AAC) approach that has been used with children with little or no speech to develop language and communication skills. In essence the children gradually learn to communicate through exchanging pictures and symbols for desired items or outcomes. There is empirical evidence to support the value of this approach (Preston & Carter, 2009).
This paper considers a technologically supported approach within this area: Computer Assisted Picture Exchange (CAPE). It examines the issue of teacher embodiment and the affordances arising from using an interactive virtual teacher avatar that responds to the child's manipulation of objects and symbols in the physical world. The paper discusses investigations to compare synthetic and natural teacher voices, and to assess their influence on the learning of communication skills by children with autism
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Educational inclusion and new technologies
The development of new technologies creates affordances with the potential to remove barriers to learning faced by young people. New technologies have therefore been seen as both a panacea for problems in developing inclusive education, and as a way of allowing a diverse range of learners to access and engage with the curriculum in its broadest sense. This chapter critically considers these views by drawing on a range of selected research. This research uses different methodologies and educational contexts to sample different levels of use, and different aspects of new technology. The case studies included here illustrate particular issues in developing and using technology. The cases studies cover: using Tablet PCs in schools, and developing educational robotics as an inclusive curriculum activity, developing pedagogic practice with morphing software and interactive software designed for dyslexic learners and Schome Park, an interactive virtual environment.
The chapter considers how technology is used in these cases and the degree to which is has supported, educational inclusion. This offers an insight into innovative educational practice and research and supports an analysis of the factors which influence the impact of potentially inclusive technolog
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The value of fun in online learning: a study supported by responsible research and innovation and open data
Humanistic learner-centred curriculum approaches that use new technologies are vital as a response to a world dominated by grand challenges such as the COVID-19. This article examines the value of fun in distance education to promote student success and retention. Although the experience of fun is part of human nature, research in this area is sparse. This mixed methods study, informed by Responsible Research and Innovation (RRI) and open data, focused on 206 students including teachers, consultants and education professionals. The results indicated that 91% of participants valued fun in online learning; highlighting well-being, motivation and performance. However, 17% believed that fun within learning could take the focus off their studies and result in distraction or loss of time. This article introduces the new concept of emancipatory fun and offers some educational recommendations.
[Portuguese Abstract - Abordagens curriculares mais humanistas centradas no aprendiz com tecnologias são vitais como uma resposta para o mundo dominado por grandes desafios, tais como a COVID-19. Este artigo examina o valor da diversão na Educação a Distância visando promover o sucesso dos estudantes e reduzir a evasão. Embora a experiência da diversão seja parte da natureza humana, pesquisas nessa área são escassas. Este estudo de métodos mistos apoiado pela Pesquisa e Inovação Responsáveis (RRI) e dados abertos focou 206 estudantes, incluindo professores, consultores e profissionais da educação. Os resultados indicaram que 91% dos participantes valorizaram a aprendizagem on-line divertida, destacando bem-estar, motivação e desempenho. Entretanto, 17% acreditaram que a diversão na aprendizagem poderia tirar o foco dos estudos, resultando em distração ou perda de tempo. Este artigo introduz o novo conceito de diversão emancipatória e oferece algumas recomendações.
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Continuum of Education Provision for Children with Special Educational Needs: Review of International Policies and Practices
The National Council for Special Education (NCSE) commissioned this research to create a descriptive map of international research which explores the notion of the continuum of education provision for children with special educational needs. It also aimed to determine and examine the nature of how the continuum of provision is conceptualised, operationalised and enacted in a sample of selected countries. Finally, it was to compare other countries and jurisdictions with existing provision and policy in Ireland and, in the context of an inclusive education as enshrined within the EPSEN Act (2004), identify implications for the development of provision in Ireland. The findings suggest reconceptualisation of the continuum as a community of provision, the redefinition of special educational needs in Ireland and the development of:
• posts to build links within services and between services and service users.
• simple, formal agreements between services.
• staff understanding and collaboration between schools.
• different staffing arrangements within the classroom, so as to create opportunities for new collaborative partnerships.
• initial teacher training and ongoing professional development.
• new models of assessment which remove the need for categories and formal health assessments and place the emphasis upon educational assessment of need.
• a focus upon the class in resource allocation and deployment
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