• Title/Summary/Keyword: the mainstreaming education

Search Result 11, Processing Time 0.027 seconds

Mainstreaming of Students with Intellectual Disability in the Kingdom of Saudi Arabia: Special Education Teachers' Perceptions

  • Bagadood, Nizar H.;Sulaimani, Mona F.
    • International Journal of Computer Science & Network Security
    • /
    • v.22 no.3
    • /
    • pp.183-188
    • /
    • 2022
  • Educators have been making strides in the research into and practices supporting the policy of mainstreaming students with disability. A move towards including students with intellectual disability in community schools with all the other students can be seen in many countries' education systems, including that of the Kingdom of Saudi Arabia. The 'rights of the child' has been the main argument put forward by advocates of this policy in an attempt to move from the medical to the social model. This study argues that, although mainstreaming can be viewed as a positive trend toward effective education, its implementation remains somewhat problematic. It is believed that more investigative research into professionals' attitudes is needed to improve service provision and inform the administration of mainstreaming practices. The attitudes of special education teachers on the policy of mainstreaming are examined and emerging key themes discussed. Furthermore, challenges that continue to inhibit mainstreaming practices in Saudi Arabia are identified.

A study on the difference in the perception of Daejeon city officials about the gender mainstreaming (대전시 공무원의 성주류화 정책 인식격차 연구)

  • Lee, Kab-Sook;Sohn, Jin-Hyeon
    • Korean Journal of Human Ecology
    • /
    • v.17 no.3
    • /
    • pp.425-437
    • /
    • 2008
  • The global trend for women's policy has selected gender mainstreaming to change unequal gender relation. The gender mainstreaming means that the gender perspective is integrated into all policy processes to accomplish gender equality. In other words, 'gender' should be considered as a basic factor such as classes, regions, and races when a policy is established and implemented. The government has implemented various gender mainstreaming policies to integrate gender perspectives. This study is to examine officials' perception about various gender mainstreaming policies. The survey was conducted for Daejeon city officials (699 men and 457 women). Officials' perception is very important, because it is an important means used as a tool in shaping and implementing policies. Variables such as gender, age, position, length of service, work place, etc. were chosen and the differences between variables were analyzed. The analysis showed that gender mainstreaming policies were perceived as ones only for women. Therefore, various education programs according to gender, age, position and length of service should be developed to improve the effectiveness of gender mainstreaming policies. In addition, education programs for officials to improve gender sensitiveness should be developed and expanded.

Play Types of Preschool Children with Disabilities : Mainstreaming versus Segregated Classrooms (통합과 분리학급 장애유아의 놀이 유형에 관한 연구)

  • Kim, You Jung;Chung, Chung Hee
    • Korean Journal of Child Studies
    • /
    • v.24 no.2
    • /
    • pp.51-62
    • /
    • 2003
  • This study investigated differences in play types of preschool children with disabilities both in mainstreamed and segregated classrooms. The play behaviors of 50 preschool children with disabilities were observed and videotaped during free play time. Differences were found in children's dramatic and group play. Conclusions were that mainstreamed preschool program emphasizing a play-based curriculum could be an effective model for children with disabilities by providing for a variety of play types. Implications for mainstreaming education and for teacher education were discussed.

  • PDF

A Study on the Spatial Organization of Special Classes in Elementary and Middle Schools(1) (특수학급(特殊學級) 공간구성(空間構成)에 관한 건축계획적(建築計劃的) 연구(硏究)(1) - 특수학급 학생들의 학습활동을 중심으로 -)

  • Choi, Byung-Kwan;Rieu, Ho-Seoup
    • Journal of the Korean Institute of Educational Facilities
    • /
    • v.12 no.4
    • /
    • pp.17-29
    • /
    • 2005
  • The purpose of this study is to establish fundamental standards of architectural planning concerning special class facilities in order to offer the basic information on the appropriate spatial organization of the special classroom by looking at the relationship between learning activities and living activities and the existing spatial organization. At present, there are no proper architectural standards which correspond to special class children's handicap and it's various characteristics. The special classes are just using ordinary classrooms without a considerations of the children with manifold handicap. In this sense, this study deals with appropriate special class facilities corresponding to the various characteristics of children's handicap, the contacting activities of special children with ordinary children and finally proper environment for the mainstreaming education which special education pursues.

A Study on the Location of Special Classes in Elementary and Middle Schools (특수학급(特殊學級)의 배치계획(配置計劃)에 관한 건축계획적(建築計劃的) 연구(硏究))

  • Choi, Byung-Kwan
    • Journal of the Korean Institute of Educational Facilities
    • /
    • v.13 no.1
    • /
    • pp.36-46
    • /
    • 2006
  • The purpose of this study is to establish fundamental standards of architectural planning concerning special class facilities in order to offer the basic information on the appropriate location of the special classroom by looking at the relationship between contacting activities and the existing location. In this sense, this study deals with appropriate special class facilities corresponding to the various characteristics of children's handicap, the contacting activities of special children with ordinary children and finally proper environment for the mainstreaming education which special education pursues.

Gender-mainstreaming through Gender-sensitivity in Science and Technology (과학기술 젠더 불균형: 현황과 과제)

  • Kim, Ji-hyung;Kim, Hyomin
    • Journal of Science and Technology Studies
    • /
    • v.14 no.2
    • /
    • pp.251-280
    • /
    • 2014
  • Although gender-mainstreaming policies have been implemented, women are still under-represented in Korean science and technology (S&T). It is necessary to systematically analyze successful strategies which improved gender-diversity in S&T institutional environment. This paper examined notable attempts to lessen gender inequality in the fields of S&T education, research and industry. In so doing, the paper makes three important arguments. First, effective strategies for gender-mainstreaming are based upon gender-sensitive analyses of institutional and cultural contexts in S&T. Second, gender-sensitive strategies can contribute not only to gender-diversity but also qualitative and quantitative improvements in S&T. Finally, the paper provides strategies to increase gender-diversity in Korean S&T.

  • PDF

WID, GAD or Somewhere Else? A critical analysis of gender in Korea's international education and development

  • Lee, Ji Min;Yoo, Sung-Sang;Hong, Moon Suk
    • Journal of Contemporary Eastern Asia
    • /
    • v.18 no.1
    • /
    • pp.94-123
    • /
    • 2019
  • Over the past few decades, gender equality has been considered one of the fundamental principles and a significant crosscutting issue in international development. However, beyond applying 'gender equality' as a policy buzzword, there has been a lack of critical reviews on how generally 'gender equality in education' is understood and constructed in Korea's development programs and projects. In this regard, this paper explores the use of vocabularies and semantic meanings of gender equality in the Korean Government's Academic Cooperation Program and its 52 projects. By applying mixed contents analysis as a method, the research resulted in several findings: first, the policy papers recently highlighted Korea's directions on gender mainstreaming and gender-sensitive approaches in international development. Second, 'integrating women and girls' into education institutions was emphasized in various projects; third, the term women rather than gender were used in the texts, highlighting their position as a 'marginalized group.' Lastly, there was a lack of evidence of projects dealing with changing gender-based power relations. The constructed gendered relations and powers were identified throughout projects, usually acting as barriers to project activities. However, they were only identified, not challenged, by the program. In conclusion, whilst Korean international development and educational development discourse actively embrace Women in Development (WID) and Gender and Development (GAD) in their programs, it is time to consider the issue of gender equality from different standpoints, such as identity, rights, and capabilities and a more active engagement with Korea's domestic issues in gender discourse and practices is also needed.

Academic Performance, Communication, and Psychosocial Development of Prelingual Deaf Children with Cochlear Implants in Mainstream Schools

  • Choi, Ji Eun;Hong, Sung Hwa;Moon, Il Joon
    • Journal of Audiology & Otology
    • /
    • v.24 no.2
    • /
    • pp.61-70
    • /
    • 2020
  • Background and Objectives: To assess the academic performance, communication skills, and psychosocial development of prelingual deaf children with cochlear implants (CIs) attending mainstream schools, and to evaluate the impact of auditory speech perception on their classroom performance. Subjects and Methods: As participant, 67 children with CI attending mainstream schools were included. A survey was conducted using a structured questionnaire on academic performance in the native language, second language, mathematics, social studies, science, art, communication skills, self-esteem, and social relations. Additionally, auditory and speech performances on the last follow-up were reviewed retrospectively. Results: Most implanted children attending mainstream school appeared to have positive self-esteem and confidence, and had little difficulty in conversing in a quiet classroom. Also, half of the implanted children (38/67) scored above average in general academic achievement. However, academic achievement in the second language (English), social studies, and science were usually poorer than general academic achievement. Furthermore, half of the implanted children had difficulty in understanding the class content (30/67) or conversing with peers in a noisy classroom (32/67). These difficulties were significantly associated with poor speech perception. Conclusions: Improving the listening environment for implanted children attending mainstream schools is necessary.

Academic Performance, Communication, and Psychosocial Development of Prelingual Deaf Children with Cochlear Implants in Mainstream Schools

  • Choi, Ji Eun;Hong, Sung Hwa;Moon, Il Joon
    • Korean Journal of Audiology
    • /
    • v.24 no.2
    • /
    • pp.61-70
    • /
    • 2020
  • Background and Objectives: To assess the academic performance, communication skills, and psychosocial development of prelingual deaf children with cochlear implants (CIs) attending mainstream schools, and to evaluate the impact of auditory speech perception on their classroom performance. Subjects and Methods: As participant, 67 children with CI attending mainstream schools were included. A survey was conducted using a structured questionnaire on academic performance in the native language, second language, mathematics, social studies, science, art, communication skills, self-esteem, and social relations. Additionally, auditory and speech performances on the last follow-up were reviewed retrospectively. Results: Most implanted children attending mainstream school appeared to have positive self-esteem and confidence, and had little difficulty in conversing in a quiet classroom. Also, half of the implanted children (38/67) scored above average in general academic achievement. However, academic achievement in the second language (English), social studies, and science were usually poorer than general academic achievement. Furthermore, half of the implanted children had difficulty in understanding the class content (30/67) or conversing with peers in a noisy classroom (32/67). These difficulties were significantly associated with poor speech perception. Conclusions: Improving the listening environment for implanted children attending mainstream schools is necessary.

Development of Transition Process and Programs for Empowerment of People with Developmental Disorder (발달장애인의 Empowerment 강화를 위한 전환과정과 프로그램 개발)

  • Na, Woon Hwan
    • 재활복지
    • /
    • v.15 no.4
    • /
    • pp.27-47
    • /
    • 2011
  • The purpose of this research is to develop transition process and programmes for gently converting people with disabilities to local communities, through their empowerments. The methods used in the research were literature research, case studies on related programs, and expert interviews. The following shows the results. Firstly, the transition process for people with developmental disorders is exceedingly limited, and the process does not consider special attention needed for people with developmental disorders. Secondly, the postsecondary education programs for people with developmental disorders are being started as transition processes, however these programs need more connection with secondary schools. Thirdly, the primary factors which must be contemplated for University programs(for people with developmental disorders, after secondary education) are self-cognition and self-understanding. According to these results, we can suggest transition processes and programs within Universities for people with developmental disorders. (In Korea) Firstly, the postsecondary transition for people with developmental disorders requires a consideration of their characteristics, and mainstreaming education is also needed for their self-cognition and self-understanding. Considering this, the transition process within Universities can be an alternative. Secondly, tertiary educations within Universities for people with developmental disorders need to consider the following factors: ① The programs in Universities need to set up a support network. ② The door to program should be open to all students with developmental disorders within the Universities. ③ Organization of human resources must be systematized and connected, so that specialists within the Universities can participate in the postsecondary education programs for people with developmental disorders. ④ Inclusive learning activities must be under-taken, allowing students without disabilities to participate in the programs for students with developmental disorders.