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DOI: 10.5593/SGEMSOCIAL2016/B11/S03.105

INCLUSION FACILITATORS OF STUDENTS WITH SPECIAL NEEDS IN SECONDARY SCHOOL ENVIROMENT

M. Schneiderova
Thursday 29 September 2016 by Libadmin2016

References: 3rd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM 2016, www.sgemsocial.org, SGEM2016 Conference Proceedings, ISBN 978-619-7105-70-4 / ISSN 2367-5659, 24 - 31 August, 2016, Book 1 Vol. 1, 829-836 pp, DOI: 10.5593/SGEMSOCIAL2016/B11/S03.105

ABSTRACT
School is in addition to the family the most important influence on the development of all components of an individual’s personality. Society’s goal is the inclusion of as many pupils with special educational needs as possible into mainstream schools. The idea of inclusive education is a part of the declarations and laws that relate to education in the countries of the European Union. The situation in secondary schools is complicated because it is difficult to reconcile the requirements arising from the character of the particular specialization and also the labour market so that they are compatible with the pupil´s special needs. The aim of this study is to identify the factors that act as facilitators and also as inhibitors in the inclusion of students with special educational needs in the secondary school environment.
Factors affecting the inclusion of people with special needs are the basis for the description of barriers that inhibit this process or make them completely impossible. A qualitative research design - semi-structured interview and grounded theory has been used to determine these factors. The results obtained in the form of the theory are in accordance with the concept of the life participation approach to disability according to the International Classification of Functioning, Disability and Health and with the reform paradigm of social work and the antiopressive approach. Based on this theory it is possible to focus and describe the facilitators and also the inhibitors in a school environment which affect the success of inclusive education.
The outcome of the study is integrating the issue of students with special educational needs and other participants (teachers, family members, etc.) into social and educational consulting services.

Keywords: special educational needs, inclusive education, barrier-free environment, inhibitors, facilitators

PAPER DOI: 10.5593/SGEMSOCIAL2016/B11/S03.105 ; INCLUSION FACILITATORS OF STUDENTS WITH SPECIAL NEEDS IN SECONDARY SCHOOL ENVIROMENT

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