A Case Study from the Perspective of Rural Areas in Bangladesh Concerning “Additional Financial Aid” and “Support for Students”

IF 0.3 Q3 AREA STUDIES
Mirajur Rhaman Shaoan, P. McNamara, Niamh Lafferty
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引用次数: 0

Abstract

This study focused on educational solutions for children with special needs that are more effective in enhancing their academic performance than their social integration. The paper gives a case study of extra support provided by mobile special and rehabilitative educators to students deemed by their schools to need further assistance in reaching their goals but who are not recognized as having special needs in Bangladesh. A qualitative case study featured nine students and nine mobile CFP students who participated in the school throughout the 2017-18 school year survey. In this study, the author was interested in understanding the notion of inclusion and whether or not student assistance was currently in place would not only target additional professionals to assist the student, In the event of learning difficulties or special needs but also take into account the individual’s original environment (assistance to the child’s parents or guardians) and overall social inclusion. The present study evaluated the help and support given to students whose program orientation for students with special needs has not yet been determined but whom, according to practitioners, would benefit from additional support and incentives to increase their participation in the educational process. However, the paper discovered a fragmented view of inclusion and an emphasis on student participation. Despite positive results, developing less exclusive behaviors remains an Idabel obstacle.
以孟加拉国农村地区为例研究“额外资助”与“学生资助”
本研究的重点是为有特殊需要的儿童提供更有效的教育解决方案,以提高他们的学习成绩,而不是他们的社会融合。本文给出了一个由流动特殊和康复教育工作者为学校认为需要进一步帮助以达到目标的学生提供额外支持的案例研究,但这些学生在孟加拉国不被认为有特殊需要。定性案例研究包括9名学生和9名流动CFP学生,他们在整个2017-18学年参与了学校的调查。在这项研究中,作者感兴趣的是理解包容的概念,以及目前是否有学生援助,这不仅针对额外的专业人员来帮助学生,在发生学习困难或特殊需求的情况下,还考虑到个人的原始环境(帮助孩子的父母或监护人)和整体的社会包容。目前的研究评估了给予学生的帮助和支持,这些学生的特殊需要的课程方向尚未确定,但根据从业人员的说法,他们将受益于额外的支持和激励,以增加他们在教育过程中的参与。然而,该论文发现了一种支离破碎的包容观和对学生参与的强调。尽管取得了积极的成果,但养成不那么排他性的行为仍然是一个明显的障碍。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
1.20
自引率
11.10%
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0
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