Asian Journal of Inclusive Education最新文献

Cambodian Teachers’ Experiences of Inclusive Education for Students with Neuro-developmental Disabilities 柬埔寨教师对神经发育障碍学生全纳教育的体验

Asian Journal of Inclusive Education Pub Date : 2023-12-31 DOI: 10.59595/ajie.11.1.1

Amanda Ajodhia

{"title":"Cambodian Teachers’ Experiences of Inclusive Education for Students with Neuro-developmental Disabilities","authors":"Amanda Ajodhia","doi":"10.59595/ajie.11.1.1","DOIUrl":"https://doi.org/10.59595/ajie.11.1.1","url":null,"abstract":"As the educational system recovers from destabilization following the Khmer Rouge, Cambodia gradually progresses toward sustainable and equitable education. Yet, inclusive educational access remains challenging for many rural Cambodian students with disabilities, especially those with neuro-developmental disabilities (NDD) (e.g., autism spectrum disorder [ASD], Down syndrome [DS]) due to lack of resources, teacher attainment and retainment, insufficient professional development in disability and inclusive education, teacher efficacy, and shortage of professionals specializing in inclusive and disability education. This paper explores how 19 general and special education teachers support ASD and DS students’ learning and sense of belonging across five rural primary schools in Kampot, Cambodia. Employing a qualitative phenomenological approach with in-depth focus group interviews, participants shared understandings and experiences of working with ASD and/or DS young people, shedding light onto the essence of school belonging within the phenomenon of inclusive education. Emerging thematic findings highlighted (1) cultivating a climate of inclusion within schools; (2) ways of enhancing inclusive education; (3) navigating dilemmas of inclusion. Within this particular Southeast Asian context, participants conveyed insights regarding the complex terrains of inclusive education, raising questions about suitability of inclusion ideals in light of Cambodia’s socio-cultural/political/historical context.","PeriodicalId":269358,"journal":{"name":"Asian Journal of Inclusive Education","volume":"107 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139134596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the Opportunities and Challenges of Online Practicum in Bangladesh 探索孟加拉国在线实习的机遇与挑战

Asian Journal of Inclusive Education Pub Date : 2023-12-31 DOI: 10.59595/ajie.11.1.3

T. Hoq, Mehedi Hasan Anik

引用次数: 0

Inclusion of students with disabilities in higher education in India: Some issues and suggestions 将残疾学生纳入印度高等教育：一些问题和建议

Asian Journal of Inclusive Education Pub Date : 2023-12-31 DOI: 10.59595/ajie.11.1.2

Hemendra S. Mistry, S. C. Panigrahi

引用次数: 0

Quality Assurance model for LMS to facilitate Education and Equality 促进教育和平等的学习管理系统质量保证模式

Asian Journal of Inclusive Education Pub Date : 2023-12-31 DOI: 10.59595/ajie.11.1.4

Md. Tarek Hasan, Farhina Akter, Sabrina Alam, Mahady Hasan

引用次数: 0

Self-esteem and Psychological Distress of Students with Special Educational Needs in Higher Education 高等教育特殊教育需要学生的自尊与心理困扰

Asian Journal of Inclusive Education Pub Date : 2022-12-31 DOI: 10.59595/ajie.10.2.2

H. Ng, K. Boey, C. Kwan

{"title":"Self-esteem and Psychological Distress of Students with Special Educational Needs in Higher Education","authors":"H. Ng, K. Boey, C. Kwan","doi":"10.59595/ajie.10.2.2","DOIUrl":"https://doi.org/10.59595/ajie.10.2.2","url":null,"abstract":"In recent years, an increasing number of students with special educational needs (SEN) continue their studies into tertiary education. Students with SEN undergo a transition process that reveals more vulnerabilities and make additional efforts to cope with the challenges in higher education. This study investigated the self-esteem and psychological distress of students with SEN in higher education, drawing on secondary analysis of data gathered by the Annual Student Survey of one higher education institution in Hong Kong that included background information (e.g., demographic characteristics, SEN status, family income, etc.) and measures of self-esteem and psychological distress of depression, anxiety, and stress. Students were assessed at the beginning of an academic year (designated T1) and again at the beginning of the following academic year (designated T2). The results showed that the self-esteem of students with SEN deteriorated significantly at T2. Symptoms of depression, anxiety, and stress also increased. The findings strongly suggest that supportive services should be provided for students with SEN to help them face the challenges of transition from secondary to tertiary education and assist them in coping with the challenges of higher education.","PeriodicalId":269358,"journal":{"name":"Asian Journal of Inclusive Education","volume":"4 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116860355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Tutoring Students with Autism in Online Mode during the Pandemic: Survey on Special Educators of Kolkata and its vicinity 大流行期间在线辅导自闭症学生:加尔各答及邻近地区特殊教育工作者调查

Asian Journal of Inclusive Education Pub Date : 2022-12-31 DOI: 10.59595/ajie.10.2.3

Roshni Mukherjee, Santoshi Halder

引用次数: 0

Access, Equity, and Inclusion In India’s Higher Education Sector amidst The Covid-19 Pandemic 2019冠状病毒病大流行期间印度高等教育部门的准入、公平和包容

Asian Journal of Inclusive Education Pub Date : 2022-12-31 DOI: 10.59595/ajie.10.2.4

Shnaoli Chakraborty Acharya

{"title":"Access, Equity, and Inclusion In India’s Higher Education Sector amidst The Covid-19 Pandemic","authors":"Shnaoli Chakraborty Acharya","doi":"10.59595/ajie.10.2.4","DOIUrl":"https://doi.org/10.59595/ajie.10.2.4","url":null,"abstract":"As the world experienced the outbreak of COVID-19, the education system encountered a sudden shutdown. The reconfiguration of the higher education system was evident in global institutions due to the sudden impact of the pandemic resulting in the unprecedented shutdown of face-to-face teaching. The limited opportunities for a group of learners were now further exacerbated by the COVID-19 pandemic. Therefore, higher education institutions could frame their strategies to address issues of equity within the “capability approach” (Sen, 2015). This research proceeded using a qualitative approach adopting a critical ethnographical study based on the content analysis of the two data sources comprising of unstructured interviews separately with academic leaders, a group of teachers, and a group of students from each of the five higher education institutions of West Bengal. Three broad areas were identified to understand the actual situation prevailing in the institutions. These include- i) Knowledge development of socially and economically disadvantaged learners through online teaching, ii) Evolving capabilities for learners with disabilities to make reflexive choices in learning, and iii) Evaluation of meeting racial equity goals to confirm individual autonomy of marginalized learners. The study highlighted the salient premises that higher education could follow through the ideology of the Capability Approach, to deal with the issues of equity, as it considers the contingent circumstances of learners, and not merely their societal background. The research findings could serve as a structural framework as it considers the opportunities along with the invisible hindrances that learners come across during the pandemic closure.","PeriodicalId":269358,"journal":{"name":"Asian Journal of Inclusive Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128380415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Analysis of The Influence of Socio-cultural Factors on Education of the Girl-child in Mubi Education Zone of Adamawa State, Nigeria 尼日利亚阿达马瓦州Mubi教育区社会文化因素对女童教育的影响分析

Asian Journal of Inclusive Education Pub Date : 2022-12-31 DOI: 10.59595/ajie.10.2.5

S. Kojigili

{"title":"Analysis of The Influence of Socio-cultural Factors on Education of the Girl-child in Mubi Education Zone of Adamawa State, Nigeria","authors":"S. Kojigili","doi":"10.59595/ajie.10.2.5","DOIUrl":"https://doi.org/10.59595/ajie.10.2.5","url":null,"abstract":"This study investigated the influence of socio-cultural factors on the girl-child education in Mubi Education Zone of Adamawa State, Nigeria. The study was a causal comparative research by design. The population of the study comprised all the female students of secondary schools in the five Local Government Areas of Mubi Education Zone. From the population, four out of the five Local Government Areas of the Education Zone were sampled using balloting method of simple random sampling technique and from each; two secondary schools were also randomly selected making a total of eight schools. Then from each of the eight secondary schools, fifty female students were sampled making a total of four hundred students. Three research questions and four hypotheses were postulated for the study. A set of structured questionnaire was the instrument used for the data collection where the data was analyzed using t-test statistics and Analysis of Variance (ANOVA). From the results of the findings of the study, it revealed that: socio-cultural factors contributed significantly to the influence of girl-child education in the zone; the challenges facing the girls to some extent differ between rural and urban areas; there was significant difference between the mean scores of the factors hindering the girl-child education based on religion; just to mention but a few. Based on the findings of the study, it was recommended that there is the need for cross cultural, interfaith and social integration as a way of encouraging parents to bring education to the doorstep of the girl-child in Nigeria; that the government and other stakeholders especially in women affairs in the study area should endeavour to constantly promote positive socio-cultural integration by preaching peaceful coexistence among people of differently socio-cultural background; and ways of creating favourable conditions which can discourage societal preference for male children and the traditional belief that the position of a woman is in the kitchen.","PeriodicalId":269358,"journal":{"name":"Asian Journal of Inclusive Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115962545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Inclusive Teaching Competency Model and its Applicability on Elementary School Teachers of Pune District in India 全纳教学胜任力模型及其在印度浦那地区小学教师中的适用性

Asian Journal of Inclusive Education Pub Date : 2022-12-31 DOI: 10.59595/ajie.10.2.6

Devjani Chakravarty, Geeta Shinde

引用次数: 0

Book Review Education and Disability in the Global South: New Perspectives from Africa and Asia Edited by Nidhi Singal, Paul Lynch & Shruti Taneja Johansson, London: Bloomsbury Academic, 2019, pp. 320, ISBN 9781474291224 《全球南方的教育与残疾:来自非洲和亚洲的新视角》，尼迪·辛格、保罗·林奇和施卢蒂·塔内贾·约翰逊主编，伦敦:布卢姆斯伯里学术出版社，2019年，第320页，ISBN 9781474291224

Asian Journal of Inclusive Education Pub Date : 2021-12-31 DOI: 10.59595/ajie.09.1.5

Sefut-E Shan

引用次数: 0