Inclusive Classrooms: Making It Work for Peers of Children with Disability

Autor/inn/en	Sagun-Ongtangco, Karen S.; Medallon, Kim Gerald; Tan, Allan James
Titel	Inclusive Classrooms: Making It Work for Peers of Children with Disability
Quelle	In: International Journal of Inclusive Education, 25 (2021) 5, S.623-639 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1568596
Schlagwörter	Inclusion; Peer Relationship; Students with Disabilities; Foreign Countries; Consciousness Raising; Student Attitudes; Attitudes toward Disabilities; Elementary School Students; Intervention; Teacher Attitudes; Program Implementation; Program Evaluation; Philippines (Manila) + Suchen Sie Ihr Suchwort? Inklusion; Peer-Beziehungen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Bewusstseinsbildung; Schülerverhalten; Lehrerverhalten; Programme evaluation; Programmevaluation
Abstract	Inclusive Education is an approach that safeguards opportunities for students with disabilities to have a shared learning experience alongside their non-disabled peers in general education classrooms. With this, the Equality and Non-Discrimination programme developed by Save the Children in the Philippines intends to increase awareness and improve attitudes of regular school-aged children enrolled in public schools regarding different disabilities. This study aims to identify the outcomes of the programme and describe factors affecting its implementation. A total of three regular school teachers and 49 students, aged 9--12 years from three cities in Metro Manila participated in the programme for eight weeks. Qualitative data were gathered through key informant interviews of the three teachers and role play of the students. Analysis using NVivo revealed factors inherent and external to the programme that can either facilitate or impede its implementation. Achievement of the intended positive outcomes to the students are elucidated in four themes: shifting lens from seeing disability to ability, module appreciation, reflection towards self, and realisation of contextual barriers. Furthermore, unintended positive outcomes to the teachers implementing the programme are evident in the four themes: knowing, to doing and valuing, teachers at the forefront, concerted efforts for inclusion, and journey with the students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01