Special Education Conference, 2015 • • •16th international Conference on issues related to Individuals with Specific needs • •TITLE •Inclusive education the future for Fiji schools and Student Teachers Perception at Fiji National University (Lautoka Education Campus) • Mr. Sunil Kumar • PdF D-SPD Special Education, doctoral degree • programme Masaryk University •B.ED/ GCED COORDINATOR •Lecturer Education •Lautoka Education Campus •FIJI NATIONAL UNIVERSITY • Presentation Outline •Title •Introduction •Methodology •Design and participant •Results •Discussion •Conclusion •Reference • • • • • • • • Inclusive education is ‘all children and young people with or without disabilities or difficulties learn together in any education setting (Rustemier, 2002: Center for studies on IE) •Inclusion is the incorporating of children with disabilities into regular class or regular education settings (Shelvin, 1995) •Its aim is to educate and accommodate all students in the general classrooms (Stainback 1990) • Definition of Inclusive Education •All children belong and have the right to be included. •All children learn in different way. •Children develop a positive understanding of themselves and others. •Children learn by being together. •Friendships develop. •Families' visions of a typical life for their children can come true. • Inclusion: Needs and benefits •A Case Study research. •Mixed Method approach was used •(Quantitative and Qualitative data collection was used) •RESEARCH TOOLS •Gathering of data was amassed through questionnaires and interviewing /talanoa with student teachers. •The survey tool was designed in sub-sections to seek perceptions about: •The content knowledge of teaching students with special needs. •Support they get from their current courses in terms of teaching students with special needs •Support they got from associate teachers from the practicum school in teaching students with special needs and inclusive education •Participants •Year 3- Bed Pre –service students enrolled in primary education at Lautoka campus • • RESEARCH METHODOLOGY •The data collected included the response from year 3 students teachers enrolled in Bed primary Education (n=35) •The data were entered in three parts 1.Demographic information 2.Likert scale response 3.Qualitative response Results Results Results – Rate of student teachers knowledge in working with students with special needs. •Majority of the student teachers at Fiji National University do not have content knowledge and skills to teach children with special needs. •They need to gain knowledge expertise in the following areas a.Classroom management. e. Academic Modification b.Behavior intervention. f. Fine/Gross Motor skills c.Social skills. g. Memory. d.Language skills. h. Sensory e. • According to the student teachers Associate teachers in the mainstream classroom they deal with special need students, they really want to help but they lack the necessary skills of intervening and providing extra support for the students • • Discussion •Difficulty in managing classroom •(Huge class size, lack of resources, coverage of work). •Difficulty implementing an IEP (workload, time, no proper training) •Lack of support from staff members •(Psychologists, resource, teachers) •Lack of resource materials and early intervention tools •Lack of funds to implement specialized programs for students with developmental disabilities • Challengers faced during teaching practice in terms of integrating students with special needs in the classroom. • •Foreman (2008) states, “effective schools are those that recognise the need for, and are able to facilitate desirable change”. •Change is a dynamic process • •There are two types of workers 1.Reluctant worker 2. Innovative worker • Inclusion requires change For many teachers, supporting inclusion will require substantial changes in attitude as well as in their approach to teaching and learning. This may be initially very difficult and time consuming as well as personally and professionally challenging. •Empathetic listening skills as leaders and educators •Ethical/shared leadership •Staff development programs •Networking ( with all the stakeholders of education) •Establish clear goals •Positive attitude towards inclusion •Relevant curriculum Ways to enhance change •Therefore to facilitate inclusion in regular classrooms •Student teachers and teachers should be trained •Resources should be available. • Specialized programs books , curriculum and visual materials should be provided to schools •Funding should be allocated for students with special needs in mainstream classroom. •TAC approach to be implemented in Fiji schools Recommendation •Way forward of education in this 21st century. •Equal participation of diverse learners •It enhances respect and understanding towards nearly all the human values that one possesses. •It can only succeed if all the stake holders play as a team •Further research in this field is required. • Conclusion: Inclusive Education: The future For Fiji Schools References •Ainscow, M., Booth, T. & Dyson, A (2006). 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