10/28/2022 0 Comments Buku psikologi kepribadian pdf printer![]() Gender differences did not determine the level of inclusive distance towards particular categories of SEN students. The lowest inclusive distance was determined towards the students from poor families (M = 0.62) and students with hearing problems (M = 0.92). Slightly higher inclusive distance was determined towards students from Roma families (M = 1.67), students with physical disabilities (M = 1.62) and students with reduced intellectual abilities (M = 1.52). For the majority of SEN students, the average obtained score of inclusive distance was less than 2 (maximum=7, minimum=0). The study included only students for whom parent’s consent was obtained. Two age groups were examined - fourth grade (49.8%) and eight grade students (50.2%). The study included 434 students (52.7% girls and 47.3% boys) from three primary schools in three towns in Serbia. Inclusive distance towards the following categories of SEN students was examined: students with speech, hearing or visual problems, students with physical disabilities, students with reduced intellectual abilities, students from Roma families and students from poor families. The study used the Inclusive distance scale, containing 7 items and testing the willingness of primary school students to enter into social relationships with SEN peers with different level of closeness, ranging from accepting SEN peers to attend their school and class, through the readiness to socialize with SEN peers in school, do group assignments, socialize outside school, sit at the same desk, to accepting SEN peers as best friends. ![]() Therefore, the aim of this study is to determine the level of presence of inclusive distance with primary school students. In order for IE to be efficient, it is important that students with special educational needs (SEN) are accepted by their peers. It is believed that teachers are of crucial importance for successful implementation of IE and so their positions towards IE have been frequently researched. In many countries around the world, one of the major challenges for the education systems is the implementation of inclusive education (IE). Participants reported that it has enabled them to grow in confidence and in their ability to contribute positively to their communities. This article will discuss The Duke of Edinburgh’s International Award program and its non-formal educational framework. The Award operates worldwide in over 140 countries and territories, through the International Award Association. ![]() ![]() ![]() Comprised of three levels (Bronze, Silver and Gold) and four sections (Service, Skills, Physical Recreation and Adventurous Journey) the Award is designed to provide a balanced programme of personal development. The program promotes positive youth development through an experienced based learning approach and is known to play a vital role in providing opportunities for young people to develop essential life skills, complementing their formal education. The Duke of Edinburgh’s International Award is a youth achievement Award program that aims to engage young people in purposeful activities focused on gaining knowledge, broadening horizons and accumulating a diversity of experiences. ![]()
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