Both principals and teachers will be challenged to monitor student progress and teacher satisfaction as they continue to make adjustments as necessary. ... but also the social acceptance and inclusion of women with disabilities. 1.3 Inclusive Education Policy Strategies ... environmental, financial, societal, cultural and attitudinal barriers. Mis-Information. Inadequate Funding 6. InferiorityBecause a person may be impaired in one of life’s major functions, some people believe that individual is a “second-class citizen.” However, most people with disabilities have skills that make the impairment moot in the workplace. ATTITUDINAL BARRIERS  Another attitudinal barrier faced by students with disabilities is physical and emotional... 3. Authentic inclusion is happening in schools and districts around the country and the world (some nearing 90% inclusion rates or above for many years). It sheds light on the historical, systemic, structural, organizational, and attitudinal barriers that continue to be antithetical to the philosophy and practice of inclusive education within the Caribbean. the skills needed to live in the community or to be educated with non- As such, inclusion is a change process rather than an event. 2. These attitudes are influenced by several factors such as: the degree of children’ difficulties, the nature of children’ disabilities, the teachers’ experience with children with special educational needs, the trust in their own … According to the participants, the environmental barriers included “doors, passageways, elevators, … negative attitudes. The first section of the book examines how globalized views of inclusion informed by philosophical ideas from the North have influenced and continue to influence the equity in education agenda in the region. The paper uses qualitative case study methodology to examine pre-service teacher education students’ preconceptions about ‘dis’ability and analyses heuristically how pre-service teachers pre-conceived notions of ability and disability may be challenged through an In Australia, anti-discrimination legislation and government policies have been introduced which aim to facilitate the inclusion of people with disabilities in employment and education. Untrained teachers as barriers: Teachers’ training, abilities and attitudes can be major limitations for inclusive education. Some parents find it shameful to introduce intellectually disabled children or suffer from the notion that they are the outcomes of their past sins. The teachers are not trained adequately to teach the children with special needs. It is also important to ... Inclusive education plans and strategies lack credible costings 29 Lesson 6. attitudinal barriers 4. 1. Despite progress, … Attitudinal Barriers in Education. Leadership: lack of vision and support for a shared understanding through dialogue, resources, or skills development, Attitudes/Beliefs: an unwillingness to embrace a philosophy of inclusion or to change existing practices, Instructional Practices: an inadequate understanding of general education practices and how students with disabilities can participate in general education instruction while providing specialized instruction in unique education goals, Professional Development: an absence of adequately skilled personnel and a limited investment in training for professionals to assist them in learning and implementing inclusive practices, Resources: funding shortages for materials, equipment, and technology as well as barriers resulting from overcrowded facilities and inadequate time for planning and collaboration between staff members, Educator Preparation: a disconnect between university course content and program focus on the skills and knowledge required to teach students with disabilities in general education classrooms successfully, Physical Barriers: economically-deprived school systems, especially those in rural areas, and poorly-cared-for buildings that restrict accessibility, Curriculum: a rigid curriculum that does not allow for experimentation or the use of different teaching methods, or that don’t recognize different styles of learning, Organization: education systems are rarely conducive to positive change and initiative when decisions come from the school system’s high-level authorities whose initiatives focus on employee compliance more than quality learning, Standardized Assessments: the increased emphasis on accountability measures like standardized assessments for all students coupled with many policymakers not understanding or believing in inclusive education prevents it from moving forward in a meaningful way. people with disabilities. 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