Quality of Life in Cross-Modal Perspectives of Inclusive Education
Summary
Excerpt
Table Of Contents
- Cover
- Title
- Copyright
- About the author
- About the book
- This eBook can be cited
- Contents
- Introduction
- 1 Mental Health as One of the Quality of Life Indicators
- 1.1 Introduction
- 1.2 Joint Education of Students in Inclusive School Environment
- 1.3 Psychological Well-Being as a Topic in Inclusive School
- 1.4 Readiness of Children with SEN to Make Efforts during Classes
- 1.5 Risk Factors at School
- 1.6 Protective Factors at School
- 1.7 Mental Health and Inclusion – Strategies for the Development of Inclusive School
- 1.8 Pupils with SEN in Joint Education
- 1.9 Research Study Presentation
- 1.10 Research Conclusions
- 1.11 Conclusion
- 2 Social Skills and Inclusion
- 2.1 Introduction
- 2.2 Family and Development of Social Skills
- 2.3 Social Skills and Their Impact on Participation of Pupils with Special Educational Needs
- 2.4 Research Study Presentation
- 2.5 Research Sample
- 2.6 Methods
- 2.7 Results and Discussion
- 2.8 Conclusion
- 3 Children with Congenital Sensory Impairment
- 3.1 Introduction
- 3.2 Possibilities of Creation and Application of Trend Typology in Predicting the Developmental Potential of Children with Disability
- 3.3 A Survey of the Components of Development (Model SMECL) of Children with Sensory Impairments
- 3.4 Conclusion
- 4 Quality of Life of Pupils with Sensory Impairment in Non-formal Education
- 4.1 Introduction
- 4.2 Research on Quality of Life in Non-formal Education
- 4.3 Conclusion
- 5 Quality of Life of Pupils with Sensory Impairment in Formal Education
- 5.1 Introduction
- 5.2 Research Study Presentation
- 5.3 Methods and Data analysis
- 5.4 Results
- 5.5 Discussion
- 5.6 Conclusion
- 6 Quality of Life of Pupils with Visual Impairment
- 6.1 Introduction
- 6.2 Quality of Life in Scientific Research
- 6.3 The Sense of Self-worth
- 6.4 Research Study Presentation
- 6.5 Methods and Data analysis
- 6.6 Results and Discussion
- 6.7 Conclusion
- 7 Quality of Life of Pupils with Hearing Impairment
- 7.1 Introduction
- 7.2 Multidimensionality of Inclusion and Quality of Life
- 7.3 Subjective Evaluation of Quality of Life in the Light of Pupils with Hearing Impairment
- 7.4 Conclusion
- 8 Included Pupils with Hearing Impairment
- 8.1 Introduction
- 8.2 Social Integration
- 8.3 Social and Emotional Well-Being of Pupils with Hearing Impairment
- 8.4 Expectations and Experience of the Parents
- 8.5 Reasons for Transfer from Mainstream to SEN Facilities
- 8.6 Conclusion
- 9 The Influence of UN Convention
- 9.1 Introduction
- 9.2 Complex Assessment and Early Intervention Program
- 9.3 Formal Education
- 9.4 Habilitation and Rehabilitation Services for Deaf Community
- 9.5 Conclusion
- 10 The Right to Inclusive Education
- 10.1 Introduction
- 10.2 Comparison on Legal Adjustment
- 10.3 Terminus a Quo
- 10.4 Comparison on Inclusion of Pupils with Visual and Hearing Impairment
- 10.5 Conclusion
- Directory
1.1 Introduction
In relation to joint or inclusion education of pupils at school, coping with mental health issues is the main area of concern (Heinold 2014). Inclusive education should meet the needs of both pupils in the classroom and their parents. The research shows a connection between the quality of teaching and the teacher effectiveness and between the mental health of teachers and pupils (Řehulka 2015, pp. 51–72).
1.2 Joint Education of Students in Inclusive School Environment
Inclusive teaching should address to the individual needs of pupils. Many factors can promote or prevent the development of an inclusive school. In one study from Israel, the factors that led to successful work practice in an inclusive school were collected (Biewer, Fasching 2012, p. 122). The most important factors were education and experience of teachers, relationship between teachers and pupils with special educational needs, graduation requirements for pupils with special educational needs (SEN) and readiness to support inclusion. For a successful teaching in the sense of inclusion, the following four criteria were required:
1. Educational orientation: Successful teachers are those who establish a relationship with their pupils that provided the pupils with courage and support. The teachers’ knowledge about each pupil’s personal needs and the teachers’ contact with their parents are significant.
2. Attitudes towards inclusion: The widespread opinion was that all pupils with SEN should be educated in an inclusive school with the exception of pupils with severe disabilities and behavioural disorders.
3. Practice in teaching: Successful teachers should regularly discuss with their colleagues about teaching and educational problems.
4. Personality traits: Teachers should be sensitive to the pupils’ needs; they should show their pupils affection and give them enough time. Their own success in teaching process is attributed to their competencies in teaching (teaching ability).
←15 | 16→1.3 Psychological Well-Being as a Topic in Inclusive School
Mental health is an essential part of the concept of health. We can explain that as a successful interaction focused on the health topic (HT), according to Cohn (1975 in Langmack 2011). We assume that people feel well when they are healthy. People who are mentally healthy create individual (me), interpersonal (us) and pragmatic relationships (it) in a dynamic balance in their environment (Fig. 1). This is in agreement with the contemporary definition by Schaarschmidt and Kieschke (2007), who define mentally healthy people as the ones who face the demands of everyday life, follow their own goals, have a positive attitude towards themselves and towards their own behaviour, experience their activities in a meaningful way and feel socially integrated. Psychological well-being has roots in one’s ability to find balance between self-preservation and self-formation (compare Paulus 2003) on personal, interpersonal and material levels, conditioned by environment, demands and needs. The dynamic balance emerges in a constant process of understanding, so one or more factors can be sometimes emphasized (Langmack 2011).
Fig. 1. Cohn Four Factor Model HT (1975 in Langmack 2011)
In inclusive schools, everyday life in terms of health interaction is influenced by demands and needs. All the participants at school encounter their individual needs, competencies and life stories, as well as curricular framework, spatial advantages and educational standards (compare Boban, Hinz 2003). To put dynamic balance into practice in a usual school day, it is necessary to try and to test how much it contributes to mental health at the four levels. A teacher can succeed when he or she answers the following questions:
←16 | 17→• I: How can I maintain or restore my mental health? When do my pupils feel mentally healthy?
• We: How do I recognise that my class is mentally healthy, or that they act like mentally healthy? How can I support my class to stay or become mentally healthy?
• It: How can I apply the topic of mental health in educational process?
Details
- Pages
- 194
- Year
- 2022
- ISBN (PDF)
- 9783631783061
- ISBN (ePUB)
- 9783631783078
- ISBN (MOBI)
- 9783631783085
- ISBN (Softcover)
- 9783631774397
- DOI
- 10.3726/b15686
- Language
- English
- Publication date
- 2022 (July)
- Keywords
- School Integration Mental health Social skills Sensory Impairment Self-esteem Well-being
- Published
- Berlin, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2022. 194 pp., 17 fig. b/w, 17 tables.
