Premium
SCHOOL INCLUSION PROGRAMMES (SIPS)
Author(s) -
Drossinou–Korea Maria,
Matousi Dimitra,
Panopoulos Nikolaos,
Paraskevopoulou Aikaterini
Publication year - 2016
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/1471-3802.12352
Subject(s) - inclusion (mineral) , autism , special education , mainstreaming , psychology , special needs , class (philosophy) , mathematics education , pedagogy , general education , special educational needs , medical education , developmental psychology , computer science , medicine , social psychology , artificial intelligence , psychiatry
The purpose of this work was to understand the school inclusion programmes ( SIP s) for students with special educational needs ( SEN ). The methodology was conducted in the field of special education ( SE ) and focuses on three case studies of students who was supported by SIP s. The Targeted, Individual, Structured, Inclusion Programme for students with Special Education Needs ( TISIP f SEN s) has been applied with emphasis the emotional organisation and the speaking skills. The first case study of student with Pervasive Developmental Disabilities‐Autism Spectrum was integrated on a SIP of a general kindergarten class that was applying a programme of parallel support ( PS ). The second case study of student with mild mental retardation ( MMR ), a SIP was applied in an inclusion classroom ( IC ). The third case of student with MMR was similarly supported by a SIP in a special elementary school ( SES ). The evaluation of these SIP s was held with the usage of the corresponding teaching interaction form ( TIF ) according to the principles of TISIP f SEN s. Among the results, it was found that SIP s can efficiently support and promote the inclusion of students with SEN s.