Session Information
11 ONLINE 49 A, Quality of adult education
Paper Session
MeetingID: 814 0397 5064 Code: Kexw2R
Contribution
Assessing education systems is usually based on current functioning of all the factors related to each system. Nevertheless, while looking at the original core goal of education, it emphasizes the role of education in preparing toward adult life in society. One major domain, in which the absence of the understanding the contribution of the school system to the ability to adjust to society as adults, is the inclusion of people with special needs. Whereas the inclusion of children with special needs through mainstream education is being conducted successfully in most countries through a variety of approaches, educators do not have the opportunity to follow their students as adults. Moreover, although schools welcome their graduates as professional teachers, only the minority of those teachers were the students with special needs.
A few decades ago, educational leaders began developing the necessary awareness that people with special needs can and should play a role as educators. Neca et al., (2020), emphasized that their choice of a teaching career entails a commitment to focus on learners' knowledge and academic needs, and is based on their experiences as learners with special needs. Moreover, their role as teachers serves as an inclusion model that begins in schools, continues in academia, society and back in schools. Although the inclusion of teachers with learning or other disabilities that have entered the system is increasing, (Flavian, 2011, 2015), this is not happening among adults with Intellectual Developmental Disability (IDD), even though school is the system that prepared them for inclusion in society as adults.
According to the DSM-5 (American Psychiatric Association, 2013), IDD is a diagnosis that must be conducted during childhood or early adolescence, and it refers to limitations in intellectual functioning, deficits in adaptive functioning, communication, social skills, personal independence and academic functioning. Thus, if any of the above deficits exist after the developmental period, the correct diagnosis will be neurocognitive disorder. Although the diagnosis of adults with IDD seems clear, for each individual there is a broad range of implications pertaining to their ability to function in various areas. At one end of the spectrum are adults who, in terms of academic capabilities, present significant difficulties in applying thinking skills such as inferring, problem solving, planning, abstract thinking, judgement, academic studies and learning from experience. But at the other end of the spectrum there are mild instances of IDD for which, with appropriate specific mediation, a personalized curriculum and social support, the limitations on their independence in most areas of life can be avoided (Feuerstein et al., 2006). Hence, the principle of including adults with special needs, especially those with IDD, is reinforced and should be based on individual examination of each case to avoid abstract and generalized categorizations.
Out of the ensemble of factors affecting inclusion processes in society, the inclusion of adults with special needs depends on two main factors: the willingness and readiness of society to accept them, and the tools and skills they acquired over the years to cope with their disability (Igel & Malihi, 2007).
The key to the success of such inclusion may be the understanding that learning the origins of the stigmas, understanding the needs of society and the development of opportunities for positive experiences have all contributed to the changes and promotion of the inclusion of such adults in society (National Academies of Sciences, Engineering, and Medicine, 2016).
Method
This paper aims to examine how the inclusion of adults with IDD in the education system can be implemented on the basis of previous experiences of teachers with special needs. The paper is based on an integration of two studies; one examining the inclusion of teachers with Learning Disabilities (LD) and the other studying the views of educational leaders regarding the inclusion of adults with IDD in schools. Both studies involved individual in-depth semi-structured interviews which were first transcribed and later underwent content analysis by two researchers. This analysis aimed to elicit the most significant issues relevant to understanding the difficulties in the inclusion process for adults with IDD in the education system, while also seeking to identify possible solutions. All interviewees were given the option to view the transcript of their interview and the results of the study, but none of them chose to do so.
Expected Outcomes
Whereas school principals expressed some concerns about the ability of teachers with learning disabilities to be efficient and professional, this was not the issue while considering the hiring and inclusion of adults with IDD in schools. This difference in approach probably relies on the fact that adults who graduated from teacher-education programs are expected to teach regardless of any disability, whereas adults with IDD are not even considered for teaching positions. Moreover, educators know that, over time, most people with a learning disability acquire learning strategies that allow them to study, but they do not know enough about how people with IDD learn. Furthermore, whereas all participants expressed their basic approval of including adults with IDD as staff members in schools, they did not perceive them in any way as teachers. This may be due to prejudice and lack of understanding of the communication and teaching skills some adults with IDD may have. This led to the understanding that people do not recognize the wide spectrum of IDD and therefor do not allow them new and proper occupational opportunities. Despite the fact that all adults with special needs were educated in the same school system, educational leaders refer to them differently while considering their occupational opportunities. It seems that although educational leaders promote inclusion of pupils with IDD in schools, they have lack of knowledge regarding the abilities of adults with IDD. Moreover, there is a gap between how educational leaders refer to adults with IDD compared to adults with other special needs who wish to work as educators despite the fact that they all graduated from the same school system. Therefore, while including children with IDD in schools, more opportunities through which educational leaders will recognize their strengths should be integrated.
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th Ed.). American Psychiatric Publishing Feuerstein, R., Feuerstein, R. S., Falik, L., & Rand, Y. (2006). The Feuerstein Instrumental Enrichment Program. An intervention program for cognitive modifiability. International Center for Enhancement of Learning Potential (ICELP). Flavian, H. (2011). Teachers with learning disabilities: Modelling coping mechanisms in the classroom. Education Canada, 51(3), 31-33 Flavian, H. (2015). Including teachers with learning disabilities: Advantages, disadvantages and questions from the perspective of school principals. MOFET Institute Magazine, 56, 22-25, (in Hebrew). Igel, C., & Malihi, S. (2007). The look of special education: Social, ethical and professional reflection in shaping and implementing policy. In S. Reiter, Y. Leyzer, & G. Avissar (Eds.). Inclusions: Learners with disabilities in education systems, (pp. 143-156). Achva, Publishing Division, (in Hebrew). National Academies of Sciences, Engineering, and Medicine. (2016). Ending discrimination against people with mental and substance use disorders: The evidence for stigma change. National Academies Press. Neca, P., Borges, M. L., & Compos-Pinto, P. (2020). Teachers with disabilities: A literature review. International Journal of Inclusive Education, https://doi.org/10.1080/13603116.2020.1776779
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