99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Implementation of Inclusion of Children with Disabilities in Cyprus: Reasonable Accommodation and the Provision of Assistant to Children with Disabilities
Elpida Christou
University of Cyprus, Cyprus
Presenting Author: Christou, Elpida
This paper concerns the research results related to a case study about the implementation of inclusion of children with disabilities in Cyprus, with a focus on the issue of reasonable accommodations and specifically the provision of assistant to children with disabilities. The research under study was qualitative and for the collection of data two interviews were carried out. The participants were the mother of a child with cerebral palsy, quadriplegia and hearing loss and the child's assistant and interpreter of sign language. The aim of the research was to clarify how parents of disabled children and their assistants define and make sense of the procedures followed in the local educational system, concerning the issue of reasonable accommodation for their children. Moreover, another aim was to clarify their opinions on how these procedures affect students with disabilities and what impact they may have on their lives. The research was held within the framework of the PhD Course EPA542: "Special and Inclusive Education in Cyprus", under the supervision of Dr. Maria Iacovou, during Winter Semester 2022, at the University of Cyprus. It is still an undergoing research and it will evolve to include other parents and assistants as participants.
Methodology, Methods, Research Instruments or Sources UsedQualitative methodology was used and semi-structured interviews were used as the methodological tool for the collection of data (Hobbs & May, 1993; Maxwell, 2005; Charalambous, 2011). After the necessary literature review, participants were identified purposively, through acquaintances. For the purposes of triangulation and cross-checking of the research data and for greater reliability (Cohen, Manion & Morrison, 2008), two interviews were conducted with people related to the case study, Mrs Yioula Pitsiali, who is the mother of a child with cerebral palsy, quadriplegia and hearing loss of Nicolas Markantonis and Mr Constantinos Malekkidis, who is his school assistant and interpreter of sign language from 2015 until today. It’s useful and significant to clarify that Nicolas is now studying at the University of Cyprus and has been granted all the reasonable accommodations. For the interviews, an Interview Guide and an Informed Consent Form were prepared for them to sign. They did not wish for pseudonyms to be used, as they are activists concerning the rights of people with disabilities and they are quite well known in the local community of Cyprus - especially Mrs Pitsiali. The research question was «how do the procedures followed in the Cypriot educational system - based on the Education and Training of Children with Special Needs Law of 1999 (L.113(I)/1999) - affect students with disabilities and what impact do they have on the lives of people with disabilities, according to the participants». After the interviews, transcripts were made, the data were coded and conclusions were drawn. The results that emerged from the analysis are separated in four main categories, namely: the process of hiring assistants - as well as their qualifications and duties, the role of parents, the role of the assistant and the impact on students with disabilities.
Conclusions, Expected Outcomes or FindingsUndoubtedly, results highlight the complex and contentious nature of the procedures followed for the recruitment of assistants of children with disabilities. As a result, there is a negative impact on the lives of these children. The procedures and decisions made by the local Ministry of Education, seem to be in the wrong direction, since the implementation of inclusion does not seem to be their underlying philosophy. Indeed, according to relevant literature, the exclusion of children with disabilities is a consequence of a set of decisions (Slee, 2011). In the case of Nicolas, the consequences could have been detrimental, if it was not for the struggles of the mother and the assistant, who took up an activistic role.
It is a fact that the case of Nicolas is an example which indicates that every child can succeed when there is a supportive environment around them. It is essentially concerned with the transformation of the school and the educational system itself so that it becomes capable of responding to diversity (Pieridou & Phtiaka, 2011), not about parents and assistants struggling to remove the barriers set up by the educational system itself.
Moreover, it is clear that there is an absence of a clearly defined role for assistants (Iacovou, 2022), however in some cases they indeed seem to perform an important pedagogical role for more genuine inclusive practices to be implemented for children with disabilities. It follows that the least that can be done is to educate them on the significance of their role, namely as catalysts of inclusion and not as separators walls (Phtiaka, 2008).
It is clear that the results of this research also demonstrate the necessity of further investigation of the subject under study, as well as the definite need to restructure educational system (Phtiaka, 2008).
ReferencesCharalambous, C. (2011) Unpublished Course Paper EPA 682 "Qualitative Research in Education". Winter Semester 2011. University of Cyprus.
Cohen, L., Manion, L. & Morrison, K. (2008) Educational Research Methodology, Athens: Metaichmio Publications.
Hobs, D., & May, T. (1993) Interpreting the Field: Accounts of Ethnography, Oxford: Charendon Press.
Iacovou, M. (2022) Meeting 4th: [Powerpoint slides]. EPA542: Special & Inclusive Education in Cyprus. Retrieved from University of Cyprus Blackboard: https://blackboard.ucy.ac.cy/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_10_1
L.113(I)/1999. The Education and Training of Children with Special Needs Law. Available on the website: https://www.moec.gov.cy/en/pdf/special_education_law_113(I)_1999.pdf (24.01.24).
Maxwell, A. J. (2005) Qualitative Research Design. An Interactive Approach, United Kingdom: Sage Publications.
Phtiaka, E. (2008) Stop by for a coffee: family and school relations at the edge of diversity, Athens: Taxideutis.
Pieridou, M. & Phtiaka, E. (2011) The inclusion of children with disabilities in primary schools in Cyprus: Quality Education for all? In Proceedings from the Conference: Social Justice and Participation: the role of Higher Education, November 25-27, 2011. Nicosia (Ed. Mavrou K, & Lambrianou, I.).
Slee, R. (2011) The irregular school. Exclusion, schooling and inclusive education, London: Routledge.
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper
Teacher Agency as Enabler of Inclusive Education in Nepal
Ram Chandra Giri
Inland Norway University of Applied Science, Norway
Presenting Author: Giri, Ram Chandra
The Presentation titled “Teacher agency as enabler of inclusive education in Nepal” is based on the study which aims at exploring how teacher agency has been shaped and contributing as enabler of inclusive education in resource scarce environment. In order to investigate aspects of inclusive teacher agency, the model developed by (Pantić & Florian, 2015) and elaborated by (Li & Ruppar, 2021) will be used. Inclusive teacher identity, Professional competence, Inclusive professional philosophy, Autonomy and Reflexivity will frame the aspects of inclusive teacher agency. To look into factors shaping teachers agency, the ecological model incorporated by Priestley et al. (2016) will be used. Iterational, Practical-evaluative and Projective elements will provide a theoretical framework to investigate what has shaped teacher agency in mainstream school. This study will look into which envisions frames inclusive education among teachers so they can provide opportunities to students with disabilities in nearby mainstream schools. Placing this study in Nepal, the study aims to expand teacher agency shaped in a given cultural context to challenge ableism in education and to create anti ableist pedagogies(Nieminen & Pesonen, 2022).
Methodology, Methods, Research Instruments or Sources UsedEight qualitative interviews of teachers from four mainstream schools of Nepal using semi structured interviews for data acquisition. Participants will be selected purposively focusing on teachers who have positive experience on teaching students with disabilities. The experience of the teachers having disability themselves will be included in the study. Research participants will be from two urban and two rural mainstream schools.
Conclusions, Expected Outcomes or FindingsExpected Key learnings from this study are: a) Insight into how deep cultural elements, societal context, personal factors and stake holders’ expectation shape the teacher agency which enables them to provide positive learning experiences towards students with disabilities. b) how teachers extend their role beyond classroom pedagogy to collaborate with parents and other stake holders. c) the role of responsibility and accountability experienced by the teachers to actively engage the inclusion of children with disability in the mainstream schools. d) Teachers’ role from advocate to counselor and good collaborator in the process of inclusion in school and society as well. The last part of this study will look into if these positive, innovative, teachers are contributing to the co-creation of the inclusive pedagogy within the classroom, or if limited sharing and collaboration is the reality in Nepali schools.
ReferencesLi, L., & Ruppar, A. (2021). Conceptualizing teacher agency for inclusive education: A systematic and international review. Teacher Education and Special Education, 44(1), 42-59.
Nieminen, J. H., & Pesonen, H. V. (2022). Politicising inclusive learning environments: how to foster belonging and challenge ableism? Higher Education Research & Development, 41(6), 2020-2033.
Pantić, N., & Florian, L. (2015). Developing teachers as agents of inclusion and social justice. Education Inquiry, 6(3), 27311.
Priestley, M., Biesta, G.J.J. & Robinson, S. (2015). Teacher Agency: An Ecological Approach. London: Bloomsbury Academic
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