Research Article

On Studying the Hierarchy of Interrelationships amongst the Essential Skills for Successful Implementation of Inclusion in K Curriculum of Schools

by  Remica Aggarwal, Veena Aggarwal, Yogender Singh
journal cover
International Journal of Computer Applications
Foundation of Computer Science (FCS), NY, USA
Volume 175 - Issue 39
Published: Dec 2020
Authors: Remica Aggarwal, Veena Aggarwal, Yogender Singh
10.5120/ijca2020920914
PDF

Remica Aggarwal, Veena Aggarwal, Yogender Singh . On Studying the Hierarchy of Interrelationships amongst the Essential Skills for Successful Implementation of Inclusion in K Curriculum of Schools. International Journal of Computer Applications. 175, 39 (Dec 2020), 1-6. DOI=10.5120/ijca2020920914

                        @article{ 10.5120/ijca2020920914,
                        author  = { Remica Aggarwal,Veena Aggarwal,Yogender Singh },
                        title   = { On Studying the Hierarchy of Interrelationships amongst the Essential Skills for Successful Implementation of Inclusion in K Curriculum of Schools },
                        journal = { International Journal of Computer Applications },
                        year    = { 2020 },
                        volume  = { 175 },
                        number  = { 39 },
                        pages   = { 1-6 },
                        doi     = { 10.5120/ijca2020920914 },
                        publisher = { Foundation of Computer Science (FCS), NY, USA }
                        }
                        %0 Journal Article
                        %D 2020
                        %A Remica Aggarwal
                        %A Veena Aggarwal
                        %A Yogender Singh
                        %T On Studying the Hierarchy of Interrelationships amongst the Essential Skills for Successful Implementation of Inclusion in K Curriculum of Schools%T 
                        %J International Journal of Computer Applications
                        %V 175
                        %N 39
                        %P 1-6
                        %R 10.5120/ijca2020920914
                        %I Foundation of Computer Science (FCS), NY, USA
Abstract

UNESCO [1] appeals to its member states to anchor their educational agenda on the four pillars of learning - learning to know, learning to do, learning to be, and learning to live together. These pillars are hallmarks of a high quality inclusive culture, values, and principles. These hallmarks can be achieved mainly by carrying out the premises of inclusion in the curriculum. It is a kind of curriculum that is powerful in respecting the sanctity and integrity of human rights - by nurturing cultures, values, and principles of tolerance, which transcends cultural, religious, gender, physical, emotional, social, economic, and other difference. Present research work tries to explore the various strategies describing the K curriculum using inclusive education and further tries to explore the interrelationship amongst them .

References
  • UNESCO (2009a):The Salamanca Statement and Framework for Action on Special Needs Education. Retrieved from http://unesdoc.unesco.org UNESCO. (2009a).
  • Farrell, P. 2002. Making special education inclusive: From research to practice. New York, NY: David Fulton Publishers
  • Howes, A., Davies, S. M. B., & Fox, S. 2009. Improving the context for inclusion: Personalising teacher development through collaborative action research (1st ed.). London, UK: Routledge.
  • UNESCO, 2009b : Guidelines for inclusion: ensuring access to education for all. http://unesdoc.unesco.org UNESCO. 2009b.
  • UNESCO, 2016 : Policy guidelines on inclusion in education. Retrieved from http://unesdoc.unesco.org UNESCO. (2016).
  • Training tools for curriculum development. Reaching out to all learners: A resource pack for supporting inclusive education. http://www.unesco.org/education/pdf/15_62.pdf UNESCO. (2017). A guide for ensuring inclusion and equality in education. http://unesdoc.unesco.org
  • Ainscow, M. 2005. Developing inclusive education systems: What are the levers for change? Journal of Educational Change, 6(2) , 109-124. https://doi.org/10.1007/s10833-005-1298-4
  • Mezquita - Hoyos, Y.N., Sanchez-Monroy, M.H., Morales-Martinez, G.E., Lopez-Ramirez, E.O., & Reyna-Gonzales, M.R. 2018. Regular and special education Mexican teachers' attitudes toward school inclusion and disability. European Journal of Educational Research, 7(3), 421-430. https://doi.org/10.12973/eu-jer.7.3.4 21.
  • Saldana, J. 2015. The coding manual for qualitative researchers (3rd ed.). Los Angeles, CA: SAGE Publication Ltd.
  • S. Kennedy, A. 2018. Promoting the Social Competence of Each and Every Child in Inclusive Early Childhood Classrooms. Rijeka: IntechOpen. https://doi.org/10.5772/intechopen.80858
  • Baglieri, S. and Shapiro, A. 2017. Disability studies and the inclusive classroom. Critical practices for embracing diversity in education (2nd ed.). New York, NY: Routledge.
  • Darling-Churchill, K. E. and Lippman, L. 2016. Early childhood social and emotional development: Advancing the field of measurement. Journal of Applied Developmental Psychology, 45, 1–7. https://doi.org/10.1016/j.appdev.2016.02.002
  • Han, S. and Kemple, K. 2006. Components of social competence and strategies of support: Considering what to teach and how. Early Childhood Education Journal, 34 (3), 241–246. https://doi.org/10.1007/s10643-006-0139-2
  • Kemple, K. M. 2004. Let’s be friends: Peer competence and social inclusion in early childhood programs. New York, NY: Teachers' College Press.
  • Luecken, L. J., Roubinov, D. S. and Tanaka, R. 2013. Childhood family environment, social competence, and health across the lifespan. Journal of Social and Personal Relationships, 30(2), 171–178. https://doi.org/10.1177/0265407512454272
  • McCartney, K. and Phillips, D. 2006. Blackwell handbook of early childhood development. Chicester, UK: Blackwell Publishing Ltd.
  • Moore, J., Cooper, B. R., Domitrovich, C., Morgan, N., Jacobson, L. and Greenberg, M. 2015. The effects of an exposure to an enhaned preschool program on social-emotional functioning of at-risk children. Early Childhood Research Quarterly, 32, 127–138. https://doi.org/10.1016/j.ecresq.2015.03.004
  • Garner, P. W. and Waajid, B. 2012. Emotion knowledge and self-regulation as predictors of preschoolers’ cognitive ability, classroom behavior, and social competence. Journal of Psychoeducational Assessment, 30(4), 330–343. https://doi.org/10.1177/0734282912449441
  • Vahedi, S., Farrokhi, F. and Farajian, F. 2012. Social competence and behavior problems in preschool children. Iranian Journal of Psychiatry, 7(3), 126–134. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/23139694
  • Agboola, A. and Tsai, K. 2012. Bring character education into classroom. European Journal of Educational Research, 1(2), 163– 170. https://doi.org/10.12973/eu-jer.1.2.163 .
  • Raguindin, P. Z. J. 2020. Integrating concepts and expressions of inclusion in the K – Curriculum: The case of the Philippines. European Journal of Educational Research, 9(1), 305-317. https://doi.org/10.12973/eu-jer.9.1.305.
  • Mccabe, P. and Altamura, M. 2011. Empirically valid strategies to improve social and emotional competence of preschool children. Psychology in the Schools, 48, 513–540. https://doi.org/10.1002/pits.20570.
  • Bierman, K. L and Erath, S. A. (2006). Promoting Social Competence in Early Childhood: Classroom Curricula and Social Skills Coaching Programs. In K. Cartney. & D. Phillips (Eds.), Blackwell handbook of early childhood development (pp.595-615).
  • Stagnitti, K., O’Connor, C. and Sheppard, L. 2012. Impact of the Learn to Play program on play, social competence and language for children aged 5–8 years who attend a specialist school. Australian Occupational Therapy Journal, 59(4), 302–311. https://doi.org/10.1111/j.1440-1630.2012.01018.x
  • Steedly, K., Scwartz, A., Levin, M. and Luke, S. 2008. Social skills and academic achievement. Evidences for education. National Center for Children with Disabilities, 3(11), 1–7.
  • Lynch, S. and Simpson, C. 2010. Social Skills: Laying the foundation for success. Dimensions of Early Childhood, 38(2), 3–12.
  • Denham, S., Bassett, H and Zinsser, K. 2012. Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137–143. DepEd Memo No. 43, s. 2013.
  • Jones, S. M. and Zaslow, M., Darling-Churchill, K. E., and Halle, T. G. 2016. Assessing early childhood social and emotional development: Key conceptual and measurement issues. Journal of Applied Developmental Psychology, 45, 42–48. https://doi.org/10.1016/j.appdev.2016.02.008
  • Lynch, S. and Simpson, C. 2010. Social Skills: Laying the foundation for success. Dimensions of Early Childhood, 38(2), 3–12.
  • Rose-Krasnor, L. and Denham, S. 2009. Social-emotional competence in early childhood. In K.H. Rubin, W.M. Bukowski, & B. Lairsen (Eds.) Social, emotional, and personality development in context. Handbook of peer interactions, relationships, and groups, 162–179. New York, NY: The Guilford Press.
  • Yoder, N. 2014. Teaching the whole child: Instructional practices that support social-emotional learning in three teacher evaluation framework. Washington, DC: American Institutes for Research Center on Great Teachers and Leaders.
  • Sendil, C. O. and Erden, F. T. 2012. Preschool Teachers’ Strategies to Enhance Social Interaction Skills of Children during Playtime. Procedia - Social and Behavioral Sciences, 47, 918–923. https://doi.org/10.1016/j.sbspro.2012.06.757
  • Odom, S., McConnell, S. and Brown, W. 2018. Social competence of young children: Conceptualization, assessment, and influences. In Brown, W.H., Odom, S.L., McConell, S.R. (Eds.), Social competence of young children: Risk, disability, and intervention (pp 3-30). Baltimore, MD: Brookes Philippine Constitution (1986).
  • Bear, G. G., Manning, M. A. and Izard, C. E. 2003. Responsible behavior: The importance of social cognition and emotion. School Psychology Quarterly, 18(2), 140–157. https://doi.org/10.1521/scpq.18.2.140.21857.
  • Malti, T., Gummerum, M., Keller, M., Chaparro, M. P. and Buchmann, M. 2012. Early sympathy and social acceptance predict the development of sharing in children. PloS One, 7(12), e52017. https//doi.org/10.1371/journal.pone.0052017
  • Enriquez, V. 1976. Philippine Psychology: Perspective and Direction. In Philippine psychology. Theory, methods, and use (pp.5–21). Quezon City, Philippines: University of the Philippines Press.
  • Krippendorff, K. 1980. Content analysis : an introduction to its methodology. Beverly Hills, CA: SAGE Publications.
  • Loden, M. 1995. Implementing diversity : Best practices for making diversity work in your organization. Toledo, OH: McGraw Hill, Education.
  • Maxwell, J. 1996. Qualitative research design. An interactive approach. Thousand Oaks, CA: SAGE.
  • Mendez, J., Fantuzzon, J. and Cicchetti, D. 2002. Profiles of social competence of low-income African-American preschool children. Child Development, 73(4), 1085–1100.
  • Mortari, L. and Ubbiali, M. 2017. The “MelArete” Project: Educating children to the ethics of virtue and care. European Journal of Educational Research, 6(3), 269–278. https://doi.org/ 10.12973/eu-jer.6.3.269.
  • Warfield, J.N. 1974. Developing interconnection matrices in structural modeling. IEEE Transactions on Systems, Man, and Cybernetics, (1), 81-87.
Index Terms
Computer Science
Information Sciences
No index terms available.
Keywords

K-curriculum Inclusion ISM methodology

Powered by PhDFocusTM