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The concept of social inclusion is about accepting diversity and acknowledging the need to find solutions and mechanisms to meet the specific particularities of all types of people. The issue of social inclusion was particularly relevant in the past century context and it has maintained its topicality in the social-economic and political context of the 21st century. The present research is a analysis of the attitude of a group of secondary school teachers on next research topics: self-evaluation of knowledge about social inclusion; self perception regarding its importance and its impact on the school and local community; their perception of social inclusion; their opinions about the causes of social exclusion and the identification of effective strategies and best practices in facilitating social inclusion. The aim of our approach has been to identify the perspective of the teachers working in high schools from disadvantaged areas, especially in the rural ones, in order to identify some supporting models and to find future paths of specific intervention. We believe that our approach can lead to the identification of effective tools for the cooperation and collaboration between the pre-university and university levels for planning activities related to teacher training on inclusive education and equal opportunities, and for being able to facilitate the access of disadvantaged students to all kinds of education. [ABSTRACT FROM AUTHOR]

The quality of training teachers is an issue of great interest in many countries throughout the world. In this study there is highlighted the growing importance of initial teacher training for future language teachers, which implies the need for identifying the areas of change. The aim of the research consists in exploring the perceptions of preservice teachers regarding the areas of changes at the level of the initial training programmes. A total of ninety-five stratified selected pre-service language teachers participated in this study. We have explored the following research questions: A. What are the areas of change in the field of pedagogical competences development at the level of initial training programmes in the perception of future language teachers?; B. Are there any significant differences between the perceptions of pre-service language teachers regarding the areas of change in the field of pedagogical competences development at the level of initial training programmes according to their year of study, specialization, and age? A qualitative methodology employing semi-structured interviews was used to allow flexibility in the exploration of the conceptions of pre-service teachers on the areas of change at the level of initial training programmes. The study is relevant and valuable by offering first-hand signalling of the “areas of changes” proposed as a result of their own representations, with the purpose of developing innovative initial training programmes, with positive long-term effects.

The aim of this research was to measure teachers' attitudes about inclusive education, teachers who are involve on in-service teacher training. When the teachers have a positive attitude towards inclusive school, they become more open to adjusting and changing the way they teach, in order to meet the numerous pupils' learning needs. Studying the teachers attitudes towards the integration of the "special educational requirements" children help identifying the most appropriate influence measures, in order to establish relations based on mutual valorisation and promotion of equal participation opportunities. The investigation of the attitudes of teachers upon the integration process of students with special educational needs helps identify the best means of influencing, with the purpose to form relations based on mutual evaluation and to promote equity of participation chances. [ABSTRACT FROM AUTHOR]

The objective of the study is to examine interactive psychoeducational intervention technologies for language disorders. There were selected and analyzed studies centered on using interactive technologies in speech therapy published between 2007 and 2017. A total of 32 studies met the selection criteria. The analysis revealed a different rank regarding the use of psychoeducational intervention interactive technologies for language disorders. Most studies are based on interventions focused on web technologies according to the main delivery mode and display user interface in terms of communication tools. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to analyze of latest research focused on the investigation of interactive whiteboards used in teaching and learning Science. In the theoretical framework the main objectives are: a) the identification of specific research regarding the integration of interactive whiteboards in teaching and learning Science and b) the elaboration of an innovative model based on defining the criteria of classification of the research directions in this field. In order to achieve the aim of the study, an ascertained research is employed. The empirical basis of the study consists of content analysis of current research at international level in connection with the components of the innovative model defined in the theoretical part. The findings reveal the current context of educational research focused on integrating interactive whiteboards in teaching and learning Science, as a starting point for the implementation of an innovative project in Romanian higher education. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate the aspects that green technology offers in the education of students with moderate intellectual disability. The theoretical part highlights the technical facilities that green technology offers to education. An analysis of the most recent studies focuses on the use of interactive whiteboard to improve teaching and learning activities. A comprehensive research methodology is proposed by this study. This is based on the use of the educational experiment meant to investigate the impact of using green technology on the learning outcomes of students with intellectual disabilities. Closed responses to the applied questionnaire are also analysed in order to identify the predominant component in assessing students' attitude towards assistive technologies used in teaching, learning and evaluation. Ten students with moderate intellectual disabilities participated in the research. Descriptive and advanced statistical techniques were used to interpret the obtained data. The results show that there are no significant differences between the results of students with intellectual disabilities who attend a lesson based on a green technology type of interactive whiteboard and of those who attend a traditional lesson. There were also identified two principal components which explain the attitude of students with intellectual disabilities towards using assistive technology in education. The results of the study highlight the need to extend the interests of including innovative assistive technologies in the education of students with special needs. [ABSTRACT FROM AUTHOR]