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- 검색키워드
- 저자 : Dhruba Prasad Niure (검색결과 4 건)
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Dhruba Prasad Niure,정대영,Sharan Hari Shrestha,Nam Raj Neupane 대구대학교 한국특수교육문제연구소 2019 특수교육저널 : 이론과 실천 Vol.20 No.3
[Purpose] This study aimed at exploring the ways that teachers have been using to differentiate the general education curriculum in integrated schools of Nepal to meet the special learning needs of students with hearing impairments. [Method] Qualitative research paradigm followed by descriptive research design was applied to collect and analyze data. Six teachers and three sign language interpreters were chosen as study sample by using purposive sampling method to collect information regarding the realities and challenges of differentiating curriculum in an integrated educational setting. In-depth interviews, classroom observations, and document analysis were used to collate information on a required basis. [Results] Study results revealed that several techniques and strategies like recruiting sign language interpreters, grouping based on ability, placing students in the front row of classroom, residential educational services, etc. were applied to differentiate the general education curricula. Regardless of these efforts, there are a number of challenges that have been facing by teachers while differentiating curriculum such as, over responsibilities of the teachers, lack of instructional materials, inadequate sign language interpreters, limited sign language vocabularies, and inflexible curriculum etc. [Conclusion] Even though teachers have been making various attempts to differentiate the curricula, students with hearing impairments do not have full access to curricular contents.
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정대영,Dhruba Prasad Niure 한국특수교육학회 2018 특수교육학연구 Vol.53 No.1
This study was carried out to investigate the reality and challenges of using differentiated instruction in Nepalese classrooms for fulfilling the learning needs of students with disabilities. The whole research process of the study was guided by qualitative research paradigm followed by descriptive research design. Furthermore, quota, purposive, and convenience sampling methods were used to select the sample of the study, and then semi-structured interview schedule, focus group discussion guideline, and classroom observation form were used as the main instruments to collate in-depth information from head-teachers, teachers, and students regarding the reality and challenges of using differentiated instruction in special and integrated schools in Nepal. Study result reveals that curriculum and instructional activities were not differentiated deliberately at the classroom to cope special needs of the children with disabilities except very few examples. Lack of prerequisite knowledge, limited resources in the schools, poor collaboration among teachers, poor practice of cooperative teaching, unfavorable leaning environment, and lack of alternative evaluation procedures were found as major challenges to differentiate instructional activities in special and integrated schools.
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Barriers to Inclusive Education in Nepal
정대영,Dhruba Prasad Niure 한국특수교육학회 2017 특수교육학연구 Vol.52 No.2
Different attempts have been made to ensure educational rights of the children with disabilities from the side of Nepal Government for few decades, but such endeavors are not enough till the date. In this regard, this article presents the major barriers to inclusive education in Nepal that were found as the result of study. The data collection and analysis process of the study was guided by the qualitative research paradigm. Semi-structured interview was used to collect in-depth information from key informants (five head-teachers and 10 teachers) and related documents were also reviewed for additional information. Several factors such as ambiguity in inclusive education policy, poor collaboration between school and family, lack of knowledge about IEP, curriculum differentiation, multi-tiered support system, and transition planning; inadequate practice of co-teaching, inflexible curriculum, irresponsive instruction, poor physical infrastructure, etc. were identified as the noticeable barriers to inclusive education in Nepalese context.
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Sharan Hari Shrestha,정대영,Dhruba Prasad Niure,하창완 한국정서행동장애학회 2019 정서ㆍ행동장애연구 Vol.35 No.3
The study aimed to explore the appropriate and relevant ways forward for improving services to educate children with ASD in the context of Nepal. This qualitative research was guided by interpretive research paradigm and hermeneutic phenomenology research design. In-depth interview was conducted with five parents, five teachers and three experts from Kathmandu Valley by using convenience sampling method. As a result of the study, some important and fruitful suggestions have been given by participants were conducting public awareness campaigns, providing early assessment and intervention service, establishment of diagnostic center, development of ASD schools and resource centers, development of curriculum and IEP, production of skilled manpower, expanding investment in the sector of ASD, and utilization of specific teaching strategies. The findings of this study, being a new concept and subject in the field of ASD in the context of Nepal, will be a mile stone for educating children with Autism Spectrum Disorders.
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