Proceedings of the Conference on Quality Assurance in Higher Education: Transforming education-new generation of learners (QAHE 2023)

<Previous Article In Volume
Next Article In Volume>

Results of the Implementation of the Principle of Inclusion in Education

Authors
Batdelger Jamsrandorj1, *
1Department of Methodology, School of Preschool Education, Mongolian National University of Education, Ulaanbaatar, Mongolia
*Corresponding author. Email: jdelger0806@gmail.com
Corresponding Author
Batdelger Jamsrandorj
Available Online 23 February 2024.
DOI
10.2991/978-94-6463-382-5_2How to use a DOI?
Keywords
Portage program; Early intervention; Task analysis; Developmental disabilities; Home environment
Abstract

The study found that the Portage Early Intervention program effectively promoted the development of children with autism spectrum disorder in all five developmental areas. The child who participated in the program showed significant progress in social development, language, self-help, purposeful-motor activity, and cognitive development. The student who provided the intervention attended the training and implementation process. The study highlights the importance of providing early intervention services to children with disabilities in their natural environment. Home-based programs, such as the Portage program, can be effective in promoting the development of children with disabilities and ensuring their inclusion in education. Furthermore, the study emphasizes that training can increase the availability and accessibility of such services in Mongolia. Overall, in the implementation of this home-based program for children with disabilities, the role of undergraduate student worked as a visiting teacher. The findings can inform policy and practice in promoting equality in education for children with disabilities in Mongolia.

Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

<Previous Article In Volume
Next Article In Volume>
Volume Title
Proceedings of the Conference on Quality Assurance in Higher Education: Transforming education-new generation of learners (QAHE 2023)
Series
Atlantis Highlights in Social Sciences, Education and Humanities
Publication Date
23 February 2024
ISBN
10.2991/978-94-6463-382-5_2
ISSN
2667-128X
DOI
10.2991/978-94-6463-382-5_2How to use a DOI?
Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Batdelger Jamsrandorj
PY  - 2024
DA  - 2024/02/23
TI  - Results of the Implementation of the Principle of Inclusion in Education
BT  - Proceedings of the Conference on Quality Assurance in Higher Education: Transforming education-new generation of learners (QAHE 2023)
PB  - Atlantis Press
SP  - 7
EP  - 14
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-382-5_2
DO  - 10.2991/978-94-6463-382-5_2
ID  - Jamsrandorj2024
ER  -