A symbolic analysis of the policy landscape for DHH students in Australia

BackgroundThis article presents on the outcomes of a study that focused on an analysis of inclusive education (IE) policies in South Africa, Ghana and Uganda. Persons with disabilities live within communities and are raised by the values that apply within their communal context. Policymaking is intricately linked to policy implementation, and the inclusion of local knowledge strengthens policy influence, impacting on implementation processes.ObjectivesThis research study explored the definition and foci of inclusion, whether local knowledge is included and how it is represented within the national inclusive education policy in South Africa, Ghana and Uganda. This study reports on the outcomes of the second objective on inclusion of local knowledge.MethodA qualitative, critical, interpretative and constructivist approach was utilised for the study. Data were gathered through a desktop review and in-depth, individual interviews.ResultsThere is inclusion of some local knowledge within the national policies; however, this is minimal and insufficient. Participants argue that even when it is included, it is often embedded or implied, that local knowledge should be made more prominent within inclusive education policies as local knowledge is a community resource that supports policy implementation.ConclusionThe inclusion of local community knowledge and ways of knowing within inclusive education policies is viewed as a critical and an integral aspect of policymaking. It will help to address the challenges of stigma and negative attitudes, promoting a continuity of knowledge that supports local values and well-being of children with disabilities and their communities.

This study analyzed the current status of inclusive education policies and the perceptions of prospective preschool teachers regarding these policies. The findings of this study are as follows, Firstly, the current government is promoting unified management systems for inclusive education policies. Secondly, prospective preschool teachers show more interest in inclusive education policies than in knowledge itself. Thirdly, prospective preschool teachers recognize the necessity of inclusive education policies because they ensure the similarity between early childhood education and care, enabling all young children to receive equal education and services. Fourthly, prospective preschool teachers believe that the qualification standards for teachers in inclusive education policies should remain similar to those of current kindergarten teachers, and the acquisition methods should be maintained in their current form. Fifthly, prospective preschool teachers perceive the goals of inclusive education policies as aiming to improve the quality of early childhood education and care. The conclusions of this study are: Firstly, legislative amendments related to inclusive education policies are necessary for their implementation. Secondly, strategies for enhancing knowledge about inclusive education policies should be developed. Thirdly, inclusive education policies should be approached with a long-term perspective. Fourthly, ways to bridge gaps between various perspectives need to be considered. Fifthly, there is a need for curriculum development related to inclusive education policies.

The researcher investigated the effect of inclusive education policies on students’ achievement in inclusive model schools in Nyagatare district, Rwanda. Specifically, this study intended to examine the effectiveness of school training, resources and accessible environment in executing inclusive education policies in inclusive model schools in Nyagatare district, Rwanda, To assess the level of students ‘social integration and students’ achievement in inclusive model schools in Nyagatare district, Rwanda and To determine the influence of inclusive education policies on academic performance among students in inclusive model schools in Nyagatare district, Rwanda. The total population was 979 individuals, with a total sample of 284 respondents from Nyagatare Districts schools. The researcher selected headteachers using purposive sampling approaches while selecting teachers and students using simple random methods while the findings were analyzed through SPSS version 21, and interpretations were made based on results given by respondents. To the first objective, results indicate that 61.4% strongly agreed and 25.6% agreed that adaptive teaching and learning resources indicate inclusive education policies, 81.8% strongly agreed and 18.2% agreed that appropriate teaching and learning environments indicate inclusive education policies, 68.2% strongly agreed, and 20.5% agreed that an inclusive education action plan indicates inclusive education policies. Finally, 63.6% strongly agreed and 22.7% agreed that inclusive education monitoring and evaluation indicate inclusive education policies. To the second objective, the study indicates that 56.8% strongly agreed and 25.0% agreed that Enhancing social skills by my students indicates their level of students’ achievement in inclusive model schools , 79.5% strongly agreed and 18.2 % agreed that Improved academic performance of my students indicates their level of students’ achievement in inclusive model schools, 70.5 % strongly agreed and 18.2 % agreed that Reduced stigma and discrimination among my students indicate their level of’ achievement in inclusive model schools, and finally, 61.4 % strongly agreed and 25.0 % agreed that High tests, classwork, and exams the results for my students indicate their level of students’ achievement in inclusive model schools. For the third objective, the correlation matrix between independent variables (adapted teaching and learning resources, appropriate teaching and learning environment, inclusive education action plan, and inclusive education monitoring and evaluation) and dependent variables (Enhanced social skills, improved academic performance, high tests, classwork and exam results, and improved class participation) can show academic performance among students in inclusive model schools. Finally, they indicate positive significance since the p-value is smaller than 0.05. The study recommends that Schools should promote inclusive education by developing individualized support systems, investing in teacher training, and creating inclusive curriculums. Fair assessment methods, parental and community involvement, equitable resource allocation, policy implementation, student empowerment, and research promotion are essential for creating effective learning environments.

The general objective of this study is to assess the effect of strategic Planning on Organization performance in Non – Profit Organizations in Rwanda, a Case study of World Vision Rwanda (Kigali). The specific objectives were; to determine the effect of Stakeholder involvement, resource allocation, and risk planning in strategic planning on organization performance in Non-profit organizations in Rwanda. The total population was 300, and the sample size was 171, calculated using the Yamane formula. Both stratified and purposive sampling techniques were employed. This research used a descriptive design with a correlation-regression size effect for each specific study objective. The present research used qualitative and quantitative approaches. They are concerned with the specific objectives of this study. The findings showed a strong positive relationship between stakeholder engagement, effective resource allocation, and effective risk planning with organizational performance. Whereby stakeholder engagement has 0. Four hundred seventy-two correlations, resource allocation has 0.502 correlations, and risk planning has 0.893 correlations with organizational performance in non-government Organizations. Further, the findings showed that R Square is high, indicating a high contribution of independent variables to dependent variables. Adjusted R Square shows that considering stakeholder engagement, resource allocation, and risk planning during strategic planning contributes up to 52.1% to organizational performance. This assumes that non-governmental organizations are urged to consider stakeholder engagement, resource allocation, and risk planning during strategic planning to ensure organizational performance. The study concludes that for proper organizational strategic planning, similar organizations are recommended to engage critical stakeholders during planning practices. Keywords: Strategic Planning, Organizational Performance, Non-Profit Organizations, World Vision, Kigali &nbsp

This study explores the influence of marketing strategies, technology utilization, inclusive education policies, and collaboration with the industry sector on the positive image of educational institutions. Employing the SmartPLS approach and statistical analysis, the findings indicate that responsive marketing strategies, effective technology utilization, inclusive policies, and partnerships with the industry sector significantly impact the institution's image in education. In this research, it was found that market-responsive marketing strategies significantly affect the positive institutional image (T-statistics: 13.197), followed by technology utilization playing a crucial role in building a positive image (T-statistics: 11.735). Inclusive education policies and collaboration with the industry sector also have a significant impact on enhancing the institution's image (Inclusive Education Policy - Positive Image, T-statistics: 5.928; Collaboration with Industry Sector - Positive Image, T-statistics: 8.834). The research results affirm the importance of implementing adaptive marketing strategies and advanced technology in constructing a positive image of educational institutions in the eyes of the public. By strengthening these factors, educational institutions have the opportunity to meet stakeholders' expectations regarding the provided educational services. This study contributes significantly to understanding the factors influencing the reputation of educational institutions and provides strategic guidance for developing the educational institution's image towards a more positive and ad aptive direction.

This study examined the influence of head teachers’ leadership role in the implementation of inclusive education policy in primary schools in Rusizi District, Rwanda. The objectives were to: assess the influence of resource management and allocation on inclusive education policy implementation; analyze the influence of professional development; examine the influence of monitoring and evaluation (M&E); and assess the influence of stakeholder collaboration. Guided by Distributed Leadership and Vygotsky’s Social Development theories, a mixed-methods descriptive survey design was employed, involving 316 respondents, including head teachers and teachers. Data were collected through structured questionnaires and semi-structured interviews. Reliability was confirmed using Cronbach’s alpha (≥0.70), while validity was ensured through expert judgment. Results revealed that resource management and allocation explained 41.1% of the variance in policy implementation (R = 0.641, R² = 0.411, B = 0.721, p < 0.001); professional development accounted for 32.7% (R = 0.572, R² = 0.327, B = 1.047, p < 0.001); monitoring and evaluation explained 39.3% (R = 0.627, R² = 0.393, B = 0.572, p < 0.001); and stakeholder collaboration explained 39.3% (R = 0.627, R² = 0.393, B = 0.572, p < 0.001). The findings indicate that strategic resource management, continuous professional development, robust M&E, and stakeholder engagement have significant positive impacts on inclusive education implementation. The study concludes that effective head teacher leadership integrating these aspects enhances accessibility, quality, and sustainability of inclusive education. Recommendations include strengthening teacher training, institutionalizing M&E systems, ensuring timely resource provision, and promoting collaborative stakeholder frameworks. Further research should explore long-term impacts, assistive technology use, and community participation in inclusive education.

The provision of education to children is a human right that most countries including Namibia are trying to achieve. Hence, through educational inclusion, educators strive for removal of barriers within education systems for all children to learn. The purpose of this study was to explore how the Namibian inclusive education (IE) policy responds to gender non‐conforming learners. Drawing upon the Social Identity Perspective (SIP) and interviews with four education officers and employing a transformative case study, this study revealed that the Namibian IE policy does not clearly pronounce itself on inclusion of gender non‐conforming learners. The study further discovered culture, religious beliefs, lack of training and lack of information on gender non‐conformity as factors preventing teachers to interpret the IE policy statement in relation to gender non‐conformity. The study recommends for the IE policy to have a clear statement and guidelines on handling of gender non‐conformity issues in schools. The study further recommends for the programmes for in‐service teacher training to integrate the content on sexuality and gender diversity. Moreover, through in‐service teacher training, education officers should provide correct information on gender non‐conformity to curb the discrimination towards gender non‐conforming learners within the school communities.

This study investigated inclusive and special education policy in Nepal. This paper employs social constructionism and discourse analysis as theoretical perspectives. This study is informed by the findings of the author’s doctoral research. Data were collected from a selected key policy document between 1970 and 2020. Discourses of disability was used as a methodology to examine how these policies construct the meaning of disability and inclusive education. The findings of this study demonstrated that Nepalese inclusive and special education policies have been influenced by the medical or deficit and social or human rights model discourse of disability. This article identified that the educational policies of Nepal were consistent and in variation between these two discourses of disability. This study found that inclusive education policies had rhetoric, contradictions and tensions within the policy documents. Limitations and recommendations of this research were also discussed.

This study investigates the disconnect between the intent of inclusive education policies and their practical implementation among mainstream educators in Limpopo Province, South Africa. Using a qualitative within a case study design, inductive approach within an interpretivist framework, the research collected data through interviews with ten educators from five mainstream schools in the Capricorn District. Findings reveal that educators face significant challenges, including a lack of understanding of inclusive education policies, insufficient specialized training, and limited institutional support. These barriers are further exacerbated by resource constraints, such as inadequate infrastructure and teaching materials, as well as attitudinal barriers among educators and school management. Many educators expressed frustration with the complexity of policy documents and the absence of clear, actionable guidelines, which hinder their ability to effectively implement inclusive practices in diverse classroom settings. The study underscores the urgent need for targeted professional development programs that provide practical strategies for inclusive teaching, simplified and accessible policy documents, and enhanced institutional support, including adequate resources and leadership involvement. These measures are imperative for mitigating the disparity between policy frameworks and their practical application, thereby facilitating the realization of inclusive education objective. The insights from this research offer valuable recommendations for policymakers and stakeholders to improve training, resource allocation, and policy alignment, ultimately fostering more equitable and inclusive educational environments. By addressing these challenges, This study makes a substantive contribution toward the advancement of inclusive pedagogical objectives by promoting equitable access to quality education for diverse learners, irrespective of individual learning needs or systemic barriers.

Educational policy guidelines mandate that all learning institutions, adopt, design and embrace programs that are conducive to learners with disabilities. In spite of inclusive education policy guidelines, disability remains a major course of discrimination in Kenyan schools. This study therefore, examined the structural modification challenges on the implementation of inclusive education policy in schools. The study adopted mixed-method research approach, which uses both qualitative and quantitative methods. The target population comprised all the principals, teachers and students in Tharaka-Nithi County. The study employed purposive sampling to select 16 extra-county and county secondary schools. The sample size constituted 161 respondents. The data were collected using questionnaires for 100 class teachers, teaching learners with disabilities, an interview guide for 11 learners with physical disabilities to discuss their personal experiences on structural modification challenges and focus groups discussions for 50 non-disabled students learning in the same classrooms with learners with disabilities. Quantitative data were analyzed by descriptive statistics of frequency counts and percentages while qualitative data were analyzed thematically. The research findings established lack of modified physical resources, poor attitude towards inclusive education policy, poverty among parents of children with disabilities, and lack of teachers’ skills on Special Needs Education (SNE) were major challenges facing the implementation of inclusive education in public secondary schools. There are other structural modification challenges not in the scope of this study that could be affecting implementation of inclusive education policy and can be tackled at school level. The study established a clear link between structural modification challenges and weak policy guidelines. Therefore, the study concluded that weak inclusive education policy guidelines on structural modification in schools led to lack of modified physical resources, poor attitudes of key stakeholders, poverty and lack of teachers’ skills on SNE, which contributed to poor implementation of inclusive education. Thus, a clear inclusive education policy guideline on structural modification is necessary to enable schools provide a learner-friendly environment, that nurtures learner diversity.   Key words: Structural modification challenges, inclusive education policy, public schools, Kenya.

BackgroundSchool wellness programming is important for promoting healthy lifestyles and academic achievement in youth; however, research is needed on methods that can help schools implement and sustain such programs on their own. The purpose of this study was to investigate factors within and outside the school environment that influenced school capacity for implementation and potential sustainability of wellness programming.MethodsAs part of the School Wellness Integration Targeting Child Health (SWITCH®) intervention, elementary school wellness teams (N = 30) were guided through a capacity-building process focused on promoting the adoption of healthy lifestyle behaviors in students. Data on implementation were collected through three standardized surveys and interviews (pre-mid-post) and a post-implementation interview. Indicators of organizational capacity were assessed using the School Wellness Readiness Assessment (SWRA). Paired t-tests were run to assess changes in implementation (classroom, physical education, and lunchroom settings), capacity, and stakeholder engagement over time. One-way analysis of variance (ANOVA) tests were run to examine how implementation of best practices (low, moderate, high) explained differences in capacity gains. Qualitative data were analyzed through inductive and deductive analysis, following the Consolidated Framework for Implementation Research (CFIR).ResultsPaired t-tests showed non-significant increases in school and setting-specific capacity and implementation of SWITCH best practices over time, in addition to a consistent level of engagement from key stakeholders. ANOVA results revealed non-significant associations between implementation group and gains in school capacity (F [2, 24] = 1.63; p = .21), class capacity (F [2, 24]=0.20 p = .82), lunchroom capacity (F [2, 24]=0.29; p = .78), and physical education (F [2, 24]=1.45; p = .25). Qualitative data demonstrated that factors within the outer setting (i.e., engaging community partners) facilitated programming. Inner-setting factors (i.e., relationships with administration and staff) influenced implementation. Implementation process themes (e.g., planning, adaptation of resources to meet school capacity/needs, and engaging students as leaders) were cited as key facilitators. Schools discussed factors affecting sustainability, such as school culture and knowledge of school wellness policy.ConclusionsThe results from this implementation study document the importance of allowing schools to adapt programming to meet their local needs, and highlight the strengths of measuring multiple implementation outcomes. Increased support is needed for schools regarding the formation and improvement of wellness policies as a means to enhance sustainability over time.

Over 100 million displaced people rely on health services in humanitarian contexts, defined as unstable or transitory settings created in response to complex emergencies. While services are often described, there is a dearth of evidence on best practices for successful implementation to guide efforts to optimize health delivery. Implementation science is a promising but underutilized tool to address this gap. This scoping review evaluates implementation science in health services for forced migrants in humanitarian settings. We conducted a scoping review according to JBI methodologies. A search of eight databases yielded 7,795 articles, after removal of duplicates, that were screened using PRISMA-ScR guidelines. Data extraction assessed study descriptors, implementation objects, barriers, facilitators, implementation strategies, and use of implementation frameworks in service delivery. Data from 116 studies represented 37 countries and 11 topic areas. Methods were mainly cross-sectional with low-medium evidence rigor. Mental health programs (25%) and vaccination services (16%) were the most common objects of implementation. Thirty-eight unique barriers were identified including resource limitations (30%), health worker shortages (24%), and security risks (24%). Among 29 facilitators, the most common were health worker availability (25%), pre-existing partnerships (25%), and positive perceptions towards the intervention (20%). More than 90% of studies collectively identified 35 implementation strategies, the most common being capacity building (44%), stakeholder engagement (35%), information dissemination (38%), and feedback mechanisms (25%). Only 10 studies used formal implementation models, with RE-AIM (n = 3) and Intervention mapping (n = 2) being most frequent. In this scoping review, we found similar barriers, facilitators, and implementation strategies across diverse humanitarian migrant settings and services. However, the use of rigorous methods and formal implementation models was rare. Frameworks included RE-AIM, CFIR, and Precede-Proceed. Increased use of implementation science frameworks and methods will help humanitarians more rigorously and systematically evaluate and develop best practices for implementation of health services for migrants in humanitarian settings.

Internationally, there is a commitment to inclusive education for students with disability. In Australia, equality of access to mainstream schools is a key policy feature, with educational exclusion of children with disability being unlawful. In this review, the aim was to identify and analyze contemporary documents that point to failures in inclusive policy and legislation in Australia and the state of Victoria by demonstrating educational exclusion of school students with disability. A search of the gray literature was conducted to identify relevant documents from 2010 to 2017. Reference lists of retrieved documents were also searched for other sources. The review included 23 documents and findings demonstrated that the needs of children and families are often not met, with a disconnection evident between inclusive educational policy, legislation, and practices that exclude children with disability from mainstream education. Restrictive practices and gatekeeping act to dissuade families from enrolling children in mainstream education, with many seeking enrolment in special schools. However, concerns with special school practices, such as the use of restrictive interventions have been documented. Parents have resorted to homeschooling, with associated emotional and economic consequences. Tensions between schools and parents were evident, with parents not always having the opportunity to be fully involved in decision‐making processes and planning. The key finding of this review was a clear gap between policy and legislative intentions and practices in schools. Lack of clarity on reasonable adjustments and an underpinning research evidence base to policy results in schools being left to develop their own practices. Strong leadership is needed from principals, and a whole of school commitment, to traverse policy practice gaps that continue to impact on the ability of children with disability to be well‐supported in accessing mainstream schools.

The discussion of inclusive education has become a serious concern for researchers, education observers and education practitioners. However, several studies that have been conducted show that this is less positive for the practice of inclusive education in some educational institutions. This is because inclusive education policies have not been comprehensively understood by stakeholders and leaders of an educational institution. Therefore, the discussion of this article aims to construct education and inclusive education policies that are able to protect the right to education. This research was conducted through the use of library data sources and the use of policy documents such as draft policies and regulations related to inclusive education. The study in this article finds the fact that inclusive education policies do not yet have a strong commitment and fluency in discussing regulations and implementing inclusive education policies in every educational institution. Although on the one hand the right to education has actually been guaranteed by law and the mandate of the establishment of the Unitary State of the Republic of Indonesia. Inclusive education is education that is disability-friendly and anti-discrimination. Thus, this spirit becomes the basis and relevance for guaranteeing the right to education for every community. The conclusion of this article is that education is a right for every citizen that must be provided and guaranteed by the state. Therefore, inclusive education policies that are binding must be published and controlled by government authorities in their implementation in every educational institution

In inclusive education research, rarely are teacher associations a topic of investigation despite their critical role in its implementation and efficacy. A study was conducted as part of the Canadian Disability Policy Alliance using a learning collaborative methodology that explored the extent to which Canadian provincial/territorial teacher association leadership personnel were aware of inclusive education legislation and policy. Using a semi-structured protocol, 14 participants were interviewed, representing 12 Canadian jurisdictions. Results indicated a complex theme with three linked issues: leadership participants stated that their teacher membership was well aware of inclusive education policy, that their membership generally endorsed it, contingent upon adequate resourcing. The particularities of this theme, awareness-endorsement-resources, are contextualised throughout the results, and the implications are raised in the discussion.