Inclusive education and LGTBIQ+ diversity: reflections, measures and proposals with an interdisciplinary approach

Contents - Acknowledgements - Contributors - Foreword - Introduction. Policy, experience and change and the challenge of Inclusive Education: the case of England: Felicity Armstrong and Len Barton.- Inclusive Education in Spain: a view from inside Angeles Parrilla.- The integration of `disabled' children in ordinary schools in France: a new challenge Eric Plaisance.- `Made in Italy': integrazione scolastica and the new vision of inclusive education Simona D'Alessio.- The rhetoric of Inclusive Education in Libya: are children's rights in crisis? Abdelbasit Gadour.- The lethargy of a nation: Inclusive Education in India and developing systemic strategies of change Mithu Alur.- Inclusive Education in Trinidad and Tobago: Jennifer Lavia Disability and Inclusive Education in Zimbabwe: Robert Chimedza.- Towards Inclusive Education in Canada Vianne Timmons.- Educating the other: a journey in Cyprus time and space Helen Phtiaka.- To be or not to be included - that is the question: disabled students in third level education Tina Lowe and Patrick McDonnell.- It's a fit-up! Inclusive Education, Higher Education, policy and the discordant Voice Roger Slee.- Index

Relevance. On one hand Catholic schools have a tradition of caring for the weakest, of paying attention to each person and to his or her needs; on the other hand, factually, they do not differ from other schools in the aspect of integrating of people with disabilities, as shown by the sources studied. Why is there a discrepancy between the paradigm of Catholic education and its realization? Authors (J. M. Barton (2000), M. E. Blackett (2001), J. Ruškus (2002), D. A. Bello (2006), T. J. Long, M. J. Schuttloffl (2006), A. Galkienė (2008), M. Scalan (2009), C. Ch. Grima-Farrell (2012), who have studied inclusive Catholic education pay more attention to the pedagogical or administrative questions raised by inclusive education than to the philosophical basis of such a choice. As a matter of fact, the analysis of Catholic education under the aspect of inclusive education is a new thing in Lithuania. The practical use of the research is the evaluation of the situation, with the identification of the weak aspects of inclusive education in Lithuania. This would allow, in the future, modeling the organization of the education of pupils with special needs on the basis of the paradigm of Catholic education.
 Problem question for the research: what is the situation of inclusive education in Catholic schools in Lithuania? How is it related to the conception of inclusive education expressed by the documents of the Catholic Church?
 The aim of the research: on the basis of empirical research find out the tendencies of inclusive education in Catholic Schools in Lithuania according to the documents of Catholic Church.
 The objectives of the research: 1. Make a survey of scientific literature about inclusive education in Catholic schools. 2. Analyze the vision of inclusive education contained in Church documents and the Church’s declarations about persons with a handicap, their needs and their rights. 3. Analyze the inclusive education in catholic schools according to the documents of Catholic Church.
 Methods of the research: 1. Survey of scientific literature and research results on inclusive education in Catholic schools. 2. Analyze documents of the Catholic Church from Vatican II on Catholic education and persons with a handicap. 3. Case study on the education of people with disabilities in Catholic schools.
 The analysis of the understanding of inclusive education in Catholic schools shows that: 1. It is obvious that students with disabilities should be integrated – this is understood as a norm and as a natural consequence of the Christian understanding of the value of each human person. 2. We underline the qualitative aspect of inclusive education – how it can be organized while, at the same time, maintaining the major components of Catholic education. 3. Practical research shows that, although Catholic education is favorable to inclusiveness, there are many obstacles to its qualitative realization: there is often a lack of financial and human resources, and, as a result, a gap between theory and practice. The documents of the Catholic Church show very clearly the theological grounds of inclusiveness: the person is accepted for his/her own valuable and unquestionable contribution to the community as a human person, since the definition of a Catholic school corresponds to that of a Christian community in which various persons, joined by a common aim live out the values of the Gospel and collaborate. The empirical method was applied in 17 Lithuanian Catholic schools, all of which were analyzed not as multiple cases, but as part of one case-situation of Catholic schools in Lithuania. The empirical research findings reveal that inclusiveness often means that students with disabilities are accepted in the common educational process, but without adapted conditions necessary for a full participation in this process and for personal success. As far as religious education is concerned, students with special needs are integrated in common programs, but there is practically no adaptation or personalization of pastoral work or moral education. The role of the disabled person in forming a community with other students is enhanced, but the vertical, transcendental dimension of his/her mission, which is underlined by the theological approach of the documents, is not mentioned by the schools authorities. Comparison between declarations of the Church documents on people with special needs and the information received from the schools shows a discrepancy between the aim and the reality as evaluated by school authorities, which is more functional than philosophical.

In the current educational setting, the responsibility for teaching students with special needs no longer lies exclusively with special education (SPED) teachers. This shift indicates that the educational paradigm has shifted toward inclusion, necessitating regular interaction and collaboration between receiving teachers and students with special needs (Saloviita, 2018; Byrd R. & Alexander M. 2020) [9]. This study attempted to assess the level of knowledge, skills and attitude of receiving or regular teachers toward inclusive education in Angelo L. Loyola Senior High School, City of Carmona Cavite. It determined the receiving or regular teachers’ level of knowledge, on inclusive education, their level skills and attitude toward inclusive education. Further, it probed the relationship between respondents’ level of knowledge and level of skills on inclusive education; between the respondents’ level of knowledge and attitude for inclusive education and between respondents ’level of skills toward inclusive education. This study, which utilized the descriptive correlational research design, employed 73 regular teachers for its respondents. The findings of the study revealed that the receiving or regular teachers had high level of knowledge on inclusive education with an average mean of 2.93. They had high level of skills inclusive education with an average weighted mean of 3.16. Also, their level of attitude toward inclusive education was “positive” with an average weighted mean of 3.34 Further, there was significant relationship between the respondents’ level of knowledge and skills on inclusive education as shown by the probability value of 0.000 was lower than the 0.001 level of significance; significant relationship between the respondents’ level of skills and attitude toward inclusive education as shown by the probability value of 0.000 was higher than the 0.01 significance level. However, there was a low significant relationship between the respondents’ level of knowledge and attitude for inclusive education as shown by the probability value of 0.025 was less than the 0.05. significance level. It was concluded in the study that the receiving or regular senior high school teachers are conversant about inclusive education. They are generally capable to or inclined toward inclusive education. They have positive attitude or optimistic outlook to incorporate inclusive education in their regular teaching processes. Likewise, the higher their level of knowledge on inclusive education the higher is their level of skills for inclusive education and the higher their level of skills for inclusive education the positive is their attitude toward inclusive education.

Early intervention for children vulnerable to exclusion is currently focused on the child’s effective inclusion in mainstream early childhood education. There is thus a search for developing a shared understanding of what constitutes quality inclusive preschool provision. This was the aim of a qualitative 3-year (2015–17) study of inclusive settings for children from 3 years to compulsory education across European countries, conducted by the European Agency for Special Needs and Inclusive Education. Data consisted of practitioner descriptions of 32 example inclusive preschools from 28 European countries, and more detailed data collected during short visits to eight of the example settings. Qualitative, thematic analysis identified 25 subthemes representing the perceived constituents of inclusive early childhood education provision. These were organised within a framework that intertwined the structure-process-outcome model with the ecological systems model. The resulting adapted ecosystem model for inclusive early childhood education comprises five dimensions: (1) the inclusive education outcomes, (2) processes, and (3) structural factors within the micro environment of the preschool; and the wider (4) inclusive structural factors at community, and (5) at national levels. The framework can be useful for practitioners as well as researchers and policy makers seeking to improve inclusive early childhood education provision.

The aim of this work is to analyse and communicate the ‘state of the art’ in inclusive education for the Spanish communities of Madrid, Extremadura and Andalusia, as it is now more than 20 years since inclusive education was first adopted in Spain. The analysis is displayed in a twofold perspective: the basic standards inclusive education is governed by and how it is perceived by the educators who have been applying it. Firstly, the national standards for inclusive education, the specific legislative norms for each community and how these are applied are examined, the key question being: what are the normal standards at present and where do we go from here? Secondly, the results of a questionnaire addressed to the educators, support teachers and other professionals who work in the different centres of the three Spanish communities are analysed. The conclusions derived from this questionnaire aim to address the following: How is the process of inclusive education carried out in Spain?

I see this chapter as an opportunity to explain my own perspective on the reasons, circumstances and social, legal and professional events that have shaped the current situation regarding Inclusive Education in Spain. It is not my intention, therefore, to describe that situation in an impartial way. What I recount here reflects my convictions and experiences, the evolution of my thought and professional activity, inseparable from my own participation in social and educational development in my country. Another person would surely analyse and explain the past and present of Inclusive Education in Spain differently. Consequently this chapter is an account of my unique experience, closely linked to the people, institutions, ideologies, policies and contexts that have surrounded my career and personal evolution.

Situation with coronavirus has demonstrated that online education is a compulsory measure in arrangement of education for children with disabilities. Learners with disabilities cannot capture educational programs without use of dedicated (adapted) educational programs and methods of teaching and upbringing and also their software support. This article covers issues of arrangement of an educational process for learners with mental retardation with the use of online educational technologies and also describes experience of creation of ‘InclusiveEdu – Information Science 7’ software within principal educational school program. It offers maximum available and efficient educational space arrangement of which takes into account individual characteristics of learners and this educational space can involve all the participants in educational relations: learners, their parents (legal representatives), teachers, special community helpers. It has been found that mentally-retarded children prefer to watch and listen to information instead of reading. That is why the developed software product offers an opportunity to listen to important information. In order to test efficiency of the developed software, a pedagogical experiment was carried out in four schools of Almaty City in conditions of online education which produced positive results in favor of the offered teaching methodology. Key words: online education, inclusive education, inclusive online education, software, disabilities, mental retardation, dedicated educational programs, special educational needs.

The modern educational paradigm recognises inclusive preschool education as an important aspect that requires attention. The relevance lies in rethinking the attitude of society and the state towards children with special educational needs, taking into account changes in pedagogical theory and practice. The article is aimed at highlighting the key aspects of inclusive preschool education, as well as analysing changes in the modern pedagogical paradigm aimed at improving conditions for children with special educational needs. The article analyses the essence of inclusive education, identifying key aspects such as an individual approach to children and creating conditions for their equal participation in joint groups. This was made possible by using the method of documentary research and analysis of the current regulatory framework. The authors emphasise the importance of inclusive preschool education as a key step towards creating a more inclusive and equal society. The article highlights that inclusive education provides an opportunity for children with special educational needs to become equal members of society, reducing the risks of isolation and segregation. The authors examine other aspects of inclusive preschool education, such as the professional training of teachers and specialists, the organisation of developmental environments for children with different needs, and the importance of partnerships with families. The article emphasises that inclusive preschool education is a key step towards creating a more inclusive and equal society.

Inclusive education is based on the principles of human rights and social justice, and emphasizes equality of opportunity and universal access to education for all learners. Sustainable Development Goal 17 (SDG 17), ties successful development agendas to inclusive partnerships—at global, regional, national and local levels—built upon a shared vision and goals centred around people and the planet. Equally important, SDG 4 aims to ensure inclusive and quality education for all while promoting lifelong learning. Quality education cannot be actualized outside of inclusivity which requires partnerships across all levels of governance in order to facilitate sustainable development. The aim of this chapter is to investigate teachers’ experiences on how the implementation of inclusive education through partnerships could be transformed to be relevant for local school while contributing to sustainable development at the same time. Underpinned by complexity theory, this chapter reports on a qualitative research study in which an emergent case study design was utilized to inquire into how teachers at two selected schools in North West Province, South Africa experienced the implementation of inclusive education for sustainability. Data was collected from a sample of nine teachers, one principal, two learners and one visiting lecturer. The results clearly indicate predicaments of the teaching and learning process and serves as confirmation of the complexity of inclusive education and the need for partnerships when implementing inclusive education for sustainability. The chapter contributes to broadening the understanding of how inclusive partnerships are instrumental in creating quality education systems that will benefit the African continent.KeywordSustainable developmentInclusive educationQuality educationPartnerships in inclusive educationAfrica

Education is an indispensable tool that drives development and transforms societies for sustainable development. Policy frameworks at global and national levels dispense legal and uniform discourses on strategies to enable equity in the provision of education. Despite the frameworks, children and youths are still out of school, which indicates that the sustainable development agenda could be unattainable within the anticipated timeframe. This study was designed to critically examine and evaluate the practicability of intervention strategies for inclusive education and suggest ways of improving intervention measures for up-scaling the strategies for sustainable learning among Pastoralists. The key questions include; what are the practicability of the intervention strategies for inclusive education within the pastoralist communities? How can the intervention measures be improved for the effectiveness and success of inclusive education? The focus on inclusive education is dwindling, mainly managing those already enrolled in schools, with lags to tap those not in school. The study utilized a multi-method approach of descriptive and correlational designs through a quantitative and qualitative approach, addressing macro and micro-level issues in inclusive education. Findings show that about 50% of the schools had between 1 to 3 teachers thus majority of the classes were unattended during every given lesson. Also, distance to school had some influence on learner enrolment where the findings show an R square of .067. and a standard error of .51. Strategies applied such as mobile schools to tap learners and enable learning among the pastoralist communities, worked but collapsed due to lack of funds for the needed resources. Beneficiaries from mobile schools are for its reintroduction and up-scaling to enable equitable access to education and sustainable inclusion. This research details effective strategies for enabling inclusive education and widens our understanding of how inclusive education would be implemented, blending with local sociocultural praxis.

The article is devoted to the problem of formation inclusive competence future teachers using art-therapeutic technologies in the educational environment of preschool institutions and the New Ukrainian school. It is noted that the professional unpreparedness of educators, teachers and lecturers of higher education institutions to work in the conditions of inclusion is caused by the shortcomings of the traditional system higher education. For the successful implementation of inclusive education against the background intensive changes in various spheres public life, higher education in Ukraine must optimize the transition to a new paradigm of education – innovative, according to which teacher training for inclusive education is based on competencies. It is determined that the widespread introduction of inclusive education is one of the most important and valuable in its consequences reforms in the pedagogical field. Inclusive education in Ukraine is an innovative educational process and, at the same time, one of the international obligations. Changes in domestic legislation have given a significant driving force in the development of inclusive education in Ukraine. Given the declared, a child with special needs is free to choose an educational institution, in any of them the teacher must be ready to accept the child, include him in the developmental environment and provide a quality level of education. Therefore, the success of the child's adaptation in the educational space will depend on the formation of inclusive competence future teachers of preschool and general secondary education institutions. It is determined that an integral part of the inclusive competence a teacher is the ability to use in professional pedagogical activities a wide range of innovative technologies and approaches to children with special educational needs: health correctional and developmental, art removal mental barriers to learning. It is proved that the using of art-therapeutic, alternative educational technologies, based on the active using of art in the educational process, allows to trace the importance of consistent creative development and thorough creative-oriented professional training of modern preschool and primary school teachers.

The contours of social exclusions are broad and varied. However, tackling exclusion is like policy creation. This study sought to bring out the progress on inclusive education by addressing policy elements in exclusions and inclusive as its main objective based on the scope in policy creationand implementation in higher education. The study used theories; Heutagogy of Stewart Hase (2000); or the self - determined learning as well as Herbert Simon’s social learning (1947) theory or the social discourse theory. The study design was explorative with case surveys from the global trends as a benchmark for its scope including Kenya using the content analysis of Salamanca conference on inclusive education and Education For All and expectations thereafter from the year 2015. The lessons have been derived from survey cases of countries benchmarked as a basis for policy analysis, planning, implementation and for adoption for other countries like Kenya.

This article analyses the attitudes and knowledge about inclusive education among students reading Pedagogy at the University of Valencia and how these are influenced by participants’ age, gender, and which academic programme or year of study they are in. This research comprises a sample of 182 students from the degree’s four year groups, which guarantee a representativeness of 95%. The principal results indicate that attitudes towards inclusive education among students reading Pedagogy are highly positive. However, they consider the training received insufficient. Regarding the participants of the study, the analysis shows that attitudes towards inclusive education are directly related to age, while gender has no influence over students’ attitudes.

Modern school education consists of a mosaic of over-pluralism of cultures, languages, ethnicities, abilities and other characteristics. Under these circumstances, educational systems face the challenge of providing high-quality educational services in order to maintain and sustain social justice. In this respect, inclusive and intercultural education can be the catalysts of change. Nevertheless, what is argued in this article is the need to overcome the dipole created between the two pedagogical paradigms which often inhibits rather than reinforces social justice. Therefore, we should not approach the two paradigms through discrete focuses, but we should pave the way for a third perspective through a blended and comparative approach. At the same time, we make the case that sustainability should become the cornerstone of such endeavour, leading to Sustainable Intercultural and Inclusive Education (SIIE) aiming to benefit all students not only of this but of future generations.

Even though the Korean experience with special education in the public education system is limited, inclusive education for special education needs (SEN) students has been at the center of attention at the national policy level since the mid‐1990s. Since then, Korean educators and administrators have put an emphasis on the revision and regulation of special education policies, guaranteeing the rights of SEN students to learn, and fostering the quality of teachers to strengthen inclusive education. These efforts have led to progress supporting inclusive education. However, there is still much to be achieved. The author examined the current practices and policies of inclusive education and the challenges to implementing successful inclusive education in Korea and found that what is needed is to transform the existing climate of the schools from being competition‐driven to being more cooperative and human‐centered. We need strong leadership from principals and administrators. The Korean process also needs to implement disability awareness programs at the national level in order to improve social perceptions. There is a need for closer collaboration and a stronger partnerships between regular and special education teachers. Teachers need to adopt a positive attitude and perception toward SEN students, and to achieve this, there is a need to provide preservice and in‐service education to promote among teachers the notions inherent to inclusive education. The challenges are long standing complicated issues with respect to the practice of inclusion in Korea. Many of these challenges at times appear almost impossible to resolve. However, every year, more SEN students want to participate in inclusive education and both regular and special education teachers, together with administrators and parents, believe inclusive education is a worthwhile ideal for the education of SEN students.