School Inclusion at the Federal Institute of Amapá: a Case Study at the Macapá Campus

The term children with special educational needs (SEN) refers to highly diverse populations of children with a wide range of physical, cognitive and socioemotional disabilities or difficulties as well as strengths and resources causing them to require varying degrees of special educational support and assistance (Squires, 2012; Vehmas, 2010; Wilson, 2002). Several studies document significant gender imbalances in the number of students who receive special educational support, and for most disability categories the prevalence is higher for boys (Skårbrevik, 2002). The reasons for these imbalances are likely complex, and it is beyond the scope of the present review to account for the hypotheses and findings associated with each disability category. However, a general hypothesis across different categories of special educational needs is the notion that special educational needs are more likely to remain undetected in girls as symptoms and problems in girls may be less visible to educators (Arms et al., 2008). Traditional special education consists of segregating students with special needs from mainstream students within separate and typically smaller classrooms or educational settings. However, as early as in the 1930s, a movement originally known as mainstreaming, and in more recent years as inclusion, has sought to bring an end to segregated placement as the preferred educational option for students with special needs (Carlberg & Kavale, 1980). In 1994, the idea of inclusive education became even more consolidated when the Salamanca Statement was adopted by representatives from 92 countries, resulting in an international shift in policy. This meant that far more students with special needs started entering general educational settings around the globe (Murawski & Lee Swanson, 2001; Ruijs & Peetsma, 2009). The terms inclusion, mainstreaming, integrated placement, and cross-categorical instruction all refer to educational settings with a group composition consisting of a mixture of students with and without special educational needs. In the present review, we have chosen to use the term inclusion to refer to general educational settings in which there is a mixture of students with and without special educational needs. Ideally, inclusion and inclusive education should be based on an educational approach in which the goal is to continuously address and respond to the diversity of needs of all learners through increasing participation and reducing exclusion within and from education. Inclusion thus may involve changes and modifications in content, approaches, structures and strategies, with a common vision which covers all children and a conviction that it is the responsibility of the regular system to educate all children. Inclusion emphasises the provision of opportunities for equal participation of children with disabilities (physical, social and/or emotional) whenever possible into general education, but leaves open the possibility of personal choice and options for special assistance and facilities for those who need it (UNESCO, 2005). Inclusion as an ideological and theoretical movement was built on a philosophical foundation but during the last 60 years, the number of empirical studies addressing inclusive education has grown tremendously. However, findings on the efficacy of inclusion on student outcomes are still far from unequivocal (Kavale & Forness, 2000; Lindsay, 2007; Ruijs & Peetsma, 2009). This is where the present review will contribute, as the aim of the review is to summarise contemporary evidence on the effects of inclusive education when compared to a traditional segregated approach on students' learning, socioemotional adjustment and well-being. It is important to consider the types of students who might benefit most from inclusive education. As stated earlier, it is possible that the effects of inclusive education may be different for girls and boys. Further, a child's cognitive and socioemotional skills and needs develop throughout childhood and adolescence (Lightfoot et al., 2009) and thus, it is possible that the potential benefits of inclusive education may vary depending on the age of the children. We plan to to explore the impact of these student characteristics on student outcomes. At the core of inclusion is the principle that students with special or additional learning needs or disabilities belong in mainstream education. The fundamental principle of inclusive education is that all children should learn together, regardless of any difficulties or differences (UNESCO, 2005; Winter & O'Raw, 2010). However, operationally within the present review, we define inclusion as an educational setting with a mixture of children with and without special educational needs. In the present review, the intervention termed inclusion may thus be defined as any given group composition within a general educational setting which contains at least one child with an identified special educational need. Based on the core principles of inclusion there are many ways in which inclusion may be practised and adjusted, and thus there are a large number of characteristics within the inclusive setting, which may vary across the included studies. We will review studies of all kinds of inclusive education meaning that placement in the inclusive setting may be full time or part time. Special education students are a diverse group, as outlined in Section 4.1.2, and we will review studies regardless of the type of special educational needs of the student population and regardless of the ratio of students with and without special needs within the inclusive setting. We will include studies in which the general education teachers are provided with support and continuing professional development aimed at helping the teachers accommodate the needs of special education students and studies of inclusive settings in which no such support is offered to the teachers. It is often referred to as coteaching when two or more professionals deliver substantive instruction to a diverse or blended group of students within the same physical space (Murawski & Lee Swanson, 2001). In the present review, we will include studies, in which special education teachers and/or teaching assistants are present within the general education setting (coteaching) and studies in which they are not. For physically disabled students there may be adjustments made to the inclusive educational setting in order to accommodate aids such as wheelchairs, and for dyslexic students a number of computer programmes may be available. We will review studies in which students with special needs are provided with any kind of aid and technological support. This list of possible variations in student and classroom characteristics is not exhaustive, and in summary, within the present review we will include studies of all kinds of inclusive education as long as the studies are aimed at exploring the effects of inclusion in comparison to segregated special educational settings. We plan to conduct moderator analyses to explore the impact of specific characteristics of the inclusive educational setting and the characteristics of special educational needs on student outcomes. Considering the rapid global development towards inclusive educational placement for students with special educational needs, there is a rather surprising lack of pedagogical, psychological, or didactic theories regarding the specific ways in which inclusive education may affect students with special needs' academic and socioemotional development. Group composition within the educational setting may play a significant role in determining the academic achievement, socioemotional development and overall wellbeing of special needs students. Theoretically and ideologically, scholars favouring mainstreaming or inclusion propose that segregated educational placement causes stigmatisation and social isolation which may have detrimental effects on the self-concept, social identity, and self-confidence of students with special educational needs (Dyssegaard & Larsen, 2013). Second, being placed in a general education classroom along with typically developing peers is proposed to benefit special needs students' academic growth through peer effects (Rea et al., 2002; Tremblay, 2013). Finally, it is hypothesised that social interaction with general education peers may provide developmental opportunities that are not present in smaller, specialised units (Fisher & Meyer, 2002). On the other hand, opponents of inclusive education for all special needs students suggest that placement in general education classrooms may have adverse effects for special needs children especially if the time and resources allocated for individualisation and differentiation are not aligned with student needs. In such cases, special needs students' learning opportunities and wellbeing may also suffer, resulting in damages to self-concept (Zeleke, 2004), social isolation or bullying (Monchy et al., 2004; Pijl et al., 2010), stress (Pitt & Curtin, 2004), negative self-perception, and lower self-confidence (Bakker et al., 2007; Ruijs & Peetsma, 2009). Hegarty (1993) provides a narrative review of the literature on inclusion and suggests that a number of factors are associated with positive student outcomes in inclusive settings. These are: (1) instruction based on student achievement needs, (2) materials and procedures that allow students to proceed at their own pace, (3) additional time for students who need it, (4) increased student responsibility for their own learning, (5) cooperation among students in achieving goals, (6) support teaching and (7) collaboration among special and general education teachers. In sum, the impact of inclusion on the academic achievement, socioemotional development, and wellbeing of students with special needs may be hypothesised to be both positive and negative, and the current knowledge base is rather unclear, leaving special educators and policymakers uncertain when making decisions on special education provision. Since the 1980s, a number of reviews on the impact of inclusion on students with special needs have been published (Madden & Slavin, 1983; Ottenbacher & Cooper, 1982; Wang & Baker, 1985; Hegarty, 1993). Results are equivocal, and several reviews point to a number of methodological challenges and weaknesses of the study designs within the included primary studies. In summary, most reviews suggest a neutral or small positive impact of inclusion on most outcomes. However, all reviews also point to the need to study the impact of potential moderators more thoroughly, as there may be several interaction effects between student and classroom characteristics, such as student disability category × proportion of students with disabilities within the classroom and disability category × presence of teaching assistants. Therefore, it is important to conduct the present review in order to explore the impact of potential moderators associated with student and classroom characteristics. In the following section we present the existing reviews and their main findings. In a systematic review and meta-analysis, which included 50 primary studies exploring the effects of special versus regular class placement for children with special needs, Carlberg and Kavale (1980) concluded that for students with special needs consisting of below average IQs, special classes were significantly inferior to regular classes on all outcome measures (separate analyses were carried out for achievement, social/personal and other measures). However, for students with behavioural disorders, emotional disturbances and learning disabilities (LDs), special classes were superior to regular classes. Madden and Slavin (1983) conducted a narrative review of the effects of mainstreaming/inclusion on students with mild academic disabilities. The review does not include a description of the search strategy for identifying records or the criteria used to determine eligibility for inclusion in the review. The review concludes that among methodologically adequate studies, findings indicate few benefits on academic and social outcomes of placement in full-time special education compared with part-time placement with resource support or full time regular class placement for students with mild academic disabilities. Ottenbacher and Cooper (1982) conducted a systematic review and meta-analysis, which included 43 primary studies exploring the effects of class placement (special class, regular class and resource class defined as placement in regular education classroom with resource support and the possibility for part time segregated education) on the social adjustment of students with mild cognitive disabilities. The overall results suggest a very small effect in favour of special class placement over regular class placement. However, when special class placement was compared with resource class placement, results were insignificant but favouring resource class placement. Wang and Baker (1985) conducted a systematic review and meta-analysis, which included 11 primary studies exploring the effects of mainstreaming/inclusion on children with special educational needs. In order to be eligible for inclusion in this review, primary studies needed to provide information on the effects of mainstreaming on students with special needs placed in a regular education setting. The studies had to use a control group consisting of special needs students with comparable impairment classifications placed in a segregated learning environment. The final selection of studies included 11 studies published between 1975 and 1984. The included studies used a wide variety of outcomes, but within the meta-analysis, outcomes were synthesised into three categories: performance, attitudinal, and process effects, and separate analyses were carried out for each of the three outcome categories. The study found small-to-moderate beneficial effects of inclusion on all outcomes with an overall mean weighted effect size across all studies and all three categories of outcomes of 0.33. Hegarty (1993) provides a narrative review of the literature on integration (inclusion) of students with different disabilities. The narrative review is based on a literature review which was commissioned by the Centre for Educational Research and Innovation under the Organisation for Economic Cooperation and Development (OECD) and was conducted by researchers in five different countries. The review does not include a description of the search strategies for identifying records or the criteria used to determine eligibility for the selected primary studies. Within the review, a number of factors which are associated with effective integration programmes are identified. Baker et al. (1994/1995) describe a review and meta-analysis by Baker et al. (1994/1995), which included 13 primary studies exploring the effects of inclusive placement on academic and social outcomes for students with special needs. We have been unable to retrieve the original publication, but according to Baker et al. (1994/1995), this study found a very small effect in favour of inclusive placement on academic outcomes (0.08) and a small to moderate effect on social outcomes (0.28). Sebba and Sachdev (1997) provide a review as part of a research report on what works for whom in inclusive education. The review does not include a description of the search strategy or the criteria for inclusion/exclusion of studies for the review. Within the research report, the authors suggest an overall positive impact of inclusive education and list a number of potential moderators such as attitudes of teachers and parents as well as a number of recommendations for the implementation of inclusive education. McGregor and Vogelsberg (1998) provide a narrative review of studies of both the effects of inclusive schooling on student outcomes and studies focusing on issues related to the implementation of inclusion. The review includes both quantitative and qualitative studies including case studies. Results are difficult to synthesise, but suggest an overall positive impact of inclusion based on the main findings: (1) students with disabilities demonstrate high levels of social interaction in settings with typically developing peers, but placement alone does not guarantee positive social outcomes; (2) interactive small group contexts facilitate skill acquisition and social acceptance; (3) friendships develop between students with disabilities and typically developing peers. Freeman and Alkin (2000) conducted a systematic narrative review in which it was concluded that on measures of academic achievement and social competence, children with mental retardation placed in general education perform better than children with mental retardation placed in special education classrooms. This review was only about children with mental retardation and did not include meta-analyses. Murawski and Lee Swanson (2001) conducted a systematic review and meta-analysis which included 6 studies exploring the effectiveness of coteaching on student outcomes of both general education students and students with special educational needs. Coteaching was defined as two or more professionals delivering substantive instruction to a diverse or blended group of students within a shared/common physical space, and thus in this review coteaching is a form of inclusion. The outcomes within the included studies were grades, achievement scores, social and attitudinal outcomes. The review found coteaching to be effective (average total effect size of 0.40). It is unclear what the control conditions within the included studies were and two of the included studies did not have a control group, but used a pre-test/post-test research design. Lindsay (2007) provides a narrative review of the effectiveness of inclusive education for students with special educational needs. The review provides a historical overview of the vast literature prior to 2000 and a search of studies published 2001–2005 in eight journals on special education. The search identified 1373 studies and points to the fact that only 1% of the identified papers were comparative outcome studies. The review concludes that there is a lack of evidence for the effectiveness of inclusion and argues that where evidence does exist, the balance is only marginally positive. Lindsay (2007) thus supports the need for an updated systematic review and meta-analysis on the effectiveness of inclusion for students with special needs, with special attention to the potential impact of student and classroom moderators. In a systematic narrative review of the effects of inclusion on both learning and socioemotional outcomes of students with and without special needs, Ruijs and Peetsma (2009) point to mixed findings regarding the effects of inclusion on student outcomes and suggest a number of potential moderators. The authors conclude that there is a need for more research. This review has not been updated since publication and does not include meta-analyses. In 2009, a systematic review of evidence comparing the academic performance of students with special needs in different educational settings was carried out by the Canadian Council on Learning. The review included 30 primary studies. The search strategy for identifying studies was not described. The included studies examined students with LDs, intellectual disabilities, language impairments and mixed disabilities. The quality of each study was rated as either "high", "medium", or "low" based on criteria related to transparency and research design, and effect sizes were retrieved. No meta-analyses were carried out, but the authors provide tables illustrating the number of effect sizes for each disability category favouring either inclusive or segregated settings along with the quality ratings of the studies from which they were retrieved. The authors point to mixed findings but conclude that the balance of evidence shows favourable academic outcomes for students with special educational needs educated in inclusive settings, however they also note that results are not homogenous and that effects are generally small in magnitude.11 The review was retrieved 2.10.2019 from: https://files.eric.ed.gov/fulltext/ED519296.pdf. Dyssegaard and Larsen (2013) provide a systematic review and narrative synthesis on the effects of including children with special needs in mainstream teaching in primary and lower secondary school, and on which of the applied educational methods have proven to have a positive effect. The narrative synthesis is based on 43 studies of which 16 studies were deemed to have a "high level of evidence". The included studies consist of randomised controlled trials, non-randomised controlled trials, systematic reviews, cohort studies, longitudinal studies, and studies using a pre-test/post-test design. The systematic review included studies focusing on outcomes for both mainstream and special needs students and does not include a meta-analysis. The conclusion points to mixed findings regarding the overall effectiveness of inclusion on the academic achievement and psychosocial adjustment of special needs students and suggests that the effects may vary depending on the age of the child and the overall school and teacher attitudes towards inclusion. Furthermore, the review suggests that the effectiveness of coteaching may depend on the educational background and continuous professional development of both special and general education teachers and of teaching assistants. Carroll et al. (2017) provide a rapid evidence assessment of studies focused on approaches, strategies, and interventions supporting children and young people with special educational needs in mainstream schools. The rapid evidence assessment is based on a systematic search in a single database (ERIC) as well as a strategy of consulting experts within the relevant fields. The initial search identified 1046 papers of which 505 were later excluded due to low quality of evidence. The rapid evidence assessment points to a number of implementation strategies, pedagogical and didactic approaches which have shown positive results. Furthermore, the study points to evidence gaps and suggests the need for further research. The rapid evidence assessment does not include a meta-analysis. In the present review, besides being up to date, we will conduct an extensive risk of bias assessment of all included studies, and we will provide separate meta-analyses for each conceptual outcome (academic achievement, socioemotional development and wellbeing). Furthermore, we hope to be able to conduct moderator analyses based on the children's specific disability categories and the specific type of inclusion setting. This may shed further light on the initial differential findings from existing reviews. Traditional segregated special education is costly and in a time of increased interaction between special and general education systems and constraints on education spending, policymakers must consider the cost-efficiency of different special needs provisions. As more students with special educational needs enter general education settings, educators and policymakers must consider how the needs of these students are met in different settings and on what grounds placement in general or special educational settings should be determined. As previously noted, the current knowledge base is ambiguous with many findings suggesting a complex interplay between student and classroom characteristics (Carlberg & Kavale, 1980; Mesibov & Shea, 1996; Peetsma et al., 2001), leaving special educators and policymakers uncertain when making decisions on special education provision and highlighting the need for a comprehensive review of the effectiveness of inclusion on student outcomes. The objective of this systematic review is firstly: To uncover and synthesise data from studies to assess the effects of inclusion on measures of academic achievement, socioemotional development and wellbeing of children with special needs when compared to children with special needs who receive special education in a segregated setting. A secondary objective is to explore how potential moderators (gender, age, type of special need, part or full time inclusive education, and coteaching) affect the outcomes. The moderator analysis will be performed as outlined in Section 4.3.11. In order to summarise what is known about the causal effects of inclusion on student's academic achievement, socioemotional outcomes, and wellbeing in special education, we will include all studies with a well-defined control group. Thus, the study designs eligible for inclusion are: Randomised and quasi-randomised controlled trials (allocated at either the individual level or cluster level, e.g., class/school/geographical area etc.). Non-randomised studies (inclusion has occurred in the course of usual decisions, the allocation to inclusive and segregated special educational placement is not controlled by the and there is a comparison of two or more of at least a group and a control using a single group research will not be eligible for inclusion in the review. Non-randomised studies using an approach will not be the of exclusion of studies using an for for studies of these In order to the risk of bias in cluster randomised studies, we will study designs in which only one was to the intervention or control group. there must be at least two units in the intervention group and two units in the control group, as there is a risk of effects with effects this likely be In order to the of findings from the present review to current and we will search to studies published The for studies is as a number of systematic reviews and meta-analyses have synthesised the effects of inclusion based on studies published prior to Second, educational settings, pedagogical approaches and the development and of technological to support the educational needs of special needs children have changes throughout the two & and in order for the findings from the present review to be to the current within educational settings, we will review to the more recent findings. The review will include special needs children in to the in in special education in the defined as the countries. The reasons for focusing on the are we that the in which children with disabilities are within is which fundamental differences in the for children with disabilities around the globe et al., 2010; & 2013). Second, special education is costly and thus the resources for special educational support for children with special needs are often different between in the and the developing regarding the of what a special educational need Wilson, 2002). A used be found in the with in which special needs are into 13 different disability categories under which children are eligible for For more information on the disability of with These categories are: challenges related to a child's to or e.g., or impairment conditions a child's or e.g., e.g., and or language impairment difficulties with or e.g., language problems a child's to or impairment including and where a child most or all even with a impairment to a not by the of children from both and vision impairment when a child has problems with or as in the case of disability intellectual by or other kinds of physical disabilities with more than one by the However, the criteria are not to be as or as of what special educational needs but are rather as in the search for and of relevant studies. We that existing to define special educational needs, as in and are by a lack of which to be

Background: Zambia, like any other country that is concerned with the rights to education of all learners, has prioritized inclusive education. Inclusive education is a fundamental right recognized by national and international policies. For example, Article 69 of the United Nations (2016) General Comment CRPD/C/GC/4 stresses the need for inclusive teacher education across all educational levels. In this context, our study investigated secondary school science teachers’ sources of knowledge about inclusion and explored the lived experiences of learners with special education needs in an inclusive setup in Kitwe district, Zambia. Specifically, the study explored secondary school science teachers’ sources of knowledge about inclusion and the lived experiences of some learners with Special Education Needs (SEN) in expanding their capabilities in an inclusive setup in Kitwe district, Zambia. Methods: A qualitative case study design was employed, involving 12 participants: six science teachers and six learners with special education needs. These participants were purposively selected from three secondary schools recognized as successful inclusive schools in Kitwe district, located in the Copperbelt Province of Zambia. Data collection methods included semi-structured interviews and open-ended questionnaires. Thematic analysis was applied to analyse the collected data. Findings: The study indicates that teachers’ main sources of knowledge about inclusive education include pre-service training and in-service training through Continuous Professional Development (CPDs), seminars and workshops, literature, internet, and knowledge from other people through research. Further, the study indicated that most learners with Special Educational Needs (SEN) were determined, strong, full of self-esteem and resilient because of some positive attitudes and help they were receiving from some teachers and fellow pupils. However, they were constrained by their families’ economic and financial status and the school environments, among them. As such, learners were not availed with complete freedom to make meaningful choices due to the above structural challenges which would not help to boost their capabilities. These findings underscore the need for deliberate programs to enhance the practical application of inclusive education principles both at school and the entire community. Conclusion: Drawing from the study’s insights, the following conclusions can be drawn; secondary school science teachers’ main sources of knowledge about inclusive education include pre-service training and in-service training through CPDs, seminars and workshops, including literature, internet, and knowledge from other people through research. Economic and financial status and the school environment are among the constraints that make it difficult for learners with special education needs to realise their full potential in an inclusive setting. Our findings highlight the importance of deliberate programs to apply inclusive education principles both at home and in schools. The study, therefore, recommends collaborations between the schools and stakeholders, including the communities as being crucial to realizing the full potential of learners with special educational needs in inclusive settings.

The main obstacle of children with special needs to advance is access to education as high as possible not to the disability, but to social acceptance of the community. This study aims 1) To determine the acceptability of children with special needs in the inclusive elementary school environment. It includes principals, teachers, learners, and parents. 2) To determine the factors those influence the acceptance of children with special needs in the inclusive elementary school environment. This is an interactive qualitative research. The research site is Wirosaban Elementary School, Yogyakarta City. Data collection techniques are interviews, observation and documentation. Data analysis technique is analytic descriptive data analysis. The results show: 1) Acceptability of children with special needs in inclusive school environment is quite good after going through various processes. School trying to accept children with special needs even though the school realized its service on some things still not maximal 2) There are four factors that affect the school environment perception of children with special needs. These factors are: knowledge and insight factor on inclusive education, b. environmental support factor outside the school, c. facilities factor, d. the persistence factor of the guardians of the special needs students.

INTERNET RESOURCES FOR SPECIAL EDUCATIONAL NEEDS AND INCLUSION

Universal design and inclusive education aroused as paradigms based on egalitarianism in the twentieth century. The countries are responsible to update the approaches on their own education policy including inclusive education. Updates on education policy become a problem to articulate spatial requirements of inclusive schools according to them. In this sense, universal design gives an opportunity to find effective and practical spatial solutions for problems of inclusive education environment through creating an interdisciplinary ground in design process. The aim of the study is to find out the effects of the inclusive educational policy of Turkey on the design of inclusive school environments under the umbrella of both universal design and inclusive education. In this scope, the laws, regulations, legislations, regarding the inclusive education in Turkey within the international discourse are reviewed. SERÇEV (Children with Cerebral Palsy Association) inclusive schools, which are Gökkuşağı Primary School and SERÇEV Accessible Vocational and Technical Anatolian High School, are examined in the scope of universal design. These inclusive schools are chosen as the case studies to examine the spatial reflection of the current policies in inclusive school environment. The methodology of the study includes commentary of on-site observations on spatial requirements regarding universal design approach and interviews from site visits. The study contributes to determine the design approaches of inclusive school environment in the case of SERÇEV inclusive schools in Turkey.

A dearth of research exists internationally as to why parents choose immersion education for their child with special educational needs (SEN). The literature available on why parents choose immersion education for the child without SEN states that bilingualism, the parent’s own personal experiences, social networks, and their love of languages are motivating factors. Research on the factors that influence how parents select any school for their child with SEN states that an inclusive school environment and access to additional services are the primary motivators. Through semi-structured interviews, this study investigated the reasons why parents of children with autism spectrum disorder (N=3) and specific speech and language disorder (N=2) chose to send their child to an Irish immersion primary school when they had the option of educating their child through the majority language of the community, English. This article presents a discussion on the parents’ motivations to send their child to an Irish immersion school in terms of them wanting their child to attend the same school as their other children, their love for the Irish language and culture, and the positive inclusive school culture of an Irish immersion school. The findings of this research will enable Irish immersion schools to identify the needs of the parents and families and further develop as inclusive learning environments.

Abstract. The syllabus is designed for Master students majoring in specialty 014 Secondary education, subjectspecialty 014.021 Secondary education (Language and Literature (English))”/ 014.022 Secondary education(Language and Literature (German)) / 014.023 Secondary education) (Language and Literature (French)).The purpose of the obligatory course is to provide methodological training of students for the implementationof their professional functions of a foreign language teacher in general secondary education institutions in aninclusive educational environment: communicative-educational (developing of students' language, speech andeducational-strategic competencies), developmental-educational, constructive-planning, gnostic and organizationalfunctions that are implemented by means of a foreign language in general secondary education. The course consistsof two modules: foreign languages teaching system in an inclusive educational environment and methods offorming language and speech competencies in students with special educational needs. The course focuses onthe peculiarities of the methods of foreign language communicative competence development in students withvisual and hearing impairments and autism spectrum disorders as the most numerous groups of students withspecial educational needs. The course highlights current theoretical issues of modern methods of teaching foreignlanguages to the learners with special educational needs within the New Ukrainian School scheme and practicaltraining of students to develop extracts of the lessons in foreign language competence in listening, speaking,reading, writing and lesson planning in the context of inclusive education. The syllabus offers a list of referenceson the course topics.

The objective of this study is to develop a curriculum and educational facilities based on Islamic values to support student diversity in inclusive schools. The main issue addressed is how to integrate Islamic values into inclusive education management to create a learning environment responsive to the needs of all students, including those with special needs. This research was conducted qualitatively through a case study, with data collected through observations, interviews, and document analysis. Data analysis was performed using thematic analysis to identify patterns, themes, and relationships within the collected data. Observation data were utilized to describe the dynamics of interactions in inclusive school environments, while interview data provided in-depth insights into the perceptions of teachers, students, and parents regarding the implementation of Islamic values in inclusive education. Document analysis involved reviewing school policies, curricula, and other supporting documents to understand the extent to which Islamic values are integrated into inclusive education management. The results indicate that the implementation of Islamic values in inclusive education management can enhance mutual respect and openness among students, resulting in an inclusive and harmonious learning atmosphere. Two key components that significantly contribute to the successful implementation of Islamic-based inclusive education are the development of a flexible curriculum and the provision of a supportive environment for diversity

The research on the adaptation of children with disabilities in general education institutions is topical, as the education of children with special educational needs provides helps them to acquire a profession and become self-sufficient. The aim of this work was to develop subjects adaptation techniques for primary school pupils with special educational needs. The teachers’ attitudes to inclusive education were determined through the Attitudes Towards Inclusion Scale (AIS Scale). The Teacher Efficacy for Inclusive Practices (TEIP) Scale was used to establish the teachers’ effectiveness in implementing inclusive practices. The Concerns about Inclusive Education Scale (CIES) was used to study concerns about inclusive education, while the intention to teach in an inclusive classroom was identified through the Intention to Teach in Inclusive Classroom Scale (ITICS). The impact of general education alongside ordinary children on children with special educational needs was determined through Stott’s Observation Charts. The techniques proposed in this study involve the use of different methods, tools, technologies by teachers that are required for the adaptation and correction of subjects. It is necessary to take into account the individual capabilities of pupils with special educational needs, as well as to meet the educational needs of ordinary pupils. It is worth to further work on finding new methods and techniques for adapting curricula to the inclusive educational environment based on new advances in pedagogy and innovative technologies.

The article discusses the barriers to accessibility in Ukraine, as well as the universally acceptedhuman values on which an inclusive environment should be based. It emphasizes that educationalinstitutions must ensure that all children have access to an inclusive educational environment byproviding a range of necessary services tailored to the different educational needs of children.The research methods used in the article are theoretical, involving the analysis of scientific literatureon the implementation of accessibility and inclusive educational environments, as well as theirimpact on the quality of life of children with special educational needs.The aim of the article is to determine the role of parents in the socialization of a child with specialeducational needs in the context of an inclusive educational environment and the key principles ofpartnership between the social pedagogue and them.The article provides an algorithm for parents or legal representatives on how to arrange for a childwith special educational needs to be taught in an inclusive class or group.The article analyzes the features of the partnership between the social pedagogue and the parents ofchildren with special educational needs. It provides advice for parents or legal representatives on thesocialization of a child with special educational needs in the context of an inclusive educationalenvironment (finding ways to help a child with special educational needs realize their significance;strengthening the child's independence, encouragement, and self-confidence; developing skills formaking correct life decisions; supporting and encouraging the development of friendships;developing self-advocacy skills).

As we move towards a more inclusive education system in the UK, there is a real need to equip teachers to work in more diverse classrooms from the start of their teaching careers. In this article, Gill Golder, teaching and research fellow (physical education), Brahm Norwich, Professor of Educational Psychology and Special Educational Needs, and Phil Bayliss, senior lecturer in special educational needs and education studies, all based in the School of Education and Lifelong Learning at the University of Exeter, describe developments in Exeter's secondary phase Post Graduate Certificate in Education (PGCE) programme. The authors set their account in the context of policy requirements in England and international trends towards more inclusive teacher education. They report on an initiative designed to enhance the knowledge, skills and attitudes of trainee teachers and to equip them to differentiate their teaching to meet the individual needs of all pupils, including those with special educational needs. This initiative involved all trainees working intensively with one pupil, supported by the SENCo in their teaching practice school. Building towards a form of dispersed teacher preparation that may have applications in other contexts, the programme offered student teachers a systematic strategy for individualised teaching and the support of web‐based resources. Gill Golder, Brahm Norwich and Phil Bayliss include evaluations from student teachers, SENCos and principal subject tutors in their report. They conclude that this is a promising way of working, which highlights the national and international need to develop practical ways of enhancing initial teacher education in relation to special educational needs and inclusion.

Education of children with special educational needs (SEN) in Ukraine continues to find the ways of its realization under the conditions of the deficit of different supportive factors, among them – provision of the specialists. There is no position in Ukrainian schools, which would deal with the issues of inclusive education on the competent basis. At the same time there are several similar positions in the US schools (special education teacher, case-manager) as well as there is a position, which is directly related to coordination activities – Special Educational Needs Coordinator (SENCO). We believe that existence of the position of coordinator in the support team is one of the main conditions of coordinated work of the support team, which would provide continuity in the process of education, upbringing and socialization of the person with special educational needs. The article provides generalization of the main directions of activities of such a coordinator according to the professional profile and offers the assumption regarding the possible coordination role, which could be conducted by one of the members of the support team in Ukrainian schools. The article provides analysis of the existing legal and scientific-methodological materials, focused on the issue of the support team as well as the issue of coordinator of such a support. The lack of Ukrainian educators` awareness on the content of the team interactions and the role of the coordinator is defined, which became a condition to formulate a need to withdraw from the formalism and to look for the real coordinator, who would deal not only with the issues of learning of persons with special educational needs, but will be capable of introducing the culture of inclusive educational environment development, which would be barriers-free, supportive and developmental for all participants of educational process. In this process professional profile of Special Educational Needs Coordinator became the main guide regarding the defining process of the content of activities of this coordinator. According to this profile the specialist has to influence the school policy towards inclusive education, to assess the needs of children with SEN, to monitor their development, to train teachers and to coordinate their activities, and to support families of children with SEN. We analyzed how some of these coordinator`s functions can be realized in Ukraine, and we emphasized that these functions can be brought to life by other team members in the process of providing support to children with SEN. However, we hope that the special teacher – the new profession, which was introduced into Ukrainian classificatory of professions recently, would be the best option for this role.

Deaf and hard-hearing children that goes to inclusive school often find difficulties in adjusting themselves in inclusive school environment. this several factors are affecting this condition including psychosocial, communication, and behavioral factors that they get from the school environment. Communication of anxiety and uncertainty reduction is the early stage of how deaf and hard hearing children can adapt themselves in inclusive school environment. the aim of this research is to understand the narrative of deaf and hard-hearing children of their selfadjustment in inclusive school through their strategy of anxiety and uncertainty reduction. The type of this research is qualitative research. this research analyze and interpret some written text about deaf and hard-hearing children’s experience of adjustment in inclusive school. this research is using Mishler’s narrative analysis. Result of this research shows different narratives of deaf and hard-hearing children’s self adjustment in inclusive school. those narratives are complete withdrawal from school environment, passive observation and only focusing on school subjects. only close with their deaf and hardhearing friendsa, finding close friends that diesnt require any special needs, and the last one which is getting external support from teachers and friends in the inclusive school environment. moreover, they use passive and interactive technique in information-seeking to reduce their uncertainty. they are most likely use multiple modal of communication and highly dependent on the usage of social media as tools to seek information and communicate. in addition, the role of social support from their close relatives is highly affecting their initiatives in reducing anxiety and uncertainty that they experience based on the results, researcher suggests that people that involves in inclusive school settings including parents, teachers, and friends to always support and help children with deaf and hearing-impaired condition physically and psychologically to adapt in inclusive school environments. without significant support and help, initiatives of reducing anxiety and uncertainty will not be effective thus can worsen their self adjustment in inclusive school.Keywords : Deaf and Hard-hearing children, uncertainty and anxiety reduction communication, self adjustment

The publication is devoted to highlighting the main aspects of training future teachers to work in the conditions of an inclusive educational environment. In the training of teachers, it is emphasized that it is im- portant to overcome a number of contradictions that significantly inhibit active changes in the domestic ed- ucational environment The purpose of the article is to define the relevant aspects of preparing future teachers for work in an inclusive educational environment and to explore the characteristics of adaptive games in working with students with special educational needs. The study employed methods of analysis, analogy, concretisation, and systematisation. Currently, society perceives the implementation of inclusion in the institutional system rather cau- tiously, which is manifested in the non-acceptance of the model according to which children with special ed- ucational needs (SEN) have the right to receive education (either in specially created inclusive classes or in classes where ordinary students study), and provision of pedagogical patronage if necessary. The number of children with SEN, as well as inclusive classes, has increased significantly, which calls for society’s tolerance of children of this group, as well as a change in public opinion regarding their education and socialization. Another feature is the requirement to use innovative methods in the education of students with spe- cial needs, as well as taking into account the fact that future teachers at the level of competence should de- velop knowledge about the patterns of physical and psycho-emotional development of a person, since the classification of pupils with SEN into one or another nosological group puts forward appropriate require- ments for modelling educational discourse taking into account speech activity, and the specifics of commu- nicative activity. The publication provides a general method of work of teachers with students with autism on the de- velopment of communication skills (continuous communication; the requirement for the gradual complica- tion of linguistic communication, since in communication the task of the teacher is not the active develop- ment of communication skills and the development of a culture of pronunciation and speech, but the en- couragement to communicate and develop speech activity in a way which is gradual and manageable for the student). The sensory maxim is taken into account, the actualization of which makes it possible to use stere- otypical games as a basis for developing adapted games for students with SEN. Using the example of an adapted game for students with SEN (preschool and primary education) demonstrated the peculiarities of the application of traditional methods in the conditions of an inclusive educational environment in view of pathological features in the physical (physiological and medical-biological indicators) and psycho-emotion- al development of students. In the preparation of future teachers for pedagogical activities with students with SEN, the specifics of the sensory system should be taken into account, which manifests itself in the sharpening of attention to this or that synesthetic component. The game activity of students with SEN enables the gradual develop- ment of communication skills, and also promotes psycho-emotional balance. In conclusion, implementation of the methods based on medical and physiological indicators while working with students with SEN will make it possible to modify the currently established defect-oriented approach in an inclusive educational environment to a person-oriented one. Taking into account the medi- cal and biological indicators and the psycho-emotional state of students with special educational needs, the implementation of adaptive active games in physical education will contribute to achieving psycho-emo- tional balance and overall physical development of the body.

The article presents an empirical study on the use of nature therapy in inclusive educational environments in Ukraine. It highlights the prevalent use of plant and color therapy, while zootherapy and sand therapy are less applied. The research underscores discrepancies between the theoretical endorsement and actual practice of nature therapy, with gender-specific tendencies and urban-rural differences. The study concludes that educators need updated scientific and methodological resources to effectively integrate nature therapy. Future research should focus on developing effective strategies for broader application in inclusive settings. Keywords: Inclusive Educational Environment, Therapy, Children with Special Educational Needs.