Teachers’ Attitudes and Self-Efficacy Towards Inclusion of Pupils With Disabilities in Tanzanian Schools

The right of children with special needs to education is realised through the introduction of inclusive education. Such practice is common in many countries around the world. An inclusive setting in early childhood education protects children from segregation and negative attitudes from others. In Ukraine, in connection with European integration, preschool inclusive education is actively developing. Accordingly, studying of inclusive education and the practice of preschool educational institutions for children with special educational needs in the country is relevant, and determining the specifics of this process became the purpose of this study. Analysis of the legal framework, method of comparative analysis, synthesis and analysis of quantitative indicators, questionnaires, systematisation and generalisation of statistical data were used during the research. A comparison of inclusive preschool education implementation experience in the European Union (EU) and Ukraine was conducted and the main trends in the development and implementation of inclusive education in Ukraine were identified. It was found that membership in the EU has a positive effect on both pre‐primary education in the member states and the practice of inclusive education. This study can be useful for educators and policy makers in Ukraine for developing ways to improve the situation with inclusive education both in preschool educational institutions and in schools, as well as for educators and policy makers from other countries, especially the Commonwealth of Independent States (CIS) countries, where similar processes are taking place in their educational systems.

The aim of this research is to provide information about how the implementation of inclusive education as a change in the educational paradigm in Indonesia can be carried out. The method used in this research uses a qualitative method with a literature study approach. Library studies can be defined as a series of activities related to collecting library data, reading and taking notes, and processing research materials. Based on the results of the literature study, the implementation of inclusive education in Indonesia is an important paradigm shift in the education system. This aims to ensure that every individual, including those with special needs, has full access to quality education. There are several steps that can be taken in implementing inclusive education as a change in the educational paradigm in Indonesia, namely, policies and regulations; training and education for educators; inclusive curriculum development; inclusive physical facilities; community education; collaboration between institutions; as well as evaluation and monitoring. So in essence inclusive education is very important to create equality, participation and respect for diversity in the classroom. Even though its implementation is still faced with various challenges and obstacles, the efforts of the government and related stakeholders have produced policies, programs and best practice models in inclusive education. Thus, it is important for the government, educational institutions, teachers and society as a whole to continue to work together and commit to encouraging the implementation of better inclusive education.

The current Law on the fundamentals of the education system adopted in 2009 states that inclusive education is a legal obligation in Serbia, which has resulted in the increased accessibility of education for children with disabilities in regular schools. Numerous challenges have been encountered in the implementation of inclusive education in our country, while the role and place of parents of children with disabilities in inclusive education has remained very important. In spite of the changes implemented so far, solutions for enabling support, procedures and mechanisms for the accomplishment and development of partner relations between teachers and parents in inclusive education have not yet been sufficiently developed in our education system. Parents of children with disabilities in our country are rarely partners in the process of education in which their children are involved. This paper discusses the role and place of parents of children with disabilities from the standpoint of the current situation in inclusive education by reviewing the results and reports of current studies in our country.

Inclusive education is a global movement that emerged in response to the exclusion of learners who are viewed as different by the education system. Countries that hold the consensus to implement inclusive education have structured their legislation to ensure the implementation of inclusive education. However, the practice in schools may not live up to the rhetoric. The purpose of this study is to describe policy implementation in some developing countries. This research focuses on the implementation of inclusive education policies in developing countries. Developing countries are considered to be lacking in implementing inclusive education policies. In addition, developing countries often adopt policies from developed countries that are not in accordance with the characteristics of their countries. This research uses a literature study of journals related to the implementation of inclusive education in developing countries. The results show that the state that holds the consensus in the implementation of inclusive education has guaranteed the implementation of inclusive education in the constitution. The implementation of inclusive education experiences several obstacles related to accessibility, lack of accompanying teachers, poor acceptance by school community members and less than optimal funding. Constitutionally, the state has guaranteed the implementation of inclusive education, but in its implementation there are still several challenges that result in the achievement of the objectives of organizing inclusive education is not optimal. Therefore, the government needs to be consistent in implementing inclusive education policies, so that the achievement of inclusive education goals can be achieved.

This quasi-qualitative study explored the concerns, barriers, and impacts of implementing Inclusive Education (IE) in elementary schools in Sumatra and Java, Indonesia. Despite the Indonesian government's mandate to implement IE through Ministry of Education Act No. 70 of 2009, various challenges hinder its effective implementation. A survey and semi-structured interviews were conducted with 25 elementary school teachers to gain insight into their experiences and perceptions of IE. The findings suggest that teachers often lack confidence in employing inclusive strategies because of limited knowledge and large class sizes, highlighting the need for ongoing professional development. Additionally, while there is evidence of positive attitudes towards special educational needs (SEN) students among peers and parents, teachers may not fully embrace IE. This study aims to provide a thorough assessment of IE strategies employed in Indonesian elementary schools by analyzing key factors and offering recommendations to enhance the effectiveness of IE for both students and teachers. These findings will inform policymakers, educators, and stakeholders about the current state of IE and the necessary steps to improve it, ultimately contributing to the development of a more inclusive and equitable education system in Indonesia.

Education is the right of every individual, regardless of race, creed, gender, abilities, or skills, and children with and without special needs as well. As a long time has passed, those who are concerned and working in the field of education still face serious questions like what kind of strategies or methodologies should be adopted or adapted to provide education to differently abled children and ordinary children in the same context. It is necessary to find out the teachers' practices towards the implementation of inclusive education in Sindh. The key purpose of this study was to identify the practical challenges faced by teachers towards the successful implementation of inclusive education in public primary-level schools in Sindh. The population of the current study was the public primary-level schools of the city of Nawabshah, Sindh. A self-designed questionnaire was developed and distributed among the 16 public primary-level schools (8 boys and 8 girls), and one senior teacher and two students from each school were selected as a sample for the study. The questionnaire consisted of 15 items related to teachers' practices for implementing inclusive education in their respective schools, and five items pertain to concerned students. The SPSS software was utilized for data analysis. The findings of the study reveal that the teachers of public primary schools were unaware of the teaching practices of differently abled children. Moreover, they never attended seminars or conferences and did not undergo any training regarding the implementation of inclusive education. The study recommended that a chapter regarding the concept of inclusive education, including teaching practices, be included in teachers' training manuals so that teachers are aware of the concept of inclusion or inclusive education and teaching practices regarding an inclusive classroom. Moreover, there were some hindrances in policy, school leadership, adequate teaching and learning material, and curriculum.

The article examines the implementation of inclusive school education in non-state schools on the example of St. Petersburg. Inclusive education involves teaching children with special educational needs in general educa-tion institutions together with their peers without any barriers. The article analyzes the problems faced by non-state educational institutions in the implementation of inclusive education in St. Petersburg, including: difficul-ties in integrating a “special” child into the communication space of peers, lack of opportunities for emotional relaxation of children, lack of specialized equipment, etc. A number of recommendations are offered to im-prove the situation by strengthening support from external organizations, improving the qualifications of teach-ers and creating specialized programs and methodological support. The result of the study is to identify the main problems and prospects for the development of inclusive education in non-state schools, taking into ac-count the specific situation in St. Petersburg.

This article considers the issues of adaptation and organization of the educational process, barrier-free environment and readiness for professional activity of students with disabilities in inclusive education in conditions of inclusive education in a medical university. The relevance of this work is determined by one of the priority areas of state policy in the field of higher education - access to higher education for people with disabilities in inclusive education. Inclusive education at the university is designed to ensure not only the realization of the right of students with disabilities in inclusive education to higher education, but also to solve the problems of socialization and professional demand for such people. In order to improve the process of introducing inclusive education at the Ryazan State Medical University named after Academician I.P. Pavlov, a study was conducted, the main problems and ways of solving them were identified, related to the organization of the educational process, the conditions of the barrier-free environment and the readiness for professional activity of students with disabilities in inclusive education. An increase in the proportion of university teachers who have undergone advanced training in inclusive education also contributes to solving problems. Adaptation of educational programs and educational and methodological support for persons with disabilities includes psychological, pedagogical and tutor support etc. The organization of the educational process using distance education technologies is one of the priority conditions for teaching students with disabilities and/or HIA. The use of this technology makes it possible to significantly expand and modify some educational standards for students with disabilities in inclusive education, namely, to create an individual way for each student with disabilities in inclusive education in a medical university. It is proposed to use training techniques such as: online consultation of teachers; VR technologies; availability of training materials 24/7; online webinars that facilitate the inclusion of such students in the educational and research activities of the university. The professionally organized educational space and educational process of the university provide not only a high level of mastery of professional competencies, but also contribute to the formation of personal qualities of students with disabilities in inclusive education, necessary for their successful socialization, life and activity in society.

The article analyzes current problems of implementing inclusive education in educational institutions of Ukraine and countries of the European Union. Various specific aspects of inclusive education in European countries are highlighted. It is substantiated that there is a need to stimulate the use of the best world experience in the implementation of inclusive education in different countries. An important aspect is ensuring effective investment into inclusive education both in Ukraine and in the countries of the European Union. The purpose of the article is to analyze the experience of implementing inclusive education in the countries of the European Union and Ukraine. It is defined that the implementation of inclusive education in Ukrainian educational system has a number of urgent problems that must be solved, namely: the lack of a clear mechanism for the implementation of inclusive education; the lack of a unified approach to understanding the terms used in the process of obtaining an education by people with special educational needs; the need to introduce inclusive education at all levels of education in Ukraine; different sub-departments of educational institutions (special and general); the need to review the mechanism of state financing of educational institutions that provide inclusive educational services; introduction of broad educational work among the population regarding the necessity and positive nature of the implementation of inclusive education. Current problems of inclusive education in the European Union are as follows: increasing the quality and significance of inclusive education; increasing the number of graduates and reducing the number of people who do not graduate from educational institutions; review and preparation of educational programs that will meet the needs of people with special educational needs in education; stimulating the use of world leading experience in teaching and scientific research; providing higher education students with wider opportunities to acquire additional skills through study and internships abroad; strengthening links between inclusive education, research and business; ensuring effective investment into inclusive education.

Education is one of the most topical issues in South Africa. In recent years, particularly in the period after the adoption of the UN Convention on the Rights of Persons with Disabilities (2006) (hereinafter CRPD), the discourse on the education of children with disabilities has mainly focused on the potential of White Paper 6 on Special Needs Education (2001) (hereinafter WP 6) and its implementing programmes to facilitate the realisation of the right to education for children with disabilities. The CRPD proposes inclusive education as the appropriate way of ensuring the right to education for children with disabilities, and sets out a framework for the implementation thereof. In addition, the CRPD sets out other principles which essentially redefine the approach to the interpretation and implementation of the rights of persons with disabilities. One such principle is the principle of non-discrimination, which demands that all rights be implemented on a basis of equality between all people, disability notwithstanding. Arguably, the legal and policy frameworks on education in South Africa reflect the standards proposed under the CRPD to some extent, and other instruments on the right to education. However, there are still considerable challenges in the conceptualisation and implementation of inclusive education, especially at the basic education level. These challenges are not unique to South Africa, and are mainly attributable to the evolutionary background of the concept of inclusive education at the international level. Hence for instance, the understanding of inclusive education often tends to focus exclusively on the education of persons with disabilities as opposed to the inclusion of all marginalised and excluded groups. This narrow understanding is replicated in South African law, policy, and practice of education. Challenges to the realisation of inclusive basic education in South Africa are compounded further by the pertinent issues underlying the implementation of basic education in South Africa such as the question of equality in education, the financing of basic education, the nature of the states duties pertaining to the provision of basic education, and the interpretation of the notion of basic education. The understanding of inclusive education in South Africa has also been impacted by historical factors, such as the apartheid exclusion of the masses from mainstream basic education, and the subsequent need to "include" everyone in post-apartheid education. All of these factors point to the need to interrogate the current approaches to inclusive basic education in South Africa as against the Constitution of the Republic of South Africa, 1996 (hereafter the Constitution), and international standards that South Africa has committed to through the ratification of the CRPD and the UN Convention on the Rights of the Child (1989) (hereafter the CRC). For instance, there is a need to establish the extent to which the differentiated obligations with respect to basic education as distinct from other levels of education apply to inclusive education. Hence, is there a difference between the nature of the states obligations in respect of "basic education" and those relative to "inclusive basic education"? Further, it is imperative to establish the convergence or divergence between inclusive education as set out in the CRPD and as implemented through WP 6.

This study identifies several problems in the implementation of inclusive education at the Islamic elementary school level in Indonesia, particularly Madrasah Ibtidaiyah (MI). The primary challenges include inadequate facilities and the low-quality quality of educational infrastructure. Then, the lack of competent educators hinders the implementation of effective inclusive education. Many children with physical and mental disabilities have not received equal education. Social issues, including student altercations and the legitimacy of school property, undermine a secure and supportive educational environment. This research employs a qualitative methodology using a literature review approach. Data were obtained from existing literature, including journals, articles, and scientific texts. Data were analyzed using source analysis techniques, ensuring validity through aligning theories from reputable sources to yield relevant and credible research. The conclusion is that inclusive education plays a crucial role in fostering students' talents, potential, and skills, while also imparting essential insights and knowledge applicable to everyday life. This is grounded in the principle that all children possess an equal right to receive a quality education and to develop into mature, intelligent, and ethical individuals. Inclusive education is presently applied in numerous Islamic elementary schools and other formal institutions, emphasizing Islamic values as a framework for learning activities.

The implementation of inclusive education in Indonesia aims to provide educational facilities and services for children with special needs (ABK). Inclusive education has been implemented in various schools, especially in big cities, but still faces various challenges in its implementation. This study aims to describe the problems faced by schools that provide inclusive education in North Sumatra and their resolution efforts. The objects in this study include public schools and special schools that integrate inclusive education. This study uses a qualitative approach, with data collection techniques through interviews, observations, and documentation. The data obtained are explained through the process of data reduction, data presentation, and drawing conclusions. Various problems arise, ranging from the lack of number and competence of special guidance teachers (GPK), difficulties for students in following lessons, lack of school readiness to run inclusive programs, to limited facilities and infrastructure that do not support the needs of children with special needs (ABK). In addition, low cooperation between schools, education offices, and parents is also an obstacle to the implementation of effective inclusive education.

This study aims to describe the form of parents involvement as a form of child social support from parents in the implementation of early childhood inclusive eduaction. Parents involvement in school programs is needed in the application of inclusive education for early childhood because parents are an important factor in early childhood development. The method used in this study is a qualitative research method with a qualitative descriptive approach. Data collection used by interview, observation and documentation. The criteria who selected in interview is parents of student in early childhood inclusive eductaion. The method of observation was carried to find out various forms of parents involvement in the implementation of inclusive education through programs in schools and then followed by interviews conducted with research subjects, parents of students and teachers. The documents obtained are used as supporting data from observations that have been made. The validity of the data used with source triangulation. Source triangulation is used to check data obtained through several sources. The discussion results show that the program activities that have been mentioned in the form of parents involvement in early childhood inclusive education programmatically such as Parenting Seminars, Class Conferences, Parents Day, Daily Activity Books, National and International Holidays Celebrations, Graduation Ceremony, Outing Class, Outing School or Family Gathering, Friday Sharing, and Recitation. The form of parents involvement is also influenced by supporting factors in the form of parents support, community and institutions that help implement the school program by involving parents as the main role in carrying out inclusive education. While the inhibiting factor is the lack of good communication between parents who work with class teachers due to the busy work done by parents of students, lack of parents knowledge about inclusive education and participation of parents of children who are reluctant to provide therapy to their children.

This article presents views and experiences of staff, and learners from two Higher Education Institutions (HEIs)—the University of Nairobi in Kenya and UCL in the UK—on their intuitional structures, support, and education mechanisms related to disability, international and refugee status. Inclusive education is a complex subject and often the focus is particularly placed on learners with disabilities, but this study explored several layers of diversity. The objective of this study was to investigate the views and experiences of students and staff on policies and practices of inclusion and inclusive education using two case studies, one in each university. Data were collected through surveys and interviews. Results are presented in the following areas: (1) capacity building for staff; (2) support and reporting services for all; (3) class sizes; and (4) modes of course delivery. Findings reveal that implementation of inclusion and inclusive education is still a challenge for both HEIs. The gaps identified can be used as a reference point for action. Inclusion and inclusive education are necessary to ensure the needs of every learner and staff are met. The article is structured into five sections: a brief description of inclusive education in the two HEIs, methodology, results, discussion, and conclusion.

Education must be open, regardless of race, ethnicity, or characteristics, for a student with a disability. Inclusive education is an alternative that is facilitated by the government to reduce discrimination so that children with special needs can obtain a quality education. However, over time the implementation of inclusive education has been hampered by several obstacles, especially with the current state of the Covid-19 pandemic. Currently, there are still many schools providing inclusive education that do not have special assistant teachers, and there is not even a special budget to provide inclusive education. This study aims to examine and describe the implementation of inclusive education at the Payakumbuh City Elementary Schoolbduring the Covid-19 pandemic. The research is a descriptive-analytic study, and data collection techniques were carried out using observation and interviews. The result of the study found that the implementation of inclusive education at the Payakumbuh City elementary schools had not been running by the criteria for implementing inclusive education. This is due to the absence of a dedicated budget for providing inclusive education, teachers’ misunderstandings regarding the characteristics and needs of students with special needs, limited facilities that accommodate the needs of students with special needs, and pandemic conditions that make the learning process less effective. Therefore, these obstacles in the implementation of inclusive education must be overcome immediately, local governments can consider holding socialization in schools, to provide understanding to teachers, because they are the ones who will teach students with special needs.