Teachers’ Interpersonal Styles Toward Students with Special Educational Needs in Chinese Inclusive Classrooms

In the last years, as a consequence of inclusive policies, the number of children with special educational needs in Romanian primary classrooms has increased. In this context primary school teachers face numerous challenges when teaching children with special educational needs in their classrooms. It is assumed that regular education teachers are the critical agents in this process of inclusion. Their attitudes toward the inclusion of children with special educational needs in regular classrooms is especially important for the success of inclusionary efforts. Teacher self-efficacy has also an essential role when addressing diverse learners. In this study we examine the relationship between teacher self-efficacy and teacher attitudes toward the inclusive education. Data were collected from 126 Romanian in-service primary school teachers that have in their classrooms students with special educational needs. There is a significant positive correlation between primary school teachers’ perceived self-efficacy and their attitudes towards inclusive education. Younger primary school teachers have more positive attitudes towards children with special educational needs and inclusive education. Those primary school teachers that have attended more special education courses appear to have less positive attitudes and are less willing to accept students with disabilities in regular classrooms. Practical implications of teachers’ attitudes and self-efficacy in inclusive classrooms are discussed.

INTERNET RESOURCES FOR SPECIAL EDUCATIONAL NEEDS AND INCLUSION

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.

Teachers’ interpersonal styles and students’ school adjustment are important for the academic performance of students with special education needs (SEN). This study aimed to develop an instrument to measure the school adjustment of students with SEN and investigate its mediating role in the relationship between teachers’ interpersonal styles and students’ academic performance. Six hundred and twenty-five valid questionnaires were collected from inclusive primary and junior high school teachers in China. The findings suggested that the four-factor model of school adjustment (i.e. behavioural, emotional, peer, and learning adjustment) showed good reliability and validity. Teachers’ positive interpersonal styles positively predicted students’ school adjustment and academic performance, and negative interpersonal styles negatively predicted students’ school adjustment. School adjustment positively predicted academic performance. Furthermore, school adjustment partially mediated the effect of teachers’ positive interpersonal styles on academic performance.

This study aimed to determine the level of readiness of regular teachers for the inclusion of learners with special education needs. The researcher used total population sampling to determine the study respondents. This study used the descriptive-survey method. Regular teachers were asked about their readiness to include learners with special education needs through a questionnaire with age, gender, years of teaching, and attendance at seminars as moderator variables. There were 140 items in the questionnaire and 20 items per parameter. The statistical treatment used in the study were mean and SD. The study showed that regular teachers in the Loreto district were highly prepared for inclusive education. As a result of the study, AIM, which stands for Alliance in Inclusion Movement, was developed and proposed to assist regular teachers in improving their readiness level to include learners with special education needs. Pre-service and in-service training about inclusive education was highly recommended for regular teachers. A thorough program on monitoring and evaluation by the National and Division DepEd Officials must be conducted to examine the practice of inclusive education in the country, especially in areas with no SPED Center.

BackgroundThe trial will study the effects of the Whole School SEND Review on secondary school pupils in English mainstream education, to understand the impact of the intervention on academic attainment, wellbeing, and school attendance. The Review is designed to facilitate whole-school change through providing enhanced, intensive and sustained support and training in inclusive education for school special educational needs coordinators and leadership teams. The trial will have a specific focus on pupils designated as having special educational needs or disabilities.MethodsWe recruited 160 English secondary schools (approx. 58,000 pupils across two cohorts) to a two-arm pragmatic parallel cluster randomised controlled trial, with allocation at the school level. Randomisation will be stratified by school region. The primary outcome is attainment in English language (using standardised national test results at 16 years) for pupils designated as having a special educational need (approx. 4000 pupils). Secondary outcomes will be measured for pupils both with and without a special educational need designation and include pupil wellbeing (measured using the Strengths and Difficulties Questionnaire), absences and exclusions, and attainment in Mathematics and English language at 16 years. The intervention will be implemented from July 2021 and analysis of outcomes (for the year 9 cohort) will take place in September 2023, with further analysis (for the year 8 cohort) in September 2024 if the evaluation shows that acceptable implementation fidelity has been achieved.DiscussionPupils with special educational needs represent a significant and often vulnerable part of the secondary school population, are disproportionately likely to be excluded from school, eligible for free school meals, or supported by children’s social care. Despite these multiple important areas of need, school leaders report substantial challenges in making additional provision for this group. Previous research has highlighted the development of inclusive school cultures (rather focusing primarily on targeted individualised approaches) as being important. This trial will investigate how an intervention designed to drive whole school change may lead to outcomes for pupils with and without a special educational needs designation. As such, this trial is expected to make an important contribution to research evidence and to UK educational policy.Trial registrationISRCTN registry ISRCTN11339306. Registered on 12 March 2020 (retrospectively registered).

This article analyzes the main challenges faced by students with Special Educational Needs (SEN) in the context of digital education in rural areas of Ecuador. Through a systematic literature review using the PRISMA approach, structural, pedagogical, and technological barriers are identified that limit equitable access to inclusive, quality education. Among the most relevant findings are poor teacher training, a lack of curricular adaptation, limited technological infrastructure, and limited internet access in rural communities. Furthermore, cases of bullying toward students with SEN and weak implementation of inclusive public policies are evident. The study highlights the need to strengthen teacher training in inclusive education, promote digital literacy, ensure connectivity, and adapt pedagogical strategies to individual needs. It concludes that true educational inclusion in rural settings requires the joint commitment of the State, educational institutions, and the community to close inequality gaps and guarantee the right to education for all.

This study reports the development and validation of a questionnaire to assess the holistic development of students with special educational needs (SEN) as a reliable instrument for measuring their overall performance in inclusive education. The survey was administered to 981 regular education teachers in Beijing. The identified factor structure contained six dimensions: Academic Performance (AP), School Adaptive Skills (SAS), Social Rules (SR), Motor Ability (MA), Interpersonal Relationships (IR), and Behaviour Management (BM). The data showed that students with SEN gained in the IR, SAS, SR and BM domains. These domains are more closely related to social and life skills than AP, which received the lowest scores. Student development in different domains varied depending on demographic variables, including student characteristics, learning environment and regular education teachers. The findings suggest that teachers prioritise the abilities of students with SEN to adapt to ‘learning’ and ‘life’ in inclusive schools. The presence of students with SEN in inclusive schools is a longstanding challenge facing Chinese inclusive education. There remains a long way to go to realise the goal of equitable and appropriate education for all. Continuous reform should be strengthened to support a more equitable education system with increased training and support for inclusive schools in China.

This paper examines the extent to which initial teacher education (ITE) programmes contribute to the development of inclusive attitudes, values and practices. Inclusive education is the entitlement of all children and young people to quality education, irrespective of their differences or dispositions. It is about embracing educational values of equity, diversity and social justice. The data which underpins this paper was obtained through research commissioned by the Department of Education (DE) Northern Ireland (NI) which sought to identify existing practices that increased the motivation, participation and achievement of all pupils of school age with special educational needs (Moran & Abbott, 2006). Head teachers and Special Educational Needs Coordinators (SENCOs) views were sought on the effectiveness of ITE programmes in preparing student teachers to work in inclusive school settings. Cet article considère jusqu'à quel point les programmes de formation pédagogique initiale (ITE) contribuent au développement d'attitudes, de valeurs et de pratiques inclusives. Tous les enfants et les jeunes ont le droit à un enseignement de bonne qualite sans tenir compte de leurs différences, de leurs tendances ou de leurs infirmités. Il s'agit d'embrasser les valeurs éducatives de l'équité, de la diversité et de la justice sociale. Les données qui sont à la base de cet article ont été obtenues à partir de recherche commandée par le ministre de l'Education (DE) pour l'Irlande du Nord (NI) qui cherchait à identifier les pratiques actuelles qui ont augmenté la motivation, la participation et la performance de tous ceux qui ont des difficultés d'apprentissage scolaire (Moran & Abbott, 2006). On a demandé les opinions de Directeurs et de Coordinateurs pour l'enseignement spécialisé sur l'efficacité des programmes de formation pédagogique initiale (ITE) à préparer les enseignants stagiaires à travailler dans des établissements d'enseignement inclusif. Este documento examina el punto hasta el que los programas iniciales de formación pedagógica contribuyan al desarrollo de actitudes, valores y prácticas inclusives. Todos los niños y los jóvenes tienen derecho a la enseñanza inclusive, o sea, de buena calidad, sin distinción de diferencia, temperamento ni discapacidad. Se trata de dedicarse a valores educativos de equidad, diversidad y justicia social. Los datos que respaldan este documento fueron obtenidos por medio de investigaciones encargadas por el Ministerio de Educación de Irlanda del Norte. Este pensó identificar prácticas actuales que aumentaran la motivación, la participación y el rendimiento de todos los alumnos de edad escolar que requirieran una educación especial (Moran & Abbott, 2006). Solicitaron las opiniones de los directores y de coordinadores de la educación especial respecto a la eficacia de los programas iniciales de formación pedagógica en lo que se refiere a preparar a los estudiantes de magisterio para trabajar en colegios con ambiente inclusive. Dieses referat untersucht, inwieweit die ersten Lehrerausbildungsprogramme (ITE) zur Entwicklung von inklusiven Einstellungen, Werten und Praktiken beitragen. Inklusive Ausbildung bedeutet die Berechtigung aller Kinder und Jugendlicher zu einer erstklassigen Ausbildung, ungeachtet ihrer Unterschiede, Veranlagungen oder Behinderungen. Es geht um die Wahrnehmung der erzieherischen Werte von Fairness, Vielfalt und sozialer Gerechtigkeit. Die Daten in diesem Referat wurden anhand von Forschung im Auftrag des Kulturministeriums Nordirland (DENI) erworben, die versuchte, die bestehenden Verfahrensweisen zu identifizieren, welche die Motivation, Teilnahme und Leistungen aller schulpflichtigen Kinder mit besonderen schulischen Bedürfnissen förderten (Moran & Abbott, 2006). Schulleiter und Koordinatoren von Besonderen Schulischen Bedürfnissen (SENCOS) wurden befragt im Hinblick auf die Wirksamkeit von ITE‐Programmen, Referendare auf die Arbeit in inklusiven Schulumgebungen vorzubereiten.

Inclusive education (IE) is underpinned by the values of equality, participation, developing and sustaining communities, and respect for diversity. It was asserted that through social participation in ordinary education settings, students with special educational needs (SEN) would benefit in academic performance and psychosocial adjustment. However, students with SEN in IE not only were poor in self-image, but also showed negative social relationships. Research in the West suggested that the efficacy of IE depends partly on the attitudes of teachers and students. This study was conducted to investigate the core value, attitude and sentiments regarding IE among students and teachers in Hong Kong. A questionnaire comprising items on sociodemographic characteristics and measuring instruments was designed for data collection. Participation was voluntarily and anonymous. A total of 107 teachers, 91 students with SEN, and 458 students without SEN in an institute of higher education responded to the online questionnaire survey. The data revealed that teachers and students with and without SEN were generally supportive of the core values of IE. In general, negative sentiments about people with disability were low and attitudes towards IE was positive among the three groups of respondents. Teachers obtained the lowest score on attitudes towards IE, though they were less negative in sentiments about people with disability. Expectedly, students with mild disabilities were considered more suitable for IE than students with more severe disabilities. Regardless of severity of disabilities, intellectual disabilities, mental and emotional problems, and ADHD were more commonly considered not suitable for IE. Ironically, mental and emotional problems and ADHD were the most common disabilities among students with SEN. Implications of the findings were considered.

The article substantiates the relevance of the study of the problem of personal and professional self-determination of high school students with special educational needs. The degree of elaboration of the problem is analyzed, the results of research of the problem of professional self – determination of senior pupils in the conditions of inclusive education are presented. The aim of the article is to study the psychological features of the choice of profession by high school students with special educational needs. Research methods: theoretical – analysis of psychological and pedagogical sources on the researched problems, generalization and systematization of data on the choice of profession of high school students with special educational needs; empirical – the method «Motives for choosing a profession», «Questionnaire to identify the readiness of students to choose a profession» (VB Uspensky) and the method «Readiness to choose a profession» (adaptation of AP Chernyavskaya). The study involved 25 high school students with special educational needs and 25 high school students who do not have health problems. The results of the study showed that high school students with special educational needs who study in an inclusive education have a well-developed need to choose a profession. Characteristically, most of them have a clear idea that they are going to realize their potential in the professional sphere. Professional self-determination of children with special educational needs should be carried out comprehensively, involving various specialists and parents in this process. It is necessary to adjust the professional plans of high school students with special educational needs according to their abilities throughout the career guidance period. The task of the career counselor is to establish the most appropriate for people with special educational needs types of work corresponding to their knowledge and skills. Career guidance should take into account the personal wishes of each person and be based on the most careful assessment of professional aptitudes and, of course, the medical diagnosis of the subject of professional choice.

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.

The relevance of the topic is due to modern trends in the development of the educational sphere not only in our country, but also in the world as a whole, in particular, reform processes that should ensure unhindered access to education for every child, regardless of their characteristics and needs. In domestic conditions, inclusive measures are actively being implemented, which create the need to develop modern approaches to the educational process for children with special educational needs. Regulatory and legal changes in the system of regulation of educational activities require teachers and educational institutions to provide an inclusive space that would take into account the special needs of students, which, in turn, requires continuous improvement of methodological and organizational methods of work. At the same time, taking into account modern problems, in particular, the lack of trained teachers to work in inclusive conditions, it is worth developing measures that would contribute to improving the qualifications of teachers and specialists who work with children with special educational needs. Also, the practice of foreign countries confirms the importance of introducing effective models and strategies for adapting them to domestic educational conditions. Therefore, this study is extremely relevant, as it requires a comprehensive approach to optimizing educational services for children with special educational needs, taking into account modern trends in the field of education in Ukraine. The purpose of the study is to reveal the importance of providing psychological assistance in the process of adapting children with special educational needs in institutions with inclusive education. In the process of writing this article, the following methods were used: analysis and synthesis, generalization, system method, logical, dialectical, generalization method. It was found that psychological assistance should be based not only on the internal capabilities of the child, the purpose of which is to determine specific areas of its development, but also on support in the manifestations of independence, the fight against problems in personal development, solving current tasks of learning and socialization, and should also include the development of psychological literacy of the subject of psychological assistance. It was determined that the effectiveness of psychological assistance to children with special educational needs lies in the fact that in the process of developing a theoretical scheme of assistance it is necessary to: perform a psychological examination and analyze the dynamics of the child's development; clearly establish the factors that influenced the emergence of problems in learning and socialization of the child; overcome the identified problems in the psychosocial development of children, reduce the risks of problems of adaptation to learning; ensure the timeliness of prevention of deviations in development; form active cooperation in educational activities aimed at improving the child's personality; develop the social skills of all participants in psychological assistance.

<p style="text-align:justify"><span style="font-size:9.0pt">The field of education greatly benefits from inclusive education, which is praised for acknowledging and valuing student diversity and individual needs. Kosovo, as a newly independent country, went through major reforms, particularly in the realm of education, which is marked, among others, by initiatives that anticipate fostering and promoting inclusive education. Initiatives and programs throughout the country were designed and initiated to promote and advocate for inclusivity in the education system. To foster inclusivity, assistants for students with special educational needs were introduced to enable students with special needs to be part of regular education. Thus, in this study, the experiences of assistants for students with special educational needs in Kosovo are explored. This study employed semi-structured interviews to collect data and utilized thematic analysis to identify key themes and topics. The participants in the study included nine assistants for students with special education needs, reflecting diverse perspectives and experiences in the field of inclusive education. The following themes and topics were identified as the main findings of this study: (a) joy, excitement, and pride with the work; (b) individualized education plan (IPE); (c) lack of resources and guidelines; (d) (lack of) cooperation with parents and families; (e) united in unity: the power of collegial support; and f) promoting and advocating for inclusive education.</span></p>

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.