The rule-and-the-exception paradox. How to establish micro-level strategies for inclusive education through rules and exceptions

The relevance of the topic is resulted from the need to conform current legislation and practices on the rights to equal access to quality education for children with special needs. Regulatory and legal issues of inclusive education were considered in the scientific publications of Ukraine. However, regulatory and legal issues of inclusive general secondary education requires further analysis. The purpose of the work is to research and analysis of regulatory and legal issues of inclusive general secondary education in the world experience and in the Ukraine in particular. The legislative process of providing inclusive education in the Ukraine is determined by international regulations. The international strategy for inclusive education is aimed at realizing human rights to education, forming an inclusive society, transforming educational systems, supporting state strategies for inclusive education, modernizing teacher training, and developing mechanisms for investing in inclusive education. There are fundamentals for individualization of education in the Ukraine. Issues of practical implementation the concept of inclusive education needed to be improved. First, there is a need to amend the laws of Ukraine “About education”, “About preschool education” and “About general secondary education” in terms of the number of working hours of the assistant educator and assistant teacher in upward. Secondly, the changes should be made regarding the size of groups and classes. The children with only one type of disorder can study within the group. Key words: Inclusive education, special educational needs, inclusion, general secondary education, regulatory and legal issues of education.

Though there is a good amount of research on inclusive education in Tanzania, there has been less attention to the teachers’ views on the concept of disability and barriers in the provision of inclusive pre-primary education. This study, therefore, was undertaken to explore how teachers view the concept of disability and barriers to disability-inclusive pre-primary education. This qualitative multiple case study used individual interviews and focus group discussions with teachers to collect data from four sampled schools that enrolled children in Tanzania, predominantly within Kagera Region. The study involved a sample of 26 participants, of whom 11 were female and 15 were male. The collected data through 15 individual interviews and four focus group discussions were subjected to thematic analysis procedures. Findings show that teachers understand the concept of disability differently: disability as a tragedy, disability as a societal problem, disability as a spiritual issue, disability as anger of ancestors, and disability as an ability-disability continuum. The identified barriers to disability-inclusive pre-primary education included: poverty; attitudes, stigma, and discrimination; inadequate teaching resources; inadequate infrastructure; and teachers and their practices. These barriers impact the transformation of pre-primary education into more inclusive education. The combined initiatives and efforts of various stakeholders to combat obstacles to promote inclusion in pre-primary education remain critical.

Inclusive education remained a central goal of educational systems globally, yet its implementation posed considerable challenges, particularly in developing contexts. This study explored the lived experiences of general education teachers in implementing inclusive education in a receiving school in the Mati City Division, Davao Oriental, Philippines. Grounded in Contingency Theory and employing a qualitative phenomenological research design, the study aimed to understand how teachers navigated the problems and issues of inclusive education. Data were gathered through semi-structured interviews and focus group discussions with nine purposively selected general education teachers. The researcher used Colaizzi’s (1978) seven-step method guided the data analysis, allowing for the identification of essential themes and a rich interpretation of participants’ experiences. Findings revealed two major thematic areas: challenges in the external and internal environments of the school. External challenges included lack of funding and equipment, social stigma, limited instructional materials, uncooperative parents, and parental misconceptions. Internal challenges comprised time constraints, insufficient teacher training, student behavior issues, subject-specific difficulties, and the absence of Special Education (SPED) teachers. Participants emphasized the need for targeted interventions, such as continuous advocacy for SPED teacher deployment, strengthened parent-teacher collaboration, the establishment of inclusive education programs, and the creation of individualized learning plans. This study underscored the pressing need for systemic and localized support to make inclusive education more feasible and effective. By highlighting the real-world struggles and proactive insights of teachers, the findings contributed to policy development and practical strategies for inclusive education in similar contexts.

Although inclusive education is a strong trend in education policy around the globe, there are different definitions and variations used in different nations. The case of Finland is interesting, because the long-term direction of the Finnish school system has supported every child’s right to participate in education, but inclusive education is not mentioned or defined anywhere in education legislation. This absence of definition not only leaves the defining to the parties concerned, but also adds to creating inclusive myths and varying realities in everyday life. Meanwhile, in public discussion, there has been a constant and quite polarised debate about putting students with support needs in regular classrooms. The recent Government Program (2019) in Finland states that special education legislation should be investigated from the point of view of students as well as teachers’ wellbeing. In order to define the current state and equality of the Finnish support system, the Ministry of Education and Culture has established a working group as part of the “Right to Learn” initiative 2020–2022. In this chapter, we discuss the historical development of Finnish inclusion and contrast myths and realities of the Finnish model in supporting students with support needs in the light of international trends in inclusive and special education. We also discuss possible future trends of inclusive education in the Finnish context.

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

The aim of this study was to explore the dilemmas experienced by women and men in their everyday lives in relation to their coeliac disease, and to explore the qualities of these dilemmas in relation to specific situations and living conditions. We interviewed 43 informants, aged 20-40 years, using 'The Critical Incident Technique'. Interviews focused on situations that gave rise to confusion or discomfort in relation to disease. The interviews were transcribed verbatim and analysed qualitatively. We found 195 dilemmas, experienced in five arenas: food situation at work, during purchases, when travelling, in relation to meals at home and meals outside the home. Emotions, relationships and the management of daily life were the three main categories of dilemmas that emerged through the analysis. Specific emotions were experienced in relation to the disease, such as isolation, shame, fear of becoming contaminated by gluten and worries about being a bother. In the relationship with other persons the informants experienced a number of complicating dilemmas such as unwanted visibility, neglect, being forgotten, disclosure avoidance and risk taking. Dilemmas related to the management of daily life were restricted product choice, double work and constantly being on call. The lived experiences of coeliac disease were more varied and profound than expected. It is important to take psychological and social aspects into account in the treatment of patients with coeliac disease.

This study examined the views of practice teachers toward the inclusion of students with special education needs in the regular classroom. A total of 32 practice teachers from University of the East, College of Education, participated in the research. Mixed-Method was utilized which comprised of participants answering a questionnaire and participating in a focus group discussion. The questionnaire, My Thinking about Inclusion Scale, MTAI, (Stoiber et al., 1998) was utilized for the quantitative part of the research; while, a focus group discussion was conducted for the qualitative part which sought to uncover the perceptions of practice teachers concerning their background and training on inclusive education. Only six of the 32 practice teachers were able to join the focus group discussion. The results revealed that there is no significant difference in the practice teachers’ views on inclusive education between males and females and their degree programs. Findings also showed that practice teachers held similar positive views on inclusion. The responses of the participants in the focus group discussion unveiled that the practice teachers believed they have adequate theoretical knowledge about inclusive education; however, they still require further in-depth training and hands-on involvement and participation in conducting inclusive practices inside classrooms to effectively apply them in the future as they become licensed teachers. They also saw the importance of the support of the government and the cooperation of schools as well as parents and guardians for the successful espousal of inclusive education.

According to Sustainable Development Goal 4.2 (SDG 4.2), Equal Access to Quality Pre-primary Education, governments throughout the world are working to ensure that all children have access to high-quality early childhood development, care, and pre-primary education by 2030. In order to organize available evidence into a coherent framework, the current scoping review represents an exploratory synthesis addressing the broad question of what qualitative and inclusive Early Childhood Education and Care strategies are currently being established globally to achieve SDG4 targets. The goal of this scoping review in this respect, was to map the available research and offer an overview of micro-, meso-, and macro-level perspectives on evidence-based interventions and strategies, for the promotion of SDG4 globally. A layered model of early childhood education that is both inclusive and egalitarian education emerged, starting with the micro level: child, family and community, mezo level: nursery, and kindergarten and macro level: national policies and SDG 4.2 Agenda for 2030. The mezzo level connects the micro and macro levels, being the most solicited level of implementing inclusive and qualitative ECEC strategies. Thus, starting with putting a real emphasis on children rights, creating a qualitative and inclusive culture with a holistic understanding of child development, then investing in teacher preparation and instilling a strong belief and positive attitudes toward equity in early childhood services, developing inclusive educational policies with an authentic community support offered by all stakeholders, then adapting curriculum and assessment methods to all early childhood educational contexts and lastly piloting and up-scaling good practices, and investing in infrastructure, facilities and innovative educational services, SDG4.2 targets could transparently and efficiently be attained by 2030, with all the setbacks arisen from the pandemic context. The data provide light on a vast topic range, including human rights and values, policy actions, and ideologies. The micro-level themes emphasized the importance of fostering equitable and inclusive environments for children., as well as instructional approaches that encourage positive attitudes toward diversity and instructors' levels of experience in dealing with diversity. We also discovered the significance of creating chances that promote socialization, connection development, and a sense of belonging. Meso-level principles emphasized the relevance of schooling in a child's holistic development and skill acquisition. Mainstream availability for all children, national curriculum regulations, teacher preparation for inclusive early childhood education, excellent funding and governance, evaluation and monitoring, and research on inclusive early childhood education comprise the macro level. As a concept and an approach, inclusive and qualitative education necessitates the preparedness of all relevant educational components to participate. Providing inclusive education in the early years requires setting the foundation for subsequent levels of schooling. The active engagement of a young kid should be directed by developmentally and individually suitable curricula. Access to and participation in age-appropriate general curricula becomes critical in identifying and providing specialized support services. Inclusive programming does not imply that the educational programs will necessarily be of good quality. Efficiency and wellbeing are synonymous with equity. Equitable education investment benefits everyone in society, not just the most marginalized. Investing in education will help communities achieve all of the Sustainable Development Goals related to education.

This research investigates the extent to which teacher education programmes in Thailand prepare educators to implement inclusive education. Utilising a qualitative case study methodology, data were collected through interviews and focus group discussions with 10 teacher educators, 10 pre-service teachers, and 10 in-service teachers across various institutions. Data were analyzed thematically through manual transcription and coding to identify key themes. The findings revealed substantial gaps between theoretical training on inclusive education and the practical skills required to apply these principles effectively in classrooms. Notable disparities were identified between urban and rural teacher education programmes, with rural institutions encountering more significant challenges due to resource limitations and fewer opportunities for practical application in diverse environments. Additionally, attitudinal barriers among educators, particularly regarding the feasibility of inclusive practices, further hindered implementation. The study also underscored the insufficient training in cultural responsiveness, leaving many teachers unprepared to address the needs of students from diverse cultural and linguistic backgrounds. Ongoing professional development emerged as a critical factor in equipping educators to manage diverse classrooms effectively. Based on these findings, the study recommends prioritising hands-on training, addressing regional disparities, and expanding access to professional development to strengthen teacher preparedness for inclusive education.

To speak of Inclusive Education is to acknowledge a long, complex, and historical journey. This path began with those who, in their time, suffered dehumanization for not behaving or thinking according to the standards of "normality," being denied the right to life and social participation. To speak of Inclusive Education is to recognize the struggle that people with different disabilities, their families, and some professionals began many years ago, knocking on doors and asking for the opportunity to have a space to learn and be active members of society. It also means recognizing the efforts that different educational stakeholders have made to make the invisible visible and validate diversity, accepting that, while we may all have limitations, we all possess valuable abilities. Today, Inclusive Education transforms differences in the classroom into a value that enriches the educational process for all students. Although inclusion might seem like an achieved goal, it is actually an ongoing process that has had to overcome countless barriers impacting education. These barriers sometimes stem from individuals, but often arise from the social and educational contexts in which students develop. In this regard, authors such as Booth and Ainscow (2002) and Echeita (2006), as well as institutions like UNESCO (2009), point out that progress has not been as rapid as desired due to numerous obstacles. These barriers range from the absence of comprehensive educational policies and inadequate teacher training to the need for greater social awareness that would allow for genuine attention to diversity.In line with this challenge, Sustainable Development Goal (SDG) 4 of the UN's 2030 Agenda seeks to ensure inclusive, equitable, and quality education, as well as promote lifelong learning opportunities for all. Achieving this requires significant effort through actions such as promoting changes in perceptions on the subject, raising awareness and recognizing diversity, providing teacher training and professional development programs, developing flexible curricula contextualized to the realities of each region, and ensuring institutions have the necessary infrastructure, services, and resources. It also requires competent and committed government and educational authorities dedicated to inclusive education, capable of developing legislative proposals and promoting actions that effectively and efficiently address the educational needs of all people.It is within this framework that issue number 64 of the journal Educación y Ciencia, with the theme “Inclusive Education: A Challenge for Education Professionals,” offers a space for profound reflection, based on research evidence about the current reality of inclusive education. Through diverse studies and contexts, the articles in this edition converge on a key point: the teacher's role as a crucial agent in the inclusive process. This does not mean it is a solitary task, nor is it solely their responsibility; teachers require solid training (in all areas and at all educational levels) from their initial stages, equipping them with the knowledge, skills, and attitudes to address diversity with sensitivity and effectiveness. This training extends to ongoing professional development programs that provide teachers with the tools to meet the demands of student support, while also promoting communities of teaching practice where they can form true working teams that exchange knowledge, experiences, and even the fears and doubts they face in their work.The articles also highlight the need for policies that reflect the realities of classroom life and guide the development of pedagogical approaches that address the comprehensive needs of students. This means promoting education that encompasses not only cognitive but also socio-emotional aspects, recognizing that inclusive education today refers not only to students with disabilities but also to the full diversity of students based on factors such as culture, economic status, gender, learning pace and style, dominant intelligence, neurodiversity, and many other characteristics.Making inclusive education a reality is complex, but not impossible. The conclusions of these articles demonstrate this and should shed light on the issue for decision-makers at all levels, institutional authorities, teachers who promote learning every day, and students and their families. This is a task that must be undertaken collaboratively, with each participant assuming their responsibility and supporting one another to create a truly inclusive community.

In Ethiopia, students with disabilities (SWDs) face various learning barriers, inequalities, and inequities. Overcoming SWDs’ obstacles is a critical component of inclusive higher education strategies. Currently, e-Learning is preferred to ensure inclusive education and resolve the challenges of SWDs. Therefore, using a mixed research design, this research assessed the policies, legislation, and practices of Higher Education Institutions (HEIs) in Ethiopia concerning e-Learning and its integration into inclusive education for SWDs. Two survey questionnaires (largely consisting of Likert questions) were developed and distributed to 100 SWDs and 18 university instructors randomly selected from three purposively selected HEIs to collect quantitative data. Then, the survey data was analysed using SPSS (version 26) with descriptive statistics using percentages and count/frequency. The qualitative data was collected using document reviews and eight key informant interviews (KIIs) with purposefully selected stakeholders and officials of the three HEIs. The qualitative data was analysed by categorizing and tabulating it under different thematic areas. According to the findings, despite progress in ICT infrastructure, the development and implementation of e-Learning in Ethiopian HEIs are in their infancy and far from meeting the needs and interests of SWDs in the teaching-learning process. The major constraints include the resistance of many university lecturers to technology-assisted education; a lack of basic digital skills among lecturers and students; the absence of adequate e-Learning policies and legislation concerning inclusive education; and a lack of coordinated efforts from stakeholders to ensure institutional and national support to incorporate e-Learning into inclusive education. Consequently, in response to these constraints, we recommend: enacting comprehensive HEI policies and legislative frameworks that integrate e-Learning and inclusive education; providing adequate and periodic training to SWDs, faculty, and ICT personnel of HEIs; offering free or low-cost internet services and digital end devices to users; and conducting similar studies on e-Learning and inclusive education.

For pregnant women in rural Africa, delays in reaching a health facility are inevitable. When complications occur, unless transport is found quickly to reach a facility providing essential obstetric care promptly, morbidity and mortality are common outcomes. The study aimed to explore the emergency transport needs of rural pregnant women in Erri village, Babati District, Tanzania. Communities were selected purposefully. A crosssectional design was used, 250 women of childbearing age were interviewed, 12 men and 12 women participated in focus group discussions (FGD), and 7 women were interviewed using the critical incidence technique. Information on community awareness of women's needs for locally available and functional transport for emergency obstetrics referrals was obtained using a structured questionnaire, FGD and critical incident interviews. The questionnaire revealed that 75% of women with 7 years of school in this study, were more likely to seek help from the district hospital than women with 5 or fewer years of schooling. Women who lived nearer to emergency obstetric facilitates were more likely to use these facilitates than those living far away. Having a bicycle in a household did not influence the woman's decision about where to seek help during an emergency. Seventy percent of respondents (43/61) who used a bicycle revealed that when women encounter emergencies it takes more than half a day to reach the district hospital. Almost every participant declared the hardship in accessing emergency obstetric care related to lack of funds and unavailability of the transport. During FGD women shared stories of mothers and newborns who had died on their way to emergency obstetric care. The study provides a small insight into the referral transport needs of pregnant women living in rural communities in Manyara region. Further participatory research is necessary to identify reliable and affordable transport options acceptable to pregnant women and their families; and evaluation is required to estimate the impact of emergency referral programmes on referral times and operational feasibility.

In the implementation of Inclusive Education many learners with special needs still face barriers to equitable and quality education. This study explored the practices of school heads in the implementation of inclusive education, employing a sequential exploratory mixed-methods design. The research aimed to explore inclusive education practices and develop a validated survey tool in the context of inclusive education practices. In the qualitative phase, in-depth interview and focus group discussions were conducted with (twelve) 12 school leaders selected through purposive sampling. The gathered responses highlighted several inclusive education practices, such as inclusive and fair learning environment, identification of learners for placement, assessing special education programs and learners, collaboration with stakeholders, provision of SPED training courses and provision of intervention programs. The integrated qualitative insights lead the development of questionnaire items tested to 200 teachers as respondents for factor analysis and validity testing resulting in 78-items questionnaire with five constructs: Comprehensive Support and Engagement for Inclusive Education, Empowering Teachers through Tailored Instruction and Curriculum Design, Fostering an Inclusive, Safe, and Supportive Learning Environment, Utilizing and Maximizing Allocated Budgets for SPED, and Recognizing Local Government Support. This study contributed to inclusive education practices framework aligned to the school heads’ needs. It provided evidence-based insights that may inform teacher empowerment, resource optimization, and the critical role of school heads in advancing inclusive education implementation practices. The highly reliable and validated inclusive education program practices questionnaire stands as a valuable tool, ready to support future research and enhance inclusive education efforts.

Celiac Disease (CD) is a chronic autoimmune disease triggered by dietary gluten. Gluten avoidance, which is the only available treatment for CD, could impact on quality of life of children with CD. We present the results of a qualitative study on the emotional impact of gluten free diet (GFD) on the everyday life of children affected with CD. We investigated 76 celiac patients aged 2–18 years (average age: 9.5 years). By using the Critical Incident Technique (CIT), we defined emotions related to difficulties and awkward situations experienced by the patients. Written answers to open-ended questions from either children (older than 8 years) and parents (children younger than 8 years) were analyzed qualitatively. We found 80 dilemmas experienced in three different arenas (food situations at school, meals at home, meals outside) and characterized lived experiences of children with CD in everyday life (specific emotions, difficulties in relationships and in management of daily life). Children with CD experience strong emotions related to the GFD, permeating several aspects of everyday life. These dilemmas may be missed by a conventional, questionnaire-based approach to the psycho-social consequences of CD treatment.

AB1157-HPR Intimate Relationships as Perceived by Patients with Early Rheumatoid Arthritis: A Qualitative Interview Study (The Swedish Tira Study)