To What Extent Does Inclusive Education in Indonesia Achieve Equality for Dyslexic and Dysgraphia Students?

PurposeThis article presents a model based on a review of international and European policy and current European Agency for Special Needs and Inclusive Education work on school leadership for inclusive education. The model aims to support analysis of the policy context and interactions between the structures and processes at different levels to ensure effective support for inclusive school leadership and development of appropriate competences. Key issues addressing competences for inclusive school leadership, support and professional development opportunities for inclusive school leaders and policy frameworks that support inclusive leadership across the whole education system are explored.Design/methodology/approachThis paper reports on a current Agency project, Supporting Inclusive School Leadership (SISL), a cross-national project that considers how best to ensure that school leaders meet the needs of all learners in their school communities. The SISL project examines current theories of school leadership together with the core functions of school leaders in participating countries in order to develop a model specifically focused on inclusive school leadership.FindingsAgency projects such as SISL focus on research findings and policy developments that support countries to chart their own course toward a common goal. This process of cross-national working permits member countries with their distinctive national, ethnic, cultural and linguistic diversities to work together on common goals. In this project an ecosystem model of inclusive education was adapted to reflect on the policy context needed to enable school leaders to fulfill the complex responsibilities associated with inclusive school development.Originality/valueAlthough the Agency is strongly associated with the education of children with special educational needs and disabilities, all member countries have the shared vision to support inclusive education systems so that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community. While its projects are firmly rooted in the 2006 UN Convention on the Rights of Persons with Disabilities, its work is also influenced by the concept of inclusion as promoted in the UN Sustainable Development Goal (SDG) 4) “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

This review presents a reasoned synthesis of whole-school interventions seeking to improve the overall school environment by fostering active student participation (ASP) in school activities and decision-making processes. The aims are to describe the selected programs, assess their methodological quality, and analyze the activities soliciting ASP. Among the 205 publications initially provided by the literature search in the academic databases PsycINFO and Education Research Complete, 22 reports met the inclusion criteria of presenting whole-school interventions that solicit ASP in secondary schools, and were thus included in the review. Such publications referred to 13 different whole-school programs, whose implemented activities were distinguished on a 5-point scale of ASP levels, ranging from Very high ASP, when students were involved in a decision-making role, to Very low ASP, when students were the passive recipients of content provided by adults. This review contributes to the literature by proposing an organizing structure based on different levels of ASP, which provides clarity and a common ground for future studies on student participation. Overall, the in-depth description of activities offers a framework to researchers and practitioners for planning interventions aimed at improving the learning environment and contributing meaningfully to the far-reaching goal of encouraging student participation in school life.

The purpose of this study is to determine the implementation of Montessori learning methods based on mathematical props made from sponge rubber waste in developing active participation of fifth grade elementary school students. This study uses descriptive qualitative research methods using instruments in form of observation sheets, interview sheets, questionnaire sheets, and documentation. The collected data is analyzed by triangulation. The results showed that Montessori learning based on mathematics teaching aids made from sponge rubber waste can develop active participation of fifth grade students. Active participation of fifth grade students looks better when teachers apply Montessori learning method. This can be seen from the increase in the average value of students' active participation at each meeting. At the first meeting the average value of active student participation was 66.67, the second meeting was 73.91 and the third meeting was 81.52. This study recommends implement the learning methods needed with interesting tools, so that it can increase students’ active participation.

In educational institutions of all levels, the educators need to encourage the participation of students in academic activities. The participation of students is on an individual basis or in groups of two or more. These are related to academic subjects and lesson plans. Hence, in order to enhance the participation of students in these activities, they need to acquire an efficient understanding of different types of academic subjects and lesson plans. In addition, they are required to hone their confidence levels. Furthermore, they are required to be well-informed in terms of different types of educational goals. Hence, the possession of appropriate information will be facilitating in doing well in one’s tasks and activities and generating desired outcomes. The educators need to ensure that all types of academic activities are favourable to the students and to overall system of education. The educators put in their best efforts in making all types of academic activities pleasurable. Furthermore, these need to be enjoyed by the students. In some cases, the educators obtain ideas and suggestions from students, but in most cases, they use their own discretion. Therefore, it is well-understood, participation of students in academic activities is essential in achievement of educational goals. The main concepts that are taken into account in this research paper are, understanding the meaning and significance of academic activities, advantages of encouraging academic activities and measures to be implemented in leading to up-gradation of academic activities.

Inclusive Education in Indonesia, especially in special regions of Yogyakarta, has been
 running on its regulations, but Equity Pedagogy is to see how inclusive education in
 school units needs to be deepened, because the implementation of inclusive education
 in inclusive schools in Yogyakarta is still a problem, especially at the learning level.
 This study uses the Systematic Literature Reviews (SLR) in the method. The findings
 obtained from the analysis of cementation in the form of perceptions, competencies,
 and actualization in the school environment, society and government are issues of
 equity pedagogy in inclusive education in special regions of Yogyakarta. This study
 shows that inclusive education in inclusive schools in special regions of Yogyakarta has
 not been able to contribute to the career development of children with special needs
 (careers are a form of manifestation of personal acceptance in their environment).
 Showing that Equity Pedagogy on inclusive education in inclusive schools in special
 regions of Yogyakarta is still in the process of forming a system.

While learning is most effective when students are actively engaged, student participation in university classrooms is usually dominated by monologic teacher talk. Digital technologies are often seen as a way to enhance active student participation, yet most reports show that the emergency remote teaching that used digital technologies during the COVID pandemic worsened student participation. We look at active student participation in the synchronous online university lessons of two teachers with shared views on the importance of active student participation but differing approaches to online teaching. We employed a range of tools, including multiple lesson observations over time, line-by-line micro-analysis of the lessons, analysis of discourse moves based on Hardman’s coding system, network visualizations of interactions, and interviews with the teachers reflecting on their teaching. With these tools, we aimed to link the teachers’ views of online teaching with their teaching practices and with the resulting active student participation in their online lessons. The findings of our study indicate that teachers’ views of online teaching can significantly influence their teaching practices. We found that the view that online teaching can serve as a substitute for contact teaching has a detrimental effect on teacher ability to employ the practices necessary for active student participation in online settings. We suggest abandoning the idea of online teaching as a substitute for contact teaching. Instead, online and contact teaching should be seen as two distinct entities requiring different teaching practices. We discuss specific teaching practices that we observed in relation to their role in promoting active student participation in online lessons.

Globalization has intensified the complexity of fostering inclusive education, particularly in culturally diverse societies. Multicultural education promotes respect and appreciation for diversity, while Islam Wasathiyah—a principle rooted in Islamic teachings—emphasizes moderation, balance, and universal values. This study explores the integration of these two frameworks to develop a culturally grounded model for inclusive education. A systematic literature review was conducted to examine scholarly works on multicultural education and Islam Wasathiyah. Sources were selected based on relevance, credibility, and their contribution to inclusive educational practices. Findings suggest that combining multicultural education with Islam Wasathiyah provides a cohesive framework to support inclusivity in schools. This integration enhances social harmony, promotes tolerance, and fosters inclusive, child-friendly learning environments. Key strategies identified include diversity-sensitive teacher training, curriculum development based on shared human values, and active community participation in educational initiatives. By bridging cultural and religious educational paradigms, this model offers a universally adaptable approach to inclusivity. It contributes to broader educational reforms aimed at nurturing empathy and coexistence in pluralistic societies. The strategic fusion of these principles addresses gaps in current inclusive education practices and offers practical implementation pathways. Integrating Islam Wasathiyah with multicultural education creates a holistic model for inclusive education that is both culturally sensitive and universally applicable. This approach supports the development of equitable education systems responsive to cultural and religious diversity in today’s global context.

Little is known about the effects of participation in inclusive settings on student self-determination. In this exploratory study, we examined the association between students' inclusive school and community activities and the self-determination skills of active involvement in IEP activities and use of selected selfdetermination strategies. Forty-seven students with severe intellectual disability from three high schools participated; one high school was undergoing state takeover for consistently failing to make AYP and served students living in a high-poverty community. Findings revealed significant differences across schools in student participation in general education and school-and community-based transition activities, which were associated with level of self-determination skill use. Students attending schools offering more inclusive activities reported significantly more use of six of nine self-determination skills. Active student IEP participation was reported to be low across all schools. We discuss implications of findings for future research and practice.

In 1994, representatives from ninety-two countries met in Salamanca, Spain, and drafted a statement that called for inclusive education for all (UNESCO 1994). Since then, the United Nations (UN) has continued to advocate for inclusive education and the educational rights of children with disabilities around the world (UN Division for Social Policy and Development 2006). International efforts supported the development of a powerful coalition of educators, policymakers, non-profit organizations, and government agencies dedicated to creating more inclusive schools for students with disabilities. However, each national context has unique barriers to making inclusion and high-quality education a reality for students with disabilities. Educator attitudes about disability, myths about students with disabilities and their impact on the learning of their peers, legacies of segregated schooling, inadequate funding and educator preparation in the area of special education, and a lack of innovation in public schools stifle inclusive education efforts in most contexts (Banks 2014; Cameron and Cook 2013; Conley and You 2017; Crouch, Keys, and McMahon 2014; McFarlane and Woolfson 2013). In the United States, the intersections of race, poverty, urbanicity, disability, gender, and other markers of difference complicate inclusive education and often create significant barriers to inclusive schools (Artiles 2003; DeMatthews and Mawhinney 2013; Blanchett 2006; Harry and Klingner 2014). Principals and other school leaders are in an important position to create more equitable and inclusive schools for students with disabilities, but they need to navigate a complexity of issues tied to special education laws and policies as well as other administrative barriers. In the USA, professional and philanthropic organizations, government agencies, and university principal preparation programmes are focusing greater attention and resources to principal development in the area of special education, the needs of students with disabilities, and research-based approaches that support inclusive schools because a growing body of evidence that suggests principals make an essential difference in the development of high-quality inclusive schools and improved outcomes from students with disabilities (DeMatthews 2015; Bays and Crockett 2007; Billingsley, McLeskey, and Crockett 2019; Boscardin 2007; Council of Chief State School Officers (CCSSO) and Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center 2017; Hoppey and McLeskey 2013; Lashley 2007; Mayrowetz and Weinstein 1999; Theoharis 2007). School leadership that prioritizes inclusion has undoubtedly been a contributing factor to the continued growth of inclusive school opportunities for students with disabilities in the USA (US Department of Education 2018). In this entry, I briefly summarize special education history and law in the USA to serve as the background to the examining of inclusive school leadership for students with disabilities. This overview identifies key aspects of federal special education law, challenges to inclusive schools, and barriers, forms of resistance, and complexities to inclusion that exist within the US context. Next, I review research focused on inclusive school leadership. In particular, I focus on identifying practices and actions taken by principals who have simultaneously created more inclusive schools and improved student achievement for all students. Finally, I discuss implications of the research presented in this chapter to support recommendations for how to further promote inclusive school leadership and the development of inclusive school leaders.

The Ethics of Inclusive Education clarifies the idea of inclusion and its normative content, and presents a coherent theoretical framework for inclusion and inclusive education. It serves as one of the first extended philosophical defenses in the field of inclusive education that goes beyond a simple assertion of educational value. Integrating perspectives from the history, sociology and psychology of inclusive education, this book develops a holistic concept of inclusion, while clearly and systematically examining the ethical-normative content of inclusive education. It also offers: an interdisciplinary analysis of inclusion and inclusive schooling, ranging from historical to sociological analysis of their predecessors and preconditions, to the investigation of their philosophical and educational content, an in-depth analysis of the moral significance of exclusion, the value of inclusion and inclusive education from an analytical point of view, and practice-oriented investigations of the individual and social conditions for inclusion and inclusive education. The Ethics of Inclusive Education serves researchers, practitioners and politicians, to make key educational decisions about how to understand, explore or realize inclusive educational aims, especially with respect to disability and special needs.

Inclusive physical education supports all students' social, emotional, and physical development, including those with special needs. With growing awareness of the importance of inclusivity in education, effective learning strategies to support the participation of students with special needs are becoming increasingly relevant, especially in senior secondary schools. This study aimed to explore and analyze various inclusive physical education learning strategies, focusing on how these approaches can improve the participation and learning outcomes of students with special needs. The methodology used was a systematic literature review, allowing for the comprehensive identification and analysis of strategies implemented and evaluated in inclusive physical education. Following PRISMA guidelines, the study selection process involved a structured literature search across multiple electronic databases, quality evaluation, and synthesis of findings from the selected studies. The literature review showed that inclusive approaches in physical education, including the use of assistive technology, adaptation of activities, and professional training for teachers, increase the engagement and participation of students with special needs and strengthen understanding and respect for diversity among all students. However, the study also identified challenges in implementing these strategies, such as lack of resources and inadequate teacher training. Inclusive approaches in physical education increase the engagement and participation of students with special needs and promote understanding and respect for diversity among all students. Successful inclusive learning strategies include applying assistive technology, modification of activities, professional training for teachers, and multidisciplinary collaboration. However, challenges in implementing these strategies were also identified, including a lack of resources, inadequate teacher training, and the need for more individualized curriculum adaptations. This research offers practical recommendations for educators and policymakers in developing more inclusive physical education practices, emphasizing the importance of student-centered approaches and close collaboration between schools, families, and communities to support students with special needs.

Türkiye’de son 20 yıldır özel eğitime ihtiyaç duyan öğrencilere yönelik eğitimin kaynaştırma yolu ile sağlanmasına öncelik verilmektedir. Örgün eğitimde kaynaştırma uygulamalarının kapsadığı dersler arasında din eğitimi ile ilgili dersler de bulunmaktadır. Bu dersler kapsamında kaynaştırma eğitimini veren öğretmenlerin yeterlilikleri, duygu, tutum ve kaygıları önemlidir. Bu durumun iyi araştırılması etkili bir kaynaştırma eğitimi için gereklidir. Din Kültürü ve Ahlak Bilgisi ile İmam Hatip Meslek Dersleri Öğretmenlerinin kaynaştırma eğitimi yeterliliklerinin, onların duygu, tutum ve kaygıları üzerindeki etkisinin araştırılması bu araştırmanın temel gerekçesidir.Bu çalışmanın amacı, örgün din eğitiminde kaynaştırma uygulamalarının niteliğinin artırılmasına katkı sağlamaktır. Kaynaştırma eğitiminin en önemli unsuru bu dersleri okutan öğretmenler olduklarından çalışma, onların kaynaştırma eğitimi ile ilgili duygu, tutum, kaygı ve yeterliliklerini ile çeşitli değişkenlere göre farklılaşma durumunu incelemiştir. Çalışmanın verileri Sharma, Loreman ve Forlin (2011) tarafından geliştirilen Bayar (2015) tarafından Türkçeye uyarlaması yapılan “Kaynaştırma Uygulamalarında Öğretmen Yeterliliği Ölçeği” ve Forlin, Earle, Loreman ve Sharma (2011) tarafından geliştirilen Bayar, Özaşkın ve Bardak (2015) tarafından Türkçeye uyarlaması yapılan “Kaynaştırma Eğitimi ile İlgili Duygular, Tutumlar ve Kaygılar Ölçeği” ile toplanmıştır. Çalışma neticesinde, kaynaştırma eğitimi ile ilgili hizmet içi eğitimin, öğretmenlerin duygu, tutum ve kaygıları ile yeterliliklerini pozitif yönde etkileyen bir faktör olduğu tespit edilmiştir. Cinsiyet, okul türü, lisansta eğitim alma durumu, kaynaştırma eğitimi tecrübesi ve kaynaştırmaya ilişkin özgüvenin değişkenlerinin öğretmenlerin yeterliliklerini ve duygu, tutum ve kaygılarını etkilemediği saptanmıştır. Ayıca duygu, tutum ve kaygı ile yeterliliğin pozitif ilişki içerisinde olduğu görülmüştür.

This study used the systematic literature review to explore articles related to human resource management and physical education teachers who work with students with special needs in inclusive schools. Data were obtained from articles searched through Google Scholar. The keywords used were ("Human Resource Management" OR "HR Management") AND ("Physical Education Teacher" OR "PE Teacher") AND ("Special Needs Students" OR "Students with Disabilities" OR "SEN Students") AND ("Inclusive Schools" OR "Inclusive Education"). The search focused on articles published in Scopus-indexed journals between 2019 and 2024. During the search, inclusion and exclusion criteria were applied. The initial search generated 17,400 articles. Furthermore, the articles were screened again in several stages, and 16 articles that fit the theme and met the inclusion requirements were yielded. During the article selection, this study followed the PRISMA guidelines. The results of this study showed that inclusive education presents significant challenges in human resource management, especially regarding the readiness and competence of physical education teachers. For example, the teachers did not receive sufficient training in inclusive methodologies, leading them to feel underprepared for the diverse needs of students. Thus, comprehensive training that covers theory and hands-on practice was identified as a solution. Teachers with more in-depth training and experience showed more positive attitudes and abilities. In addition, adjustments to teaching methods and effective use of technology, with school support and collaboration between teachers, staff, and parents, were key to success. Furthermore, policy changes and adequate resource allocation were also crucial. Periodic evaluation of inclusive practices was necessary to ensure continuous development. Thus, increased training, supportive policies, and ongoing support from the government and schools were necessary to achieve effective, inclusive physical education.

Introduction. The institutionalisation of inclusion in higher education determines new requirements for university teachers, what is also found in the field of psychological readiness for the implementation of the educational process with the participation of students with disabilities. Aim. The present research was aimed to develop theoretical framework and experimental verification of the model of psychological readiness of academic teaching staff for the implementation of an inclusive educational process. Methodology and research methods. Methodologically, the research was based on the idea that the true implementation of inclusive higher education is conditioned by the formation of an inclusive culture of university teachers, which serves as the foundation for the implementation of inclusive practices and policies and one of the immanent attributes of which is psychological readiness to implement the educational process with the participation of disabled students. In the diagnostic and methodological terms, the current study relied on the authors' questionnaire containing the blocks of questions built using a 5-point Likert scale and characterising the severity of the various components of such readiness among university teachers in relation to working with disabled students of diverse nosological groups. The survey results were analysed qualitatively and quantitatively using the Cronbach Alpha coefficient, Shapiro-Wilk, Kolmogorov-Smirnov, Mann-Whitney tests, and the median test applying the Pearson test. To check the consistency of the proposed theoretical model of the psychological readiness of university teachers to implement an inclusive educational process, structural equation modelling (or SEM - the method of asymptotically non-parametric assessment) was employed. For statistical calculations, the program IBM SPSS Statistics ver.23 and the AMOS module were used. Results. The integrative model of the psychological readiness of faculty for the implementation of an inclusive educational process has been theoretically substantiated and experimentally confirmed. This model includes a motivational-value component (the acceptance of the values of an inclusive culture, beliefs and attitudes of the teacher regarding inclusive education), an affective component (the emotional acceptance of the situation of inclusive education and its subjects) and an operational component (the teacher's assessment of own skills in using the tools of inclusive education). In the presented model, the teacher's methodical preparedness for teaching students with disabilities acts as a cognitive component, and the resulting component is the implementation of inclusive practice based on the willingness and ability to interact with students with disabilities. It was found that, to the greatest extent, university teachers have formed a motivational readiness to implement inclusive education, but they experience a deficit of operational skills, when working with students with disabilities. At the same time, the level of psychological readiness to implement an inclusive educational process significantly differs depending on the subject specialisation of teachers and the presence / absence of previous experience of interaction with people with disabilities. Scientific novelty. The model of the psychological readiness of teachers for the implementation of inclusive education in Russia was developed and empirically confirmed. Practical significance. The findings of this research highlight the significance of the stages of the formation of university teachers' psychological readiness for inclusive education. The following stages are determined: from providing basic methodological readiness in the framework of professional development through the creation of internal conditions for readiness for inclusive education, examining the experiences and psychological difficulties in interacting with people with disabilities, and, finally, to accompanying the actual inclusive teaching practice.

The aim of this study was to explore the concept of student empowerment and empowering aspects of the higher education curricula as perceived by the students, faculty members and administrators. The research design was a case study and it is conducted at a private university in Turkey. The data were obtained via semi-structured interviews with 24 undergraduate students, eight faculty members and five administrators. The findings of the study revealed the complexity and multi-dimensionality of student empowerment. Participants defined empowered students in higher education as having active personal and social characteristics. Different members’ views of the empowering factors overlapped to a great extent and they were grouped under three interconnected dimensions: academic, social and political empowerment. Participants' reports indicate that student empowerment in university curricula depends on several factors, such as faculty qualifications, active student participation in curriculum decisions, student clubs, extracurricular activities, and whether students have the opportunity/right to voice their demands and objections. The data analysis points out a possible existence of a fourth dimension which centers around personal characteristics. Hence, further research is needed to prove the existence of this fourth dimension as in the current data set it did not come forth as a major dimension. Furthermore, the findings revealed that democratic understanding is a precondition for student empowerment and a “deep” democratic understanding is needed in higher education institutions.