Area Of Inclusive Education Research Articles

EDUCATION AND DIVERSITY: BUILDING AN INCLUSIVE SCHOOL ENVIRONMENT

This study addressed the issue of educational inclusion and the challenges faced by educators and institutions. The overall objective was to analyze pedagogical practices and public policies that promote the inclusion of students with disabilities in Brazilian schools. The methodology adopted consisted of a bibliographic review, which allowed a qualitative analysis of relevant works in the area of ​​inclusive education. The results showed that the implementation of inclusive education requires adaptations in pedagogical practices, ongoing training of educators, and the creation of a welcoming school culture. In addition, structural, pedagogical, and attitudinal barriers that hinder the effectiveness of inclusion were identified. The final considerations highlighted the importance of public policies and teacher training in promoting an educational environment that respects and values ​​diversity. The need for new studies that complement the findings, exploring inclusive practices in different contexts and the effectiveness of educational policies, was highlighted. Thus, it was concluded that educational inclusion depends on the collective commitment of everyone involved in the educational process, aiming to guarantee the right to learning and development of all students.

AI in inclusive education which differences in research trend

Abstract In modern education systems, inclusive education is an approach that aims to meet the different needs of all students, especially those from underrepresented groups, by ensuring everyone has fair access to good education. It sees the value in every child and creates a setting where differences are accepted and appreciated. Artificial intelligence (AI) can change how we learn, especially in the area of inclusive education. Using AI technologies is important to meet students’ different needs, particularly those with disabilities. Studies show that AI can create personalized learning by adjusting content to fit individual needs and giving quick feedback with smart tutoring systems. Additionally, using AI in teaching methods can improve engagement for students from underrepresented groups, which helps combat existing gaps in educational success. However, even with the increasing recognition of AI’s advantages, challenges like poor infrastructure and lack of teacher training remain, making it hard to implement effectively. The manuscript’s aim is to analyse the trend of publication research. Mainly, the manuscript focuses on analyzing the paradigm that is used in research when academicians treat arguments about AI inclusion and Education. The results will create an opportunity for future discussion on the effects of AI on inclusive education, looking at both the possibilities it offers and the obstacles that need to be addressed to build fair learning environments for every student.

The Stereotypes of Pedagogical Students – Barriers to the Implementation of Quality Inclusive Education

The article presents an author‘s research in an area of inclusive education. More specifically, the intergroup stereotypes of student pedagogues, future kindergarten and elementary school teachers, towards children and students with special educational needs were investigated. The scale for intergroup stereotypes (SCM – Stereotype Content Model) was used in the study.The development draws attention to the importance of changing the stereotypes towards inclusive groups of children and students, for the success of inclusive education.

ACADEMIC ACCESSIBILITY, AN IMMERGING CONCEPT

Inclusion of persons with disabilities and other marginalized section of human society in education is increasingly gaining importance in all part of globe. Access to Academic program, Services and activities is Crucial part of inclusive education. Academic accessibility is one of the important concept of inclusive education which is needed to be understood by all the stakeholders of academics who are conducting research in the area of Inclusive Education and Accessibility of education system for persons with disabilities. Need is being realized to study all the aspects of accessibility of education system that includes Accessibility of Academic web services, Accessibility of Academic built environment, Accessibility of Academic course content and Accessibility of course delivery mechanism. This paper presents concept of Academic accessibility in detail. All the components of Academic accessibility are presented systematically with its relevance on each other. It also covers Laws, Standards, guidelines and policies related to academic accessibility. The paper concludes with the presentation of institutional cases on academic accessibility and usability of the concept in Inclusive education.

Rebooting Inclusive Education? New Technologies and Disabled People


 
 
 This paper provides a speculative, conceptual and literature-based review of the relationship between disability and new technologies with a specific focus on inclusive education for disabled people. The first section critically explores disability and new technologies in a time of Industry 4.0. We lay out some concerns that we have, especially in relation to disabled people’s peripheral positionality, when it comes to these new developments. The second section focuses on the area of inclusive education. Inclusion and education are oftentimes in conflict with one another. We tease out these conflicts and argue that we cannot decouple the promise of new technologies from the challenges of inclusive education, because, in spite of the potential for technological mediation to broaden access to education, there remains deep-rooted problems with exclusion. The third section of our paper explores affirmative possibilities in relation to the interactions between disability and new technologies. We draw on the theoretical fields of Science and Technology Studies; Critical Disability Studies; Assistive and Inclusive Technologies; Collaborative Robotics, Maker and DIY Cultures and identify a number of key considerations that relate directly to the revaluing of inclusive education. We conclude our paper by identifying what we view as pressing and immediate concerns for inclusive educators when considering the merging of disability and technology, accessibility and learning design.
 
 

Como preparar um professor para “ser” inclusivo: reflexões sobre a formação docente

O presente artigo levanta a reflexão da ação formativa docente na área da educação inclusiva relaciona diretamente a atuação, busca debater sobre a importância dessa formação desde a formação inicial (graduação). Engendra a importância dessa preparação como garantia de uma atuação que proporcione a esses educandos equidade nas oportunidades e ofertas de ensino, garantindo a eles condições curriculares que vão além das propostas pela adequação curricular e na temporalidade. Com o objetivo de ampliar e assegurar sua participação social em seu meio educacional e não apenas a sua “socialização”. Usamos como metodologia a análise documental das Diretrizes Curriculares Nacionais para o Curso de Graduação em Pedagogia e a revisão bibliográfica de alguns autores sobre a temática da formação de professores na área de educação inclusiva. Após alçar esse debate sobre a formação docente na graduação para a atuação e a importância dessa formação em um sistema educacional que buscar ser inclusivo, concluímos que muito ainda temos a discutir sobre a formação docente nessa área.

Tecnologias Assistivas e Necessidades Educacionais Específicas: da oferta de recursos de software ao público-alvo

Este estudo investiga quais são os principais tipos de Tecnologias Assistivas (TAs) e Necessidades Educacionais Específicas (NEEs) no contexto educacional. A literatura adotada apoia-se na área da Educação Inclusiva e legislações oficiais. Nesta pesquisa qualitativa e documental foram analisadas 42 fichas cadastrais de alunos para a identificação das NEEs, seguida do levantamento das TAs por meio de visita guiada. O estudo aborda as TAs como recursos de Auxílio e principalmente as do tipo software. O resultado da análise de dados apontou para 16 NEEs. Quanto às TAs, identificou-se 41 tipos, sendo 16 TAs Auxílio e 25 TAs software. Para, além disso, constatou-se que há uma maior oferta de TAs destinada aos alunos com deficiência visual e não para alunos com TDAH, NEE que predomina na Instituição.

Perception of the Visually Impaired Students Towards Inclusive Education in Mainstream Higher Educational Institutions (with Special Reference to Multimodal Material Preparation Center, Bharathiar University - Coimbatore)

Leading a dignified life is not only a desire but also a fundamental right of any Human being. With Disability being an important global problem across the world, the Persons with disability struggle to lead a dignified life in the society. Despite advancement in Science and Technology, the issue of disability still remains a challenge and demands rapid intervention strategies to curb the barriers that curtail the development of individuals with disability and the nation at large. The aim of this study is to know the perception of the visually impaired students towards Inclusive Education in mainstream higher educational institutions. The evident based case study method of study design is used, where the Multimodal Material Preparation Centre of the Bharathiar University, Coimbatore on the whole is taken as the unit of analysis for the study. This study investigates the concerns of the visually impaired students studying in the Bharathiar University based on the in depth interview conducted with the students of various mainstreams of higher education who are making use of the material preparation centre of the University.The findings of the study reveal the overall perception of the visually impaired students towards Inclusive Education in all the aspects of availability, accessibility and affordability of education, where it becomes the evident study. Thus this study implicates greater scope for social work practice and further research in this area of Inclusive Education which will create a positive inclusive society.

TECNOLOGIAS ASSISTIVAS E FORMAÇÃO DOCENTE: O CASO DE ESCOLAS DE UMA REDE PÚBLICA FEDERAL DE ENSINO

The approximation between knowledge and practice in Assistive Technologies (TA) in Brazilian schools is recent. Particularly, in the context of public schools, the application of TA in an inclusive education perspective is a new theme for the members of the Multifunctional Resource Rooms (SRMF), however, it is observed that there are policies and guidelines for AT to be implemented. In this context, the objective of this article is to analyze the perception of professionals working in the SRMF of schools in a federal public education network, belonging to the Colégio Militar do Brasil System, regarding the relevance of the use of TA and the continuing training of teachers in the area of inclusive education. Methodologically, the study has a qualitative and descriptive approach, and the collection of data obtained through a questionnaire prepared in Google Forms®, based on the classification of TA, by Sartoretto and Bersch (2018). The results show that the professionals who work in the SRMF of the schools surveyed have not yet appropriated the TA in an efficient way, as there is an underuse of these technologies due to the low number of trained teachers.

Actions in inclusive education from Latin America for the world

The Countries in Latin America, in respect to education, have the responsibility to assume national and international law, given through declarations, letters, conventions and regulations that describe it as a service for all. Inclusive education performs a service that is equal for everyone, as well as it evidences new work challenges based on the learning needs of each student. Method. Qualitative research was carried out, which described the criteria adopted in the area of inclusive education in the different countries of the region. Quantitative research, which derived variables according to the different conditions presented by the students such as: social, intercultural and personal. Results The analyzes are described in i) reasons given to make an inclusive education; and ii) understand inclusive education according to new work challenges and the learning needs of each student, considering their social, intercultural and personal conditions. Discussion. These results show the need to propose, according to the context of Latin America, a Model of Actions in Inclusive Education, described in three dimensions: educational policy, conditions that the students present, and different actions derived from those conditions.

Prostandardization changes in the area of inclusive education in the opinion of early school education teachers

The article presents the opinions of early school education teachers about inclusive education and prostandardization changes that should be implemented in its area. This research presents an image of inclusive education, seen by teachers working in grades 1-3 in public schools. It is also its assessment: indicating by teachers, from their perspective, the positive and negative sides of this form of education. Opinions expressed by the surveyed teachers constitute their voice in the ongoing discussion on teaching children with different needs and cognitive possibilities in public school space.

Las relaciones entre las actitudes hacia la educación inclusiva, la autoeficacia y la resiliencia docentes

En el presente estudio se ha tratado de conocer las relaciones entre las actitudes hacia la educación inclusiva, la autoeficacia y la resiliencia docente y otras variables socioprofesionales en una muestra de 300 docentes (maestros 82,3% y maestras 17,7%) de entre 23 y 63 años en activo de la República Dominicana, con alumnado con nee asociadas o no a discapacidades en un entorno sociocultural bajo y de vulnerabilidad social. El profesorado rellenó la Escala de Actitudes del Profesor hacia las Aulas Inclusivas- STATIC-, la Escala de Autoeficacia Docente y la Escala de Resiliencia Docente. Los resultados coinciden con otras investigaciones que muestran la existencia de una relación positiva entre la formación, el conocimiento de los maestros y maestras de la atención a la diversidad, y su disposición a seguir formándose, con su actitud hacia la educación inclusiva, así como con la autopercepción de competencias específicas, de autoeficacia y de resiliencia docentes. Se destaca que la resiliencia docente es una variable personal importante en el ámbito de la educación inclusiva así como la necesidad de implicación por parte del sistema educativo para que el profesorado tenga más formación específica y un alto nivel de autoeficacia y resiliencia docentes.

A critical consideration of the changing conditions of schooling for students with disabilities in Greece and the fragility of international in local contexts

ABSTRACTThe Salamanca Statement is held as a high-water mark in the history of the global development of inclusive education. It represented agreements bringing together representatives from 92 governments and 25 international organisations to advocate for a more inclusive education for students with disabilities. Since 1994 the Salamanca Statement has been referred to by international education organisations, national education jurisdictions, and disability advocacy organisations as a foundation for progressing inclusive education. In this respect the Salamanca Statement has been important for the inclusive education and Education for All [UNESCO 1998. From Special Needs Education to Education for All: Discussion Paper for the International Consultative Forum on Education for All. Paris: UNESCO] movements. However, international agreements and conventions are fragile in the face of local contingencies and become difficult to apply. We examine the case of inclusive education in Greece to reflect on this complex relationship between international aspirations and the real politic of individual nation states. Greece, like other nations, has embraced the discourse of inclusive education and its successive governments can demonstrate policy activity and public expenditure on the education of disabled students. This is remarkable in a climate of ‘crisis’ and ‘austerity’ where the only investment in the teaching workforce is in the area of inclusive education. However, is Greek education more inclusive in practice as well as rhetoric?

THE RELATIONSHIPS BETWEEN AUGMENTED REALITY AND INCLUSIVE EDUCATION IN HIGHER EDUCATION

INTRODUCTION . Augmented reality is little by little becoming incorporated in the area of inclusive education as an emergent technology that fosters learning through discovery and experience by all in equal terms. METHOD . The study used a quasi-experimental design and a small sample of N=41 students enrolled in the Inclusive Education Master’s program, who were provided with an ad hoc-designed questionnaire —composed of 31 items and with a Likert-type response scale with 5 options—. The student’s opinions were used to answer if augmented reality could be used in the area of inclusive education. For this, an initial evaluation of their opinion on the subject matter was conducted —pre-test—, and afterwards an intervention was conducted in which they were exposed to the content and a variety of tasks linked to the subject matter. Once finished, they were provided with the questionnaire once again, for the post-test. RESULTS . The results achieved after the descriptive and inferential studies showed that augmented reality could be used to foster group and collaborative work in inclusive environments, and it can possibly be used with subjects who have diverse disabilities, as well as within inter and multicultural spheres. DISCUSSION . Augmented reality has possibilities for being used in inclusive education in general, and specifically for the development of the school curriculum. It might not be able to be used with subjects that have visual disabilities, and likewise it might not be able to be used to prevent cases of bullying at school, but it can emphasize the digital divide of the individuals.

Pesquisas aplicadas no programa de pós-graduação em educação e diversidade: educação inclusiva em pauta

Este artigo resultado de pesquisa realizada tendo como objetivo central investigar os resultados e os desdobramentos das pesquisas aplicadas em educao na rea temtica da educao inclusiva, desenvolvidas no Mestrado Profissional do Programa de Ps-Graduao em Educao e Diversidade (PPED) da Universidade do Estado da Bahia. A metodologia realizada privilegiou o levantamento e a anlise documental de duas dissertaes existentes sobre o tema e seus respectivos resultados/produtos. Com base nas anlises, h indcios de que a educao inclusiva uma temtica com potencial para investigao em um mestrado profissional, pois pode contribuir tanto para ampliao da reflexo acerca das prticas de educao inclusiva quanto para a transformao das realidades investigadas. Ficou evidenciado ainda que a necessidade de formao continuada dos docentes e gestores foi uma categoria terica emergente durante a realizao das pesquisas, sendo determinante na construo de uma proposta de interveno nos lcus de investigao.

The Teacher as a Significant Part of Inclusive Education in the Conditions of Czech Schools

Inclusive education and related aspects are currently the priorities of the educational policy in the Czech Republic. Should inclusion be successful, it needs to be supported not only by public administration authorities and legislation, but also by schools, families, school authorities and counselling services. The present research study analyses the opinions of teachers, who are significant actors in the area of inclusive education. The results of the research reflect not only the teachers' opinions about the issue, but at the same time reveal some issues that need to be addressed by educators of future as well as current teachers, should inclusion be successful.

Special Teachers’ Educational Responses in Supporting Students with Special Educational Needs (SEN) in the Domain of Social Skills Development

The acquisition of appropriate social skills is considered critical for a person’s social development and personal well-being. This consideration is far more crucial in the area of inclusive education, where the development of social skills in children with SEN has been associated with academic progress, social inclusion and successful transition to adult life. Special teachers are considered to be critical agents in designing and implementing school-based interventions targeting at the social development of students with SEN. The aim of this qualitative study was to explore the responses of forty (40) Greek special education teachers about dealing with the difficulties experienced by students with SEN in the social domain. Data were gathered through semi-structured interviews and were coded and analysed according to the principles of the inductive data-driven analysis approach. The analysis revealed that special teachers had to respond to a wide range of difficulties concerning the students’ social skills that were mainly associated with the formation and maintenance of peer relations, the development of assertion, self-management, compliance and academic related skills. The participant teachers used a repertoire of strategies. However, their responses were not a part of a systematic social skills programming. Furthermore, many participants did not consider themselves efficient enough to create and implement such programmes. The paper concludes by highlighting the need to advance the initial training and professional development programmes of special teachers by incorporating courses related to designing and implementing multi-layered and holistic school-based interventions targeting at the social skills development of students with SEN.

Un análisis del movimiento de la Educación Inclusiva en Canadá. Cómo trabajar

<p>Canadá a menudo es considerado como una nación líder en el área de la educación y la discapacidad inclusive. Como Andreas Hinz (2006) de Alemania, escribe, Canadá "ha hecho la inclusión de un sello distintivo de sus sistemas educativos". Este punto de vista es válido con respecto a cuatro de las 13 jurisdicciones provinciales y territoriales en Canadá. Tras la llegada de la Educación Inclusiva como un solo enfoque más social a la educación y los estudiantes con discapacidad, diferentes concepciones han desarrollado en todo el país. Nueve gobiernos consideran la educación inclusiva a ser un sistema de valores que no obliga a la educación en las mismas aulas para todos los estudiantes. Estos gobiernos mantienen el modelo de educación especial para aquellos estudiantes considerados incapaces de beneficiarse de la educación en las mismas aulas que sus compañeros típicos. Los tres territorios del norte y la provincia atlántica de Nueva Brunswick también creen educación inclusiva sea un sistema de valores. Sin embargo, estas jurisdicciones se han movido más allá del Modelo de Educación Especial y de su dependencia de los diferentes niveles de segregación para muchos estudiantes con discapacidades. Sobre la base de la justicia social y la educación académica y social más fuerte, estos cuatro sistemas de educación están desarrollando y empleando las estrategias organizativas y pedagógicas que apoyan la inclusión de todos los estudiantes en aulas regulares.</p>

VirtualTouch: A Tool for Developing Mixed Reality Educational Applications and an Example of Use for Inclusive Education

This article describes VirtualTouch, a tool for developing mixed reality educational applications. VirtualTouch proposes the use of virtual worlds and tangible user interfaces to offer a “mixed reality” experience. Using VirtualTouch a teacher may easily design learning modules, which are immediately implemented and used in the classroom. A first experience of such use, focused in the area of inclusive education, is also presented. The results of this experience are encouraging, showing that mixed reality applications have a high potential for use in this area.

<b>Experiências pela Educação – Para quê? Formação e Inclusão na perspectiva da Teoria Crítica </b> Formação e Inclusão na perspectiva da Teoria Crític

http://dx.doi.org/10.5902/1984686X8029Este ensaio discute as possibilidades de experiências formativas pela educação e sua relação com a inclusão, tendo como referência a Teoria Crítica, com ênfase no pensamento de Adorno (2002; 2000), quanto à sua dimensão emancipatória no processo de formação dos professores e em sua atuação na perspectiva da educação inclusiva. Adorno analisa os fins da educação tendo como questão central – ‘Educação - Para quê?’, partindo da ideia inicial quanto às experiências formativas, como marcadas por ações de resistência que se constituem contraditoriamente e dialeticamente contra ao que é estandartizado, padronizado, imposto, regulado e cristalizado na sociedade de classes e sob a égide do capital. Adorno, ao considerar a educação após Auschwitz, afirma que as causas que geraram a barbárie continuam existindo, enquanto persistirem no que têm de fundamental as condições que geram essa regressão. Apesar da não-visibilidade atual dos infortúnios em sua totalidade, a pressão social continua se impondo à totalidade dos indivíduos, com ou sem deficiência, sendo que no atual estágio civilizatório a educação tem sentido unicamente se voltada à auto-reflexão crítica e ao combate ao preconceito na escola e demais instâncias sociais. Nesse sentido, o único poder efetivo contra o princípio de Auschwitz seria a autonomia, o poder para a reflexão e a autodeterminação dos indivíduos em sociedade em prol da inclusão social e a educação inclusiva. Palavras-chave: Experiências pela Educação; Formação e Inclusão; Teoria Crítica.