Concept Of Inclusive Education Research Articles

Pandemic-induced online internships as situated, bounded, inclusive learning: a Philippine mixed methods study

ABSTRACT The COVID-19 pandemic rattled educational institutions to implement an online internship arrangement with their industry partners. Journalism felt the same experience, at least in the Philippines where the government had mandated online learning given full school closures for 566 schooldays. This mixed methods study documented the case of a Philippine journalism school, its interns and its news media industry partners on how two rounds of online internship arrangements happened. The study integrated quantitative results from an internship evaluation sheet (N = 129) with qualitative findings from key informant interviews (N = 11) with journalist-mentors and from interns' reflection papers (N = 110). The situated learning and boundary theories, plus the inclusive education concept, provided the theoretical lenses for this paper. It was found that the pandemic-tailored online internship became an inclusive education setup that had normalized telework as the situated, bounded learning milieu of the interns. Should future natural and man-made disruptions come, journalism schools can resurface the lessons of conducting crisis-tailored online internships to reduce worrisome negative outcomes that a pandemic like COVID-19 wrought.

Lecturers' Perspectives on Disability and Inclusion in Afghan Higher Education Institutions: A Study Toward Achieving the Sustainable Development Goals

Objective: This study investigates lecturers' insights into disability and inclusive practices within Afghan Higher Education Institutions (HEIs), exploring the challenges and accommodations provided to students with disabilities (SwDs) in alignment with Sustainable Development Goal 4 (SDG 4), which promotes inclusive and equitable education. Theoretical Framework: The study is grounded in the concepts of inclusive education and disability studies. The study draws on the medical and social models of disability to analyze how faculty members perceive and implement inclusive practices. The social model aligns with SDG 4’s emphasis on removing societal barriers to provide equal educational opportunities. Method: This qualitative study uses semi-structured interviews with 27 faculty members from six Afghan HEIs. Purposeful sampling was used to select participants with knowledge of inclusive education. Data were collected through face-to-face and virtual interviews, transcribed, translated, and analyzed using thematic analysis. Results and Discussion: Lecturers demonstrate willingness to support SwDs, but barriers such as inadequate infrastructure, limited faculty training, and societal attitudes persist. The findings highlight that current practices are predominantly shaped by the medical model, limiting inclusivity. Targeted faculty development and institutional reforms are needed to align practices with SDG 4. Research Implications: This research offers critical insights for improving inclusive education in Afghanistan and other low-resource settings, informing policymaking and development of disability support services to achieve SDG 4. Originality/Value: This study is among the first to explore faculty perspectives on inclusive education in Afghan HEIs, providing recommendations for developing inclusive frameworks in conflict-affected and resource-limited contexts.

Implementation of Inclusive Education in a Selected School in Malé, Maldives: Teachers’ Experiences

The basis of inclusive education is not only related to equal human rights, but also as a means to improve and achieve quality education for all. In this respect, teachers play an important role in the successful implementation of inclusive education. However, some research has shown that teachers have inadequate knowledge, skills, and training to implement inclusive education. This study aims to gain a deeper understanding of teachers’ experiences in the implementation of inclusive education at a school in Malé, Maldives, including challenges faced. The study was guided by both the principles of constructivist theory and ecological theory to unveil these challenges. To attain the objectives of the study, related literature on international policies and concepts of inclusive education was reviewed in detail. Adopting a qualitative approach, data was also collected through interviews and observations with nine teachers who were selected purposefully. The data gathered from the field was analysed and described in a narrative form. Findings support the importance of teacher training, appropriate teacher-student ratio, proper resources, and an effective monitoring system for the successful implementation of inclusive education.

Inclusive education in Zimbabwe: An assessment of teachers' self‐efficacy and attitudes in Masvingo

AbstractSince the Salamanca Statement and Framework for Action in 1994, many countries have been advancing their education systems towards inclusive education. Zimbabwe, being one of the signatories to this framework, is one of the countries that have embraced the concept of inclusive education and has since been making strides towards its advancement albeit rather slowly. The purpose of this descriptive correlational study was to examine the self‐efficacy levels of Zimbabwean primary, secondary and high school teachers with inclusive education, as well as their attitudes towards the practice. To do this, 100 primary, secondary and high school teachers working in inclusive school settings in the Masvingo province were surveyed using a modified version of the Inclusion Competencies of Sri Lankan Teachers, (ICSLT) instrument. Findings of this study indicated that most of the participating teachers were in support of inclusive education despite not having the requisite preparation to implement it. Based on the findings, specific recommendations are provided for improving preservice teacher preparation and professional development for in‐service teachers in support of inclusive education.

Research on the Development of Integrated Educational Literacy among Students Majoring in Early Childhood Education

In recent years, China has implemented various policies to strengthen the development of inclusive education in early childhood education, particularly focusing on improving the pre-service training quality of teachers in this field. Therefore, this study aims to explore the current state of inclusive education literacy among early childhood education majors. The research subjects are 13 soon-to-graduate students majoring in early childhood education from higher education institutions in Guangdong Province. The study uses a case interview method and employs Nvivo14 software for coding analysis of the textual data. The results indicate that while early childhood education majors generally recognize the concept of inclusive education, they lack a deep understanding of it. They acknowledge the importance of inclusive education courses but have a relatively limited experience with its forms. Additionally, internship experiences with special needs children influence their self-efficacy in inclusive education to a certain extent.

INCLUSIVE EDUCATION

Inclusive education is an educational model that aims to ensure the access and participation of all students, regardless of their individual characteristics, such as disabilities, ethnic, socioeconomic, or cultural backgrounds. It promotes pedagogical practices that recognize and value diversity, aiming for meaningful learning for all students. The concept of inclusive education has evolved over the years, moving beyond simply integrating students with disabilities into schools. It now encompasses the promotion of educational environments that value the diversity and individuality of each student, regardless of their personal characteristics. This implies curriculum adaptations, specialized support, and actions to ensure that all students have equal access to learning and development opportunities.

Perceptions of Science Teachers towards Some Concepts Related to Inclusive Education: Metaphor Study

Introduction: This study was conducted to determine the science teachers' perceptions towards the concepts of inclusive education, inclusive students, and individualized education programs (IEP) related to inclusive education. Method: 234 science teachers participated in the study, which was carried out in the phenomenological design. The metaphorical form developed by the researchers was used to collect the data within the scope of the research, and the obtained data were analyzed by the content analysis method. Findings: In the study, "integrative", "practice competence", "negative connotation", "fulfillment of needs", "difference", "supporting effect", "process" and "other" categories were created for the concept of inclusive education; "externally dependent", "promising", "positive connotation", "negative connotation" and "other" categories for the concept of inclusion student; and "supporting effect", "content", "formality" and "fulfillment of needs" categories for the concept of IEP. Discussion: The metaphors created by the teachers for the concept of inclusive education were mostly collected under the "integrative" category; the metaphors created for the inclusive student mostly under the "external dependent" category, and the metaphors created for the concept of IEP mostly under the "supporting effect" category. It has been concluded that inclusive education generally provides integration and is perceived positively by teachers, inclusive students are perceived as needy and demanding more as externally dependent individuals, and IEP has a guiding perception by providing overall support to both teachers and students in the education and training process.

Assessment of Inclusion in Upper Basic English Language Curriculum in Nigeria

The study assessed the current English language curriculum at the upper basic level in Taraba state with particular emphasis on the relevance of the content to the English language inclusive curriculum needs. Two towns and 7 public schools were selected for the study through purposeful sampling method. Thirteen English language teachers at the upper basic levels in the schools responded to a 22-item questionnaire titled ‘Inclusive Education Curriculum Needs Questionnaire’ (IECNQ). Mean and standard deviation were used to answer the research questions while t-test statistic was used to test the hypotheses. The study revealed that the current curriculum falls below expectation in catering for the demands of English language inclusive curriculum needs. Teachers of English language at the upper basic level in Taraba state for instance, possess little or no knowledge about inclusive learning and what it means for a student to be language impaired. It is therefore necessary that there be a review of the English language curriculum at the upper basic level to cater for the needs of the English language inclusive curriculum. The stakeholders of the field of education in Nigeria will have to take drastic steps in enlightening the English language teachers at this level the concept of inclusive education if the goal of equal educational right to every Nigerian child will be achieved.

Mapping the Landscape of Inclusive Education in Islamic Educational Contexts

In Islam, the concept of inclusive education is an important and timely topic that addresses the need for equitable and inclusive education for all individuals, regardless of ability, gender, social status, or background. This study aims to explore the research landscape on Inclusive Education in Islamic Educational Contexts with bibliometric methods. Data was collected with the Publish or Perish (PoP) application from a crossref database and then analyzed with the VosViewer application involving 200 databases. The surprising finding in this study is the absence of connection strength in this analysis may imply that the authors did not collaborate or connect in the dataset. In this study, authors have not connected, thus researchers in this field should build scientific links between authors and research issues. The study also shows that the clusters demonstrate how numerous factors, including national, religious, societal, and educational aspects, affect inclusive education in these locations. The clusters show that inclusive education in Islamic educational contexts is influenced by practical, policy, stakeholder, theoretical, and philosophical aspects, such as Islamic values, beliefs, and teachings and the requirements of learners with disabilities. The study emphasizes the need for equitable and inclusive education for all individuals, aligning with the principles and teachings of Islam that promote equality, dignity, and social justice. It sheds light on the contemporary relevance of inclusive education in Islamic educational settings and raises awareness of the significance of addressing the diverse needs of learners, including those with disabilities.

Pendidikan Inklusi dalam Al-Qur’an Q.S Abasa Ayat 1-11

The background is that education is a basic need for every human being, but some individuals do not receive appropriate education. Children who appear with physical differences, abilities and attitudes that are different from humans in general are often discriminated against in the education system. Building an attitude of tolerance will be effective through inclusive education in schools. The concept of inclusive education in Islamic teachings is found in the Al-Quran, which explains that humans on this earth were created with various races, ethnicities, nationalities, genders, religions and different abilities to know, appreciate and respect regardless of existing differences. In this scientific work, the researcher used the library research method by exploring various references related to the topic of discussion, namely analysis of the concept of inclusive education in the Al-Quran, Surah Abasa verses 1-11. By understanding the value of the concept of inclusive education in the Koran, you can build an attitude of social tolerance regardless of differences. Where equitable education can enable all children to have the opportunity to participate fully in regular activities regardless of any abnormalities.

Challenges students experience with inclusive education: Significance of listening and advocacy

Some experts, believe that the concept of inclusive education is still imprecise and nebulous and there is a nascent research and literature about this subject. When this non-empirical research was embarked upon there was no noticeable evidence to explicitly highlight that there is a meaningful understanding of the various challenges and obstacles that children face in inclusive education. Similarly, no evidence made the connection between inclusive education, listening, and advocacy. There is a gap due to the paucity of information and this research seeks to fill it. This author firmly believes that listening and advocacy are two major elements that enable and foster inclusion. Too often when policies are implemented those who are affected are not consulted. Educators and policymakers must pay more attention to the perspectives of children because they are quite capable of presenting their issues. In this way, inclusive education will be meaningful and cater to those who need it. This research analyzed and summarized recent published literature on the inclusion of children and the fieldwork is not novel. It is interesting to state, however, that research undoubtedly noted that there is a dearth of information that focuses on the various challenges that children encounter in inclusive education. It is crucial that everyone, especially professionals and policymakers, pay particular attention to the importance of inclusion. They also need to be cognizant of the experiences of these children and the role that advocacy plays, especially when they implement policies that relate to their growth and development.

Implementasi Kurikulum Merdeka Pada Pendidikan Inklusi di SD Al-Azhar Medan

This study aims to find out how the implementation of the self-learning curriculum is carried out, to find out what are the obstacles and challenges faced in implementing the self-learning curriculum, to analyze how the concept of inclusive education is implemented, and to find out how the implementation and evaluation of inclusive education forms of the independent curriculum in elementary schools. Al-Azhar Medan. This study used a field study method with a descriptive qualitative research type of analysis. The research data consists of primary data and secondary data. The primary data of this research are books that contain inclusive education. While the secondary data of this research is in the form of articles, journals, government regulations, scientific papers and so on. The data collection carried out by the author in this study was by observing, interviewing and documenting. The results obtained from this study are: (1) the implementation of the independent learning curriculum initiated by the government, (2) the implementation of inclusive education at SD Al-Azhar Medan which starts from curriculum planning in the RPPM and RPPH which is based on curriculum modification by adjusting on the needs and abilities of students which include moral, social, creative, language, and skills values, (3) the process of assessing inclusive education at SD Al-Azhar Medan is carried out by the teacher and the results of therapy.

Impact of Inclusive Teacher Training Programs on Pre-service Teacher Educators: A Comprehensive Exploration

This research examines the impact of inclusive teacher training programs on pre-service educators, focusing on the concept of inclusive education and its legal and ethical considerations. Inclusive education is a fundamental human right that aims to create a more just society by addressing the diverse needs of all students, especially those vulnerable to marginalization. The study highlights the importance of integrating inclusive principles into teacher training programs, emphasizing practical experience and theory-based instruction. It calls for policy and institutional commitment to ensure inclusive education becomes a fundamental aspect of teacher preparation.

Embracing Inclusion: Private School Teachers' Perspective

Background: The concept of inclusive education, which integrates students with and without special needs, is pivotal for fostering equitable learning opportunities. Teacher attitudes are a significant determinant of the success of inclusive education policies. Objective: To ascertain the perspectives of private school teachers in Peshawar regarding the inclusion of children with disabilities in mainstream educational settings. Methods: A descriptive cross-sectional study was carried out over six months at seven private schools in Hayatabad, Peshawar, following IRB and ethical approval from KMU. The sample of 200 teachers was determined using a confidence level of 95% and a margin of error of 5%. Data were collected using the Attitudes Towards Mainstreaming Scale and analyzed using SPSS Version 25 to provide descriptive statistics, including frequencies and mean±SD values. Results: Teachers generally regarded inclusive education as a favorable practice (mean 2.03±0.89), with a significant number expressing strong agreement to the inclusion of learners in regular classrooms. The acceptance varied based on the type of disability, with physical disabilities (mean 2.40±1.12 for wheelchair-bound learners) receiving more agreement than behavioral issues (mean 2.36±0.95 for learners who stutter). Conclusion: Most private school teachers in Peshawar exhibit a supportive stance towards inclusive education. This positive attitude is crucial for fostering an inclusive environment that benefits all students.

Important Issues of Implementation and Development of Inclusive Education

In this article, the concept of inclusive education, its essence, issues of development of inclusive education, legal basis, problems of education of children with special needs, their solutions, available opportunities, views of our great thinkers on this matter, inclusive education issues such as the principles of development, the proper way to work with parents in educational institutions in the introduction of inclusive education are described

O PROCESSO DE INCLUSÃO NA EDUCAÇÃO INFANTIL: POSSIBILIDADES E DESAFIOS DESSA PRÁTICA NO COTIDIANO EDUCACIONAL

(This article is a literature review, based on several works produced on the theme developed, which is the process of inclusion in early childhood education. The general objective of this work is to debate the inclusion process developed within early childhood education, emphasizing the challenges and possibilities arising from this. The specific objective is to: define the concept of inclusive education; discuss the challenges that the inclusion process can bring to students in early childhood education; and point out the benefits of this practice for the student’s development. The work is justified by the need to increasingly highlight the challenges that are faced in the process of inclusion in early childhood education, and show the benefits arising from this process, as when starting the inclusion process already in the first stage of schooling, not only Not only the child included, but the entire class will benefit. The work is organized into three different subtopics, the first of which is intended to present the concept of inclusive education. The following subtopic presents the main challenges that early childhood education teachers face in their daily lives in order to develop inclusive education. Concluding with the presentation of the benefits provided not only for students with disabilities, but for all their colleagues, when inclusive education is achieved at this stage of teaching.

Pendidikan Inklusif dalam Toleransi Beragama

The discussion on "Inclusive Education in Religious Tolerance" highlights the crucial role of education in shaping an inclusive society that values religious diversity. The concept of inclusive education not only provides an understanding of religious diversity but also instills values of tolerance, mutual respect, and cooperation among students from diverse religious backgrounds. An inclusive learning environment is considered a crucial factor in supporting the formation of character and the development of tolerant attitudes. The implementation of religious values in the context of inclusion, the role of teachers, and the development of inclusive curriculum are the main focus in achieving this goal.

Assessing the Readiness of Early Childhood Teachers to Facilitate Inclusive Classes

Every child has the right to receive education tailored to their needs, including those with special needs. Many teachers still need help designing learning activities for inclusion classes. This research aims to analyze the readiness of PAUD teachers to hold inclusive classes. This research uses a quantitative descriptive method with a survey approach. The subjects of this research were 50 PAUD teachers. The method used to collect data was a questionnaire with the help of Google Forms. The data collection instrument is a questionnaire. The questionnaire consists of five aspects and 42 statements, measured using a Likert scale. The data analysis technique is quantitative descriptive analysis. The research results show that most PAUD teachers understand the concept of inclusive education, although some require improvement through training. However, teachers' awareness of the importance of inclusive education needs to be appreciated. Despite the transition's uncertainty, ECCE teachers demonstrate readiness to adopt inclusive practices. The success of inclusive education requires systematic support that includes collaboration, training, and strategic approaches to overcome challenges and guide PAUD teachers toward success in implementing inclusive education. This research implies that PAUD teachers' readiness to facilitate inclusive classes is critical. This readiness is essential to create enjoyable learning activities.

Analysis of Inclusive Education Practices for Children with Intellectual Disabilities

Children with intellectual disabilities constitute a vulnerable demographic that has garnered widespread attention, making their guidance and education pivotal for the progress and evolution of the education sector. As the concept of quality education deepens, there is an escalating emphasis on addressing the needs of children with intellectual disabilities. However, traditional mainstream education falls short of catering to the psychological requirements of this group. The mere application of specialized educational methods can easily evoke feelings of inferiority and exclusion among children with intellectual disabilities. To effectively tackle this issue, the concept of inclusive education has emerged. This educational approach places a heightened focus on the individual life value and human rights of special children, aiming to resolve the educational challenges faced by this group through a diverse educational philosophy. This article conducts a comprehensive analysis of the essence of inclusive education and delves into its practical application in the education of children with intellectual disabilities. The objective is to offer valuable insights for continually enhancing the effectiveness of teaching for special children.

INCLUSIVE EDUCATION: AN IMPERATIVE TOOL FOR ENHANCING ACADEMIC PERFORMANCE OF STUDENTS WITH SPECIAL NEEDS IN BUSINESS EDUCATION

This paper focuses on inclusive education as an imperative tool for enhancing academic performance of students with special needs in business education. All people have a right to education. Inclusive education is an approach that ensures the presence, participation and achievement of all students in education. This may be in formal schools or in non-formal places of learning. Inclusion emphasizes opportunities for equal participation but with options for special assistance and facilities needed. This paper highlights the concept of inclusive education, business education and benefits of inclusive education as a tool for enhancing academic performance. This paper recommended that; A special directorate of inclusive education should be created in Federal and State Ministries of Education: Government of Nigeria should adequately fund inclusive education: Specialists should be employed in various primary schools in Nigeria; There should be policy enabling the establishment of inclusive schools in every community in Nigeria.