Development Of Inclusive Education Research Articles

Тренды «инклюзивного образования» в современном мире: международные дискуссии и перспективы для России

<p>The article examines the trends in the development of the concept of "inclusive education" in the documents of international organizations, discussions in academic publications regarding this concept, its evolution and implementation. The prospects for the implementation of the highlighted trends in Russian education in the current socio-political context of Russia and taking into account the discourses of contextualization and decolonization of the concept of inclusive education are discussed. The contradictions between the global trends of inclusive education and the situation of development of Russian education and the state are revealed. The interpretations of the Russian case of the development of inclusive education are proposed as an example of the implementation of a global concept promoted by international organizations in specific socio-cultural and institutional conditions.</p>

Promoting Religious Tolerance through Islamic Education: Implementing Moderation Values in the Classroom

This research focuses on instilling the values ​​of moderation in learning Islamic religious education at school. The study's main aim is to explore how to integrate the values ​​of moderation, contextual learning, character development, and parental and community involvement influences attitudes of tolerance among students. The research method is a descriptive qualitative approach with data collection techniques including in-depth interviews, participatory observation, and document analysis. Data analysis was done through data display, reduction, and conclusion. The research results show that integrating moderation values ​​in learning through contextual methods and character development has increased attitudes toward religious tolerance among students. Parental and community involvement also plays a vital role in supporting the implementation of these values. This research implies that an integrated and collaborative approach to education can strengthen student character and promote religious tolerance. This research contributes to the development of more inclusive and tolerant Islamic education. It underlines the need for further research to accommodate variations in gender, age, and survey methods so that the results obtained can be used on a more appropriate policy basis.

Strategi Implementasi Kurikulum Merdeka Untuk Anak Berkebutuhan Khusus Di Sekolah Inklusi School Of Universe

This study focuses on the implementation of the Kurikulum Merdeka in inclusive education for children with special needs at the School of Universe, a school that adopts an inclusive education system. The identified problem is how the curriculum can be adapted to support the diverse learning abilities of students, particularly those with special needs. The aim of this study is to analyze the strategies and approaches used in teaching, as well as the role of teachers in supporting the learning process of students with special needs. The research method employed is qualitative with a case study approach, where data were collected through in-depth interviews, observations, and analysis of relevant documents. The results show that curriculum adjustments, such as the use of flexible teaching methods and the integration of technology, can improve motivation, engagement, and learning outcomes for students with special needs. Furthermore, the support provided by teachers through individualized teaching approaches plays a significant role in creating an inclusive learning environment. The conclusion of this study highlights the importance of flexibility in curriculum implementation and the need for teacher training focused on developing skills to manage diverse student abilities in inclusive schools. This research makes an important contribution to the development of inclusive education in Indonesia.

Development of inclusive education for students with disabilities in Kazakhstan

This article examines key aspects of the development of inclusive education for students with disabilities in Kazakhstan. Legal, methodological and organizational mechanisms aimed at creating an effective inclusive environment in educational institutions are analyzed. Special attention is paid to the training of teachers, the introduction of educational programs adapted for children with disabilities, as well as the materials of sociological research. The article presents four tables that reflect current data on the integration of children with disabilities in general education schools, statistics on teacher training and funding.

Динамика специальных условий в профессиональных образовательных организациях

The article considers key issues of creating an inclusive environment in colleges and technical schools for young people with disabilities and disorders of psychophysical development. A detailed analysis of foreign and domestic modern studies in the field of vocational training of young people with disabilities is conducted. A diagnostic toolkit is described that allows assessing the level of readiness of professional educational organizations to implement inclusive practices. The diagnostic toolkit allows for a comprehensive assessment of the conditions for implementing inclusive processes at the socio-pedagogical, personal-activity, organizational-didactic levels from the perspective of different participants in the training of students with disabilities and deviations in psychophysical development. A study was conducted on the creation of special conditions in colleges and technical schools in different regions of the country, ensuring an increase in the demand for vocational education among applicants with disabilities and disorders of psychophysical development and their parents, as well as improving the quality of vocational training for this category of citizens. During the diagnostic procedures, a SWOT analysis of the college and technical school environment was carried out, which made it possible to identify the strengths and weaknesses of the organization of the inclusive environment of each professional educational organization participating in the study. The risks and opportunities for the development of inclusive professional education, including secondary education, were identified, taking into account the specifics of the regional labor market, the prospective development program of the subject of the Russian Federation. The conducted study, through cluster analysis, made it possible to identify the levels of creating special conditions for students with disabilities and psychophysical development disorders, to give their descriptive characteristics, and to determine the prospects for the development of an inclusive educational environment for each professional educational organization participating in this study.

Building a sustainable sanitation culture in indigenous people of Malaysia: A systematic literature study

The sanitation challenges faced by indigenous Malaysian communities are driving an urgent paradigm shift in sanitation approaches. This article highlights the journey toward the formation of a sustainable sanitation culture among indigenous Malaysians. Against the background of poor sanitation conditions in these communities, the main problems raised were a lack of access to adequate sanitation facilities and low awareness of hygiene practices. The aim of this study is to identify and analyze normative and empirical approaches that can be used to improve sanitation conditions. The research method uses a Systematic Literature Review (SLR) and qualitative analysis to understand the traditional sanitation paradigm of indigenous societies. The process follows the PRISMA circuit, involving the identification, selection, and in-depth analysis of articles from a number of databases, such as Scopus and Google Scholar, focusing on the cultural values and sanitation practices that shape their sanitation paradigm. The results show that strong partnerships between governments, NGOs, and civil society are key to achieving significant changes in the sanitation culture. The recommendations of this article include the need for investment in better sanitation infrastructure, development of inclusive education and public awareness programs, and strengthening of public participation in the planning and implementation of sanitation programs. Thus, this article provides in-depth insights into concrete efforts to create a positive transformation in sanitation culture among Malaysian natives.

CURRENT CHALLENGES AND REQUIREMENTS FOR THE PROFESSIONAL COMPETENCE OF EDUCATORS IN THE MODERN WORLD

The article examines the current challenges and requirements facing educators in the modern educational context. The research is based on an analysis of current trends in education, the changing needs of students, as well as scientific research related to the professional competence of educators. The article identifies key aspects, including the development of socio-emotional skills, inclusive education, digital technologies and intercultural interaction. The authors discuss strategies and methods necessary for effective adaptation of educators to modern challenges and ensuring a high level of professional competence. In conclusion, the article emphasizes the importance of continuous professional development and flexibility in adapting to changing educational environments.

Historical Development of Inclusive Education in the UK

The article seeks to explore the historical progression of inclusive education in the United Kingdom. Given the growing population of students with Special Education Needs (SEN), it becomes crucial to reinforce the principles and teaching methods associated with inclusive education. While the number of students receiving special education in the UK is increasing day by day, concepts such as legislation, rights, and inclusion gain more and more importance for students receiving special education. Hence, it could be crucial to reassert the principles and teaching methods that form the foundation of the UK education system and to ensure that the government follows through on its dedication to introducing inclusive education. A systematic literature review method was used in the study. All the documents needed to understand the implications of the historical development of inclusive education in the UK have been accessed online. Inclusion criteria: It is the evaluation of the regulation considering mainstreaming education policies, laws and articles. Exclusion criteria: documents regarding inclusive education but not legislation, policies and laws. Plus, articles on inclusive education interventions and teaching methodologies were also excluded. It is expected that the article will provide an analytical perspective on legislation by establishing a vision of inclusive education in the UK for other countries as well.

Position of Librarians in Fostering Information Literate Society for Inclusive Education, Entrepreneurship and Nationwide Development

Position of Librarians in Fostering Information Literate Society for Inclusive Education, Entrepreneurship and Nationwide Development

Educational communities of rural schools in the arctic (on the example of the Murmansk oblast): A social justice perspective on inclusion

The article addresses the current problem of searching and substantiating mechanisms for the development of inclusive education. The research relevance is also determined by the Arctic context, which corresponds to the epistemological need of modern interdisciplinary knowledge in the development of inclusive education, the priorities of state policy, as well as to the expectations and demands of regional communities. The authors aim to study social interactions within rural schools in the Arctic from the standpoint of inclusion as an indicator of social justice (on the example of the Murmansk Oblast). To that end, rural schools are modelled and described based on the developed criteria. Difficulties experienced by the teachers in the course of inclusive educational process, including when using distance technologies, are typified. According to the results obtained, typical models of rural schools in the Murmansk Oblast include suburban schools and remote schools and their following variants: the school as a territorial cooperation, a border school, an isolated school, and an indigenous school. In all rural school models, under successful formation of external and internal social ties, a shortage of special education teachers is observed. The teachers face methodological, organizational, and social difficulties. In addition, the educational environment is not sufficiently accessible, which forms barriers to social justice. The revealed regional specificity of rural schools serves as a justification for a conceptual and substantive development of Arctic pedagogy. The results obtained are useful for further theoretical and empirical research in the field of inclusive education, as well as for the development of regional programs of inclusive educational practices, taking the differentiation of social conditions into account.

‘It didn’t feel like something extra we had to do; it was something we all looked forward to’ - how school-based professional learning communities can reimagine teacher professional learning for inclusive practice

ABSTRACT The development of inclusive education has become a policy priority across the world, yet the reality of enactment is inconsistent. While many barriers contribute to creating inclusive classrooms, effective teacher professional learning (PL) presents a significant challenge. Professional learning communities (PLCs) have been identified as potentially transformative models of PL but despite the growing research base on PLCs, there is limited research on their role in the context of inclusive education. We address this knowledge gap and build upon previous research that demonstrated the positive impact of a PLC on sustained PL for inclusive practice. Situated in the Republic of Ireland, PLCs for inclusive practice were developed in four schools, supported by a school-university partnership, comprising one academic and four teacher leaders. Focus group interviews with the PLC participants (n = 33) and observation of practice in two schools indicated teacher change. Of note, PLCs that transform PL for inclusive practice can be internally led when teachers are empowered through a school-university partnership. This paper strengthens the research on the potential of PLCs as transformative models of PL for inclusive practice and offers a framework that includes design principles for school-university partnerships to support the PLCs for inclusion across diverse school contexts.

ACCOMPANYING A STUDENT WITH AUTISM SPECTRUM DISORDER IN SCHOOLS IN KAZAKHSTAN: THE ROLE OF A TEACHER ASSISTANT

Worldwide, the development of inclusive education is aimed to achieve the goal of creating safe, non-violent, inclusive and effective learning environment for all children. The goal of our work is to study the current situation of teaching assistants in supporting children with autism spectrum disorder in secondary schools. A questionnaire was developed by the team of experts and is based on the legal acts. It is designed in two main areas that focused on the experience and needs of teacher assistant and children with autism as well. The results obtained are based on the collection and analysis of data, the study of scientific and methodological literature, normative legal documents on the topic. The research enabled to implement the task of clarifying the role of the teacher assistant in accompanying a student with autism, identifying positive practices, difficulties, satisfaction with their work, as well as to identify factors that impede the effectiveness of psychological and pedagogical support for children with autism at school. It is clear that comprehensive continuous capacity-building trainings are needed in the country to support the work of the teacher assistants and systemic solutions regarding the improvement of professional competencies of teaching assistants in Kazakhstan.

Exploring the Efficacy of Workshops as a Professional Teacher Development Strategy for Inclusive Education in South African Schools: Teachers’ Perspectives

For inclusive education to be a success, in-service teachers need to be thoroughly trained. learning and professional development programmes have been initiated across the globe including South Africa to prepare teachers. Workshops are well-known training methods in inclusive education. Surprisingly, despite their existence, literature points out that there’s still an inadequacy of teacher training. This complaint makes one question the efficacy of the workshops. To this end, this study explored the efficacy of workshops on Inclusive Education (IE) for Foundation Phase (FP) teachers in the Capricorn District of Limpopo Province. To achieve this, the case-study design in qualitative research was used. A purposive sampling strategy was used to sample 11 FP teachers from three ordinary schools. Data was collected through document reviews, in-depth interviews, and a focus group interview. The data was analysed through the thematic analysis method. The analysis revealed that according to teachers the workshops are not effective, for the following reasons: (i) the workshops only provide a theory that does not match the reality of the schools; (ii) the workshops are too short and not sufficiently informative; (iii) through teacher agency, teachers improvise to achieve IE. These findings suggest that IE workshops do get implemented in South African schools, however, their efficacy is questionable. Therefore, a proper model for the workshops that will be considerate of the schools’ context should be devised. This study may inform policy makers workshop facilitators, and researchers about what is working and what is not working regarding inclusion workshops. Keywords: Inclusive Education, Learning and Professional Development Programmes, Workshops, Teachers

Инклюзивное образование в современном китайском обществе: социологический анализ

This article delves into the analysis of inclusive education in modern Chinese society using sociological methodology. It explores the key factors influencing the development of this educational approach in the People’s Republic of China (PRC), including state policies, social attitudes, cultural characteristics, and economic conditions. Particular attention is paid to the specifics of the development of inclusive education at the present stage and the prospects for its transformation in the near future. The study critically evaluates the effectiveness of existing models of inclusive education and offers recommendations for improving the system. These recommendations include revising principles governing the classification and ranking of disability forms to align them with standards established by the World Health Organization, introducing amendments to China’s current legislation pertaining to educational policies in both schools and universities, improving the accessibility of inclusive education through enhancements in educational infrastructure, increasing the number of professionally trained teachers whose pedagogical preparation meets the demands of inclusive education, and augmenting financial investments in the education of children with special educational needs.

Research on the Policy Evolution of Inclusive Education from an International Comparative Perspective

In recent years, thanks to the vigorous promotion by UNESCO, inclusive education has rapidly developed and spread worldwide. Governments across various nations have responded and implemented this approach, successively introducing laws and policies to ensure that children with special needs are better integrated into society and receive a comprehensive education. This paper begins by exploring the concept and connotation of inclusive education. Through an international comparative perspective, it conducts a comparative analysis of the policy evolution of inclusive education in China and the United Kingdom. Furthermore, it investigates the implications that advanced international policy experiences have for the development of inclusive education in China.

Development Study of Technology-Based Adaptive Learning Modules for Students with Special Needs

This research aims to examine the development of effective technology-based adaptive learning modules to support the learning of students with special needs in the context of inclusive education. Using the Systematic Literature Review (SLR) method, this study identifies, evaluates and interprets evidence from previous research related to the development of adaptive modules. The results show that educational technology, particularly adaptive learning modules, has an important role in improving access and quality of education for students with special needs. The results show that educational technology, particularly adaptive learning modules, has an important role in improving access to and quality of education for students with special needs. Adaptive modules allow for the customization of learning materials, methods and pace according to students' individual needs, which can improve their learning effectiveness and learning outcomes. This training can improve teachers' understanding of interventions for students with special needs and help them design adaptive learning services. It is hoped that the results of this study can make a significant contribution to the development of inclusive education in Indonesia and improve the quality of education for students with special needs through the use of adaptive technology

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.

OPTIMIZING EDUCATION MANAGEMENT TO IMPROVE LEARNING QUALITY

This study aims to explore how optimizing educational management can improve the quality of learning through the literature review method. The research method used is a literature review, which involves the collection, analysis, and synthesis of information from various academic sources such as journals, books, research reports, and scholarly articles. The research process begins with the identification and selection of relevant literature, followed by a critical analysis of these sources to evaluate their quality and relevance. Subsequently, the collected information is synthesized to identify common themes and best practices in educational management that can be adopted to improve the quality of learning. The findings of this study indicate that strategic planning, effective organization, well-coordinated program implementation, and robust monitoring and evaluation systems are key components of effective educational management. Additionally, transformational school leadership, community and parental involvement, innovation and adaptation to technological advancements, student well-being, inclusive education, and continuous professional development for teachers also play crucial roles in enhancing the quality of education. These findings support existing theories and contemporary research in educational management, providing a comprehensive framework for improving educational quality through more effective management practices.

История и перспективы развития специальной психологии: к 100-летию со дня рождения В.И.Лубовского

<p>The article presents a historical overview of the formation of special psychology as a special direction of psychological science, in which Vladimir I. Lubovsky played a key role. V.I. Lubovsky headed for a long time at the Research Institute of Defectology and became the organizer and first head of the Department of Special Psychology at Moscow State University of Psychology and Education. The article describes the stages of development of the department, changes in the teaching staff, changes in various educational programs and areas implemented as part of the training of specialists for psychological and pedagogical support of children with developmental disorders. The Faculty of Clinical and Special Psychology of Moscow State University of Psychology and Education continues to develop, preserving the traditions laid down by V.I. Lubovsky. The article examines the current state of special psychology and its prospects, notes current problems of special psychology, once formulated by V.I. Lubovsky: the development of early special psychological services, the study of the possibilities and conditions for the integration of children with developmental disabilities into educational institutions, the development of a unified approach to the use terminology. All the identified problems are of current importance to this day; they are being reviewed in the context of the development of inclusive education in our country.</p>

Inclusive Education in China: Complications and Causes

Inclusive education is aimed at giving children with disabilities equality of opportunity in education. The Chinese government has released a host of regulations and action plans concerning inclusive education, defining its direction and setting forth the principle of respect for differences in its implementation. Nevertheless, there remain many challenges in inclusive education development. Among them is the low level of popularization of inclusive education in compulsory education. This article delineates the complications of the implementation of inclusive education in China and analyzes their causes with the intent of contributing to its high-quality development in this country.