Development Of Inclusive Practices Research Articles

Development of inclusive practice – the art of balancing emotional support and constructive feedback

Inclusive education in the context of challenging behavior is one of the most demanding challenges for teachers. Good support systems help teachers become more positive about inclusion and gain greater confidence in realizing that they can succeed. Such support can be provided in the form of emotional support, internal or external guidance, courses, discussions or further education. As an alternative to a traditional individual-oriented approach to inclusion, this article argues that development of inclusive practice requires collaborative learning in the professional community, which again means that teachers have to make their own practice more transparent so that it can be explained, explored and challenged. This article is based on a qualitatively driven mixed-method case design, and the data come from interviews with and observations of 10 teachers, as well as a survey conducted at 16 schools in Western Norway. The findings show that many teachers struggle to find a balance between emotional support and asking exploratory questions about their schools' and their colleagues' practices. At the same time, it seems that schools that systematically ask each other critical questions have cultures that are more strongly characterized by a high degree of psychological safety and high professional standards.

Developing student-researchers in primary schools through inclusive inquiry

ABSTRACT This paper argues that more should be done to draw on the views of children and young people when using collaborative action research to promote inclusion in schools. Drawing on the findings of a collaborative action research study which explored how primary school students ( 4-12-year-olds) could take on the role of researchers, through Inclusive Inquiry, an approach that focuses on the development of inclusive practices and thinking in schools, the paper throws light on the potential of this approach. Building on earlier research carried out with secondary schools, the findings reported here are based on work carried out in 30 primary schools in five countries. The analysis of data generated through these experiences suggests that collaborative action research approaches that involve children as researchers in schools can increase students’ confidence, make them more engaged in lessons, and facilitate stronger relationships with their teachers. It is argued that these features can also lead to the development of student agency.

RAZVOJ INKLUZIVNE VASPITNO-OBRAZOVNE PRAKSE U PREDŠKOLSKIM USTANOVAMA

Global modernization has initiated the need for a more complete inclusion of individuals in social subsystems. This has brought about the consideration of the inclusion and advancement of children with special needs. Preschool institutions represent a significant foundation for the further formative development of children, making this segment particularly important for the development, education, and upbringing of children with special needs. The aim of this paper is to examine the long-term process of developing inclusive educational practice in preschool institutions, as well as to highlight the specificities of inclusive practice. By using the method of theoretical analysis and content analysis technique, documents regulating the issue of the development of inclusive educational practice in our country were examined and analyzed. The results of the analysis indicate that the concept of inclusion is theoretically well-founded, but occasional failures and denials were encountered in the process of implementation into practice. The development of inclusive practice has been slow but continuous, passing through various phases. The specificities of contemporary inclusive practice in preschool institutions are the adaptation of spatial, material, and human resources for working with children on projects. Such an environment supports children’s initiative for activities that are in line with individual needs.

Analysis of Intercultural Education Policies in Italy and Spain: A Comparative Perspective

This article focuses on the evolution of intercultural education in the educational policies of Italy and Spain. The evolution of school regulations and educational practices in both countries presents similar characteristics, including the shift from the paradigm of integration to that of inclusion of students with migrant backgrounds. At the same time, historical and political differences between the two countries have led to the implementation of very different practices, which it is interesting to compare, with a particular interest in those processes of hidden exclusion that are still present in the two educational systems, despite the progress of official regulations. We will present the critical points and strengths of both countries’ systems, identifying, on the one hand, the inclusion factors (development of inclusive practices, development of resources and programmes for foreign students) and, on the other hand, the exclusion practices that persist despite legislation (school segregation and school concentration). In the conclusions, we will suggest possible strategies to contribute to the development of intra-European measures and policies to foster the reception of people with a migrant background in national school systems.

Readiness for pedagogical activity as a criterion for the development of inclusive practice in the education system of the Republic of Tatarstan

An interdisciplinary study examines the problems of implementing the concept of inclusive education in the education system of the Republic of Tatarstan. An urgent problem is the lack of training of teachers of General education organizations to work with children with disabilities who have special educational needs, which makes it necessary to form professional competencies of teachers related to the development of the ability to design and implement innovative technologies of educational and correctional work aimed at achieving educational results. The purpose of the study was to identify the opinions of teachers about the difficulties of implementing the concept of inclusive education in the national educational system and their readiness to be active in the new conditions. The object of the author's research was chosen pedagogical discourse. Written works (essays) of primary school teachers and subject teachers were used as a communication space reflecting pedagogical discourse. Discourse analysis was used as the main research method. The results of the analysis of pedagogical discourse confirmed the research hypothesis about the lack of training of teachers of the General education system to work with children with disabilities and indicate that the common problem of all teachers is the lack of positive motivation to work; lack of special knowledge about the organization of the educational process; practical skills necessary to work with children with special educational needs. The research data presented in the article give grounds to say that the Republican education system should create conditions for the development of inclusive practices using the network interaction of educational organizations, health and social protection institutions, constant methodological support for teachers, innovative teaching experience.

Estrategias didácticas para desarrollar prácticas inclusivas en docentes de educación básica

Objetivo. Establecer la incidencia de las estrategias didácticas en el desarrollo de prácticas inclusivas en docentes de educación básica regular. Metodología. El presente estudio se enmarca en el paradigma positivista, de enfoque cuantitativo, tipo sustantivo, diseño no experimental y correlacional causal. Resultados. Los resultados evidencian bajos niveles del uso de estrategias didácticas para desarrollar prácticas inclusivas en docentes de educación básica. Conclusión. Las estrategias didácticas inciden en el desarrollo de las prácticas inclusivas en docentes de educación básica, puesto que la razón de verosimilitud del modelo de regresión logística ordinal es significativa p<0,05 y la incidencia es explicada en un 55,9% de las variables predictoras: motivación, problematización, recojo de saberes previos, propósito de la sesión, gestión y acompañamiento, aplicación o transferencia y evaluación en el desarrollo de las prácticas inclusivas en docentes de educación básica.

- From inclusive practices to personal strategies

The main purpose of this doctoral thesis is to co-design and examine digitally supported inclusive practices in science learning. Inclusive practices aim to provide quality education and quality learning opportunities for all students. Inclusive practices are characterised by process-oriented development that takes into account a student’s personal abilities and needs concerning both knowledge and competencies as well as the classroom context. Since there are very few research-based models for inclusive practices, the longitudinal educational design research (EDR) project aimed to co-design digitally supported inclusive practices at the grassroots level with researchers, teachers and students. The EDR project took place during two years in a medium-sized primary school in the capital region of Finland, where inclusive education was employed as part of teacher collaboration. The participating class (44 students; 10 students with learning difficulties [LD]) had two primary teachers and one special education teacher, the defender of this thesis. The EDR consisted of four macro-cycles, which intended to increase understanding of co-designing and implementing inclusive practices in science learning. The first macro-cycle focused on exploring possibilities for using smartphone technology in a water project. In the second macro-cycle, students used the developed personal solutions and designed collaborative solutions while studying the following science-related themes: forest, human, motions and forces, and space. In the third macro-cycle, students studied Europe and Asia, plants, human and states of matter. The participants developed further both personal solutions and collaborative solutions. Finally, the fourth macro-cycle focused on one science theme, electricity, where solutions were designed for collaborative learning and especially for active participation.
 The thesis is comprised of four publications that form a holistic picture of the possibilities of digital technology when considering the adaptation, use and benefits for the student both at the personal and group level. Publication I reports the results of the first macro-cycle of the EDR. Publication II discusses the benefits of using a smartphone in science learning from a student’s personal learning perspective, reflecting all four macro-cycles. Publication III describes the EDR project’s final macro-cycle, electricity project, in which students utilised personal strategies that were supported by the teacher through respectful grouping, differentiated learning tasks and a reflective discussion after lessons. Finally, Publication IV evaluates the development and implementation of the inclusive practises throughout the EDR project from the perspective of the LD students. The data was collected through video recordings of ideating sessions, questionnaires, students’ notes from the e-learning environment, the teacher’s memo and interviews; it was analysed via quantitative analysis of frequencies, qualitative content analysis and co-occurrence network analysis.
 As its theoretical contribution, this thesis weaves together the two frameworks of inclusive practices in science learning. First, the digitally supported inclusive science learning supports a student’s personal learning through the differentiation of content, process and product through the use of multimodality. The teacher employs a student’s personal strategies when preparing a collaborative learning project, especially at the levels of process and product. In light of the objective of inclusion, the teacher’s support during the process should aim at giving intensified support and structured guidance in collaborative activities where students require various competences. Second, such a long-term, reflective, co-designing project supports both the use of digital technology and the development of inclusive practices. LD students benefit from a process-oriented, comprehensive, structured and reflective use of technology in their learning. Differences between students’ digital competencies bring a new element to the classroom alongside academic knowledge, both of which affirm LD students’ social status in the classroom. The thesis emphasises that a long-term co-designing project can both develop teaching practices and engage students to develop their personal learning, and hence, promote inclusive education at the grassroots level.

The development of inclusive practice under a policy of integration

ABSTRACT In 2015, South Korea hosted the World Education Forum as it considered issues of education for all and improving inclusion worldwide. Yet, as is the case in many countries, pupils with special educational needs in South Korea are often included by way of ‘special or additional’ support as ‘compensation’ for disability, raising questions about the extent to which support is a tool for inclusion or a reproduction of exclusion in the classroom. This study examined teachers’ views and practice regarding teaching and support, the actual work of the support assistant, and the extent to which practice reflected the model set by official policy and guidelines. The modified Wider Pedagogical Role (WPR) model (Blatchford, P., A. Russell, and R. Webster. 2012. Reassessing the Impact of Teaching Assistants : How Research Challenges Practice and Policy. London: Routledge.) was used as reference for the data collection and analysis. The development of inclusive practices was also examined relative to the inclusive pedagogical approach developed by Florian and Black-Hawkins ([2011]. “Exploring Inclusive Pedagogy.” British Educational Research Journal 37 (5): 813–828) to determine how the three principles of inclusive pedagogy were enacted in South Korea. Findings demonstrate how practice can comply, stretch or, in some cases, disregard the limits of policy. The study provides practical support for the implementation of the United Nations Sustainable Development Goal 4 which calls for inclusive and equitable quality education and lifelong learning opportunities for all.

UNIVERSIDAD Y EDUCACIÓN INCLUSIVA: RECOMENDACIONES DESDE LA VOZ DE ESTUDIANTES ESPAÑOLES CON DISCAPACIDAD

RESUMEN En este artículo, estudiantes españoles con discapacidad proponen recomendaciones para que la universidad camine hacia la educación inclusiva. La metodología de investigación utilizada fue la biográfico-narrativa. Los instrumentos de recogida de datos fueron cuatro: autoinformes, entrevistas biográficas, fotografías y líneas de vida. Los estudiantes señalan la necesidad de accesibilidad de los entornos universitarios, procesos de transición planificados, servicios de orientación laboral, actitud positiva del profesorado, desarrollo de prácticas inclusivas, uso de las tecnologías y la formación del profesorado en inclusión y discapacidad. En las conclusiones se discuten estos resultados con otros trabajos previos y plantean propuestas para que la educación superior sea inclusiva.

Universal Design for Learning as a Tool for Inclusion in the Higher Education Classroom: Tips for the Next Decade of Implementation

Universal Design for Learning (UDL) has gained significant momentum in Higher Education (HE) over the last decade in North America. It offers considerable potential to achieve the inclusion of diverse students in the HE classroom. It is a unique approach, first because it shifts the instructor mindset away from medical model practices, and second because it allows the development of inclusive practices that address the needs of the full spectrum of diverse learners. As a result of this growing interest, there have been implementation efforts within a wide range of disciplines and settings in post-secondary education. The time has come, however, to identify the challenges that remain, to seek appropriate solutions, and to develop strategic direction to shape UDL adoption for the next decade. This paper draws on phenomenological data collected by the author on his own practice through a process of auto-ethnography. This data emerges from three dimensions of the author’s practice: his past role as manager of an accessibility unit, as well as his current role as UDL consultant within HE, and faculty member exploring UDL in his own teaching. The chapter identifies remaining challenges, explores solutions, and frames a vision for what UDL development might look like in HE over the next decade.

A PRÁTICA DOCENTE PARA A INCLUSÃO DE ESTUDANTES COM DEFICIÊNCIA NA EDUCAÇÃO SUPERIOR


 
 
 
 A permanência e o sucesso acadêmico de estudantes com deficiência em Instituições de Educação Superior requerem o uso de metodologias diversificadas e o desenvolvimento de práticas inclusivas por parte dos docentes que atuam neste nível da educação. Com o objetivo de identificar e analisar as práticas diferenciadas desenvolvidas por docentes da Universidade Federal do Recôncavo da Bahia (UFRB) no processo de ensino de estudantes com deficiência matriculados em cursos de graduação, este estudo foi realizado a partir de uma abordagem qualitativa de pesquisa, como um estudo de caso. No processo de levantamento de dados foi aplicado um questionário e realizadas entrevistas semiestruturada com docentes da UFRB que atuaram com estudantes com deficiência. O estudo traz a referência de legislações brasileiras e normativos institucionais que regem a inclusão na universidade em questão, bem como fundamenta-se em autores diversos que abordam esta temática. Os dados levantados neste trabalho foram organizados em três categorias de análise que apontam indicadores da diversificação de estratégias utilizadas por docentes para inclusão de estudantes com deficiência em cursos de graduação da UFRB, sendo eles: uso de recursos didáticos diversificados; flexibilização no tempo pedagógico; diversificação nos instrumentos e formas de aplicação de atividades avaliativas. Considera-se que tais práticas são favorecedoras da permanência e do êxito acadêmico da pessoa com deficiência no Ensino Superior, pois criam possibilidade de participação ativa nas atividades desenvolvidas.
 
 
 

Reconsidering Inclusion: Western theory and post-Soviet reality

This article analyses the views of individuals from a post-Soviet context in order to better understand current thinking around difference and disability. In this study, the multiplicity of human experience articulated by the research participants highlights immediate, rather than philosophical, priorities. The particular social, cultural and political history of the Republic of Armenia offers an insight into the challenges of, and opportunities for, the development of inclusive practices in the former Soviet Union. As such, it could be argued that the West has much to learn from national contexts that might be dismissed as exclusionary.

Planning for all students: promoting inclusive instruction

ABSTRACT In this paper, we will analyze the inclusive education policies and practices of a Province in Canada. Qualitative methods were used to analyze the planning of teaching and learning for students, with a focus on those with a Personalized Learning Plan (PLP). The process involved extended school and classroom observation, completion of questionnaires and analysis of documents, including lesson plans, individual student records, and PLPs of specific students. An observation grid and questionnaires were designed ad hoc. This province was an early adopter of an inclusive educational model. Schools in the province have a long tradition of developing accommodations for individual students in a ‘common learning environment’. In this article, we analyze learning and curriculum planning and its influence on the development of inclusive practices in the classroom. We found that teachers continue to struggle to develop effective individual learning plans. Our analysis leads us to suggest a model for teachers to conceptualise appropriate strategies and accommodations for students in their daily lesson plans.

Further education and inclusive practice: past experiences, current issues and future concerns

ABSTRACTDrawing on data collected in two stages this paper analyses the inclusive practice a college of Further and Higher Education in the North West of England. Thoughts and experiences were sought through the creation of analytical auto ethnography alongside in depth interviews with key actors. Research focused on the historical development of inclusive practices, the current issues that are being faced and the future concerns of the college as it seeks to navigate the current social, economic and political landscape. The data disclosed that the college is facing complex challenges through the current Governments fiscal policy of austerity, impacting the college’s capacity to promote social justice through inclusive practice. There has been a paradigm shift away from the continued development of full inclusion with policy reduced to its financial imperative; creating a situation where the college is no longer a site of resistance but one of survival through compliance.

Community of Inquiry

This article establishes a connection between research-based learning and the development of inclusive practices in teacher education with a special focus on pre-service teachers' ways of talking in philosophical dialogues with children. Adopting an interactionist point of view on learning as a co-constructive process and a processual understanding of inclusion and exclusion on the classroom level, the fundamental importance of conversational practices to learning is carved out and then exemplified using transcripts from a teacher education project. Building on this analysis, inclusive conversational practices are identified. Moreover, it is shown how joint reflection and peer feedback in teacher education courses lead to changes in pre-service teachers' conversational practices. These findings lead to reflections on how research-based learning in teacher education can contribute to inclusive education by looking at habitual ways of talking in class.

Atención a la diversidad y escuela inclusiva: las actitudes del futuro profesorado

El diseño y desarrollo de prácticas inclusivas se considera una de las líneas de actuación básicas para la construcción de una escuela para todos/as. Ambas acciones dependen en buena medida de las actitudes del profesorado, pudiendo estas verse modificadas por la formación que reciben. En este marco, esta investigación se planteó con el objetivo de conocer posibles diferencias en las actitudes de los futuros docentes de Educación Infantil y Primaria, y Educación Secundaria, así como de analizar la existencia de tales diferencias en el impacto que la formación puede tener sobre ellas. Se contó con la participación de 46 y 50 estudiantes, matriculados en el último curso de los Grados de Maestro en Ed. Infantil y Ed. Primaria y en el Máster de Profesorado de Ed. Secundaria, respectivamente, de la Facultad de Educación, de la Universidad de Alicante. Se realizó un estudio descriptivo y no paramétrico (prueba U de Mann-Whitney), con el soporte del programa de análisis de datos SPSS .21. De los resultados se deduce que, en general, el profesorado en formación posee actitudes positivas hacia la diversidad y el principio de inclusión, aunque no están tan definidas en los ítems más controvertidos. Asimismo, destaca el impacto favorable que consideran tiene la formación sobre la sensibilización e interés por este tema. Sin embargo, se aprecia que los estudiantes de Grado poseen actitudes ligeramente más positivas que los de Máster, existiendo diferencias estadísticamente significativas en la consideración de la diversidad como elemento de riqueza y en el impacto de sus estudios sobre el interés por la formación al respecto. Se concluye que resulta apropiado continuar incidiendo sobre el plano actitudinal, en relación a esta temática, en tales titulaciones – con especial énfasis en el Máster –, así como valorar cualitativamente las diferencias que se han hallado entre los grupos estudiados.

Understanding inclusive education practices in schools under local government jurisdiction: a study of Khon Kaen Municipality in Thailand

ABSTRACTThis article investigates inclusive education practices in schools under the jurisdiction of Thai local government through a study of schools in Khon Kaen Municipality in Northeastern Thailand. Thailand’s 1997 Constitution and 1999 National Education Act both legislated that the educational system must become inclusive, and under these laws schools are required to admit all groups of children, including children with special educational needs (SEN). This study sheds light on the situation of inclusive education in schools with regard to administrators’ policy implementation, teachers’ practices, and parents’ perception of inclusive education management. The findings derive from a survey of 11 school administrators, 114 teachers, and 274 parents (of 137 regular and 137 students with SEN), together with six focus groups with administrators and teachers from six schools. The results demonstrate that most school leaders support inclusive classrooms, most teachers are willing to work with SEN students, and parents of regular students accept the concept of inclusion. Actual practices of inclusive education vary, however, depending upon the perception of administrators and the will of the teachers to implement inclusive education. Furthermore, the results demonstrate that the policy of the municipality may have resulted in the development of inclusive practices in schools under its jurisdiction.

The danger of subverting students’ views in schools

This paper is firmly grounded in the position that engaging with students’ voices in schools is central to the development of inclusive practices. It explores the tensions that can be created when efforts are made to engage with students’ voices in relation to their experiences of learning and teaching. An example from a three-year research and development project, which worked alongside teachers to use students’ voices as a way of developing inclusive practices, is used to illustrate these tensions. This project, though showing that students’ voices can be a powerful means for understanding learning and teaching in schools, also encountered challenges with these processes. This paper focuses on the experiences of one secondary school which (possibly inadvertently) subverted and undermined students’ voice initiatives and explores the potential negative impacts of this on individual students, on students as a whole, and on teacher development. By doing this, suggestions as to how such tensions can be avoided in schools are offered, with the aim being to allow a genuine engagement with the views of students.

The impact of dynamic assessment: an exploration of the views of children, parents and teachers

A qualitative research project was carried out to explore the views of children with special educational needs, their parents and teachers about one aspect of educational psychology practice: the dynamic assessment of cognitive skills. The research was carried out in a highly diverse and inclusive borough in East London, by Nicola Lawrence from Hounslow Educational Psychology Service, and Sharon Cahill from the University of East London. The views of nine children were sought through semi‐structured interviews regarding the process of dynamic assessment, supported with tools and techniques to facilitate discussion. The views of eight parents and seven teachers were also sought, through semi‐structured interviews and focus groups, regarding the psychological reports produced from dynamic assessment. Of the original findings acquired through thematic analysis of the data, those pertaining to the perceived impact of dynamic assessment of cognitive skills are reported. Dynamic assessment was reported to impact positively upon the child's emotional well‐being, self‐perceptions, approach to learning and social relationships, both directly, and through the subsequent intervention of parents and educators. Dynamic assessment, as well as providing instructionally useful information for parents and teachers, encouraged them to move beyond locating the problem within the child, to reconceptualising their special educational needs in context. As a result, parents and teachers became more positive and optimistic about the child, the current situation and the child's future. Dynamic assessment impacted upon the child's holistic needs, parenting and the development of inclusive practice in the classroom. It is concluded that from the perspective of service users, dynamic assessment forms a worthwhile and valuable part of educational psychology practice.

Inclusion practices with Special Educational Needs students in a Hong Kong secondary school: teachers’ narratives from a school guidance perspective

Schools in Hong Kong are concerned about the growing enrolments of students with special educational needs (SEN) and how these students could be included in school guidance. This study examines teachers’ narratives of the inclusivity of school guidance. The study was qualitative, being a case study of a Hong Kong secondary school. School documents were collected for textual analysis and semi-structured interviews with 13 teachers were conducted, including nine guidance teachers and four other teachers who worked closely with these guidance teachers. Four dimensions for the inclusivity of school guidance were identified: the development of inclusive practices of guidance, the adoption of a proactive approach, the promotion of inclusive discipline, and the clear definition of the partnership between school guidance and professional organization offering specialised services for students with SEN. The study provides insights into contextual influences of Hong Kong education on school guidance and the development of an inclusive approach to guidance.