Disabilities In Mainstream Schools Research Articles

Examining teachers' perceived competence in implementing inclusive education practices in the United Arab Emirates

AbstractInclusive education in the United Arab Emirates (UAE) is evolving with ambitious policies and strategic plans. The extent to which these policies and plans are being embedded into practice in mainstream schools across the country has not been fully captured. This research used an online survey to investigate teachers' perceived competence in implementing inclusive education practices with students with disabilities in mainstream schools and explore its relationship with demographic variables. Participants included 999 teachers from public and private schools across the seven Emirates of the UAE. Greater competence was reported in implementing practices that create an environment conducive to effective learning and less competence in implementing practices that use knowledge of the student. Differences were found between demographic variables and teachers' perceived competence in implementing inclusive education practices with recent professional development in inclusive and/or special education emerging as the most significant predictor. Implications for practice and further research are considered.

Special Education Teachers’ Perceptions of Parental Involvement in Inclusive Education

(1) Background: It is widely agreed that mutual partnerships between school staff and parents of students are key to creating robust frameworks of inclusive education for students with disabilities. This study explores special education teachers’ perceptions of involving parents of students with disabilities in mainstream schools in Jordan. (2) Methods: This research employs a descriptive quantitative method in the form of a Google-Forms-based online questionnaire with closed-ended questions. (3) Results: The findings indicate that parents were moderately involved in the education of their disabled children; that these parents perceived teachers and school principal to be instrumental in encouraging their involvement in this respect; and that parents face many obstacles to such involvement in their children’s education. (4) Conclusions: The findings point to a need for policymakers to create legislation that enables and mandates the involvement of parents with children with disabilities in inclusive education settings in order to implement constructive models of parental involvement where parents can be treated as equal partners in the educational process.

Inclusive Education, Intellectual Disabilities and the Demise of Full Inclusion.

Inclusive education has developed worldwide popularity in education for learners with various disabilities but is particularly controversial for students with intellectual disabilities because of their unique needs. The foremost of these are the development of the social, vocational and life skills needed to facilitate their transition to adulthood. This article presents a discussion that focuses on theory, practice and research relevant to inclusive education for students with intellectual disabilities. It points out that the movement for full inclusion started by focusing on students with intellectual disabilities and has encountered roadblocks to further progress because of its difficulties in addressing their special needs. This is explored by considering the theory underpinning the international drivers of the full inclusion movement, the reality of the implementation of inclusion policies worldwide, and research on the effects of inclusion of students with intellectual disabilities in mainstream schools.

The Socio-Cultural Context of the Integration of Children with Disabilities in Mainstream Schools

A frequently encountered speech at the level of educational policies is related to the inclusion of children with disabilities in mainstream schools. The expected results, for disabled children, would be related to the reduction of discrimination and prejudices, the chance to offer a better education, to develop their socialization, etc. but the benefits would also extend to the other children, through sensitization, more empathic and informational, nuance of perceptions. Despite these advantages, the integration takes place at a slow pace, with multiple oppositions and resistances from the interested factors, with a reduced compliance and a lack of synchronization of the action of the decision-makers; the most frequent reasons cited are: insufficient training of teaching staff for special education, the demand/rejection by the parents of majority children of the idea of inclusion that would alter their children's performance, the heterogeneity of the children's functioning rhythms which would overburden the teachers, absorbing part of educational energy etc. The current study aims to evaluate the attitudinal context of the future specialists (social workers and teaching staff) towards the integration problem, the degree of perceived educational efficiency, the responsibilities assigned by them to the decision-makers involved. The expected results are the externalization of responsibilities to the central decision-making factors (school inspectorate, NGOs), the overestimation of the role of teachers and parents and non-involvement of groups of children in integrative activities.

Breaking Barriers: The Influence of Teachers’ Attitudes on Inclusive Education for Students with Mild Learning Disabilities (MLDs)

Inclusive educational practices demand social justice where all students with special educational needs have the same right to access education, irrespective of their special needs. Increasingly, across the world, teachers are supporting and defending the inclusion of students with disabilities in mainstream schools and classrooms. This is also the case in Pakistan, the site of this study. However, support and defense are not assurance that such policy is accepted by classroom teachers. Previous research studies have identified some barriers to inclusion and in this regard, the attitudes of teachers have been identified as a barrier worthy of consideration. The present research can contribute to developing insights by suggesting all the factors that can accommodate students with mild learning disabilities (MLDs). The research study aimed to determine the attitudes of teachers towards the education of students with mild learning disabilities, which are due to hereditary and neurobiological reasons that alter the functioning of the brain by affecting one or more intellectual processes associated with learning. The problems of processing can interfere with basic skills of learning, such as reading, writing, and mathematical skills. They can also interfere with higher-order skills, such as organizational skills, abstract reasoning skills, thinking skills, long or short-term memory, and attention span, in an inclusive classroom setting. Using a quantitative research method, data were gathered from N = 230 sample cases of teachers selected through a stratified sampling technique from 10 private primary inclusive schools and 10 private primary non-inclusive schools in Karachi. To identify the attitudes of teachers towards the inclusion of students with MLDs, teachers were asked to respond to validated and reliable tools used in different studies. The research applied variance-based structural equation modeling using the partial least-squares modeling method. Smart PLS 3.0 is software used for variance-based structural equation modeling, and the purpose of using it that the model involves mediation. This tool can show direct and indirect associations among variables simultaneously. The results revealed that there is a weak linear relationship between teachers’ attitudes towards the education of students with a mild learning disability and their practices towards inclusive classroom settings. On the contrary, teachers’ positive attitudes towards mild learning disabilities are predictors of inclusive classroom settings in schools. The weak linear association between teachers’ attitudes and the provision of inclusive classroom settings showed that teachers are not prepared to accommodate mild learning disabilities. However, if teachers’ self-efficacy is increased, then teachers are prepared to accommodate mild learning disabilities. It indicates that teachers with a greater sense of self-efficacy can play a significant role in creating an inclusive environment in schools by employing the provision of relevant resources. The present study recommended certain support mechanisms to school management and provided guiding principles to them on the specific resources required to meet the needs of students with a mild learning disability and to increase the self-efficacy of teachers.

Toward Participation-Focused School-Based Occupational Therapy: Current Profile and Possible Directions

ABSTRACT Enabling inclusive participation is an overarching goal of Occupational Therapy services in the school setting; however, evidence is scarce on practices addressing it. This study conducts an in-depth examination of actual Occupational Therapy practices with students with physical disabilities in mainstream schools and explores possible directions toward facilitation of successful participation. Eight Occupational Therapists representing different practice settings and regions of a large Canadian province were recruited, each providing two distinct charts of students with physical disabilities integrated in regular classrooms. Data extracted from charts was analyzed and coded based on the International Classification of Function, Disability, and Health. Chart-stimulated recall interviews were conducted with each therapist and analyzed thematically. Services focused predominantly on academic rather than social activities. Two overarching themes emerged describing the clinical reality including resources (e.g. time and teams) and the impact of occupational therapy (e.g. service delivery and promotion of the profession). Subthemes suggest expansion of practice scope and diversification of service delivery modalities as promising directions. Facilitation of fuller inclusion and participation of students with physical disabilities in the school setting by Occupational Therapy services may require additional resources including knowledge translation initiatives relating to collaboration and facilitation of social participation in schools.

Much more than just being present: participation of children with intellectual disabilities in mainstream schools

Much more than just being present: participation of children with intellectual disabilities in mainstream schools

Learning together: the effects of inclusion of students with disabilities in mainstream schools

PurposeThis article aims to analyze the impact that the inclusion of students with disabilities has on the achievement of their schoolmates and to analyze the impact that this inclusion has on the achievement of the students with disabilities themselves.Design/methodology/approachThe author begins investigating how the inclusion of students with disabilities in regular schools affects achievement of schoolmates. To answer this research question, the author explores the natural variation in time in the number of students with disabilities and use data from National Exam of Upper Secondary Education (Enem). Then, the author investigates how the inclusion affects achievement of the students with disabilities themselves and uses propensity score matching methodologies and, again, data from Enem.FindingsThe results show that an additional percentage point in the proportion of students with disabilities would reduce schoolmates' writing scores by a 0.0031 standard deviation. In other subjects, the author finds weak or none evidence of a significant peer effect. In addition, using Propensity Score Matching methodologies, the results show that the mean scores are up to 44% of a standard deviation, which is higher among students with disabilities enrolled in regular schools compared to those who are enrolled in special schools. In summary, the evaluation is that inclusion policies achieve the goal of improving the performance of students with disabilities but such policies have a small and adverse side effect.Originality/valueFor this reason, the present study proposes to fill this gap in the literature by analyzing the impact of the inclusion of students with disabilities on both groups. In addition, this paper contributes to the empirical literature of peer effect with an analysis of the peer effect of students with disabilities per competency. Finally, the article is important given the existence of few articles in Brazil on the topic of education and people with disabilities.

Stakeholder experiences, attitudes and perspectives on inclusive education for children with developmental disabilities in sub-Saharan Africa: A systematic review of qualitative studies.

Inclusive education is a key strategy in addressing the needs of children with autism and other developmental disabilities in sub-Saharan Africa, who rarely access specialist care or quality education. We aimed to systematically review qualitative research on stakeholder experiences, attitudes and perspectives on inclusive education for pupils with developmental disabilities in mainstream schools in sub-Saharan Africa. We searched five databases and selected relevant studies through a two-stage screening process. We synthesised the papers identified through template analysis of the Results and Discussion sections, guided by the Consolidated Framework for Implementation Research. Thirty-two publications met the inclusion criteria. The studies were conducted in seven countries and explored the experiences of pupils with developmental disabilities, parents, peers without developmental disabilities and teachers. Multiple barriers (e.g. unclear policies, insufficient training and support for teachers) and opportunities (e.g. teachers’ commitment to inclusion, collaboration between teachers, the work of non-governmental organisations (NGOs)) for implementing inclusive education for pupils with developmental disabilities in sub-Saharan Africa were identified, occurring across national and community contexts and school, classroom and individual teacher levels. To effectively implement inclusive education for pupils with developmental disabilities, teachers need access to appropriate training, resources and support. Governments can capitalise on motivated teachers and the relevant work of NGOs.Lay abstractIn sub-Saharan Africa, there are few services for children with developmental disabilities such as autism and intellectual disability. One way to support these children is to include them in mainstream schools. However, currently, African children with developmental disabilities are often excluded from mainstream education opportunities. People involved (e.g. teachers, families and children) can offer information on factors that could ease or interfere with inclusion. This article discusses the findings of published studies that explored the views of relevant groups on including children with developmental disabilities in mainstream schools in sub-Saharan Africa. We systematically searched the literature and identified 32 relevant articles from seven countries in sub-Saharan Africa. We found that unclear policies and insufficient training, resources and support for teachers often blocked the implementation of inclusive education. Factors in favour of inclusive education were the commitment of many teachers to include pupils with developmental disabilities and the work of non-governmental organisations (NGOs), which provided resources and training. This review suggests that motivated teachers should be provided with appropriate training, resources and support for inclusive education, directly and by promoting the work of NGOs.

Inclusive Practices in the Existing School Environment: Parental Perceptions and Concerns

Purpose: This qualitative research paper explores the factors affecting parental perceptions and concerns about inclusive education. It also investigates the factors influencing the access and participation of children with disabilities in mainstream schools.
 Design/Methodology/Approach: Ten parents (n=10) of children with and without disabilities were selected through purposive sampling from inclusive primary schools of Punjab. Semi-structured interviews and thematic analysis were employed for data collection and analysis.
 Findings: Findings revealed that parents of children with disabilities are more inclined towards inclusive education. Reactions of parents, quality of instruction and institutional support have created a feeling of un-certainty and dissatisfaction amongst the parents of children with disabilities about inclusion. Large class sizes and time constraints have been established as barriers to inclusion.
 Implications/Originality/Value: The study would be beneficial for the school department to consider the factors adversely affecting the process of inclusion. Parents’ guidance and counselling may be made mandatory to make inclusive education successful.

Inclusion moments for students with profound intellectual and multiple disabilities in mainstream schools: The teacher assistant’s role in supporting peer interactions

ABSTRACT In the Netherlands, the trend towards inclusion has led to the development of a ‘To School Together’ programme in which students with profound intellectual and multiple disabilities (PIMD) receive tailored care and education during the school day in a special classroom (‘To School Together’ class) within a mainstream school. Besides shared activities with other students with disabilities in the ‘To School Together’ classroom, inclusion moments are organised in which students with PIMD engage in activities with typically developing peers. A teaching assistant (TA) is present to support the student with PIMD. In this study, we explored the type of activities offered during these inclusion moments, the interaction between students with PIMD and their peers, and the role of TAs. Video recordings were made of three inclusion moments for eight students with PIMD. We coded the contact initiations of students with PIMD, their peers and TAs, and the responses to these initiations. The results show a total of 246 contact initiations by peers where students with PIMD responded positively 82 times, TAs attempted to facilitate interactions 55 times and students with PIMD responded positively 11 times. Based on our findings, we make several recommendations that can guide inclusive practices for students with PIMD.

Stay in your lane experiences of children with Special Education Needs and/or Disabilities in two mainstream primary schools in Guyana

ABSTRACT Marginalisation, discrimination and depersonalisation are some of the negative experiences of children with Special Education Needs and/or Disabilities (SEND) in rural mainstream primary schools in Guyana. This paper presents these experiences from qualitative data gathered over six months of ethnographic research in two primary schools in Guyana. The data were analysed using situational analysis as posited by Adele Clarke and interpreted through a poststructuralist lens with the social model of disability theoretical framework. Children with SEND feel valueless and experience anxiety and loneliness in their placement in rural mainstream schools. This paper forms part one of a series presented to highlight institutional discrimination embedded in the practices and discourses which is fuelled by the dominance of the individual deficit model of disability in mainstream schools. The paper also illustrates how teachers’ beliefs’ that disability is biological and they can not cater for such children who are considered unteachable and challenging. The paper further reflects on the collective conscience of mainstream teachers in rural Guyana who feel unsupported in unsuitable classrooms to meet the needs of children with SEND.

Developing inclusive education in Portugal: Evidence and challenges

This article assesses evidence of and challenges to the development of inclusive education in Portugal, which is built on three pillars: access to, participation in, and achievement in education for all children and young people. It presents an overview of the present policy framework, followed by an analysis of available statistical data on Portuguese students with disabilities in mainstream schools. The article also discusses significant achievements at the policy and practice levels, namely the attempt to align curriculum and pedagogy and the presence of almost 100% of students with disabilities in mainstream schools. It also considers challenges, such as the issue of monitoring achievement (both at the student and system level) and investments in the system and in teacher education.

School participation: The shared perspectives of parents and educators of primary school students on the autism spectrum

BackgroundAn international focus on the inclusion of students with disabilities in mainstream schools and the increased prevalence of autism spectrum disorder (ASD) has contributed to increasing numbers of students with ASD enrolling in mainstream schools. The school participation restrictions of adolescent students with ASD is widely researched, but less is known about the challenges faced by primary school students with ASD and how early in their schooling these challenges arise. MethodsFocus groups were used to explore the perspectives of parents and educators on the school participation of primary school students with ASD. Focus group data were analysed thematically. ResultsFour themes were derived from the data: (1) more than just being there; (2) meeting in the middle; (3) consistency of supports; and (4) embrace difference. ConclusionsFindings from this study highlight that students aged between 6 and 11 years experience school participation restrictions due to a range of intrinsic (e.g., sense of self and school belonging) and extrinsic factors (e.g., school culture, educator knowledge and skills). It is imperative school based interventions are developed and implemented in the early primary years, that not only target students’ skills, but the range of environmental enablers and barriers impacting student school participation.

Identifying barriers to inclusive education: From the Perspective of the Social Model of Disability

[연구목적] 본 연구는 특수교육법 시행 이후, 통합교육을 받고 있는 장애 학생의 실제적인 교육경험을 분석함으로써, 통합교육을 가로막는 장벽이 무엇인지에 대해 논의하는 것을 목적으로 한다. [연구방법] 본 연구는 질적 연구방법을 채택하고, 신체에 장애를 가지고 일반학교에 다니고 있는 학생 20명을 대상으로 심층인터뷰를 실시하였다. 수집한 질적 면담 자료는 장애의 사회적 모델을 이론적 관점으로 채택하여 분석되었다. [연구결과] 본 연구는 통합교육을 방해하는 장애 요인을 다음의 네 가지 틀로 구분하여 구체적으로 제시하고 있다: 1) 미흡한 학교보건서비스 2) 비장애인의 긍정적/부정적 태도 3) 장애를 만드는 물리적 환경 4) 제한된 학업기회. 분석 결과는 장애 학생들은 일반학교에서 여전히 사회적이고 문화적으로 만들어지는 장벽을 경험하고 있으며, 이것은 학생들의 교육활동과 사회적 활동을 배제하고 있음을 뚜렷하게 보여준다. 더 나아가, 일반학교에서의 교육이 장애 학생이 가질 수 있는 직업선택의 기회에 장벽으로도 작용할 수 있음을 지적하고 있다. 따라서, 장애 학생들은 특수교육법 시행 이후, 일반학 교에 접근할 수 있는 폭 넓은 기회를 얻게 되었지만, 여전히 학교교육에서 소외되고 있다는 사실을 확인하였다. [결론] 본 연구는 비장애인 성인에 의해 마련된 통합교육 지원이 장애 학생들에게는 장벽이 될 수 있음을 지적하고, 통합교육 정책을 시행하는 과정에서 장애 학생 당사자의 의견이 반영되어야 함을 제시한다. 본 연구는 그동안 주목받지 못했던 장애 학생의 교육경험을 당사자의 관점으로 분석한 연구라는 점에서 큰 의의를 지닌다.Purpose : This study examined the educational experiences of students with disabilities in mainstream schools. In doing so, it identified the barriers faced in inclusive education by students with disabilities. Methods : For its theoretical perspective, it adopted the social model of disability in order to analyze the barriers this group encounters in mainstream schools. Findings from in-depth interviews with 20 students with physical impairments indicated that poor environmental and curriculum access, which are reinforced by discriminatory attitudes, hinder social, educational, and career-related opportunities. Results : The study provided empirical evidence to emphasize the experiences of individual students with disabilities, as well as their perceptions of inclusive education barriers, which are categorized into four themes: unsupportive school health services, positive and negative attitudes of non-disabled people, unfriendly physical environment, and restrictive academic opportunities. Conclusion : The findings of this study suggest that students with disabilities are marginalized and disempowered in mainstream schools.

Becoming Professionals in Inclusive Education Settings: Perspectives from Ghanaian Social Work Students on Their Motivations

The research literature highlights the need for helping professionals such as Social Workers, psychologists, counsellors and support staff in the successful implementation of inclusive education. As a result of this, national policies on inclusive education in Ghana mention the involvement of Social Workers in inclusive schools (schools practising inclusive education). However, there are no reported studies about the presence of Social Workers in inclusive schools in Ghana. In response to this, a qualitative study was conducted to explore the views of 15 final year social work students undertaking an elective on working with disability at a city-based university in Ghana about their motivations to practice in inclusive education settings. Data from the in-depth interviews were coded following thematic analysis. The students reported prior knowledge, professional demands, passion for the profession, quest to prevent discrimination and adequate resources as their motivations to practice in inclusive schools. The study findings suggest that Social Workers’ passion or desire to address discriminatory practices and the presence of adequate material and financial resources are key motivating elements. The Social Work curriculum in universities should also draw much attention in developing students’ knowledge and skills in working with students with disabilities in mainstream schools.

School environment and mastery experience as predictors of teachers’ self-efficacy beliefs towards inclusive teaching

ABSTRACTTeacher self-efficacy plays a key role in the successful inclusion of children with intellectual disabilities in mainstream schools. But what influences self-efficacy and how can we support its growth? Drawing on Social Cognitive Theory, the study examined teachers’ mastery experiences, perceptions of the school environment, self-efficacy and reported inclusive teaching. The sample comprised 148 primary school teachers from Scottish mainstream schools. Participants completed questionnaires measuring mastery experiences, the school environment (collective efficacy and school climate perceptions), self-efficacy and reported inclusive teaching practices. Regression analyses demonstrated that school environment (collective efficacy and school climate), and mastery experiences were important in predicting teachers’ self-efficacy. Further, self-efficacy acted as a mediator between teachers’ perceptions of the school climate and reported inclusive behaviour. This brings us closer to understanding how teacher self-efficacy is fostered and the role of the school environment. Engaging with teacher belief systems may cultivate a school climate that promotes inclusion.

Inclusions and Exclusions in Rural Tanzanian Primary Schools: Material Barriers, Teacher Agency and Disability Equality

This article begins with the assumption that the argument for the inclusion of children with disabilities in mainstream schools, championed by Sustainable Development Goal 4 and Article 24 of the UN Convention on the Rights of Persons with Disabilities, has largely been accepted nationally and internationally by policy makers, and is increasingly being accepted by teachers. In interrogating the complex craft of developing inclusive and equal learning environments for children with disabilities, this article draws upon Kershner’s ‘core aspects of teachers’ knowledge and knowing’, and in particular, ‘the school as a site for the development of teaching expertise and the creation of knowledge’. Data is presented from in-depth interviews following videoed lesson observations with experienced teachers in 15 rural, urban and coastal primary schools in four districts in Tanzania. Findings indicate that the teachers’ practice is moving unevenly towards disability equality, and involves processes of inclusions and exclusions. This involves teacher autonomy, agency and reflective practice in the context of material, attitudinal, structural, pedagogic and curricular barriers. The teachers’ expertise has potential to inform national and international policy developments, and so reduce the evident rhetoric-reality gap. In conclusion, it is argued that inclusive education needs to grapple with disability as a social construct, and lessons are drawn for the further fulfilment of the rights of children with disabilities to equal participation in education.

Teaching Students with Disabilities in Mainstream Schools Dealing with Students with ASD and Students with ADHD Challenges

Teaching Students with Disabilities in Mainstream Schools Dealing with Students with ASD and Students with ADHD Challenges

The value of differentiated instruction in the inclusion of students with special needs/ disabilities in mainstream schools

The aim of this presentation is to analyse the current international policies on inclusion and to discuss the value and use of differentiated instruction as a means to the inclusion of students with special needs/ disabilities in mainstream settings. The movement to inclusion requires teachers to create inclusive learning environments, which would encourage the use of practices that would benefit all students. In this respect, differentiated instruction has rapidly evolved as a teaching approach to meet the diverse and heterogeneous needs of students with special needs/ disabilities in mainstream classrooms. Modifying and adjusting instruction to allow all students in a classroom to access the general education curriculum is at the heart of inclusive education. In this presentation, I shall discuss the development of differentiated instruction as a means to inclusion for students with special needs/ disabilities in mainstream classrooms. Information will be provided with regard to the main principles of DI as well as the basic criteria in designing individualized adaptations for these students. In addition to this, I will review the factors which influence the development of differentiated instruction based on research findings. Finally, I will argue that differentiated instruction provides a learning environment which takes into consideration the individual characteristics of students and, as such, is a useful approach for the inclusion of students with special needs/ disabilities in mainstream settings.