Educational Inclusion Research Articles

Inclusive Early Childhood Teacher Education: A Paradigm for Envisioning and Enacting

This article describes the processes and timeline of developing our Inclusive Early Childhood Teacher Education Program (IECTE). In doing so, we describe collaborations that have a dynamic unfolding that took place over 10 years and united early childhood education (ECE), early intervention/early childhood special education (EI/ECSE), and bilingual/English as a second language (ESL) programming. Foundational to our collaborative work is the transformation that occurred within these individual areas of teacher education that eventually led us to the evolving paradigm of inclusivity in early childhood education. In our IECTE work we detail our paradigm of critical inclusivity that includes three tenets: (1) a dialogic approach, (2) curriculum revision, (3) student guidance, and (4) mentoring support. We conclude by offering implications for continuous growth through descriptions of radical collaboration and advocacy in inclusive early childhood settings, such as intervention agencies, Head Start programs, childcare centers, community programs, and public schools.

Origins of Opportunity, Part 1: The Formation of CSWE’s Minority Research Fellowship Program, 1954–1978

ABSTRACT This paper marks the 50th anniversary of the Council on Social Work Education’s (CSWE) Minority Fellowship Program (MFP), exploring its historical development. Leveraging archival CSWE materials, it chronicles pivotal events from 1954 leading to the MFP’s inception in 1973 and its early research fellowship cohorts through 1978. This historical analysis examines the advocacy, challenges, and milestones within the CSWE and broader social movements that promoted diversity and inclusion in social work education. The MFP specifically addressed the underrepresentation of minorities by developing culturally attuned researchers and practitioners. This reflective examination enriches the social work historical record and underscores the MFP’s transformative impact in creating a profession that effectively reflects and serves our racially and ethnically diverse society.

Evaluating parental knowledge and attitudes toward childhood hearing loss: a cross-sectional study in Rawalpindi, Pakistan.

Childhood hearing loss poses a significant public health challenge in Pakistan, with prevalence rates over double the global average. Parental knowledge and attitudes play a crucial role in timely detection and intervention. However, limited research explores this issue within the Pakistani context. This study aimed to examine parental knowledge and attitudes regarding childhood hearing loss in Rawalpindi, Pakistan, and identify key demographic factors influencing parental perspectives. This cross-sectional survey was conducted in Rawalpindi, Pakistan from March 1 to August 31, 2023. A total of 150 parents (79 fathers and 71 mothers) of children aged 0-12 years were recruited through convenience sampling at public locations such as schools, malls, and hospitals. Data were collected through face-to-face interviews using the validated "Parental Knowledge and Attitudes towards Childhood Hearing Loss Questionnaire," administered by a graduate student to assess parental knowledge and attitudes about childhood hearing loss. Descriptive statistics determined the percentage of correct responses and knowledge/attitudes scores. Chi-square tests explored associations between demographic factors and parental perspectives. Overall, 67.3% of parents demonstrated good knowledge of childhood hearing loss. Notably, parents scored high on recognizing congenital causes (79.3%) but displayed low awareness of measles as a risk factor (29.3%). Significant gender disparities emerged in parental knowledge, with mothers exhibiting superior knowledge compared to fathers regarding newborn screening (63.4% vs. 46.8%), treatment availability (81.7% vs. 64.6%), and educational inclusion for children with hearing impairment (57.7% vs. 38.0%). Despite these knowledge gaps, parents generally held positive attitudes towards childhood hearing loss, with an average score of 94.7%. Gender and educational level significantly influence knowledge and attitudes. Although parents in Rawalpindi generally have a good understanding and positive attitudes towards childhood hearing loss, gaps in knowledge about preventable causes and gender disparities need attention. Providing tailored counselling for higher-risk, less educated groups and expanding policies for paediatric audiology services nationwide can help address these issues.

Comparative analysis of layered curriculum and project-based learning approaches in an oral radiological course.

This study aims to compare the effectiveness of the layered curriculum method (LCM) and project-based learning method (PBLM), on dental students in the evaluation of cysts and tumors affecting the jaws and surrounding tissues, which have an important place in dental practice. Forty-nine 3rd-year dental students who agreed to participate in the study voluntarily were randomly divided into two groups: LCM and PBLM. Pre-test was administered to all students. Students in the PBLM group were divided into five groups and each group was asked to complete a project within a 5-week period and present it to their groupmates at the end of the period. Students in the LCM group were asked to choose the activities most suitable for their learning styles at each layer and to progress by being evaluated by educators in brief interviews throughout the learning process. At the end of the 5-week training period, a post-test and a post-participation questionnaire were administered to students in both groups to obtain feedback. The pre-test and post-test results of the groups and their answers to the post-participation questionnaire were analyzed statistically. Post-test results were statistically higher than pre-test results in both LCM and PBLM groups (p<0.001). When the LCM and PBLM groups were compared, there was no statistically significant difference in terms of pre-test and post-test results (p>0.05). Both PBLM and LCM positively contributed to pre-graduate dental education by enhancing students' academic achievements. Students in both groups stated that their research skills, study habits, and learning motivation increased. Since both models adopt the theory of multiple intelligences, similar methods are recommended for inclusion in dental education.

Ruminations on the NSF Broader Impacts Criterion: A Dialogue with Academic Researchers and Broader Impacts Professionals

The National Science Foundation, a United States federal agency supporting STEM research, puts special emphasis on research impacts in society, and requires each funded research project to have “broader impacts” outside of conventional academic scholarship. As “broader impacts” have become an important part of the STEM research landscape in the U.S., most academic researchers need guidance and support in their broader impact plans. Focusing on a mid-size STEM-focused university, our research identified three major areas that matter to academic researchers: (1) autonomy of the researcher and non-prescriptive nature of broader impacts, (2) impact identity and personal connection to broader impacts, and (3) a critical engagement with diversity and inclusion in research and education. Combining these findings with a broader impacts professional’s reflections, we examine the ways in which broader impacts resources such as the ARIS Toolkit can assist academic researchers. We argue that by constructing dialogues between faculty researchers and broader impacts professionals, the research culture in the U.S. can turn into an ecosystem that supports meaningful, inclusive, and transformative STEM practices.

Diversity, inclusion, and equity in Qatar’s K-12 schools: exploring strategic approaches for recruitment, development, and retention

This critical review study aimed to thoroughly evaluate methods for fostering principles of diversity, inclusion, and equity in the hiring, training, and retention processes of educators in Qatar’s schools. It incorporated the analysis of existing policies and practices, and the identification of gaps to propose evidence-based methods that likely enhance the three principles among educators. It also sought to provide additional knowledge and potential solutions that may significantly improve them. Further, I studied effective methods for enlisting educators from varied backgrounds, considering cultural, linguistic, and other relevant considerations, to satisfy the urgent demand for diversity among educators. Examining the importance of professional development programs in this context was crucial in encouraging inclusion and equity. Many institutional, cultural, and systemic impediments to progress have been revealed. The findings underline the significance of having a diverse educational workforce to foster inclusive and equitable educational experiences for students in schools in Qatar. They also emphasize the necessity for ongoing collaboration among stakeholders to achieve this goal. In response, legislative amendments, specialized recruitment strategies, professional development initiatives, and support systems are proposed to effectively address these challenges. Therefore, this research contributes to the scholarly discourse on diversity, inclusivity, and equity in education.

Abstract Su1106: Evaluating Culturally Competent Cardiopulmonary Resuscitation (CPR) Training in Urban Minority Communities

Introduction: Timely resuscitation can triple the chance of survival for out-of-hospital cardiac arrest (OHCA) patients. Differences in bystander CPR rates between white and minority communities lead to significant racial and ethnic disparities in OHCA survival rates. Immigrant populations, in particular, face several educational barriers and are often excluded in community CPR trainings. Previous efforts have increased the inclusivity of CPR education for female and disabled citizens through targeted interventions. Significant opportunities exist to apply similar strategies and tackle community-level disparities. Aim: To examine the impact of culturally competent CPR instruction on confidence levels and acceptability of CPR skills among minority citizen groups. Methods: CPR cohorts were taught using a local emergency services syllabus. Through discussion with course site leaders, the syllabus was adapted in three categories: language variations, cultural adaptations, and/or consideration of cultural learning styles. A pre-post design was utilized to assess impact of culturally-tailored CPR training. Confidence and acceptability levels in performing CPR were measured using a digital survey. An unpaired t-test was used to analyze pre/post-course data. Trainings were held from November 2023 to May 2024. Results: All participants were 18 years or older (n=217). The response rate was 36.7% (n=80). Confidence levels increased by 121% for checking for breathing and responsiveness (p&lt;0.0001), 63.9% for communicating with 911 (p&lt;0.0001), 137% for administering chest compressions (p&lt;0.0001), and 172% for connecting an AED (p&lt;0.0001). CPR acceptability improved, with participants reporting a 47.8% reduction in perceived difficulty post-course (p&lt;0.0001). Conclusions: Implementing culturally tailored CPR training significantly improved confidence in CPR skills and acceptability of CPR. Future experiments may compare outcomes between intervention and control CPR cohorts at more course sites.

Pedagogic Excellence in Massified Higher Education: Strategies for Inclusive Business Teaching in Thai Universities

Background and Aim: The rapid expansion of higher education, known as massification, has greatly increased student diversity in Thai universities, particularly in business schools. This increase presents new challenges for educators striving to maintain pedagogic excellence while addressing diverse student needs. The study aims to explore effective strategies for inclusive teaching that can enhance student engagement and improve learning outcomes in massified business education contexts in Thai universities. Materials and Methods: A comprehensive literature review was conducted to identify key inclusive pedagogical practices suitable for diverse business classrooms. The effectiveness of these strategies was analyzed based on their ability to promote inclusivity and student engagement in higher education. Results: The review identified several effective strategies, including active learning, context-mediated pedagogy, and adaptive teaching methods. These approaches were found to enhance student participation and learning outcomes in diverse classrooms. Achieving pedagogic excellence in massified higher education requires adopting inclusive teaching methods that cater to the diverse needs of students. By implementing these strategies, Thai universities can improve the quality of business education and ensure that students are well-prepared to succeed in a globalized world. Conclusion: Pedagogical excellence in massified higher education requires the adoption of inclusive teaching practices that cater to the diverse needs of students. Implementing these strategies can improve the quality of education in Thai universities and support student success in a globalized world.

Diversity-responsive teacher educators in Flanders

ABSTRACT Higher education-based teacher educators are a unique group of practitioners: not only what they teach, but also how they teach is of instructional significance to students who want to become teachers themselves. Nonetheless, they are often overlooked in the research on inclusion, equity and social justice in education. This explorative study expands the knowledge base on teacher educators’ contribution to education that genuinely serves all students, here referred to as diversity-responsive education. Specifically, semi-structured interviews (n = 14) were conducted to pursue three objectives: (1) understanding perceptions of the concepts of diversity and approaching diversity; (2) mapping individual teacher educators’ practices to approach diversity; and (3) uncovering personal and contextual determinants for the implementation of diversity-responsive practices by teacher educators. Alongside its theoretical contribution, this study offers practical inspiration for practitioners, and both national and institutional policymakers operating in different regional contexts, guiding context-tailored professional development initiatives.

INCLUSÃO NO ENSINO SUPERIOR: O PAPEL DOS NÚCLEOS DE ACESSIBILIDADE E INCLUSÃO NO BRASIL

This study aims to evaluate the effectiveness of Accessibility and Inclusion Centers (NAIs) in Brazilian universities through a bibliographic review. Inclusion in higher education is a growing demand, and NAIs play a fundamental role in promoting accessibility and retention of students with disabilities. A systematic review methodology was used, consulting the Google Scholar and CAPES Journal Portal databases, with a time frame from 2019 to 2024. For the article search, the following descriptors were refined: "Accessibility and Inclusion Center," "inclusion in higher education," and "disability in higher education." Five articles were analyzed, revealing that although NAIs have promoted advances in inclusion, challenges such as lack of resources and teacher training still undermine their effectiveness. It is concluded that, to improve inclusion in higher education, it is necessary to strengthen the work of NAIs, ensuring greater financial support and continuous training for the professionals involved.

THE IMPORTANCE OF DIGITAL INCLUSION IN MODERN EDUCATION

The research addressed the importance of digital inclusion in modern education, focusing on how the integration of digital technologies can impact access to educational resources and the quality of teaching. The problem investigated was: how effective is digital inclusion in reducing inequalities and improving academic performance? The overall objective was to analyze how digital tools influence education and identify the challenges and opportunities associated with this inclusion. The methodology employed consisted of a literature review, using academic sources to examine relevant studies and articles on the topic. The research revealed that digital inclusion can promote greater equity by facilitating access to materials and resources, in addition to improving student performance through personalized pedagogical practices. Continuous teacher training was identified as an essential factor for the effective integration of digital technologies in the educational environment. However, challenges were also observed, such as the need for adequate infrastructure and support for educators and students. The final considerations highlighted that, for digital inclusion to benefit the educational environment, continuous effort is needed in policies and practices that support the use of technologies. Future studies could explore the conditions and strategies for effective implementation of digital technologies in education.

Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities

Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities

The Impact of Education Management Systems on the Success of Implementing Islamic Curriculum in Indonesian Higher Education Institutions

Islamic education is equally important in a Muslim's life as any other level of education. To assess the successful inclusion of Islamic education in Indonesian higher education institutes, this study looked into the successful execution of the Islamic education curriculum via the education management system. The study used a qualitative research approach, with higher education institutes inside Indonesia's demographic boundaries being investigated and data collected. Semi-structured interviews were used to obtain data from higher authorities and administrative workers who interact with the Islamic curriculum in higher education establishments. The data was analysed using thematic analysis, which resulted in various themes indicating several potential constructs that defined the successful implementation of the Islamic education curriculum, such as systematic approaches, cultural alignment, structured decision making, agile response systems, and so on. The contributions, limits, and future ideas are discussed in the peripheral portions of the study.

Building Social Justice-oriented Resilience for Diversity, Equity and Inclusion in Higher Education: Propositions from Hong Kong

Diversity, equity, and inclusion (DEI) rhetoric and initiatives are gaining attention in Asian higher education. Yet, these are still underexplored in terms of their potential to bring about cohesive campus climates. As higher education institutions admit students from diverse backgrounds, there is room for examining how DEI might be leveraged to support growing student learning needs, particularly in contexts where cultural diversity is not the norm. Using Hong Kong as an example, this paper probes the genesis of DEI initiatives and sources of deficit thinking in higher education with reference to the experiences of ethnic minority (EM) students. It proposes a conceptualization of resilience theory from a social justice lens to counter deficit thinking and racism, which helps locate DEI initiatives in building culturally inclusive environments.

Redefining educational paradigms: Integrating generative AI into society 5.0 for sustainable learning outcomes

The digital era has ushered in significant advancements in Generative Artificial Intelligence (GAI), particularly through Generative Models and Large Language Models (LLMs) like ChatGPT, revolutionizing educational paradigms. This research, set against the backdrop of Society 5.0 and aimed at sustainable educational practices, utilizes qualitative analysis to explore the impact of Generative AI in various learning environments. It highlights the potential of LLMs to offer personalized learning experiences, democratize education, and enhance global educational outcomes. The study finds that Generative AI revitalizes learning methodologies and supports educational systems’ sustainability by catering to diverse learning needs and breaking down access barriers. In conclusion, the paper discusses the future educational strategies influenced by Generative AI, emphasizing the need for alignment with Society 5.0’s principles to foster adaptable and sustainable educational inclusion.

Kepemimpinan Perempuan dalam Lembaga Pendidikan Islam

Women's leadership in Islamic educational institutions is the primary focus of this research. This study aims to delve into the contributions, challenges, and policy implications of women's leadership in the context of Islamic education. Employing a qualitative approach and literature review method, this research analyzes various theories and related studies to compile a comprehensive overview of this issue. The findings indicate that women's leadership significantly contributes to the development of Islamic education, both academically and morally. However, challenges such as gender stereotypes, lack of institutional support, and societal perceptions remain obstacles that need to be overcome. A deep discussion on the factors influencing the success or failure of women in leadership positions provides insights into strategies that can be implemented to strengthen women's roles in Islamic educational institutions. Recommendations for educational institutions, governments, and society include enhancing inclusive leadership development programs, implementing gender equality policies, and educating the public about the importance of gender inclusion in education. The implications of this research for Islamic education policies and practices highlight the need for transformation to create a more representative and inclusive learning environment. Thus, this research has the potential to provide guidance for policymakers to enhance women's participation in Islamic educational leadership more broadly.

APOI@ INDIGENOUS EDUCATION: DIGITAL PLATFORM FOR SHARING OPEN EDUCATIONAL RESOURCES

The research addressed the development of a differentiated school education for indigenous communities in Brazil, with an emphasis on a pedagogy that values ​​and preserves their cultural heritage. The study highlighted the need for educational resources adapted to indigenous cultural specificities, especially bilingual teaching materials, in accordance with the guidelines of the 1988 Federal Constitution and the 1996 Law of Guidelines and Bases of National Education. The objective of the research was to create a digital platform for sharing Open Educational Resources (OER), including bilingual teaching materials and reports of pedagogical experiences specific to the Guarani language and culture. Using Maker Culture as a methodology, teachers from the Nhu Porã School, in Torres, RS, participated in workshops to develop these resources. The research was qualitative, with the researcher carrying out intensive fieldwork. Bibliographic research and action research procedures were used, promoting cooperation between the researcher and the community to solve the identified problem. The results indicated the importance of indigenous protagonism, community participation, and cooperation between different social actors in solving the shortage of bilingual teaching materials. The construction of OER by indigenous participants, the implementation of the digital platform, and the sharing of bilingual materials and pedagogical reports achieved the research objectives. The results highlight the importance of the active participation of indigenous people in the creation of culturally relevant educational resources, expanding access to bilingual materials, and promoting a culture of collaboration and sharing in the context of indigenous education. The digital platform expanded access to indigenous bilingual educational resources, contributing to the preservation of cultural identity and the promotion of educational inclusion.

Bringing embodied approaches to on-campus research methods teaching for large STEM cohorts: design, challenges, learning

In the post-pandemic world, Learning Development researchers have posited a ‘new hybrid era of teaching’, in which lessons from lockdown in best practice for online and remote teaching play a key role in increasing the inclusivity of higher education (Kantcheva and Bickle, 2023). At the same time, as many students have returned to campus, research has begun to interrogate the role that campus spaces and in-person interaction play in teaching and learning in this new era (Hrach, 2021; Cox et al., 2022). Whether through explicit pedagogical design or implicitly, courses with practical elements, particularly in many scientific disciplines, tend to favour principles of embodied learning through ‘learning-by-doing’. Courses incorporate hands-on interaction with laboratory equipment and social constructivist approaches through student co-creation (Deshmukh, 2021), the centrality of which to students’ professional training was made even more apparent during the move to remote learning. However, these same principles have not underscored the pedagogical approach to research methods education on the undergraduate Engineering degree programmes at the University of Manchester, which has typically been taught more didactically in recent years. This lecture-format approach has been used partially due to challenges of practicality, with the course unit being delivered to a large cohort that can reach 500 students in a typical year. With these principles in mind, this academic year, the Library Teaching, Learning and Students team has collaborated with academic leads across Engineering disciplines to deliver embedded research methods workshops that incorporate elements of an embodied, social constructivist approach, playing to the unique strengths of in-person group learning. This presentation charted the process of Learning Developers and academic staff co-designing these workshops, highlighting challenges encountered, and outlining learning from the process to take forward into future collaborations with disciplines with large cohorts.

A Poetic Reflective Essay Conceptualizing a Case for Diversity, Equity, and Inclusion in Higher Education

A Poetic Reflective Essay Conceptualizing a Case for Diversity, Equity, and Inclusion in Higher Education

Digital Technology to Promote Inclusion and Diversity in Higher Education: A Qualitative Insight

Digital Technology to Promote Inclusion and Diversity in Higher Education: A Qualitative Insight