Educational Inclusion Research Articles

The potential of intersectional and reciprocal approaches in the education of newcomer students

ABSTRACT This study addresses the challenges faced by newcomer students in the host country’s education system. It emphasizes the importance of creating learning communities around these learners. To achieve this goal, we assisted various stakeholders including parents and educators in transcending language differences by examining each other’s educational system. Our approach aimed to cultivate positive identities within the context of transnational experiences, highlighting mobility as an asset in the host school system, challenging the prevailing deficit-oriented view of migration. Grounded in critical interculturalism and social justice principles, we studied STEM curricula from students’ home countries and created resources to encourage dialogue among school stakeholders. We proposed workshops for teachers and parents, emphasizing the recognition of intersectional identities and promoting reciprocal knowledge. Results show the effectiveness of intersectionality in understanding the complexities of individual trajectories while reciprocal knowledge revealed essential in fostering mutual understanding between families and teachers. Ultimately, the research seeks to revitalize literacy engagement for English Language Learners in STEM, promoting inclusivity and equity in education.

Advancing inclusive practices in higher education: possibilities and limitations of a social justice professional development course

ABSTRACT Research on widening the participation of historically underrepresented university students tends to focus on student preparation and the structural adjustments needed to attract and retain them. Few studies have examined how to prepare university staff for the diversity of students that comes with such widening participation programmes. This paper contributes to this gap by discussing the impact that a professional development course on practising inclusion in higher education had on academic and professional staff participants’ understanding of equitable and inclusive practices. Using interview data, we found that participants developed a more nuanced and sensitive practice and greater confidence to act for change as they acquired new skills and knowledge associated with social inclusion practices, reflected on their professional identity changes, and gained critical insights into their roles. These findings support the need for this type of professional development to prepare all higher education staff to genuinely support university students from underrepresented groups. They also highlight the need for these professional development offerings to foster greater reflexivity about taken-for-granted assumptions, a deeper understanding of structural power and inequity in higher education, and higher education staff members’ capacity to enact change within these structures.

Compliance With Accreditation Standards on Diversity: Is Institutional Support the Missing Link?

The role of accreditation standards in fostering diversity and inclusion in academic programs remains poorly understood. Accreditation is one approach to increasing diversity through Standard A1.11. This study investigates the impact of the Accreditation Review Commission-Physician Assistant (ARC-PA) standards on diversity and inclusion in physician assistant (PA) programs and explores challenges faced by programs in achieving compliance. This qualitative exploratory study first reviewed diversity standards in accreditation documents among selected health professions; second, data on the frequency of citations from ARC-PA related to diversity were gathered and analyzed; finally, opinions from 23 PA faculty and leaders were solicited through semistructured interviews. Two research team members analyzed the data to identify themes. Most institutions sponsoring PA programs had preexisting diversity policies before the inception of standard A1.11 of the ARC-PA. Between June 2020 and March 2023, seven programs received 16 citations related to Standard A1.11. Interviews with faculty revealed 4 major themes: (1) the importance of institutional support, (2) early pipeline development of applicants, (3) prioritizing faculty and/or student diversity as key program goals, and (4) local context, with institutional support and pipeline development being most prominent. The inclusion of Standard A1.11 in the ARC-PA Standards signifies the growing recognition of diversity, equity, and inclusion (DEI) in PA education. Institutions can advance DEI in the PA profession by leveraging accreditation-related activities through leadership, partnerships, and accountability measures consistent with the institution's mission and applicable laws. Institutional support emerged as an important factor in compliance with diversity-related accreditation standards.

Dialogues across difference: Teaching for social justice and inclusion in health professions education.

Dialogues across difference: Teaching for social justice and inclusion in health professions education.

INOVAÇÕES TECNOLÓGICAS NA FORMAÇÃO DE PROFESSORES: DESAFIOS E OPORTUNIDADES

Teacher training to work with innovative practices is essential for educational inclusion to be successful. Technological advances bring a new methodological perspective, requiring teachers to reflect on their practice, methodology and the competent use of computer resources. It is a challenge for teachers to base their practice on the new educational paradigms proposed for the 21st century, understanding that continuing education must be part of their study routine. Continuing education is an urgent need in the daily lives of teachers who are aware of the need to be active and participatory in this new era. Technology is already part of students' daily lives, whether at school, at home or in the job market. Therefore, through bibliographic research, it was discovered that courses that contribute to streamlining teachers' practice in the teaching process will make significant differences, bringing contributions to all disciplines. Among the main results, it is noted that teachers must change their attitude, but there is a need to create public policies for continuing education in pedagogical coordination. The state has the duty to provide the conditions for teachers to improve their pedagogical practices.

A INCLUSÃO TECNOLÓGICA E O IMPACTO SOCIAL NO ÂMBITO EDUCACIONAL

Technologies play a vital role in the modern educational system. Functioning as allies in the teaching process, they facilitate the appropriation of knowledge, especially considering that knowledge is infinite and there is always something new to learn. It is known that the school has the responsibility of guaranteeing access to knowledge, democratizing the existing cultural heritage. In this sense, schools can, through digital inclusion, form more critical, reflective citizens prepared to face social challenges. Digital inclusion, therefore, brings great benefits to the teaching and learning system. This article seeks to answer: what is the importance of digital inclusion in education? The objective is to reflect on the relevance of digital inclusion in the educational context. The methodology is bibliographic, based on several authors who discuss the topic. The results indicate that excess information can lead to unsystematized knowledge, with the school being responsible for organizing this knowledge. Thus, education and technologies must go hand in hand towards the expansion and systematization of knowledge. It is concluded that, in the information age, it is essential to use information technologies in the construction of knowledge, meeting the current needs of students amid technological advances. The inclusion of technologies in education is fundamental for meaningful learning and for increasing information among students, promoting the development of skills and social progress.

A INTEGRAÇÃO DE EDUCAÇÃO INCLUSIVA NA FORMAÇÃO DE PROFESSORES

The global movement for inclusive education is a social, cultural, pedagogical and political revolution, born in defense of the rights of all students, so that they can be together, sharing and learning without any discrimination. In this sense, it is worth highlighting that educational inclusion is a gradual, dynamic and constantly changing process. Paths full of challenges are being followed so that inclusive education becomes an effective reality, with teacher training standing out among these challenges. In this context, teacher training is a fundamental commitment of educational institutions, both public and private, to develop the skills and competencies necessary for teaching to be carried out successfully, with quality and efficiency. To this end, the research for this study was conducted based on a comprehensive survey of existing materials on the subject, including books, dissertations, theses, national articles and websites of government agencies and scientific databases available on the internet.

Neurodivergent (Autism and ADHD) student experiences of access and inclusion in higher education: an ecological systems theory perspective

AbstractHigher Education (HE) can be a complicated and isolating experience for neurodivergent students. Many systemic barriers and injustices create challenges for the accessibility and inclusivity of learning environments and curriculums. However, with the appropriate accommodations, staff guided by neurodiversity-affirming practices, accessible curricula, and opportunities to connect with neurodivergent peers, it can be highly rewarding. Through 15 in-depth, lived-experience-informed interviews with neurodivergent HE students who are Autistic and/or ADHDers in Australia, we analyse experiences at different system levels. By validating the robust framework of ecological systems theory in this context, we extend the academic understanding and add to the limited research on HE experiences for this marginalised, often ignored, but important student segment. We discover pivotal micro-systems of curricula, assessments, reasonable adjustment plans, spaces, teachers, students, and support services. Further contributions are made through the first extension of ‘feedback loops’ into research of HE micro-systems, and descriptions of macro and chrono-systems. With many HE systems erected and emergent to cater to the student majority, illuminating the experiences of neurodivergent students with these intersecting HE systems provides concrete insights for leadership, teachers, and support staff to improve accessibility and inclusion in HE.

Engineering modelling requirements for integration of assistive technology as a pathway for inclusive education in the disability unit

The phenomenon of 'massification in higher education ', which refers to the significant increase in the number of students enrolling in universities, has made it difficult for inclusive education to be attainable owing to unknown reasons that are encumbering the students living with disability from having a sense of belonging. Hence, this study aims to evaluate the relationship between students living with disability and social justice through inclusivity in higher education with the aid of Assistive Technology (AT) to conceptualise a framework. The researchers employed a mixed methods approach to collect and analyse data statistically and descriptively. The requirements for integrating the model to ease the lack of consideration of students living with disability in the digital age were evaluated and critically reviewed regarding its impact on students’ sense of belonging in the digital age. The major findings from this study elucidate the factors perceived as the central requirements for mitigating the lack of inclusivity and social justice in higher education. The procurement of ATs was topical as most respondents (83%) categorically opined the need to improve this process by making timely purchases of the proper ATs from reliable service providers. The successful implementation of this framework could significantly enhance the educational experience of students with disabilities at the University of Venda, making it a more inclusive and supportive learning environment. The findings on the appropriateness of ATs for students overwhelmingly indicated that many of the available devices and technologies meant to assist learners were not fit for the tasks they were intended for. The university should establish a procurement committee and a high-level action plan outlining the requirements for delivering assistive products & services.

Groundwater modelling for decision-support in practice: Insights from Sweden.

Groundwater is an essential resource for drinking water, food production, and industrial applications worldwide. Over-exploitation and pollution pose significant risks to groundwater sustainability. Groundwater models can be powerful tools for optimizing use, managing risks, and aiding decision-making. For this purpose, models should assimilate pertinent data and quantify uncertainties in outcomes. We examine applied modelling for characterization and decision support in Sweden from 2010 to 2023. We also review syllabi of water-related courses in Swedish higher education to assess the inclusion and extent of groundwater modelling education. We find that important academic advances in groundwater modelling over the past two decades have not translated into practical application within Sweden's industry, that uncertainty quantification is rarely undertaken, and that groundwater modelling remains a low priority in higher education. Based on these findings, we offer recommendations that, while informed by the Swedish context, hold relevance for educational institutions, industry, and decision-makers internationally.

Digital Stories and Inclusive Cultures at School: A Research Study in an Italian Primary Multicultural Classroom

This study explores the effectiveness of digital storytelling in enhancing communicative competence—encompassing both linguistic and narrative skills—and fostering inclusivity in a multicultural primary classroom in Genoa, Italy. The quasi-experimental intervention spanned four months and involved eight lessons designed to engage students from diverse cultural backgrounds, particularly those with migratory backgrounds. Pre- and post-intervention assessments were conducted to evaluate linguistic proficiency, narrative competence, and educational inclusion. The results from the Italian language proficiency test demonstrated that second-generation students typically performed at the B1 level, while students with more recent migratory backgrounds scored lower. However, narrative competence showed notable improvements among A2+ level students, who outperformed their peers in certain dimensions despite linguistic challenges. Observational rubrics used throughout the intervention revealed increased classroom inclusivity, active participation, and cultural exchange. Despite limitations related to the sample size and intervention duration, the findings suggest that digital storytelling can significantly enhance communicative competence and promote a more inclusive classroom environment. Future research should investigate the long-term effects of digital storytelling on multilingual classrooms and its broader applicability.

Trends in educational policies related to educational quality: a systematic review

Introduction: The purpose of this systematic review study was to analyze current trends in educational policies related to educational quality in Spanish-speaking countries. Methods: The study involved an exploratory-descriptive and critical investigation, covering relevant articles and theses. The PRISMA method was used to conduct a systematic review, consulting priority databases such as Scopus, Science Direct, Scielo, ProQuest, Repository UCV, and Dialnet. Results: The review indicates the coexistence of various educational policy trends, including the defense of different economic systems, the pursuit of higher educational quality, the promotion of inclusivity in education, and the safeguarding of the right to education for all. These policies reflect a multifaceted approach to improving education, adapted to the specific contexts of each country. Conclusions: It is crucial to implement contextually adapted and evidence-based educational policies and to foster collaboration among stakeholders to achieve inclusive and quality education. This study contributes to understanding trends in educational policies and offers recommendations for future research and the formulation of effective policies.

Characterization and perception of incarcerated women regarding social, employment, and educational inclusion: A mixed methods study

Brazil has one of the highest jailed populations globally, second only to the United States and China. The country faces challenges with prison infrastructure and inadequate reintegration, especially for women, who are a minority. The aim of the research was to characterize the profile of incarcerated women in the prison system in a Brazilian city, as well as to describe and analyze perceptions of prison experiences and future expectations. This study employed a mixed-methods approach to provide a detailed description of the topic matter. The quantitative data were collected through structured questionnaires and subjected to double data entry. Descriptive and inferential analyses were conducted to characterize the sample using the statistical software SPSS. For the qualitative data, content analysis was employed to identify recurrent and unique themes, categorize them, and interpret the results. All procedures followed ethical guidelines, including obtaining informed consent and ensuring data confidentiality. The study comprised 83 incarcerated women. The majority of participants were young, self-identified as black, and had low educational attainment. Themes such as family, motherhood, and education were prominent, expressing a desire to reconnect with children and assume significant maternal roles post-incarceration. Participants viewed education as crucial for enhancing their living conditions after incarceration. Moreover, there was a strong emphasis on personal growth, with aspirations to break the criminal cycle and build productive lives. The findings underscore the urgency of public policies that support the social and professional reintegration of women, providing education, employment, and psychosocial support. These initiatives are crucial for reducing criminal recidivism and promoting a more inclusive and promising future.

The Perceived Inclusivity of Sex Education Scale – 2: Sex Education Inclusivity and Health Outcomes Among Gender Diverse Individuals

Past research has documented a relationship between sex education inclusivity and health outcomes among sexually diverse youth (e.g., lesbian, gay, bisexual, queer). However, despite transgender and gender diverse (TGD) individuals also being regularly excluded from sex education, little research has explored this relationship among TGD people. In the current study, the Perceived Inclusivity of Sex Education Scale − 2 (PISES-2) was developed to better understand the associations between perceived sex education climate and both mental and behavioral health outcomes. TGD individuals (N = 162) were recruited to participate in an online survey to examine these associations. Results suggested that greater levels of perceived inclusivity of sex education were associated with lower levels of depression, anxiety, and suicidality in high school and post-high school. Additionally, greater levels of inclusivity of sex education were associated with increased sexual behaviors and less hesitancy toward sex in TGD individuals in high school and post-high school. These conclusions add to the growing literature highlighting the critical importance of inclusive and affirming sex education for the safety and well-being of TGD individuals.

Pedagogical Approaches in Music and Audio Education for Deaf and Hard-of-Hearing Students

Learning about music, sound or audio can present significant challenges for individuals who are deaf and hard of hearing (DHH). Given the advancements in technology and the increasing emphasis on equality, diversity and inclusion (EDI) in education, this article proposes pedagogical approaches aimed at facilitating the learning process for DHH students in the areas of music and audio production. These approaches encompass sound visualisation, haptic feedback, automated transcription, tactics in non-linear editing and digital signal processing. Importantly, these approaches do not necessitate advanced technical skills or substantial additional resources, thus lowering barriers for DHH students to overcome challenges in music and audio production. Furthermore, these strategies would enable content creation and editing for individuals with DHH, who may have previously been excluded from participating in music and audio production. Recommendations are provided for the implementation of these approaches in diverse educational settings to promote the integration of EDI in music and audio education.

Who We Are, Where We Come From, and Where We Hope to Go in Educational Inclusivity

This is a duoethnography of two teacher-researchers who have spent their lives immersed in architecture for education that is equitably inclusive. Ongoing engagement with people who have experience(d) educational exclusions, and consistent evidence that educational inclusivity benefits everyone, ensure that we remain committed to education being/becoming inclusive of all. Everyone has the right to educational inclusivity; we have found it both possible and effective for all concerned wherever/whenever fully attempted, when/where the hegemonic hold of special-education[1] is dismantled. It is time to focus on inclusivity rights of current and future generations of students, to stop debating whether inclusive rights are right for everyone. We propose that inclusive education can be realized by addressing five basic constructs rather than staying engrossed/mired in complexifying obstructions and costly defence thereof. After 35 years withstanding equivocation, we hope for widespread building of educational inclusivity; moving away from perennial advice/permission seeking from those determined to maintain status quo. As a start, we invite you into the conversation with us from connections with Canada, Ireland, and elsewhere.

Friendship and Autism Spectrum Disorder (ASD): Correlation Between Friendships of Students with ASD High Function (AHF) and Educational Practices in the Context of Inclusion in Primary Education

Friendship contributes to mental well-being, is a protective factor in victimization and a challenge for children and adolescents with High Functioning Autism (HFA). The quantity and quality of their friendships depends on the quality of interventions in their environment. This study aims to investigate the quantity and quality of friendships between children with (AHF) and their peers in primary school, and the relationship between friendships and inclusive educational practices. The research sample consisted of 143 teachers of students with AHF in primary school. The qualitative approach used the Autism Inclusion Questionnaire (AIQ), while the quantitative approach used the Questionnaire on friendships between children with AHF and peers. Inferential statistics, i.e., the use of the x2 correlation test and Pearson's coefficient, was used to investigate the association and type of association between friendship practices with AHF and educational, behavioral practices. Results showed that 35% of teachers believed that children with ASD tended to have no friends and were surrounded by loneliness. Only one third of them had a good friend. However, these friendships could not be considered meaningful as they were not characterized by reciprocity and common interests. 19 out of 37 educational inclusion practices were linked to the development and improvement of friendships. They can be useful for educators, practitioners and families at this age stage.

Education equity. Evolutionary concept analysis

The Equity and Educational Inclusion project—Perception of High School Students at the University of Guadalajara was approved and financed in 2022. The first stage of the research was to determine through systematic mapping of educational equity whether there was an updated state-of-the-art. This exercise yielded 33 open-access articles in Spanish indexed in the Web of Science (WOS), Scopus, Scielo, and Redalyc databases that included educational equity or some of its variants in their titles. The objective of this article was to present the results obtained during the second phase of documentary research, using the scoping review and Rodgers' evolutionary concept analysis as methodological processes.The results of the literature review's systematic inductive methodologies show that seven state-of-the-art publications describe the evolution of the educational equity concept. In addition, the conceptual analysis elements were identified from the systematic extraction process to understand the context (antecedents, attributes, and consequences) in which other terms substitute for or relate to educational equity.Finally, documental research provided the basis for a robust theoretical and conceptual framework for developing the remaining stages of the origin study, concluding it successfully, and disseminating the results to the academic community

Enhancing Accessibility and Engagement in Computer Science Education for Diverse Learners

This study investigates strategies to transform perceptions of computer science, with the primary objective of identifying educational interventions that can effectively reduce barriers faced by underrepresented groups in computer science education. Historically, this field has been perceived as dominated by complex mathematics and programming, which, reinforced by societal stereotypes, deters many from pursuing careers in technology. Using a mixed-methods approach that includes surveys, interviews, and case studies, the research identifies key barriers, such as gender disparities and misconceptions, while evaluating the effectiveness of various pedagogical approaches and outreach initiatives. Findings reveal that students often struggle with foundational courses, particularly in mathematics and programming concepts. Specific challenges include difficulties in grasping abstract concepts and a lack of confidence in technical skills. However, interventions like interactive teaching methods, mentorship programs, and the incorporation of real-world applications significantly enhance student engagement and academic performance. Active learning strategies and gender-sensitive curricula not only foster more inclusive environments but also enable all students to thrive. The research emphasizes practical recommendations for educators and policymakers, highlighting the need for systemic changes to promote inclusivity in computer science education. Ultimately, these findings contribute to fostering a more diverse and inclusive tech industry, underscoring the broader significance of creating equitable opportunities for all learners in the field.

The Role of Gamification in Teacher Training for Educational Inclusion

This research sought to evaluate the impact of a gamified resource program on inclusive education learning and the strengthening of inclusive skills in university students in the city of Machala, Ecuador; focusing on knowledge and understanding. The research has a quantitative approach, with a quasi-experimental design, used an Educational Inclusion questionnaire with multiple options which was based on a Likert scale, was used as a data collection instrument, with a representative sample of 60 students of the seventh semester of the Pedagogy of Experimental Sciences career. After the implementation of the learning sessions, a significant improvement was observed in the experimental group, evidenced by an increase in the "Achieved" category and a significant reduction in the "Start" category. Inferential analysis showed that the program had a significant impact compared to the control group, with a significance level of 0.001. In conclusion, the program proved to be an effective tool to strengthen the dimension of knowledge and understanding in university students, thus contributing to Sustainable Development Goal number 4 on quality education.