Effective Implementation Of Inclusive Education Research Articles

IMPROVING TEACHERS' UNDERSTANDING OF INCLUSIVE EDUCATION

The existence of inclusive education in Indonesia plays a central role in achieving equitable and inclusive education for all students. This article identifies and formulates problems related to teachers' low understanding of the concept of inclusion, limited resources and variations in understanding of the concept of inclusion among educators. These challenges create barriers to the effective implementation of inclusive education across educational institutions. Through an in-depth literature review and analysis, this article offers a number of solutions, including improved teacher training programs, collaboration between stakeholders and improved access to inclusive learning information and resources. It concludes that changes need to be made at the policy, education institution and community levels to create a sustainable inclusive education environment that benefits all students in Indonesia. As such, this article contributes to an in-depth understanding of the challenges and solutions in the context of inclusive education in Indonesia.

THE TEACHERS’ SENTIMENTS OF WORKSHOPS ON INCLUSIVE EDUCATION AS A STRATEGY FOR PROFESSIONAL DEVELOPMENT IN RURAL SCHOOLS OF LIMPOPO PROVINCE

The purpose of this study was to explore teachers’ sentiments regarding the use of workshops as a strategy for professional development regarding effective implementation of inclusive education in rural schools. The study followed a qualitative research approach in which a case study design was applied. Eight teachers who attended inclusive education workshops were purposively selected from four primary schools in Lebopo Circuit. Data was collected through semistructured interviews. The data was analysed thematically. Bernstein’s pedagogic discourse was used as the theoretical lens to explore the way in which the Department of Education conducts workshops or teacher-training to provide teachers with pedagogical knowledge and skills to ensure quality implementation of inclusive education in the circuit under the study. The study found the following: workshops or teacher-training do not achieve the desired purpose of equipping teachers with pedagogic knowledge and skills to ensure quality inclusive education. Furthermore, the study showed that the facilitators lack confidence during workshops or teacher-training, which raises the question of whether they have adequate knowledge and skills of inclusive education or not. The study also found that the time allocated for workshops is inconvenient and insufficient. Thus, the study concluded that the use of the cascade model should be reviewed as it limits the time for training and workshops. The study recommended that the Department of Education should consider having few members of the School-Based Support Teams for in-service training (SBSTs in-service Training) and also to conduct workshops or teacher training at the beginning of the year. This will bring about quality in the implementation of inclusive education and also foster enabling school environments.

Assessing the Implementation and Preparedness for Inclusive Education in Schools: a Comprehensive Teacher Perspective

This study utilizes a quantitative approach to examine the correlation between teachers' understanding of inclusive education principles and their successful integration of inclusive practices. It also investigates a potential inverse relationship between teachers' beliefs about challenges in including students with disabilities and their reported frequency of implementing inclusive strategies. The research employs a stratified random sampling method to collect data from a diverse group of educators across different educational settings. Statistical analyses, including correlation coefficients and regression, will be employed to determine the strength and direction of relationships between variables. The study aims to provide detailed insights into the factors influencing effective implementation of inclusive education, informing targeted interventions and policy considerations.

Exploring Key Elements for Effective Implementation of Inclusive Education in Nepal

The main objective of this study is to investigate key elements for effectively implementing inclusive education in schools in Nepal. A qualitative phenomenological research design has been applied to investigate the problem. Three community schools with resource classes were purposively selected as a representative sample from the districts of Rupandehi, Nawalparasi and Kavre. Interviews and focus group discussions served as the research tools for data collection.  A semi-structured interview schedule was developed and utilized for the head teachers and resource teachers; whereas, questions for focus group discussion were developed and administered to the teachers of sample schools. The collected data were transcribed, grouped and categorized for their analysis. The findings reveal that several key elements are important for the smooth execution of inclusive education in Nepalese schools. These elements include disabled-friendly infrastructure; curriculum, teaching strategies and assessment; inclusive school leadership; implementable policies and legal instruments; trained teachers; active involvement of parents and community; positive attitude of teachers and peers; and adequate financing.

예비교사의 특수교육학개론 수강 경험 및 통합교육 실행을 위한 지원 방안 탐색

The purpose of this study is to explore both the experiences of prospective teachers who
 have taken an ‘introduction to special education’ course, and support methods for implementing
 inclusive education, thereby providing implications for high-quality inclusive education. For the
 research, a series of semi-structured individual interviews were conducted with nine students from
 H University in Chungcheong Province who met the participant selection criteria and agreed to
 participate. The interview content was analyzed using a constant comparative method. As a result
 of qualitative analysis, three main themes—‘Enhancement of Disability Awareness and Broadening of
 Interest’, ‘Perception of Role as Implementers of Inclusive Education’ and ‘Demands for Implementing
 Inclusive Education’—as well as seven sub-themes emerged. Participants reported a positive change
 in their perception of individuals with disabilities through the ‘introduction to special education’
 course, developed an interest in various issues related to disabilities, and recognized their role as
 implementers of inclusive education. Furthermore, they suggested various approaches for an
 effective implementation of inclusive education. The conclusion and recommendations discussed
 strategies for achieving higher-quality inclusive education. The significance of this study lies in the
 in-depth exploration of the experiences of prospective teachers who completed the ‘introduction to
 special education’ course to search for support methods for implementing inclusive education.

Teachers’ Attitudes and Intention Regarding Inclusive Practice in Hong Kong Higher Education

The policy of inclusive education (IE) aims to build an inclusive society that provides educational opportunities for all students regardless of learning disabilities or special educational needs. However, the outcomes of IE reported in the literature were rather inconsistent, with no solid evidence to confirm the effectiveness of IE. Among the many factors associated with the effectiveness of IE, teachers’ attitudes and intention regarding teaching inclusive classrooms play an important role. Previous studies on IE were conducted mainly in primary and secondary schools. This study examined factors associated with teachers’ attitudes and intention about teaching IE in a higher education setting. A questionnaire containing items on sociodemographic characteristics and instruments measuring IE was designed for data collection. The questionnaire was put online in an institution of higher education and teachers were invited to participate in the study. A total of 107 teachers (mean age = 49.9 years, SD = 11.4, 49.5% were males) responded. The data revealed that teachers hold positive attitudes towards IE and they showed fairly high intention to engage in inclusive practice, which provides a fertile ground for the implementation of IE. However, teachers’ self-evaluation of confidence, experience, knowledge, and training regarding inclusive practice were rather poor, suggesting that they were not well-prepared for teaching IE. It constituted a potential barrier to the effective implementation of IE. In-service training is recommended to prepare teachers for their engagement in inclusive practice.

Factors Preventing Teachers from Effectively Implementing Inclusive Education in Mainstream Classrooms in a Selected Combined School in South Africa

Inclusive education (IE) was introduced in 2001 in South African schools. Still, its implementation in mainstream classrooms has not attained optimum potential. To highlight the shortcomings, this study explores factors preventing teachers from effectively implementing IE in a combined school. Qualitative data were collected through interviews, questionnaires, and document analysis. Thematic analysis results revealed teacher preparedness, among other factors, is impeding the effective implementation of IE in schools. Bronfenbrenner’s theory emphasised the need for collaboration to achieve systemic goals. The study recommends education authorities consider the shortcomings to strengthen teacher efficacy and student support, including endorsing school infrastructure IE compliant.

PEDAGOGICAL PREREQUISITES FOR SUPPORTING STUDENTS WITH LEARNING DIFFICULTIES IN INCLUSIVE EDUCATION

Responsibility for the inclusion of students with different learning needs in society should be shared equally by all: teachers, parents, education policy makers, local and national authorities, etc. It is not and should not be the sole responsibility of the educational institution, teachers and professionals of the support team. Inclusive education is an integral component of education policy, while a system of support measures is a key condition for inclusive education. Any student with learning difficulties must receive appropriate support measures in order to be able to learn in mainstream education. It is essential that student`s learning difficulties are identified as early as it is possible, so that individualised and professional support is provided on time. The humanistic pedagogical framework of the chosen teaching and learning strategy is important. Such approach consists of the varied, targeted and professional application of pedagogical approaches and methods appropriate to each student. This is an essential prerequisite for the successful implementation of inclusive education. Using theoretical research methods - analysis of literature and normative acts, as well as empirical research methods - survey, statistical analysis of results and visualisation of data, the aim of the article is to identify existing challenges and develop proposals for successful implementation of inclusive education in comprehensive educational institutions for students with learning difficulties. As a result of the study, the authors developed a number of recommendations for local authorities as school founders, school administrators, teachers and support team professionals in order to help the implementation of inclusive education at schools more effectively. The results of the study confirm the lack of resources for meaningful and effective implementation of inclusive education in educational institutions, as well as reflect the support measures applied by educational institutions for pupils with learning difficulties, identifying influencing factors in the implementation of inclusive education.  

Construct validation of the teacher attitude to inclusion scale for Filipino pre-service teachers

Inclusive education is one of the visions of the global agenda of “education for all.” It aligns with Sustainable Development Goal 4: “Ensure inclusive and equitable quality education and promote life-long learning opportunities for all” (Harrington, 2016, p.30). The teacher’s attitude is one of the identified factors in the effective implementation of inclusive education. Hence, schools in the Philippines would require tools that measure the teachers’ attitudes toward inclusive education as they plan to accommodate inclusive education in their classrooms as mandated by Republic Act No. 11650: “Instituting a Policy of Inclusion and Services for Learners with Disabilities in Support of Inclusive Education Act.” This study examined the theoretical model of the Teacher Attitude to Inclusion Scale (Monsen, Ewing, & Boyle, 2015), specifically section 4 of the scale: “Attitudes toward Inclusion,” through a cross-sectional, explanatory nonexperimental design utilizing both between-network and between-network construct validation approaches. The participants were 417 pre-service teachers from private and state-owned universities in Luzon, Visayas, and Mindanao, selected through convenience sampling. They completed two sets of measures online, the fourth section of the Teacher Attitude to Inclusion and the Teachers’ Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001). The results of within-network and between-network construct validation suggest the acceptability of the reduced 10-item of section 4 of the Teacher Attitude to Inclusion Scale among Filipino pre-service teachers. Based on confirmatory factor analysis, the data fit the three-factor structure (i.e., factors 1, 2, and 4) rather than the original four-factor structure suggesting within-network construct validity. Furthermore, the relationships between the TAIS and the TSES subscales were positively correlated, indicating the TAIS's between-network construct validity. Since this scale is psychometrically sound for Filipino pre-service teachers, it is recommended to consider extending this study by examining the applicability of this scale to in-service teachers.

Addressing ableism in inclusive education policies: a policy brief outlining Italy, Poland, the Netherlands and the United Kingdom

Context: Access to education is a fundamental right that should be realised to the degree that every child can develop their talents to the fullest potential. Therefore, children with special education needs and disabilities (SEND) have the right to claim resources and aid to function in schools and should not be excluded from any level of mainstream education. However, the process towards executing this fundamental right is slowed down by existing ableist structures.  
 Policy Options: This policy brief analyses inclusive education policies from the perspective of four different European Countries (Italy, the Netherlands, Poland, and the United Kingdom). The data was synthesised using four types of ableism that are addressed in this policy brief. The gaps within definitions and argumentation were identified and discussed to provide recommendations concerning education for people with SEND.
 Recommendations: The evaluation provided three significant recommendations towards inclusive education systems by addressing ableist structures. Firstly, it is crucial to reduce the linguistic gaps between national educational policies and the underlying national laws. Secondly, it is necessary to include the target group and raise awareness for SEND to reinforce societal and scientific perspectives, and influence policy decision-making. Lastly, it is important to address the discrepancies between the inclusive education policies and the structural capacity. The synergy between these two key factors is crucial for an effective implementation of inclusive education.
  

Availability of Facilities and Learning Materials for Implementation of Inclusive Education in Public Primary Schools in Dodoma Region-Tanzania

This study examined availability of facilities and learning materials for implementation of inclusive education in public primary schools in Dodoma Region. The study aimed on investigating availability of facilities and learning materials for the implementation of inclusive education in Public Primary schools in Dodoma region. The study was guided by theory of justice pioneered by John Rawls in 1971. The study employed convergent design under mixed approach. Both probability and non-probability sampling techniques were used to sample respondents. Simple random sampling technique was used to get the respondents. The target population involved 08 DEO’s, 13 head teachers, 280 teachers and 9,100 pupils. The study sampled of 12 schools, 07 DEO’s, 12 head teachers, 84 teachers and 144 pupils, making a total of 237 respondents. The instruments used to collect data were questionnaires, interview guides, and focus group discussion guide and observation schedule. To obtain reliability for quantitative research instruments Cronbach Alpha of 0.819 was calculated while conformability of qualitative data was ensured by increasing transparency with regards to adherence to data collection procedures and ethics. The quantitative data were analyzed using descriptive statistics. Data were coded and analyzed through frequencies, percentages, and mean scores in tables and interpreted in relation to the research question. The qualitative data were analyzed by coding contents into themes, interpreting direct quotations and presented in a narrative form. The results from the findings revealed that there were inadequate facilities and learning materials at inclusive primary public primary schools in Dodoma Region. The study concluded that, poor infrastructure in inclusive public primary schools has affected the implementation of inclusive education in Dodoma region. The study recommends that adequate facilities and learning materials should be provided to ensure effective implementation of inclusive education and more funds to be allocated for procuring teaching and learning facilities for learners in inclusive public primary schools.

Teaching and Learning Strategies in Inclusive Public Primary Schools in Tanzania

This study assessed on effective implementation of inclusive education in enhancing quality education in public primary schools in Karagwe district. Specifically, this study aimed at assessing the teaching and learning strategies applied in inclusive public primary schools in Karagwe district. The study employed a mixed method approach and was guided by behaviourism theory. Respondents were sampled by purposive sampling and simple random sampling techniques. The target population included teachers, head teachers, Primary District Education Officer, Ward Education Officer, District Special Education Officer, and Quality Assurance Officers. The sample size was comprised of 76 respondents. Data was gathered through the use of questionnaires, interviews, and observations. The Statistical Package for Social Sciences (SPSS) version 20 and thematic analysis were used to analyse the data. The study's findings discovered that the teaching strategies applied in inclusive public primary schools in Karagwe district are mainly lecture method, group discussion and questions and answers. The study recommends that inclusive education course should be taught in the teacher’s education curriculum. It further recommends that in-service teachers should get inclusive education trainings to enhance their awareness about inclusive education.

Inclusion of children with disabilities in primary schools and kindergartens in Jordan

ABSTRACT Inclusion of children with disabilities in general schools is drawing attention in Jordanian political and educational domains. Teachers play an important role in the successful implementation of inclusive education. This study explores teachers’ perceptions regarding inclusive education using focus group discussions. The findings revealed that teachers were generally positive about including children with physical and mild intellectual disabilities, but believe that it is not feasible to implement in current school environments. The challenges include insufficient human and physical resources, inaccessible buildings, inadequate training and lack of parental support. It is imperative to address these challenges for the effective implementation of inclusive education.

Pre-Service Training of Elementary School Teachers for Organization of Inclusive Learning Environment

The paper highlights the ongoing challenges and barriers of training teachers to implement inclusive education in various types of schools. The study has identified theoretical aspects and the importance of professional training of future elementary school teachers to organize an inclusive educational environment. It has produced an analysis of the international and national legislative and normative documents that regulate and support inclusion in educational institutions of Ukraine. The author has performed a substantial analysis of scholarly texts and publications on the researched topic and defined the present challenges in psychological and pedagogical theory in historical and pedagogical context. Considerable attention is paid to the study of research of Ukrainian scholars on organization of education activities and use of innovative pedagogical technologies in the context of including persons with special educational needs and disabilities (SEND). Various aspects of training pre-service teachers for effective implementation of inclusive education have been outlined: individualization of instructing in an inclusive classroom, use of information and communication technologies, application of art and music therapy tools for special needs services and speech therapy activities for development of language and speech skills in preschoolers and elementary school students, organizational and methodological foundations of special education and rehabilitation settings of universities, teacher training institutes and colleges. It has been proved that the prerequisite for effective socialization and inclusion of students with special educational needs and disabilities (SEND) is the development and sustainability of a proper nurturing inclusive environment, and hence the multidisciplinary psychological and pedagogical support for students with SEND is vital. The emphasis is placed on the use of effective innovation strategies and practices, the development of a coordinated program of pre-service and in-service teacher training, mutual interaction and cooperation (local and international) in an inclusive educational community. It has been found that the creation of an effective inclusive educational environment in modern elementary schools is determined by the level of professional capacity and motivation of teachers to implement relevant tasks in practice.

Effective Implementation of Inclusive Education in Enhancing Quality Education in Public Primary Schools in Tanzania: Teachers Awareness

Effective Implementation of Inclusive Education in Enhancing Quality Education in Public Primary Schools in Tanzania: Teachers Awareness

Adequacy of Teaching and Learning Resources for Implementing Inclusive Education in Primary Schools in Arusha Region, Tanzania

This study assessed the adequacy of teaching and learning resources for the implementation of inclusive education in public primary schools in Arusha region. The study was guided by the Open Systems Theory, by Katz and Khan, and it adopted a mixed research approach under which a convergent research design was used. Both probability and non-probability sampling techniques were used to obtain the sample which consisted of 144 primary school teachers, 12 head teachers and 6 district education officers. Questionnaires and interview guides were used to collect data. Quantitative data were analyzed using descriptive statistics while the qualitative data were analyzed thematically and presented in narrative form with the assistance of direct quotation where necessary. The findings showed that schools do not have adequate teaching and learning resources for effective implementation of inclusive education. Computers, wheel chairs, assistive technologies as well as braille machines were all found to be inadequate. Results from hypothesis testing indicated a positive relationship between the availability of resources and the level of implementing inclusive education (P-value = 0.000). The study concluded that effective implementation of inclusive education depends on the availability of teaching and learning resources. Therefore it was recommended for the government and education practitioners to ensure the availability of adequate teaching and learning resources in all the schools where inclusive education is offered.

THE PROBLEM OF FEDERAL REGULATORY SUPPORT FOR INCLUSION IN RUSSIA

The article presents the results of the analysis of the regulatory and legal support of inclusive education in Russia as the effective implementation of inclusive education, first of all, depends on high-quality, comprehensive regulatory and legal support, which, in its turn, regulates the resource support of inclusion, namely: regulatory, financial and economic, program and methodological, personnel, material and technical.

Effective Implementation of Inclusive Education in Enhancing Quality Education in Public Primary Schools in Tanzania: The role of school culture

This study assessed the effective implementation of inclusive education in enhancing quality education in public primary schools in Tanzania. It specifically aimed at assessing the contribution of school culture in the implementation of inclusive education in public primary schools in Karagwe district. The study employed a mixed method approach and was guided by behaviorism theory. Respondents were sampled by purposive sampling and simple random sampling techniques. The target population included teachers, head teachers, Primary District Education Officer, Ward Education Officer, District Special Education Officer and Quality Assurance Officers. The sample size comprised of seventy-six respondents. Data were gathered using questionnaire, interview and observation methods. Quantitative data were analyzed using Statistical Package for Social Sciences (SPSS) version 20 and thematic analysis method for qualitative data. The study findings revealed that schools’ culture plays a major role in the implementation of inclusive education in public primary schools in Karagwe district. The study recommends that, heads of schools should be given in-service trainings on the importance of school culture and its role in the promotion of school effectiveness. This is because the heads of schools have a major role to play in building the school cultures in their schools.

Efekat mentorskog rada na samoefikasnost nastavnika redovnih škola u implementaciji inkluzivne edukacije na nivou osnovnog obrazovanja

Impaired teachers' self-efficacy has contributed to delays in the implementation of inclusive education in Nigeria. Unfortunately, several efforts established towards ensuring the actualization of the Salamanca Declaration in Nigeria are yet to produce desired results. Although some past studies identified a mentor-mentee approach as a model that promotes the efficient implementation of established policies, paucity of research evidence exists on the implication of mentor-mentee approaches on the construction of teachers' self-efficacy for inclusive education, particularly at the basic level of education. Objectives. This study was conducted to investigate the effect of mentorship on in-service regular teachers' self-efficacy towards the implementation of inclusive education at the basic education level in Gombe State, Nigeria. Methods. A quasi-experimental research design was adopted for the study, while a purposive sampling technique was used to select 42 participants aged between 20 and 45 (M = 33.90, SD = 6.35) from two local government areas of the Gombe South Senatorial District. Participants were assigned to treatment and control groups, with 21 participants in each group. The Teachers' Sense of Efficacy Scale (a = .81) was used for data collection. Data collected was analysed with an independent sample t-test. Results. Findings showed the efficacy of a mentoring training program on the self-efficacy of in-service regular teachers towards effective implementation of inclusive education at the basic level of education. Also, male and older teachers had higher self-efficacy for the implementation of Inclusive education at the basic education level. Conclusion. Mentorship programs significantly facilitate the achievement of inclusive education, particularly at the basic level of education. Welldesigned mentorship programs for early career in-service regular teachers would equip them with an orientation that would guide them towards effective implementation of inclusive education at the basic level of education. Based on the outcome of the study appropriate mentorship strategy for novice teachers was recommended.

Aktuálny stav, špecifiká a perspektívy edukácie dieťaťa s Downovým syndrómom v materskej škole

In the study we provide the results of research which approach the current state of education of children with Down Syndrome in preschool. Here are some ideas that can help to more effective implementation of inclusive education in preschool and outline perspectives of implementation of inclusive education of children with Down Syndrome in preschool.