Effective Inclusive Education Research Articles

Insegnanti di sostegno e educazione inclusiva: una ricerca su atteggiamenti, autoefficacia, autovalutazione di conoscenze e competenze, e comportamenti in classe

SUPPORT TEACHERS AND INCLUSIVE EDUCATION: A STUDY ON ATTITUDES, SELF-EFFICACY, SELF-ASSESSMENT OF KNOWLEDGE AND SKILLS, AND BEHAVIORS IN THE CLASSROOM Abstract This exploratory study analyzes attitudes toward inclusion, self-efficacy in implementing inclusive education, knowledge, and skills for managing pupils with special needs, and behaviors implemented for school inclusion in a sample of 391 support teachers without specialization. The results highlight favorable attitudes towards inclusion but reveal the persistence of beliefs that justify the separation of students with special needs. Teachers report a good level of self-efficacy in inclusion but perceive themselves to be less competent in managing classroom dynamics. Many teachers, while perceiving themselves as skilled in managing relationships with colleagues and planning, perceive gaps in the knowledge and skills needed to implement effective inclusive education. Especially self-efficacy in implementing inclusive education appears to be related to knowledge, skills, and inclusive behaviors. This research suggests the need to strengthen the training of support teachers and promote inclusive behaviors to ensure effective inclusion.

Challenges and Opportunities for Special-Needs Children in Elementary Schools

This research explores the challenges and opportunities for inclusive education for special-needs children in elementary schools in Indonesia. It examines the impact of government policies, the actual conditions in the field, and the availability of supporting facilities and resources. The study utilizes a qualitative method with a case study approach, involving various stakeholders such as special-needs children, teachers, parents, and school principals as informants. Findings indicate that while government policies have improved access to education for special-needs children, there are disparities in implementation and resource allocation among schools. Teachers face obstacles due to a lack of specialized training and high workloads, while limited facilities and stigma also hinder inclusive education. The research emphasizes the need for continuous support, changes in community attitudes, and improvements in teacher training and facilities to ensure effective inclusive education for special-needs children in elementary schools.

Students with special educational needs in regular classrooms and their peer effects on learning achievement

This study explores the impact of inclusive education on the educational outcomes of students without Special Educational Needs (non-SEN) in Peru, utilizing official Ministry of Education data and implementing cross-sectional regression analyses. Inclusive education is a complex issue that, without appropriate adaptations and comprehensive understanding, can present substantial challenges to the educational community. While prior research from developed nations offers diverse perspectives on the effects of inclusive education on non-SEN students, limited evidence exists regarding its impact in developing countries. Our study addresses this gap by examining inclusive education in Peru and its influence on non-SEN students, thereby contributing to the existing literature. Our findings reveal that, on average, the presence of SEN students in regular classrooms does not significantly affect their non-SEN counterparts. However, we uncover heterogeneous results contingent on the specific type of SEN and students’ academic placement. These results emphasize the importance of targeted resources and parental involvement in facilitating successful inclusive education, particularly for specific SEN types. In summary, this study underscores the need for tailored strategies and additional resources to foster the success of inclusive education and calls for further research in this field to expand our understanding and enhance educational policy.

INCLUSION IN THE CONTEXT OF ENGLISH LANGUAGE CLASSROOM: TEACHERS’ CURRENT BELIEFS AND PRACTICES

As the perspectives of English language teaching pedagogy change globally, new trends and issues emerge, and achieving effective inclusive language education is one of them. But what are teachers’ current beliefs and practices of inclusion? This paper explores the beliefs that English language teachers in the Sultanate of Oman have confidence in and feel about inclusion giving most of the attention to integration of visually impaired students into the mainstream classroom. Based on the findings of a year-long research project conducted at the Centre for Preparatory Studies of Sultan Qaboos University, these cover such mostly cited and supported by research components, or factors and conditions of inclusive education (Bricker, 2000), as classroom practices, including teaching strategies, classroom environment, classroom management, collaboration and teaming, including special needs students’ interaction with regular students in the mainstream English language classroom, participation in group activities, and teacher attitude, including teachers assumptions regarding inclusion, in general, and in the context tertiary education English language teaching and learning, and teacher professional development. Shared experiences and beliefs, as well as the components of inclusion, may lead to stronger culture of inclusion within the researched institution and a broader context of Oman’s tertiary education.

Social perception on the integration of children with special educational needs in mainstream education

The inclusion of students with Special Educational Needs (SEN) within the general education system is a complex and persistent issue, considering that although educational policies and national legislation affirm support for the principle of inclusion, it is often implemented only at a declarative level. In the theoretical part, the evolution and progress of inclusive education at the international level was addressed, emphasizing the significant contribution of the United Nations Organization and various international conferences in promoting the individual rights of people with special needs. Another aspect considered the integration of students with special educational needs into the mainstream educational system, highlighting the crucial role and support offered to them. It is also emphasized the importance of the continuous professional development of teachers and the active involvement of parents in the educational process, as central pillars in the promotion of effective inclusive education. The methodology applied in the study regarding the integration of students with SEN in the Romanian educational system has as its main objectives the identification and analysis of teachers' perceptions and attitudes towards the integration process, the differences found between teaching staff from urban and rural environments, as well as examining the correlation between teachers' optimism and their perspectives on inclusion. Another important goal of the research is to identify barriers to the effective implementation of current and future public policies related to inclusive education. The research instruments used include an original questionnaire, entitled „Teachers' Beliefs and Attitudes about the Integration of Students with SEN”, intended to assess teachers' perceptions of inclusion, and an optimism measuring instrument, composed of 48 items, used to assess the level of optimism of the respondents. The sample of the study was made up of 60 teaching staff, aged between 25 and 45, divided into two groups, depending on the environment of origin (rural/urban). The analysis of the collected data indicates a greater predisposition towards acceptance and positive attitudes towards inclusion on the part of teachers from the urban environment, compared to their counterparts from the rural environment. Also, the results emphasize the existence of a positive correlation between the level of teachers' optimism and their attitude towards the inclusion of students with SEN. In conclusion, the findings of this research emphasize the significance of increasing the professionalism of teachers in supporting inclusive education and reveal notable disparities between rural and urban teachers in terms of the integration of students with special educational needs.

Inclusive education for students with Autism Spectrum Disorder: pedagogical strategies, challenges and perspectives

Inclusive Education has become a priority in the contemporary educational context, especially with regard to students with Autism Spectrum Disorder (ASD). This study explores pedagogical strategies, challenges and perspectives associated with the inclusion of these students, recognizing the importance of adapting the educational environment to meet their specific needs. The research aims to analyze Inclusive Education for students with ASD, highlighting effective pedagogical strategies, identifying the challenges faced by educators and students, and anticipating future perspectives to improve the quality of inclusive teaching. The research is characterized as qualitative, seeking to understand the experiences, perceptions and practices of educators, students and family members involved in Inclusive Education for students with ASD. Furthermore, it uses a bibliographical review to theoretically support the discussions, examining previous studies and relevant legislation. The results show the effectiveness of adapted pedagogical strategies, such as the use of visual materials and educational technologies, to provide opportunities for the participation and learning of students with ASD. However, challenges are identified, such as the need to improve teacher training to deal with the specific demands of this group and the importance of promoting inclusion not only in the classroom, but also in the community and in family formation. Given the challenges identified, the final considerations highlight the urgency of investing in continuing training programs for teachers, the development of more comprehensive inclusion strategies and the promotion of an inclusive culture that transcends the physical barriers of the classroom. Therefore, by anticipating future perspectives, it is possible to strengthen the basis for a more effective Inclusive Education that fully meets the educational and social needs of students with ASD.

Toys with Disabilities: Factors Associated with Their Acceptance as Inclusive Educational Means

ABSTRACT The primary aim of this research was to explore the participants’ perception of inclusive toys (i.e. toys with disabilities) as suitable playing tools for preschool children and their willingness to buy such toys. Our cross-sectional design involved 738 Romanian adults aged 18 to 61 (M = 29.72). We used ten images containing toys with and without disabilities and addressed three primary questions: 1) How suitable do you consider this toy for preschool children aged 3 to 6, regardless of their gender?; 2) Would you agree with introducing and using toys with disabilities (for example, dolls or stuffed animals in wheelchairs) in regular, public preschool classrooms? and 3) Would you buy (for your child or another child) a toy with disabilities, such as the ones described above?. Results suggested that participants who reported having a friend or a family member with disabilities were more willing to accept and buy inclusive toys. Overall, participants (with higher rates among the younger ones) seemed to consider toys with disabilities more suitable for preschool children than their regular versions (i.e. without disabilities). Results are discussed concerning potential effective inclusive education practices involving toys with disabilities in preschool settings.

Training Requirements of Educators In Relation to Introducing Inclusive Education Practices in Existing System of Sindh, Pakistan

The study evaluates teachers’ and principals' training requirements in Sindh province, Pakistan, for effective inclusive education management. It focuses on teachers' knowledge, talent capabilities, information and ability skills, necessary training areas for teachers to enforce inclusive practices, and specific training requirements for principals to manage inclusive education practices. The study uses a survey design and a hypothesis to improve the findings. The population includes educators and administrators from the University of Karachi's Bachelor of Education program. The survey covers 10 key issues related to inclusive education training and 20 competencies for teachers and principals. Respondents rate their knowledge on a 5-point scale. The study contradicts previous research suggesting teachers are crucial in inclusive education. It found instructors have knowledge and skill competencies but no difference in management or expert support. Teachers are more supportive, but further training is needed for communicative talents and disability assessment.

Quality Control System for ABK Inclusion Education

Parents who have children with special needs are often worried about the future of their children with special needs. In inclusive school programs, dedicated teaching and support are provided to students who need help. Preventing discriminatory behavior, proper education, and equal access to multiple aspects of life are the goals of inclusive education. This study uses a literature review model by analyzing relevant articles and focusing on quality control in inclusive education for children with special needs. The implementation of inclusive education has several quality requirements that must be guaranteed in order to achieve the desired level of education and the success of inclusion education itself. Therefore, stakeholders need to evaluate inclusive education. Stakeholders can utilize the CIPP model assessment across various domains, including education, management, and enterprises, as well as at different hierarchical levels, such as projects, programs, or institutions. By upholding or enhancing the standards and effectiveness of inclusive education, the success rate in advancing education for children with special needs will naturally grow.

Особливості організації еколого-психологічно безпечного інклюзивного освітнього середовища в закладах освіти

The article reveals the eco-psychological safety of an inclusive educational environment as a state of the environment free from external manifestations of psychological violence in interaction, which contributes to the satisfaction of basic needs in personal and trusting communication, creates the referential significance of the environment and ensures the mental health of the students of education. The purpose of the article is to substantiate modern scientific research on the organization of an eco-psychologically safe educational environment for children with special needs in the conditions of effective modern inclusive education. It is noted that the psychological safety of children in educational institutions is determined by the individual's own characteristics and largely depends on him, ensuring the mobility of responding to danger in the absence or delay of appropriate social assistance. A modern teacher must be a mentor, coordinator, manager, psychologist, and observer at the same time. That is why the teacher needs to focus on inclusive values, building a comfortable environment for every student. Among the research methods, the analysis and research of the content, principles, essence and features of the inclusive development of students in educational institutions are at the center of scientific research of many countries and international institutions, including the Organization for Economic Cooperation and Development (OECD), the United Nations Development Program (UNDP), European Commission, International Monetary Fund (IMF), World Economic Forum (WEF), World Bank, International Policy Center for Inclusive Growth, which contributed to the psychodiagnostic dimensions of the study. The conclusions reveal the components of professional competence regarding the organization of an eco-psychologically safe educational environment for children with special needs, including cognitive, organizational-activity, motivational-value, and reflective components. It is noted that the joint work of the teacher should be extended both to the parents of children with disabilities and to the parents of healthy children, during which a tolerant attitude towards children with special educational needs and environmental safety of the educational environment of educational institutions is formed.

The paradoxes of inclusion: cognitive and socio-emotional developmental trajectories of deaf and blind primary education students in mainstream and special schools

IntroductionStudents with special educational needs (SEN) have historically found participating in the regular education system challenging. Since the 1990s, inclusion has been considered the optimal strategy for their development. However, the effects of inclusive education on deaf and blind students are still little studied.MethodsIn the present article, we report the results of a longitudinal study on the cognitive and socioemotional developmental trajectories of 23 deaf and 29 blind primary education students attending mainstream (8 deaf and 10 blind) and special schools (15 deaf and 19 blind). The study was conducted in Santiago de Chile between 2018 and 2019.ResultsOur descriptive results suggest that deaf students attending special schools perform better on most of the variables studied. For blind students, those attending traditional schools generally perform better than those attending special schools. However, in the case of socio-emotional variables, blind students attending special schools tend to show fewer problems. However, almost all of the indicated differences are not statistically significantly different.DiscussionWe then discuss the need to consider the characteristics of each group of students with SEN when defining an adequate educational system for their optimal development.

Forming Effective Inclusive Education: From School Principals Perspectives

In this study, it was aimed to determine the opinions of school principals in early childhood education in terms of their perception about access to education, participation in education and support to education within the scope of inclusive education, about the practices they carry out in their organizations and about what kind of other studies to be done. It was designed as a phenomenological study, a qualitative research methodology, as it aimed at an in-depth examination of the views of school principals. The study group consisted of 10 kindergarten principals working in Gaziantep city centre. Semi-structured open-ended interview protocol was used to collect data. The research data were analysed using content and descriptive analysis methods. As a result of the study, it was concluded that school principals had a general perspective on access to education, participation in education and support to education, which are the components of inclusive early childhood education, and they had some practices in their organizations either planned or unplanned. Furthermore, school principals pointed out the limitations of schools regarding inclusive education and a great many areas to be improved to enhance them.

Inclusive Instruction in Elementary Physical Education: A Study of Teachers' Beliefs and Attitudes

Teachers' beliefs and attitudes about teaching students with disabilities in a physical education setting are the most important factors in inclusive education, as teachers' attitudes directly influence success in learning. This study aimed to assess physical education teachers' beliefs and attitudes regarding teaching students with disabilities in inclusive primary schools. A qualitative approach was used with a sample of 12 physical education teachers from 24 inclusive education-provider schools in Pekanbaru. Data were collected through semi-structured interviews and observation checklists and analysed using content analysis. Findings showed significant variation in teachers' beliefs regarding the potential of students with disabilities in physical education. While some teachers showed a strong belief in the abilities of these students, others remained sceptical. In addition, some teachers were more confident in teaching students with mild disabilities compared to students with more severe disabilities. These findings underline the importance of improving teachers' understanding of the potential of students with disabilities in the context of physical education. This research contributes to a better understanding of physical education teachers' perspectives on inclusive education, which serves as a basis for improving training and support strategies for teachers who face challenges in teaching students with diverse disabilities. Furthermore, the research highlights the importance of creating an inclusive school environment to support more effective inclusive education practices.

Achieving Education for All: A Comparative Study of Educating Disabled Children in the UK and China

Educating disabled children is a vital part to reach universal education, as well as social equality and justice. This study conducts a comparative analysis of inclusive education policy practices for disabled children in the UK and China. The research investigates the policies employed in both countries to provide equitable educational opportunities for disabled students. Key similarities and differences in the two systems are identified, involving how cultural, societal, and policy factors influence the design and effectiveness of inclusive education. The research findings indicate that while the UK emphasizes inclusive practices and individualized support, China focuses on integration within mainstream classrooms. Challenges were observed in both systems, including a lack of professional training and teacher resources. By comparing and evaluating successful strategies, though from the lens of human development, students in China may benefit more from the UK’s inclusive policy, however, policy needs to be localized to combat country-specific barriers such as low social acceptance. This research contributes to the global discourse on inclusive education, facilitating cross-cultural learning and policy enrichment to ensure all children regardless of disability receive an equitable and quality education.

CONTEXTUALIZING MENTORING IN INCLUSIVE EDUCATION: INSIGHTS FROM LITERATURE REVIEW

Diversities and differences can be a celebration and impeding at the same time. The shuttle widening departure between these two creates havoc in the lives of those marginalized and wanting to be included. Education is a great level player for the growth, development and well-being of diverse groups of marginalized communities. With the release of National Education Policy 2020 and draft Bluebook on National Mentoring Mission (NMM), it is crucial to have a closer look at mentoring and how it can be maximised for effective inclusive education. The current paper through literature reviews tries to understand and explores scope for mentoring to better professionally prepare pre-service teachers and explores opportunities for continuous professional development of in-service teachers for inclusive education. When teachers are welcoming and professionally trained, to cater to the needs and requirement of marginalized: be it students with special educational needs (SEN), a migrant and a child in refugee camp, or belonging to social-economically disadvantaged group (SEDG), the lives of excluded can be respected, dignity installed and be a celebration. The big question is- are our teachers conscious, aware and professionally trained enough, to hear the voices of the excluded learners.

Impact of learning barriers on academic performance of learners in selected secondary schools in Mtata

Learners have a right to education regardless of their limitations. However, there are still schools that are struggling to address learning barriers. This paper explores the impact of learning barriers on academic performance in selected secondary schools in Mtata, South Africa. The study was guided by the Ecological System and Inclusion Theories. A qualitative approach and case study design was adopted. Convenient and purposive sampling techniques were used to select 3 schools and 18 participants respectively. Data were gathered through semi-structured interviews. Thematic frames and thick descriptions were used to analyze data. Findings indicate that learners with learning barriers such as disabilities faced myriad of challenges including lack of resources, inability to attend to learners with challenges due to overcrowded classes and inadequate inclusive education training. The paper concludes that learning barriers have a negative bearing on the academic performance of learners. Effective inclusive education policies, teachers’ training, parental involvement and psychological support for learners are a necessity. Regardless of challenges, some teachers are scaffolding these learners. For improvement on learners’ academic performance, there is need for collaboration of government, parents and teachers. The use of technology in South African rural schools should be a priority. Providing learners with digital tools and skills to facilitate learning is important as technology in the classroom will facilitate teaching methodology variation and management of overcrowded classes. Future study should focus on the impact of using digital tools on the academic performance of learners with learning barriers.

From barriers to boosters: initial teacher education for inclusive science education

The paper presents a literature review on current barriers and boosters in the context of initial science teacher education for inclusion. The authors argue that current science teacher education programs for prospective teachers could be improved by adopting a more conceptually grounded and sustainable approach toward inclusion. To this end, the paper proposes an approach based on inclusive values and evidence-based practices that would benefit all students. Firstly, the paper identifies several barriers that exist in current science teacher education programs, including the dominance of anadd-on approach, separate teacher education tracks, and inadequate preparation for the topic leading to decreasing self-efficacy toward inclusion. Secondly, to overcome these barriers, the paper proposes the integration of evidence-based practices, collaboration, and knowledge-transfer in science teacher education programs. These boosters can equip prospective science teachers with the necessary skills and knowledge for effective inclusive science education. Overall, the paper provides valuable insights and recommendations for improving initial science teacher education programs in the context of inclusion.

Promoting Inclusive Education for Children with Disabilities in Pakistan

As part of the study, researchers asked both teachers of general education and teachers of special education what they thought about inclusive education. The main goal of this study was to learn more about how Pakistani educators feel about education for all. There were a total of 39 questions in the poll. The validity and reliability of the instrument were determined by trying it with pilot groups and talking to experts in the field. We found the Cronbach alpha, which is a measure of internal stability, by using SPSS. The correlation value was 0.80 as a whole. A t-test and mean values were used to look at the data. A meticulous analysis of the data shows that all teachers are right about how effective inclusive education is and that all teachers support the method. It was also shown that both regular and special-needs teachers feel the same way about inclusive education.

Collaborative Mentoring as a Way of Meeting Teachers’ Inclusive Teaching Practices Needs: Investigating Learning Outcomes

Abstract Introduction: This article discusses a mentoring project that was aimed at improving the inclusive education practices of teachers. Methods: There were 10 mentors who were faculty members in science education and special education. Mentees were 59 teachers who have an inclusive student in their class or school. A qualitative approach was chosen. Results: Reported learning outcomes referred to changes in knowledge related to “Basic Concepts”, “Educational Support and Legislation”, “Assistive Technology”, and “Educational Accommodations”. Discussion: The results of this study points to the needs for more interdisciplinary collaboration studies in order to support teachers’ dealing with diverse students. Limitations: The results of the study are bound to the project duration and the place of the study. Conclusions: The current collaborative mentoring study has several contributions for teachers in terms of their knowledge and skills in implementing an effective inclusive education.

Inclusive Education A Comparative Study Between Ecuador And Peru

Inclusive education has become a global movement aimed at promoting equal access to education for all learners, including those with disabilities or special educational needs. This comparative study explores the state of inclusive education in Ecuador and Peru, two neighbouring South American countries with similar cultural and socio-economic backgrounds. The study examines the policies and practices of inclusive education in both countries, as well as the challenges and opportunities facing their implementation. The research draws on a range of sources, including government documents, academic literature, and interviews with educational professionals. The findings highlight the progress made in both countries towards inclusive education, as well as the persistent gaps and disparities that need to be addressed. The study concludes with recommendations for future research and policy development to promote more effective and equitable inclusive education practices.