Effective Inclusive Education Research Articles

ALUNOS COM TRANSTORNO DO ESPECTRO AUTISTA NA ESCOLA REGULAR: RELATOS DE PROFESSORES DE EDUCAÇÃO FÍSICA

O objetivo deste estudo é apresentar a percepção de docentes de Educação Física de Porto Alegre e Região Metropolitana, no Rio Grande do Sul, acerca da inclusão de alunos com Transtorno do Espectro Autista (TEA) na escola regular. Nesse contexto, foram realizadas entrevistas semiestruturadas com oito professores de Educação Física que possuem alunos com TEA. A interpretação das informações ocorreu por meio da análise temática de conteúdo. A partir dos relatos dos professores, identificaram-se aspectos da participação dos alunos com TEA nas aulas de Educação Física escolar: tendência em seguir rotinas, incluindo atividades, materiais e pessoas; melhor engajamento em atividades exploratórias e de manipulação de objetos no Ensino Infantil; maior participação em atividades com etapas previamente definidas no Ensino Fundamental. As estratégias docentes incluem atentar para as particularidades das crianças com TEA, traçando-se objetivos e métodos condizentes com as necessidades e potencialidades individuais. Atividades e objetos próprios da rotina de cada aluno foram citadas como forma de se estabelecer o engajamento inicial nas aulas, seguidas pelo uso de distintas estratégias, a fim de se promover a inclusão nas aulas em igualdade aos pares sem deficiência. A mediação por pares foi mencionada, suscitando benefícios à turma de alunos. Ademais, o trabalho interdisciplinar foi referido como indispensável à efetiva Educação Inclusiva. Conclui-se que as características apresentadas pelos alunos com TEA nas aulas de Educação Física, levam os professores a buscarem estratégias que lhes permitam favorecer o ensino e a aprendizagem destes, sendo as habilidades sociais amplamente evidenciadas nesse processo.
 Recebido em: 20/01/2020
 Reformulado em: 12/03/2020
 Aceito em: 12/03/2020

The effectiveness of inclusive education in training future specialists

The effectiveness of inclusive education in training future specialists

ПІДГОТОВКА ОСВІТНЬОГО СЕРЕДОВИЩА ДО ІНКЛЮЗИВНОГО ПРОЦЕСУ У ЗАКЛАДАХ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ

This article is devoted to approaches to the targeted and consistent preparation of the educational environment for inclusive learning in educational institutions. The author reveals the limited and controversial nature of the concept of «inclusive educational environment» in Ukrainian regulatory and educational materials; the author presents international guidelines, according to which the educational environment acquires such characteristics as: free, stimulating, supportive, developing for all students. The author carefully analyses the content and structural components of the classroom management strategy (object spatial, organizational-semantic, socio-psychological), aimed at positive transformation of the educational environment for the success of each participant in the educational process. The author presents research on the implementation of the «Classroom Management» strategy in the educational process, in which seven educational institutions took part. The aim of the research was to carry out positive transformations in the educational environment as the basis for the implementation of effective inclusive education. According to expert assessments of the teaching staff, the changes achieved have significantly improved the start of inclusive education. In turn, the team of organizers and experts of this research noted the particular success of two schools, the teaching teams of which showed sincere interest in the proposed approach and joined the preparatory work not as consumers, but as real partners, with enthusiasm, creative proposals, a desire to transform the environment for the better and achieve greater success in student learning and development. The results obtained showed the effectiveness of the «Classroom Management» strategy, which positively transform the educational environment and contribute to the development of a competent inclusive process.

Жизнестойкость как ресурс педагогической работы учителя в процессе реализации инклюзивного образования

The article deals with the problem of interaction between teachers and inclusive educational environment and the impact of this environment on their professional and personal development. The authors present the barriers and challenges of working with disabled children in an „inclusive school” of general primary education; the search for psychological and pedagogical support for the teacher and technologies for effective inclusive education. The article presents an empirical study of the situation of inclusive teaching practices development and teachers’ demands. The authors point to the link between teacher satisfaction and teacher communication in professional settings, making it a key resource for teaching children with disabilities in an inclusive education environment. The authors believe that resilience and satisfaction of teachers is the basis for developing technologies and methods to support educators in overcoming emerging challenges in professional teaching practice. The results of this support form the basis for the further development of technologies and scientific and practical recommendations for teachers.

The context of special pedagogy: practical inclusive education or simulated inclusive education?

Krystyna Barłóg, The centex of special pedagogy: implementedinclusive education or simulated inclusive education? Interdisciplinary Contexts of Special Pedagogy, no. 26, Poznań 2019. Pp. 125–142. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.26.06
 In many contexts of contemporary special education, its main present and future challenges are the implementation of effective inclusive education, the preparation of the required conditions, space and relations of safe functioning of a child with disabilities or special education needs together with healthy, able-bodied peers. Are the long-standing dreams of parents and many special educators regarding the equal rights of all people with disabilities, and in particular the right to education closest to the child’s place of residence, genuinely achieved nowadays? The diagnosis of selected municipal schools shows the real situation of the implementation of inclusive education. Are these successes already being achieved today? Or is it still a educational reality?

Inclusive practices in the teaching of mathematics: some findings from research including children with Down syndrome

Children with Down syndrome can and do learn important mathematics and increasingly, this is occurring in regular school classrooms. The research literature offers little about the practices of effective primary school teachers who are including children with Down syndrome in the teaching of mathematics. In this paper we present findings from a project that followed teachers’ journeys through a school year as they taught mathematics in primary classrooms including a child with Down syndrome. In particular, we focus on one aspect of the project: the nature of the teachers’ practice and the specific challenges that emerged during teaching and planning. Data were collected through classroom observations, interviews with teaching team members and examining learning artefacts such as work samples and reflection journals. Classroom experiences in such contexts often require adjustments both in the planning and in the implementation. Vignettes illustrate such adjustments and provide insights into the teacher decision-making involved. Themes that emerged from analysis of the data are discussed. These themes were based on researcher reflections and meetings following each round of observations and were reported back to the teachers for verification. We explore the themes, reflecting on current policy influencing inclusive education in Australia and internationally, highlighting challenges that emerged in seemingly straightforward concepts. Our aim in this paper is to explore examples of an innovative approach to mathematics education for students with Down syndrome—the technique of teaching all students the mathematics from their year level, with adjustments. The careful study of the practices of teachers offers implications for effective inclusive mathematics education for the diverse classrooms that are increasingly the norm across Australia and around the world.

Development of pre‐service teachers' self‐efficacy beliefs and attitudes towards inclusive education through first teaching experiences

We examined the development of pre‐service teachers' self‐efficacy beliefs and attitudes towards inclusive education through first teaching experiences during a 4‐week practicum. Additionally, we assessed the burnout‐related variables (job‐related satisfaction and exhaustion and perceived competence support during the practicum). Whereast‐tests for paired samples showed that self‐efficacy increased significantly, attitudes remained the same except for a decrease regarding attitudes towards the effects of inclusive education. However, 97% of the pre‐service teachers in our study reported positive to neutral experiences with inclusive teaching during the teaching practicum and correlational analysis revealed a low, but significant positive relationship between positive experiences and self‐efficacy and attitudes. Moreover, multiple regression analyses showed that positive experiences in inclusive classrooms predicted self‐efficacy regarding the arrangements of inclusive education, while perceived competence support from university supervisors was a significant predictor of attitudes towards the effects of inclusive education. High self‐efficacy correlated significantly with satisfaction of career choice, whereas attitudes were significantly negatively correlated with exhaustion. The implications of these findings and the importance of a sufficiently scaffolded teaching practicum in order to increase attitudes and self‐efficacy beliefs towards inclusive education are discussed.

EFEKTIVITAS KEBIJAKAN PENDIDIKAN INKLUSIF DI TINGKAT SEKOLAH DASAR

An effective inclusive education policy has the ability for good school management skills. During this time the inclusive education process has not been able to realize the vision, mission, goals and objectives in schools. These problems will cause school principals, educators, and administrative staff as operators not yet to consider providing excellent services to inclusive learners, looking for solutions that require and meet the needs of stakeholders. The focus of consideration is the effectiveness of inclusive education policies at the elementary school level, namely: 1) what is the process of establishing inclusive education policies; 2) What is the socialization of inclusive education policy; 3) What is an inclusive education program; 4) how to implement inclusive education; 5) carrying out monitoring efforts and evaluating the implementation of inclusive education; 6) how important is the application of inclusive education. The aim is to describe the effectiveness of inclusive education policy and develop a model of the effectiveness of inclusive education policy in primary schools. This descriptive study was conducted with case studies in three schools, namely SDN 2 Cibabat Mandiri, SDN 5 Leuwi Gajah and SDN Cigugur Tengah in Cimahi City. The technique of extracting data is done by observing, interviewing and studying the school documentation. Data processing is done through the process of data analysis, display, and data verification.. Researchers discuss several things, namely: first, the city government needs it specifically for inclusive education, which requires the problem of teachers, sapras, funding and involvement of related agencies; secondly, the school principal supports him proactively cooperating with the closest primary school for exceptional childrens to support the implementation of inclusive education; third, to improve the effectiveness of supervision and guidance of the barriers carried out by primary school for exceptional children supervisors.

A Narrative Inquiry Study on Inclusive Classroom Management Experience -with a Special Reference to Master’s Degree Program Students majored in early childhood special education at Graduate School of Special Education-

본 연구는 통합학급 운영 경험이 있는 일반유치원 교사들이 대학원에서 유아특수교육을 공부하며 통합교육에 대한 인식이 어떻게 변화되어 가는지 내러티브 탐구를 통해 이야기하고자 하였다. 이를 위하여 특수교육대학원에서 유아특수교육을 공부하면서 5년 이상의 통합학급 운영 경험이 있는 일반 유치원 교사 2명을 대상으로 개별심층면담과 연구 참여자 일지를 통하여 자료를 수집하고 내러티브탐구 절차에 따라 자료를 분석하였다. 연구 결과 일반유치원 교사들은 유아특수교육을 공부하면서 다음과 같은 변화를 겪는 것으로 나타났다. 첫째, 일반유치원 교사는 유아특수교육을 공부함으로써 통합교육 교사로서의 교육철학을 가지게 되었다. 둘째, 일반유치원 교사는 유아특수교사와의 협력의 중요성을 인식하였다. 셋째, 일반유치원 교사는 장애유아 부모에게 교육전문가로서 담임교사 역할을 할 수 있는 적극성을 가지게 되었다. 넷째, 일반유치원 교사는 효과적인 통합교육 실행방법을 다양한 관점에서 이야기할 수 있게 되었다. 본 연구는 통합유치원 교사에게 통합학급을 효과적으로 운영하기 위한 유용한 자료와 실제적인 방법을 제시하는데 도움을 줄 것이다.The purpose of this study is to show that how the inclusive kindergarten teachers who have studied early childhood special education at graduate school have become positive perception on inclusive classroom management experience. For this purpose, a qualitative narrative inquiry study was used and two kindergarten teachers who had experience of operating inclusive classrooms for more than five years while studying early childhood special education at the graduate school participated. Research design was used through individual in-depth interviews and research participants’ diaries, and data were analyzed according to the narrative inquiry procedure. As a result of this study, general kindergarten teachers showed the following changes while studying early childhood special education. First, general kindergarten teachers have become education philosophy as an inclusive education teacher by studying early childhood special education. Second, they have recognized the importance of cooperation with early childhood special education teachers by studying the graduate studies. Third, they have become more active teachers of education to the parents of children with disabilities. Fourth, it is possible to talk about how to implement effective inclusive education from various perspectives. This study will be expected to provide helpful data and effective methods for effectively operating inclusive education for inclusive kindergarten teachers.

Current Issues and Future Directions in Australian Special and Inclusive Education

In this article we review the medical, human rights, social and social interactionist models of disability, and consider how these differing perspectives have influenced the provision of educational services to students with disability in Australia. We contend that the shift in educational policy and provision, from supporting to including students with disability, has engendered a need for targeted professional development for both general and special education teachers. A model illustrating the unique skills of special educators and the common skills, knowledge and attitudes required by all teachers to implement effective inclusive education is presented and priorities for future research discussed.

Inclusive schooling in Southeast Asian countries: a scoping review of the literature

Most of the Southeast Asian region is comprised of developing countries. This region has a short history of inclusive education implementation and differs from developed countries’ more mature inclusive education systems. This review reveals how inclusive schooling has been implemented in Southeast Asian countries and the current practices in the region. We used scoping review methodology to examine peer-reviewed literature published between January 1994 and January 2017 on inclusive schooling in the Southeast Asian countries. The inputs-processes-outcomes (IPO) model was used to group and describe the extant research. Thirty-eight articles were identified that contributed to region of Southeast Asia inclusive education research. The majority (n = 29, 76%) were published after 2010. The articles were organised by IPO stage: Inputs stage (staff professional and teacher education, resources and finances, leadership, curriculum and policy); Processes stage (collaboration and shared responsibility, school practice, classroom practice and climate) and Outcomes stage (participation). The elements of staff professional and teacher education, and collaboration and shared responsibility were most frequently featured in the literature of the inputs and processes stages. Research information about the outcomes stage of inclusive schooling was sparse. The inclusive education literature from the region is still emerging. A greater focus on outcomes is recommended in future research and practice. Having outcome data will enable evaluation of the quality and effectiveness of inclusive education. If evaluation reveals problems, then aspects of the inputs and processes stages may need to be improved to achieve better outcomes.

Reality and strategies for development of inclusive education in the institutions of secondary education in Chernivtsi region of Ukraine

The article is devoted to the analysis of such urgent problem as the in-clusive education in the institutions of secondary education in Cherniv-tsi region. The importance of inclusion for Ukraine and of the participa-tion of the state in solving organizational issues of inclusive education is determined. Statistical data for the period of 2011–2019 provided by in-clusive educational institutions for pupils and children of preschool age is analyzed. The importance of establishing “fundamental” secondary schools is substantiated, the dynamics of this process in Ukraine is pre-sented. The organizational principles of inclusive resource centers’ func-tioning as important institutions, which ensure the right for education to children aged 2 to 18 years are analyzed. The dynamics of involvement of teacher’s assistants, psychologists, speech therapists, social workers, oligophrenopedagogist, defectologist is presented. In the course of sur-vey conducted within the framework of Chernivtsi City educational seminar “Special child in regular school. Inclusive education” was de-termined that the attitude practitioners working in educational institu-tions is ambiguous and depends on their level of psycholo-gical and pro-fessional readiness. The main strategies of the effectiveness of inclusive education in Ukraine are determined.

Reclaiming Commitment to Social Justice through Relevant Adult and Continuing Education in Sub-Saharan Africa

Reclaiming commitment to social justice through widening access to education, using the medium of relevant adult and continuing education, requires people to have the ability to initiate ideas, to act and to take their destiny in their own hands. This article postulates that deploying relevant adult and continuing education in the quest for social justice leading to freeing oppressed Sub-Saharan Africans is possible. It was partly for this reason that the United Nations Educational, Scientific and Cultural Organisation (UNESCO) came up with standard setting instruments measuring the effectiveness of inclusive education among its member states and, towards that goal, sponsored a limited study to assess how much has been done globally. The outcomes of that study have influenced the propositions made in the article that is structured against the background of the opportunities and/or challenges posed by the demand for social justice by way of widening access to education and learning. The article makes suggestions for ensuring that relevant adult and continuing education provides valuable service in reclaiming the needed commitment to social justice.

THE EVALUATION OF INCLUSIVE EDUCATION IMPLEMENTATION FOR STUDENTS WITH INTELLECTUAL DISABILITY IN VICTORY PLUS PRIMARY SCHOOL

This research aims to evaluate the implementation of inclusive education for students with intellectual disability in a primary school. There are eight sub-focus of this research: the profile of students with intellectual disability, the teacher’s competencies, the curriculum being used, the facilities, the learning process, the evaluation being used, the parents, and the supporting and challenging factors. This research was carried out in Sekolah Dasar Victory Plus, located in Bekasi, West Java province, Indonesia, involving 3 students who have been diagnosed as intellectually disabled. One with IQ score of 65 (in grade 4), one with IQ score of 66 (in grade 1) and one with IQ score of 68 (in grade three). It is conducted using qualitative evaluation method to get detailed and thorough descriptions. The data used in this research are derived from interviews, observations, and documentations analysis. Research findings show that the school has been trying to provide effective inclusive education for students with intellectual disability. The effort is apparent from the presence of shadow teachers who are assigned by the school to guide the students with intellectual disability in the teaching and learning process. However, in general, it can be concluded that the implementation of inclusive education in this school has not been undertaken optimally, specifically related to curriculum modification, the presence of special education teacher, and also the facilities. It needs a strong commitment from the school, the government, and the society to fulfill the requirements in implementing an effective inclusive education. Article visualizations:

Effects of Background Variables of Early Childhood Teachers on Their Concerns About Inclusion: The Mediation Role of Confidence in Teaching

ABSTRACTThis study examines concerns of early childhood teachers about inclusive education (IE) in infant through 3rd-grade classrooms in the United States and the associated role of teachers’ background variables. The data consisted of the responses of 679 early childhood teachers on a survey about their concerns. The data analysis supported the presence of four correlated latent factors of concerns related to difficulties about IE, work load with IE teaching, appropriateness of IE, and school resources for IE. The effects of teachers’ background variables on each factor of concerns about IE were examined in the framework of structural equation modeling. The results revealed that the effects of teachers’ training on teaching children with disabilities, teaching experience with children with disabilities, and having a family member (or a close friend) with a disability on their concerns about IE are mediated by their confidence in teaching children with disabilities. The results suggest that improving early childhood teachers’ confidence for effective inclusive education is coming to the forefront of teacher training.

Is Inclusion for All? A Presentation on a Literature Review of Teacher and Student Perception on Inclusive Education

The adaptation of inclusive education is changing the way in which students with special educational needs are taught in various parts of the world. This educational reform was based on social justice goals and on effectiveness studies, yet the outcomes of newer studies raise questions regarding the adequacy of the feedback received from educators and students concerning the effectiveness of inclusive education. This inadequate or distorted feedback may interfere with the development of modifications to inclusive education, which could improve a student’s education and quality of life. This paper will present a literature review of post-1999 literature on educator and student perception of inclusion within their educational institution, and in the process, examine factors that affect educator’s expressed opinion of the inclusion reform. It also examines the social and academic impact of inclusion on special education need students, and briefly explores the state of modern special schools. While most educators report a positive attitude towards inclusion, they are less inclined to support the concept of “full inclusion”, and cite a variety of personal, student, and environment related problems associated with the inclusive classroom. Innovative strategies such as in-class collaboration were found to be effective in promoting academic and social progress for all students in inclusion. Schools that failed to make adjustments to teach the prescribed curriculum after adopting inclusion resulted in low social development for special needs students. A summary of the limitations to inclusive research, and recommendations for future reforms to inclusion, will also be presented.

Primi risultati di uno studio EBE sull’inclusione in due scuole italiane

What methodologies are most effective inclusive education? What are the framework conditions that favor the inclusion in the daily school reality? The partial results of the research are presented in this article. On a sample of 109 students, aged 8 to 16 years, we were measured the effects of teaching methods “feedback” and “collaborative learning”, recognized as effective by the international literature. Estimated variables are the skills and abilities to cross disciplines, cognitive-emotional factors of academic success, self-esteem. Rating bio psychosocial which opposes the prevailing bio-medical evaluation in Italy. Observe all students, to transform the special response in normal, measure the school environment variables favorable to inclusion can help to improve, in Italy, the effectiveness of public investment estimated in 2013 at 4,7B. They were later assessed the organizational and relational conditions of the school environment, also examined through the perception of the operators. The context is essential to the deployment of effective interventions for inclusion. The experimental design of research using methods recognized at international and European level (EBE), which allow you to compare the results and replicate the model in a supranational context, first of all in the pilot project “RA4AL” European Agency For Special Needs, It started in three countries, including Italy, which has just ended.

Política de educação especial e o atendimento educacional especializado no estado de Santa Catarina

A Política de Educação Especial na Perspectiva da Educação Inclusiva (2008) vem se manifestando nos documentos que orientam a educação inclusiva nos estados brasileiros de maneiras diversas. Nesse sentido, o presente artigo tem por objetivo identificar as expressões da Política de Educação Especial na Perspectiva da Educação Inclusiva (2008) na Política de Educação Especial de SC (2009), no que tange o Atendimento Educacional Especializado (AEE). De abordagem qualitativa, foi utilizada a análise documental em que toma como fonte de dados os documentos que norteiam a educação inclusiva no âmbito internacional, nacional e estadual. Para a análise dos documentos utilizou-se “Abordagem do Ciclo de Políticas” de Stephen J. Ball e Richard Bowe (1992). Constatou-se que o alinhamento ao modelo conceitual proposto pela Política Nacional se encontra no discurso de justificação da Política Catarinense para a educação especial. Identificaram-se ainda elementos de adequação à Política Nacional de educação especial, no que tange a função do SAEDE (Serviço de Atendimento Educacional Especializado), o público-alvo do serviço proposto, afirmando que a Política Estadual, utiliza-se de conceitos e serviços para a educação especial que vão ao encontro da Política de Especial na Perspectiva da Educação Inclusiva (2008).

School leaders’ dilemmas and measures to instigate changes for inclusive education in Hong Kong

The roles of principal leadership in change management have long been documented. The key concern to examine in this study was the dilemmas and measures confronting principals’ when they led changes to instigate inclusive education in Hong Kong. Thus, this paper aims to report sources of dilemmas and how principals tackled them in the change process. Ten principals of schools recognized for effective inclusive education practices were interviewed in a qualitative study. Findings suggested that the process of leading change was very complex. Two dilemmas were identified: (a) principals’ struggles between benefits and issues of participating in inclusive education and (b) autocratic initial decisions versus need for staff involvement. The second dilemma stemmed from not involving key staff while the implementation required their active participation. Thus, the existing organizational culture and personnel capacities became obstacles required for the success of inclusive education. The leadership measures to tackle the obstacles began by building a shared vision which in turn required both transactional and transformational leadership activities in order to increase teacher commitment to reforms. This study has contributed to change leadership theories in affirming the need to include socio-political contexts in examining leadership decisions toward school reforms.

Reimagining Disability and Inclusive Education Through Universal Design for Learning

In 1975, Congress enacted a law eventually known as the Individuals with Disabilities Education Act (IDEA), which ensures that children with disabilities receive a free, appropriate, public education. Since then, scholarly and popular debates about the effectiveness of inclusive education have proliferated and typically focus on the ability or inability of students with disabilities to succeed in so-called regular classrooms. These debates reflect widespread assumptions that the regular classroom is rightly the province of nondisabled students and a neutral, value-free space that students with disabilities invade and disrupt via their very presence and their costly needs for adaptation. But as many scholars in the field of Disability Studies in Education (DSE) have argued, these discussions often fail to recognize that the space of the regular classroom, far from neutral, is constructed for a nondisabled, neurotypical, white, male, middle-class "norm" that neither reflects nor accommodates the wide range of diverse learners within it, regardless of whether these learners have been diagnosed with a disability. A DSE perspective sees the educational environment, not students with disabilities, as the "problem" and calls for a Universal Design for Learning approach to education, or the design of instructional materials and activities that allows the learning goals to be achievable by individuals with wide differences in their abilities and backgrounds. Agreeing with this DSE perspective, this article uses an autoethnographic approach to reexamine inclusive education and to consider how university classrooms, pedagogy, and curricular materials can be improved in order to accommodate all students, not just those with disabilities. Ultimately, the article argues that Universal Design for Learning has the potential to radically transform the meaning of inclusive education and the very concept of disability.