Framework Of Inclusive Education Research Articles

Universal Design for Learning in Second Language Teaching

This research was born in a foreign language teaching center in Barranquilla, Colombia, by taking the reality of this institution where teachers find themselves in front of diverse and neurodiversity students. They require orientation towards an inclusive education. The purpose of the study was to strengthen the teaching-learning process of a foreign language within the framework of inclusive education. The methodology is framed in mixed research, with interpretive paradigm and descriptive design in which a survey for teachers and a semi-structured interview for students were used. The results show that although teachers have many qualities, neurodidactic orientation is needed to attend and guarantee the accessibility, participation, permanence, communication and learning of the whole population regardless of their condition. From this need emerged the proposal "UDL in the teaching of foreign languages" which is materialized through the website "NeuroELE'', an online site that shares theoretical content to enrich the teaching knowledge with neuropedagogical bases, and neurodidactic strategies to strengthen the pedagogical work based on the Universal Design for Learning. The web page was evaluated by expert judges who highlighted its content and correspondence with the objective proposed with its design and it was subjected to changes generating a 2.0 version.

Methodological Aspects of Inclusive Education in the Field of IT Technologies

The main problem: Today, the introduction of inclusive education is becoming one of the priorities of the state policy of the Republic of Kazakhstan in the system of modern education. In accordance with the law on Education, equal access to quality education for citizens is guaranteed, taking into account their intellectual development, psychophysiological and individual characteristics. The article is devoted to the analysis of the development of inclusive education. The author considers the problems on the way to the introduction of inclusive education, provides an analysis of the experience of conducting an IT school within the framework of inclusive education. An attempt has been made to identify the factors contributing to the successful implementation of inclusive education methods in the modern educational space. Objective: To consider the issues of the development of inclusive education in the Republic of Kazakhstan. To present the methodology of teaching children with special educational needs, to suggest possible ways to solve problems on the way of introducing inclusive education into the domestic education system. Methods: The methods of analysis, synthesis and deduction were used in the article. Results and their significance: Based on the results of the work carried out aimed at identifying the main problems hindering the process of implementing inclusive education, as well as based on the results of the analysis and the identified main aspects in the cognitive activity of children with hearing and speech disorders, the author of the article proposes a methodology for teaching children multimedia technologies. In addition, the author clearly substantiates the need to prepare a teacher for the use of inclusive education methods, due to the lack of willingness of some teachers to teach in a class (group) in which people with disabilities study, fearing to get into a situation of psychological and professional discomfort.

SOCIALIZATION AND INCLUSION OF EDUCATIONALLY BACKWARD CHILDREN WITH DISABILITIES

In the framework of inclusive education, this study investigates the crucial aspects of socialization and inclusion for children with disabilities who are educationally disadvantaged. Taking into account the particular difficulties young kids encounter, this research looks at practical methods for promoting academic success and social growth in inclusive environments. Based on an extensive examination of the literature, the study looks at how mentoring programs, cooperative learning activities, and peer support may help people socialize. It also explores academic inclusion via the creation of Individualized Education Plans (IEPs), assistive technology, and differentiated teaching. Legislative frameworks, resource distribution, and teacher preparation are also examined in the study as essential components of fostering an inclusive atmosphere. Case studies provide insightful information on effective models, and practical recommendations are meant to help parents, legislators, and educators improve the educational experience for children with disabilities who are educationally disadvantaged. In the end, this research advances inclusive education practices by supporting a comprehensive strategy that gives equal weight to social and academic integration. The study looks at the obstacles that children with disabilities who are educationally behind the curve must overcome and suggests workable solutions. The study seeks to further the current conversation on inclusive education by integrating the available research and advocating for the use of evidence-based strategies that promote the holistic development of all children.

Analysis of Inclusive Education Perception among In-Service Early Childhood Teachers Using Inclusive Indicators

This article presents an analysis of inclusive education perceptions among in-service kindergarten teachers, contextualized within the context of inclusive education in China. In the 1980s, the Ministry of Education in China initiated the ‘Learning in Regular Classrooms’ campaign, advocating for the integration of special needs children into mainstream classrooms — an instrumental stride toward inclusive education. With the growing emphasis on inclusivity, the preschool education in China has progressively moving forward to embrace this paradigm. In this study, a survey was conducted with 30 in-service early childhood teachers in China, seeking to comprehensively assess their perceptions towards inclusive indicators within the broader framework of inclusive education. Through a meticulous analysis of the inclusive education indicators exhibited by 30 in-service kindergarten teachers, the research utilizes Booth's questionnaire as a validated instrument to gauge the nuanced facets of inclusive education implementation. The findings illuminate diverse performances among in-service kindergarten teachers, unravelling variations across three pivotal dimensions of inclusive education.

Vastness of Teachers' Awareness of Students with Special Needs at St. Pamachius Inclusive Secondary School in Hai District, Tanzania

This formative assessment sought to determine the educators' awareness of special needs students' abilities in promoting inclusive education at St. Pamachius Secondary School. Anchored in Scaffolding theory by the Russian psychologist Lev Vygotsky in 1978, the evaluation employed the convergent design under a mixed methods evaluation approach in which qualitative and quantitative data sets were collected at one point in time, analyzed separately before they were converged in a single study. The targeted population was 439, from which 151 respondents were sampled through stratified random, census and convenient sampling techniques. Data were gathered using questionnaires and interview guides from 123 students, 24 teachers, 1 head of school, and 1 Catholic Diocesan Education secretary. Tools for data collection were validated through research experts from Mwenge Catholic University, and the reliability of the questionnaire was achieved through the Cronbach Alpha technique, where coefficients for students' and teachers' questionnaires were 0.85 and 0.76, respectively. The trustworthiness of the qualitative data was ensured by the triangulation of instruments and peer debriefing methods. Quantitative data were descriptively analyzed in frequencies and percentages and presented in a table. The qualitative data were coded, thematically analyzed and presented in direct quotations. The research findings indicate that both teachers instructing students with special needs and the students themselves exhibit awareness of inclusive education principles. Furthermore, the study highlights positive interactions between teachers instructing both special needs and non-special needs students. Consequently, it can be inferred that teachers and students possess an awareness of effective teaching and learning strategies for both groups, which ultimately contribute to their potential development within the framework of inclusive education at St. Pamachius Secondary School.
 Based on these findings, it is recommended that the Ministry of Education, Science, and Technology enforce mandatory inclusive education courses within teacher training programs. This initiative aims to mandate the integration of inclusive education modules in all teacher training institutions. This mandate ensures that every graduating teacher possesses the essential knowledge and skills for proficiently implementing inclusive education. Such a systemic reform aligns with the overarching objective of advancing inclusive education and comprehensively addressing students' diverse needs.

Физическое воспитание студенческой молодежи в рамках инклюзивного образования

The article touches upon the issues of physical education in higher education within the framework of inclusive education. Its purpose is to describe the options for such organizational and substantive forms. Methods of generalization and systematization of practical experience, logical modeling are used. An algorithm for formation of an inclusive culture among medical students through volunteer activities with children with disabilities is given. Possible forms of physical education classes for students with disabilities through recreational, individual, group forms are described. The authors give an approximate algorithm for organizing a collective inclusive physical education class.

Beyond a seat at the table: imagining educational equity through critical inclusion

ABSTRACT Interlocking mechanisms of exclusion function as gatekeepers to high-quality learning in schools, which perpetuate oppressive conceptions of ability, learning, and intelligence. Across educational ecosystems, these intersecting forms of oppression—including but not limited to racism, ableism, and colonialism—are reified through exclusionary practices that hoard learning opportunities. In this paper, we contend that learning-access disparities are at the crux of educational inequalities, and that theoretical fragmentation across educational disciplines has limited our understanding of entrenched patterns of exclusion and potential solutions. This fragmentation has led to siloed equity conversations and solutions; therefore, we articulate a conceptual framework for inclusive education: Critical Inclusion (InCrit). In doing so, we first engage in a critical-historical review of educational inclusion, including how it has been theorised and operationalised in both research and praxis. We next describe the cross-pollination of the foundational theories on which the conceptual framework stands to emphasise intersectionality and emancipatory education in relation to the vast scholarship on critical inclusion. We then present the framework’s core components, which represent connectors between theory and practice, and illustrative examples. We conclude with a discussion of the cross-systems change required to make meaningful progress toward emancipatory education for all students and achieve critical inclusion in practice.

Правовая помощь как одно из приоритетных направлений волонтерской деятельности студенческой молодежи

he article is devoted to the organization of volunteer activities among university students, namely legal assistance to students in the educational programs "Jurisprudence" and "Law Enforcement". Earlier, within the framework of the research project "Scientific and methodological support of students' volunteer activities in the framework of inclusive education", other issues of volunteering were considered, both in organizational and substantive aspects. The provision of gratuitous legal assistance to needy categories of persons as a volunteer can realize two goals at once: professionally and educationally, firstly, it is an opportunity for the formation of practical skills among future specialists, and secondly, the manifestation of the civic position of each cadet or undergraduate, humanity and humanity. The authors, as suggestions, put forward the issue of activization of volunteering in the field of vocational education; organization of conferences, seminars on the topics of volunteering; development of collective and author's projects for the implementation of legal volunteer assistance to persons with special (educational) needs and to consider the possibility for the teaching staff to develop scientific and methodological foundations of volunteering in professional education.

ПРАВОВАЯ ПОМОЩЬ КАК ОДНО ИЗ ПРИОРИТЕТНЫХ НАПРАВЛЕНИЙ ВОЛОНТЕРСКОЙ ДЕЯТЕЛЬНОСТИ СТУДЕНЧЕСКОЙ МОЛОДЕЖИ

The article is devoted to the organization of volunteer activities among university students, namely legal assistance to students in the educational programs "Jurisprudence" and "Law Enforcement". Earlier, within the framework of the research project "Scientific and methodological support of students' volunteer activities in the framework of inclusive education", other issues of volunteering were considered, both in organizational and substantive aspects. The provision of gratuitous legal assistance to needy categories of persons as a volunteer can realize two goals at once: professionally and educationally, firstly, it is an opportunity for the formation of practical skills among future specialists, and secondly, the manifestation of the civic position of each cadet or undergraduate, humanity and humanity. The authors, as suggestions, put forward the issue of activization of volunteering in the field of vocational education; organization of conferences, seminars on the topics of volunteering; development of collective and author's projects for the implementation of legal volunteer assistance to persons with special (educational) needs and to consider the possibility for the teaching staff to develop scientific and methodological foundations of volunteering in professional education.

Специфика тьюторского сопровождения детей с ограниченными возможностями здоровья на социально-культурных мероприятиях

An urgent issue of modern education is the socialization and adaptation of children with disabilities in the proposed inclusive environment, while it is necessary to take into account that this process is complicated by the individual psychological and physiological characteristics of the child. The study is aimed at research the specifics of the work of teachers-tutors with children with disabilities in an inclusive space of socio-cultural events. The objectives of the study include identifying the need for interaction between teachers, teachers-tutors and other persons working with children with disabilities, considering the professional characteristics of a teacher-tutor and analyzing the full range of functions performed by a teacher-tutor in a socio-cultural event. The research methodology includes working with scientific sources and conducting a sociological survey. During the research activity carried out on the basis of the annual open All-Russian festival of Children’s and Youth creativity within the framework of inclusive education “Under the wing of Good”, the process of the teacher-tutor’s work during the inclusive event was analyzed. The results showed that children with disabilities, accompanied by teachers-tutors, were more likely to be able to adapt to the proposed conditions and take part in several sections of the festival.

РАЗВИТИЕ ГОТОВНОСТИ ПРЕПОДАВАТЕЛЕЙ К ИСПОЛЬЗОВАНИЮ ЦИФРОВЫХ ТЕХНОЛОГИЙ В ИНКЛЮЗИВНОМ ОБРАЗОВАНИИ

Digital technologies are rapidly spreading, thus, providing unlimited access to digital tools, materials and services. The spread of digital technologies leads to qualitative changes in production and global markets and affects the education sector. During the pandemic caused by SARS-CoV-2, educational organizations at various levels were forced to transfer the learning process to an online format, which required prompt resolution of a set of issues to ensure the quality of teacher training to implement the education process using digital technologies. This problem has not lost its relevance since not all the teachers are sufficiently proficient in digital technologies. In the context of inclusive education, this issue is aggravated by the fact that students with disabilities often study remotely and use specialized hardware and software. The subject of the research is the development of readiness of teachers to use digital technologies in inclusive education. The purpose of the study is a theoretical justification for the need to develop the readiness of teachers to use digital technologies in inclusive education and experimental verification of the effectiveness of the implementation of advanced training courses to develop the readiness of teachers to use digital technologies in inclusive education. To achieve the goal of the study, the following methods were used: the author's diagnostic tool “Assessing the skills of using digital technologies in the context of inclusive education”, the advanced training course “Digital technologies in the context of inclusion”, the e-inclusion service and the methods of mathematical statistics. The results show that the initial state of readiness of teachers to use digital technologies within the framework of inclusive education in the experimental group differs from the final one, which allows us to conclude that the effect of change has arisen as a result of the use of empirical methods for teachers training. The readiness of teachers to use digital technologies in inclusive education has increased in the following aspects: normative regulation of the digital and inclusive educational environment; material and technical equipment of inclusive education in the digital environment; creating inclusive online content.

ИНКЛЮЗИВТІ БІЛІМ БЕРУДЕ КӨРУ БҰЗЫЛЫСТАРЫ БАР БАЛАЛАРДЫҢ СӨЙЛЕУ ӘРЕКЕТІН ОЙЫН КЕШЕНІ АРҚЫЛЫ ДАМЫТУ

The article presents findings from an analysis of speech development indicators in children with vision impairments within the context of inclusive education using various gaming technologies. The authors experimentally establish a direct correlation between the speech development of visually impaired children, age-related patterns, the curriculum content, and the cultural environment. Furthermore, the article reports results that suggest that play, being the primary activity for preschool children, positively influences the speech development of visually impaired children and addresses social inclusion challenges. Speech impairments limit cognitive activities and a person's ability to adapt socially at any age. The results obtained indicate that visually impaired children effectively absorb the developed gaming materials. The authors put forward a series of recommendations and practical solutions for the optimal implementation of corrective measures within the framework of inclusive education, fostering a favorable educational environment that enhances the quality of learning for visually impaired children. This article is of significant practical value for the educational community, as it aids in creating an optimal environment in the context of inclusive education.

Policy framework for inclusive education: A systematic study

Inclusive education is a new educational philosophy and approach that promotes the idea that all students, irrespective of their ability or disability, should be capable of learning together in the same classroom setting. It advocates for special children with special needs to be educated alongside their peers in regular classrooms. It is founded on the belief that all students can learn and thrive in a supportive and diverse learning environment. Inclusive education aims to give all students equal opportunities to participate in and benefit from education regardless of individual differences or needs. One of the most important issues in education has emerged as inclusive education in almost every nation. As a result, the Indian government announced that it was changing its policies to encourage the inclusion of disabled learners in regular classrooms. The Indian government implies Various policies and legislations to improve the quality of inclusive education from time to time. Every policy suggests some valuable recommendations for the betterment of inclusive education. This article provides systematic, detailed information about the policy framework from IEDC, 1974 to NEP, 2020, and their recommendations for inclusive education. This article also discusses the importance of all the policy framework for inclusive education that addresses how to improve the quality of inclusive education in India.

Implementation of the legal framework for inclusive education in Portugal (Decree-Law 54/2018) – A qualitative assessment by primary and secondary school teachers

Abstract Successful inclusive education requires school transformations and changes to the education system. In Portugal new legislation passed in 2018 (Decree-law 54/2018) brought a new perspective in inclusive education for all educational agents. Three years later, it is essential that the legislation is evaluated by the teachers implementing it. Forty-three primary and secondary school teachers and two coordinators of multidisciplinary teams providing inclusive education support were the participants of our study. The data collection instruments were a questionnaire and interviews. This study values the participants’ narratives, highlighting the new concepts and attitudes required for the implementation of the new inclusive education legal framework in Portugal. The results of the thematic analysis were organized around four key themes: 1. Theoretical representations; 2. Practices; 3. Challenges; and 4. Training. It is also worth noting the notions of collaborative work, the need for reflective teachers and the development of learning communities to support the implementation of the new legislation.

Organisation of volunteer activities of students in the framework of inclusive education through innovative technologies

The goal of the research was to examine how student volunteerism might be organised using cutting-edge technology within the context of inclusive education, and this aspect was covered. The study employed quantitative research methodologies in its numerous aspects, and 264 volunteer students who are enrolled in different schools throughout Kazakhstan participated in the participant group. In the fall of 2021–2022. The participant groups in the study received 4-weeks of online training. The study made use of the ‘Inclusive Education and Technology’ data gathering tool, which was created by the researchers and put together by subject-matter specialists. The individuals that made up the participant groups were given the measuring tool, and it was supplied and collected online. Frequency analysis, t-test, the Kruskal-Wallis test, and the Statistical Package for the Social Sciences programme were used to analyse the data, and the results were added to the study along with the tables. Based on the research’s findings, the participant groups have high use cases for inclusive education, and it has been indicated that new technology training areas will help them.
 Keywords: Inclusive education, innovative technology, organisation, online education;

Организация педагогической помощи и поддержки младшим школьникам с разным темпом психического развития

The article is devoted to the problems of organizing individually differentiated work with younger students who experience difficulties in learning within the framework of inclusive education. The main indicators of children with the risks of mental retardation, which prevent their successful co-education with ordinary peers in the general class of a mass primary school, are characterized. The necessary conditions for the organization of pedagogical assistance and the features of an individually differentiated approach to children with different rates of mental development are considered in detail.

THE USE OF DIGITAL TECHNOLOGIES IN THE TRAINING OF SOCIONOMIC SPECIALTIES FOR WORK IN INCLUSIVE EDUCATIONAL CONDITIONS

The article considers and analyzes the problem of using digital technologies in the preparation of specialists in socionomic specialties to work in an inclusive educational environment. The essences of inclusive education, the regulatory framework of inclusive education in Ukraine, and socio-pedagogical and correctional work with children with special educational needs are revealed. The role of a social pedagogue, speech pathologist, and speech therapist in working with children with special educational needs in inclusive education is determined. The article considers the possibilities of using digital technologies in the work of specialists in socionomic specialties in the context of inclusive education and ways to improve the system of their training.
 The authors present an analysis of experimental research to determine the readiness of future specialists in socionomic specialties to use digital technologies in educational and professional activities. Positive and negative factors of digital technology use are determined.

Spanish Physical Education Teachers' Perceptions about Their Preparation for Inclusive Education.

The prevailing rights and quality of life approaches call for the inclusion of people with diversity and/or disabilities in society, including their participation in the educational system. Therefore, different institutions are urging countries to take action to ensure that students with disabilities receive the accommodations and supports they need within the framework of inclusive education. The idiosyncrasies of physical education (PE) classes can be an opportunity to encourage the participation and inclusion of these students. Thus, this study aims to evaluate the PE teachers’ perception about their preparation to address inclusive education. The study involved 260 Spanish primary and secondary PE teachers who answered a sociodemographic questionnaire, three dichotomic questions about their initial and ongoing preparation and the Evaluation of Teacher Training for Inclusion Questionnaire (CEFI-R). PE teachers believe that they have not received the necessary initial preparation and they consider it important to assist in ongoing courses to address their students’ diverse needs. PE teachers are aware of the importance of inclusive education and perceive greater difficulties in secondary education. PE teachers also showed a good predisposition to teach students with special educational support needs, especially found in primary school teachers through the CEFI-R Dimension 1, with statistically significant differences.

Bariery w edukacji włączającej

In 2012 Poland ratified the UN Convention on the Rights of Persons with disabilities. In relation to this, the article discusses the barriers faced by students with disabilities within the inclusive education system. The analysis is based on the cases reported in 2012 to me, acting at that time, as the public spokesperson for students with disabilities, within the campaign titled „All clear - the availability and quality of education for students with disabilities”. As a result, the analysis identifies three key problem areas that arises from 1) the definition of disability and the system of law, 2) financial support, and 3) the principles and criteria used in diagnosing disabled students. The conclusions show that in theory the Polish legislation seems to protect students with disabilities and provide it with adequate support in the framework of inclusive education. However, specific legal solutions and the practices of many local governments and schools, along with the ignorance of the education law, indicates that the situation of students with disabilities depends on many extralegal factors, such as the knowledge of education rules acquired by the parents and the carers of the students, the financial capacity of the local government as well as the teachers’ attitudes.

Моделирование психолого-педагогического сопровождения студентов с особыми образовательными потребностями в вузе в условиях инклюзивного образования

In Kazakhstan, there is a significant activation of inclusive processes in the higher education system. It is impossible to consider teaching students with special educational needs at a university without creating an inclusive educational environment and implementing psychological and pedagogical support measures. In this regard, there is a need to study the basics of psychological and pedagogical support of persons with disabilities at the university. Inclusive education involves the formation and support of such an integrative psychological and pedagogical space in which neither students with special needs nor students with conditionally normative development will experience difficulties in the process of interaction. The purpose of the study is to analyze the activities of a teacher-psychologist and tutor when accompanying students with special needs in higher education. Based on the data obtained, a model of psychological and pedagogical support of students with special educational needs in higher educational institutions was developed. The implementation of an effective model of support for students with disabilities at universities determines appropriate psychological and pedagogical prerequisites for the development of inclusive higher education. The successful integration of persons with disabilities into the social space of the university has an immense impact on the formation of a positive perception in the learning environment of students. Moreover, it contributes to their positive assimilation of the training program. Within the framework of this article tries to investigate the regulatory and legal framework of inclusive education in the Republic of Kazakhstan, its approaches, principles, and methods of implementing psychological and pedagogical support for students with special needs at universities.