General Education Environment Research Articles

In an Imperfect World: Barriers and Facilitators to Educators' Evidence-Based Practice Use for Elementary-Aged Autistic Students in Inclusive Settings.

Educators' use of evidence-based practices (EBP) provides positive outcomes for autistic students in multiple areas of learning (e.g., peer interactions and academic skills) and may promote access and participation in general educational settings. However, many teachers report limited use of EBPs for their autistic students, with inconsistent fidelity. This study sought to understand barriers and facilitators educators identify to implementing EBPs with autistic students in general education classrooms. To understand educators' perspectives and experiences, we conducted a qualitative study with 81 educators who serve elementary-aged autistic students in one state. In response to interview questions based on the Consolidated Framework for Implementation Research framework, educators reported on multiple factors, including the general education environment, access to resources, training in EBPs, and professional collaboration. Implications for practice, training, and research are discussed. Specifically, we address educators' need for increased training and the availability of educator resources.

Setting the stage for successful inclusion of students with autism spectrum disorder: Supports to generate and process mathematical language

AbstractStudents with autism spectrum disorder (ASD) are included in the general education classroom more often than ever before. Despite mathematical strengths and early success, these students experience poor outcomes (academic and employment) compared to their typically developing peers. The language of mathematics increases in complexity, use, and expectations as students age. To facilitate the development of mathematical proficiency for students with ASD, teachers can incorporate instructional strategies to support language processing and use in mathematics. This manuscript provides practical advice for teachers who want to support math language for students with ASD in the general education environment including (a) the importance of these supports, (b) specific recommendations, (c) visual and descriptive examples, and (d) additional resources.

Teaching Strategies to Cope High School Students with Special Needs in EFL Class

Abstract. This study was conducted to investigate how students with special needs in a private school learn an English subject as a foreign language and to explore the English teaching strategies that are utilized by teachers at the secondary level. This study collected quantitative data from 3 teachers at Panjura Private School, Malang. This study used a case study in which the data collected from the interview guide and classroom observation checklist as the instruments to know the technique, challenges, and how the teachers solve the problem that comes from the challenges. The findings revealed that the primary challenges faced by teachers in inclusive classrooms are related to instructional strategies and media. Moreover, this study stands out for its focus on English language education for students with special needs in public schools, addressing a gap in previous research. It provides new insights into inclusive educational practices in a broader context, emphasizing the importance of understanding diverse classroom dynamics and meeting the needs of students with special needs in a general educational environment. Keywords: Student with special needs, private school, English teaching strategies

How Inclusive Practice Increases the Educational Relevance of Individualized Education Programs.

Individuals with Disabilities Education Act guidelines for Individualized Education Programs (IEPs) require that students with disabilities should, to the fullest extent appropriate, receive services that promote academic achievement that are delivered within the general educational environment. In this clinical focus article, we will demonstrate how the inclusive practice service delivery model can assist speech-language pathologists (SLPs) with the development of educationally relevant IEPs. Twelve SLPs who saw at least 30% of their students in a general education context shared their perspectives on inclusive practice. Their responses were transcribed and coded using deductive qualitative analysis. Their insights were combined with relevant literature to demonstrate how inclusive practice promotes educationally relevant IEPs. We provided practical examples of using curriculum-based assessments and academic standards to gauge students' present levels of academic and functional performance. We next described how engaging with the school community and observing students in the educational environment assists with determining the effects of a student's disability on academic achievement and functional performance. We concluded by describing how an inclusive mindset helps to align services to meet students' needs. An inclusive framework can help create IEPs that promote students' access, engagement, and progress in age or grade-level curriculum, instruction, and environments by highlighting the impact of a disability on academic achievement and functional performance. https://doi.org/10.23641/asha.24354319.

Тенденции включения детей с РАС в систему общего образования: результаты Всероссийского мониторинга

<p style="text-align: justify;"><strong>Objectives. </strong>To ensure the accessibility of education, taking into account the specific features of autism spectrum disorders (ASD), a systematic approach to the creation of special conditions based on the analysis of objective indicators of the inclusion of children with ASD in the general education environment is necessary. The trends of inclusion of children with ASD in the general education system have been identified on the basis of the results of the All-Russia monitoring in 2022.</p> <p style="text-align: justify;"><strong>Methods. </strong>Monitoring included statistical data collection, processing and analysis. A structured statistical form with a list of the main criteria and conditions necessary for the organisation of education for children with ASD was developed for data collection. The data were provided by the executive authorities of 85 constituent entities of the Russian Federation that carry out state management in the sphere of education.</p> <p style="text-align: justify;"><strong>Results. </strong>The total number of students with ASD in 2022, as compared to 2021, increased by 17 per cent and totalled 45888 people. The share of children receiving education at different levels in the total number of children with ASD included in the education system is as follows: at the level of early help — 2.1 per cent; preschool education — 28 per cent; primary, basic and secondary general education — 68.5 per cent; secondary and higher vocational education — 1.5 per cent. In 56 constituent entities of the Russian Federation, 64 regional resource centres have been established to provide support for families raising children with ASD and to train specialists working with children and families.</p> <p style="text-align: justify;"><strong>Conclusions. </strong>The annual intensive growth of the number of children with ASD in the Russian education system testifies to the accessibility of education and causes high requirements to the system of education of students in educational organisations in accordance with the current legislation. The increase in the share of pupils with ASD receiving inclusive education and the decrease in the share of children studying individually at home indicates the expansion of opportunities for their inclusion in the general education system. In order to improve the quality of education for children with ASD, it is necessary to introduce into the work of educational organisations the Federal Adapted Educational Programmes for students with disabilities at all levels of education, as well as to train qualified personnel.</p>

Factors Influencing the Professional Development of Engineering Students Under the “Plan for Educating and Training Outstanding Engineers”

Purpose This study investigates the role of the engineering education environment created by the implementation of the “Plan for Educating and Training Outstanding Engineers” (PETOE) on the professional capability development of engineering students from the perspective of students’ experience. Design/Approach/Methods This study uses data from the National Engineering Student Survey and multiple regression analysis to explore the role of institutional resources and support, teaching reforms, and interpersonal interaction on the professional development of engineering students. Findings The opportunities for on-campus practical activities provided by the institution, content of the teachers’ teaching, teaching methods, comprehensive coursework assessment, and interpersonal interactions contributed to the development of students’ engineering competencies, with limited contributions from research-based teaching methods. Internship opportunities and international exchange environments were negatively associated with the development of engineering skills in an “unexpected” manner. Originality/Value Focusing on students’ experiences of engineering education reform, this study comprehensively evaluates the implementation of the reform measures adopted under PETOE. Furthermore, it assesses how corresponding changes in the general educational environment relate to students’ professional capability development. Thus, this study addresses an important research gap in educational reform—the lack of domestic empirical studies in China.

ПЕРСОНАЛИЗИРАНЕ НА ОБУЧЕНИЕТО ПО БЪЛГАРСКИ ЕЗИК И ЛИТЕРАТУРА ЗА УЧЕНИЦИТЕ В НАЧАЛЕН ЕТАП НА ОСНОВНОТО ОБРАЗОВАНИЕ

The modern person-oriented educational paradigm is associated with the need to master key competencies, education in values, development of abilities and talents, effective inclusion and educational integration. Achieving these goals requires expanding the possibilities for applying an individual approach to the needs of each student and for personalizing education for the development of personal potential. The conceptual basis of the analysis in the article is the model of personalized learning, which covers both ends of the personalized learning spectrum – personalization for the learner and personalization by the learner. The socio-psychological and normative prerequisites for personalization of education in Bulgaria are discussed, the essential features of personalized education and the difficulties of its implementation in the general educational environment are revealed. The focus of the article is on individualized (personalized for the student) training, for the implementation of which there is a normative regulation in Bulgaria and the practices for its provision are already sustainable. Some specifics in the personalization of Bulgarian language and literature training for students in grades I-IV have been brought out.

Assessment of General Education and Resource Teachers for the Work in the Paradigm of Inclusive Education

This article presents a study of 301 teachers, 151 general teachers and 150 resource teachers, focusing on how they evaluate their skills in identifying and working with children and students covered by the Inclusive Education Ordinance. Both common assessments and differences are outlined. The expectation to improve teachers' qualifications and skills in recognising the abilities of their pupils is confirmed. On the basis of the results, two main lines of practical work are outlined – support in identifying the abilities and skills of children and pupils and differentiation of the activities of the members of the pedagogical teams in the general education environment for the implementation of inclusive processes.

Implementation of the Inclusion Program in the Performing Arts Class at XYZ School in Jakarta

Every learner matters equally despite all learning needs, and to achieve this, the implementation of inclusion is important, especially in teaching and learning. Inclusion means providing opportunities for all students with unique learning needs to learn with other students in a general educational environment. Successful inclusive education acknowledges, comprehends, and addresses student variety and variances. This present study aimed to know the implementation of inclusion programs in the Performing Arts class at XYZ School. The study involved eight Arts teachers. The research used a research design to obtain data or information through teachers’ questionnaires and open-ended questions through interviews about inclusion programs, especially in Performing Arts education. The questions were designed in a Likert Scale format. The finding showed that most teachers understand the importance of inclusion programs in teaching and learning. The result showed that 2 (25 %) teachers strongly agreed and 6 (75%) teachers agreed that the inclusion program is important to be implemented in the school. Some strategies and challenges were also shared during the interview. Hence, to complete this challenging task, teachers, parents, and schools need to collaborate to achieve common objectives. Furthermore, facilities, professional development, training, and collaboration are essential to support inclusion. The study's findings, teachers, believe that inclusion programs are important, and to complete this challenging task, teachers, parents, and schools need to collaborate to achieve common objectives

ПСИХІЧНИЙ РОЗВИТОК ДІТЕЙ ІЗ ПОРУШЕННЯМ ОПОРНО-РУХОВОГО АПАРАТУ (ДЦП)

The article reveals with the problem of children with musculoskeletal disorders, which are characterized by disorders of the emotional and volitional sphere. From the point of view of scientists, the creation of a special system for preparing a child with psychophysical development disorders to study in an integrated educational space, where such a child is in a community of children with normal development, gives a child with disorders the opportunity to realize himself and adapt in a modern general education environment. In their actions, children with disabilities are guided mainly by the emotion of satisfaction, the desire of the given moment. The degree of impairment of motor functions does not determine the degree of impairment of emotional-volitional and other spheres of personality in such children. With cerebral palsy, we can talk about a special type of mental dysontogenesis - deficient development. Pronounced disproportionality and an uneven, disturbed pace of development, as well as qualitative originality in the formation of the psyche, are the main features of cognitive activity and the entire personality of a child with cerebral palsy. At the same time, severe movement disorders can be combined with delayed mental development, speech and sensory defects are observed. Children's cerebral palsy is characterized by the peculiarities of disorders of cognitive activity, motor, speech and neuropsychological spheres, while the degree of severity depends on the localization and severity of damage to the cerebral cortex. These features have a negative impact on the development of preschool children and the formation of personality as a whole. The main features of the mental development of children with musculoskeletal disorders are established, and the specific deviations in mental development characteristic of children with cerebral palsy are described. It was determined that the chronological maturation of the mental functions of children with cerebral palsy is sharply delayed, against this background, various forms of mental disorders, primarily cognitive activity, were found It was concluded that cerebral palsy is a complex disease of the central nervous system, and it leads not only to movement disorders, but also causes a delay or pathology of mental development, language deficiency, impaired hearing, vision, and so on. All this indicates a kind of disharmonious mental development of a child with cerebral palsy. A program of correction of the emotional and cognitive sphere for children with impaired musculoskeletal functions is proposed.

The Relationship‘ Emotional Identification – Individual Social Behavior’ in Hearing Impaired Children Integrated into a General Education Environment

The article focuses on the relationship between emotional identification and individual social behavior in children with hearing impairment who are integrated into a general educational environment. This suggests a study of the specific characteristics of emotional identification and strategies of individual social behavior in children with hearing impairment and their hearing peers. The study involved 32 children of preschool age (N=32, 5 – 7 years of age), educated in general kindergartens. The experimental group included 14 children (heterogeneous group according to auditory status), and the control group – 18 hearing children. The following methods were used: Emotional Faces and Individual Social Behavior. The results showed that the hearing children did better in terms of basic assessment of other people’s emotions than the children with hearing impairment. It was found that negative emotions were better identified by children with hearing experience compared to their deaf peers. Moreover, the hearing impaired children, compared to the control group, are more likely to seek a peers’ attention, follow them in their activities, join their play and express positive emotions towards them. The relationship between the characteristics of emotional identification and the categories of individual social behavior was confirmed. Differences were found in the structure of the relationship between the characteristics of emotional identification and the categories of social behavior in hearing impaired and hearing children.

QUALITATIVE STUDY OF FACTORS INFLUENCING THE IMPLEMENTATION OF SCHOOL COMMUNITY RELATIONSHIP AMONG SECONDARY SCHOOL STAFF AND PARENTS IN IBADAN, NIGERIA

<p><strong>Background:</strong> School-community relationship is the presence of an intelligent connection between teaching instructors, school administrators, the community where the school is situated and parents. The success or failure of the school system, involving the (principals, teachers, students and parents) depends to a large extent, on the general educational environment of the communities and their value system. There is a dearth of studies on parents’ involvement in schools in Nigeria. This study was a qualitative study that investigated the factors influencing the implementation of school-community relationships among school staff and parents in Ibadan Nigeria. <strong>Methods:</strong> In-depth interviews were conducted with 49 participants (28 school staff and 21 parents). A multi-stage sampling technique was adopted to select the respondents from five (5) government-funded (public) schools and (2) private schools. Consent was obtained for the use of audiotapes, which were transcribed verbatim with a thematic analysis of data. <strong>Results:</strong> The majority of the participants (67.8%) were female school staff between the ages of 25-60 years. Most of the parents were females (90.7%) between the ages of 25-46 years. The level of knowledge of both the school staff and parents about the school-community relationship was limited. Despite their limited knowledge, both the school staff and parents had a positive attitude toward the school-community relationship, and the schools involved the parents in the school activities. However, poor communication, type of parents’ job/schedule, poor parent-teacher relationship were factors influencing the implementation of school-community relationships in the schools. <strong>Conclusion:</strong> This study emphasizes the importance of advocacy and policy changes that will enable school staff to be more receptive to parents and surrounding communities and to foster behavioural changes in both parents and school staff. Additionally, health promotion and education programs focusing on the importance of school-community relationships should be implemented among school staff.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0555/a.php" alt="Hit counter" /></p>

САМООБРАЗОВАНИЕ ПЕДАГОГА ОБЩЕОБРАЗОВАТЕЛЬНОЙ ОРГАНИЗАЦИИ В УСЛОВИЯХ РАЗВИТИЯ ПРАВОВОЙ КОМПЕТЕНТНОСТИ

Introduction. The expanding legal relations in the general education environment along with the large scale updates of Russian legislation require an adequate and timely response from the entities involved in the preparation and development of pedagogical personnel. However, the legal training of teachers of general education organization starts lagging, which makes them use alternative ways of developing legal competence. The paper aims to determine the place of self-education in the development of legal competence of the teacher of general education organization. Materials and methods. The study is based on the comptency-focused approach, theoretical principles of self-education and continuous vocational education. Results. The specific features and resources of legal self-education for the teacher of general education organization are identified, and a professional self-education program, a modified technique by V. G. Maralov with the results of its testing are presented. Conclusion. The study has established that the creation of conditions for the development of the legal competence of the school teacher can affect their legal self-development ability. Keywords: teacher of a general education organization, development of legal competence, self-education

Expert-led research on the educational environment of a higher education institution: findings and analysis

The importance of the educational environment in personal growth, education, and building is realized via the analysis of scientific resources. One of the most crucial elements of such processes, according to some, is the educational environment. The terms "educational environment" and "educational environment of institution of higher education" are defined by the author. The writers promote the idea that the educational setting is a network of resources for individual education. The environmental approach to education, which aims to create and develop an educational environment that must fulfill a student's educational needs, is changing the emphasis on teaching, it is highlighted. The author's method of assessing the quality of the educational environment at a higher education institution is supported and approved, and the rating scale for this method is introduced. The method recommends doing a professional assessment of the learning environment of a higher education institution using qualitative (modality) and quantitative (professional breadth, professional saturation, sociocultural intensity, congruence, openness, mobility, informativeness) factors. A higher education institution's typology of the educational environment is offered (innovative-professional, formal-professional, pragmatically-oriented, formal general cultural educational environment). The analysis and explanation of the experiment's findings at Borys Grinchenko Kyiv University's University College are provided. Three expert groups, which included student, teacher, and parent representatives, evaluated the college's educational setting. Even while assessments made by several expert groups are comparable, it becomes clear that there are important disparities, which has been demonstrated with the help of the right statistical techniques. It has been concluded that there is tremendous potential for the validation of the entire monitoring system of the educational environment of institution of higher education and associated diagnostic instruments.

Where Are Students With Autism and Intellectual Disability Learning? Placement Trends in California

Abstract The variability in placement of students with autism and intellectual disability and lack of access to general education for these students suggests the need to identify factors associated with placement and then address the role of current policy. This article presents the results of a 5-year trend analysis of placement of students with autism and intellectual disability in California and the relationship between these trends in placement and district factors. Results suggest trends in increased access to general education environments for both groups of students and relationships between the probability of placement in general education settings and the percentage of students in the district who receive free or reduced-price meals. Implications for district and state leaders are discussed.

A Meta-Analytical Evaluation of the Effectiveness of Inclusive Practices on Learning Outcomes

In order to fulfill the principle of equality of educational opportunity, it is necessary to prioritize the education of individuals with special needs in the society and to provide special education services to these individuals. Inclusion is the practice of integrating individuals with special educational needs (IwSEN) with individuals with typically developing (IwTD) in the general education environment. In this study, it is aimed to synthesize recent research quantitatively in order to determine the effectiveness of inclusion practices on learning outcomes through meta-analysis. In this regard, pretest-posttest control group-based studies conducted between 2000-2019 both nationally and internationally were scanned from national and international databases in line with the inclusion criteria. This study was conducted under the guidelines of PRISMA declaration. As a result of the search process, 36 studies (14 PhD dissertations, 10 master's thesis, 11 articles and 1 conference paper) complying with the inclusion criteria and in which semi-experimental and experimental designs were applied and comparisons between the groups were made were selected out of 62 studies. The effect size, heterogeneity test, intermediate variable analyzes and publication bias analyzes of the studies were performed using the Comprehensive Meta- Analysis program (CMA 3.0). The findings were handled according to random effects model and interpreted according to Cohen's classification. The effectiveness of inclusion practices was found to be large effect size (g= 1.328). In addition, the effect sizes of the studies included in the study were calculated according to the variables of group level (teacher, student) and school level. In terms of the group level, the effectiveness of applications in both teachers and students group was found at “large effect size” level. In terms of the school level, while the “moderate effect size” was seen at higher education, all other groups had “large effect size”. Some insights can be obtained from the results of this study, which revealed that the effectiveness of inclusion practices is at a large effect level for students and teachers and moderate effect level for preservice teachers.

Storey, K. (2020) Case Studies for Inclusion in Education. Strategies and guidelines for educating students with disabilities in the general education environment. Springfield, IL: Charles C. Thomas.

Storey, K. (2020) Case Studies for Inclusion in Education. Strategies and guidelines for educating students with disabilities in the general education environment. Springfield, IL: Charles C. Thomas.

Storey, K. (2020) Case Studies for Inclusion in Education. Strategies and guidelines for educating students with disabilities in the general education environment. Springfield, IL: Charles C. Thomas.

Storey, K. (2020) Case Studies for Inclusion in Education. Strategies and guidelines for educating students with disabilities in the general education environment. Springfield, IL: Charles C. Thomas.

Українська модель впровадження інклюзивної освіти

The level of development of society, achievements in the establishment of the principles of humanism and democracy can be determined in relation to children with special needs. The article touches upon the problem of introducing an inclusive approach to learning in the educational environment. The inclusive model is an alternative to the boarding school system (special education) and provides for equal access to education for students with special educational needs, creates conditions in which they study in the general educational environment at the place of residence. In recent years, Ukraine has been actively developing inclusive education and creating common approaches to the education of children with special educational needs, according to which every child is covered by learning, adapted and successfully socialized in society.

Inclusive Education in Asia: Insights From Some Country Case Studies

AbstractAcross Asia, countries have signed the UNCRPD and to a greater or lesser extent are pursuing inclusive education (IE). In this article, we present case studies from Singapore, Indonesia, Philippines, and China analyzing them for common themes around the education of students intellectual and developmental disabilities (IDD), and noting commonalities, challenges, and emerging issues. While the definition of IE (being the philosophy, process and practice of welcoming, valuing and supporting all learners in general education environments) and the conceptual distinction between integration and segregation are clear in the UNCRPD and subsequent comments, the terminology used in some of the countries is inconsistent with these definitions. This makes interpretation of reports from government instrumentalities difficult. In some cases, misuse of terminology allows justification of practices that are contrary to the UNCRPD. Terminology differences coupled with challenges of finding data related to the education of children with IDD, if the data exist, make a regional analysis of progress towards IE complex. In our paper, we have drawn on previous reviews and reports to discuss common issues and make suggestions for ways forward. Our findings add to the few other reviews from Asia on IE and draw attention to the continuing need for improved access to any education at all for learners with IDD. Provision of IE is caught up in dilemmas in the region about teacher preparation and professional learning, and how to provide specialist support in inclusive settings. School structure decisions including staffing provision and class sizes affect the education outcomes of students with IDD. School leadership, with the fundamental role of translating policy into practice, is critical for the development of IE and must be aligned with system and country priorities. Collaboration across the region has the potential to share best practice and continue to improve the educational opportunities for learners with IDD.