Implement Inclusive Education Research Articles

Teachers’ Capabilities in Implementing Inclusive Education: A South African Perspective

In this empirical paper, we discuss teachers’ capabilities in implementing inclusive education. The background to this paper is that teachers have challenges in implementing inclusive education in South African primary schools. The study is underpinned by critical emancipatory research (CER), which advocates for peace, hope, equality, freedom, and social justice. A transformative paradigm under a qualitative approach and participatory action research design was adopted to analyze the experiences of the stakeholders of the research school. This is a qualitative paper where interviews were used to collect data from 7 participants. The study found that teachers in primary schools are not well prepared to implement inclusive education. Considering the findings, the study argues that there is a need to ensure that teachers are well-prepared and supported for inclusive education through in-service training.

Are Teachers Adequately Prepared for Inclusive Classrooms in Cambodia? Knowledge and Experience for Inclusive Practices

This study examined Cambodian teachers’ knowledge and experience related to inclusive education and investigated differences in their knowledge and experience based on schools that implemented and did not implement inclusive education programmes. A survey was administered to 1,008 regular teachers from 236 primary schools of all 25 provinces and cities in Cambodia. Among the selected schools, 50% implemented inclusive education, while the other 50% did not. A four-part questionnaire was employed for data collection. Data analysis encompassed descriptive statistics, the Chi-Square analysis, and the independent sample t-tests. The study revealed that teachers had limited experience and knowledge in implementing inclusive practices. Teachers from schools with inclusive education programmes exhibited significantly higher levels of experience in inclusive education training ( = 0.21, p < 0.001), teaching students with disabilities ( = 0.21, p < 0.001), and collaborative efforts ( = 0.23, p < 0.001) than those from schools without such programmes. They also demonstrated significantly greater knowledge concerning policies, inclusive education (t = -8.29, p < 0.001), and disability (t = -3.12, p < 0.001) than their counterparts. The study provides various implications for improved policies and teacher training programmes to enhance teachers’ knowledge and experience for inclusive practices in Cambodia.

Knowledge Readiness of Head Teachers to Implement Inclusive Education Policies for Learners with Visual Impairments in Primary Schools of the North West Region of Cameroon

Purpose: This study investigated the Knowledge readiness of head teachers to implement inclusive education policies for learners with visual impairments in primary schools in the North West Region of Cameroon. Given that inclusion, equity and social justice are emerging trends in education, there is need for headteachers and teachers to be ready to change the quality of services they offer in school. The main purpose of this study was: to find out how ready head teachers are in terms of knowledge of inclusive education legislation and its effect on inclusive education practices for learners with visual impairments in primary schools.
 Materials and Methods: Methodology adopted was a mixed research approach, a sequential explanatory design was used in the study, both probability and non-probability sampling techniques were employed to sample a population of 374 teachers and head teachers from different primary schools in divisions of the North West Region of Cameroon. The research instruments were questionnaire and interview guide and the data was analysed using SPSS version 20, while qualitative data was analyzed thematically. Data were presented on tables and charts using frequencies, mean, standard deviation and levels of significance.
 Findings: Findings brought to light that, 56.7% of head teachers have knowledge on inclusive education legislation, 45% of teachers have knowledge on inclusive education legislation and knowledge on inclusive education legislation has a significant effect on inclusive education practices for learners with visual impairments in primary schools at the level of significance of 0.000.
 Implications to Theory, Practice and Policy: From these findings recommendations were made to the government for teacher training to be made inclusive and provide continuous professional development and capacity building for teacher, also financial and material supported should be provided for implementation of inclusive education as stated in the policies.

THE ATTITUDE OF ROMANIAN SCHOOL PRINCIPALS TOWARDS INCLUSIVE EDUCATION

Many countries face the challenge of inclusion to provide all children with an equitable education. Inclusive education involves a continuous process of meeting the needs of students by providing quality education for all. Research in the field of inclusive education showed the essential role the principal of a school has in developing educational practices and cultures favorable to school inclusion. Studies highlight that the attitude of school principals is related to the commitment of school teachers to implement inclusive education. In this direction, the aim of this paper was to investigate the attitudes of Romanian school principals towards inclusive education. The Multidimensional Attitudes Towards Inclusive Education Scale – MATIES was translated and distributed online, between September-October 2022. It measured the teachers’ attitudes on three dimensions: affective, cognitive, and behavioral. 1040 teaching staff, of which 115 were school principals from the entire country offered valid answers to the questionnaire. The research design was quantitative, non-experimental, correlational, and comparative. The results show that principals are willing to implement inclusive education. They have a more open attitude towards inclusive education compared to teachers, and this is not predicted by seniority in teaching but by experience of working with students with special needs.

The Shifting of Special Education Orthodoxy in Implementing Inclusive Education Policies in Indonesia

This study aims to portray the implementation of inclusive education policies organized by two different educational institutions for students with disabilities, namely Special School Angkasa Lambeyan and Primary School Bintang Poncol in Magetan Jawa Timur. A qualitative multiple case study was selected as the research method by involving school principals, support teachers, and student guardians as participants. Data were collected through unstructured interviews, observation, and analysis of policy documents implemented by the two schools. All data collected from the two cases were analyzed using an explanation technique and the credibility of the data was guaranteed through method triangulation techniques. The results of this study showed that the implementation of inclusive education policies in each school positively impacts the ability of students with disabilities to obtain an equal education. The readiness of those schools to implement inclusive education programs is also reflected in this study. Communication, interaction, and collaboration between local governments and educational institutions need to be improved to guarantee and realize accessibility for inclusive education.

SEKOLAH INKLUSI MENCIPTAKAN RUANG BAGI SEMUA BAKAT

This research aims to find out which schools implement inclusive education for their students. As a result of the research, although the school has not implemented a specific inclusive school, it accepts and provides opportunities for every student to acquire learning. From these objectives, the problem formulation for this research is related to the implementation of inclusive schools. In this study, the researcher made elementary schools located in the Bandung City area as a sample for data sources involving students in grades 1-6 as many as 838 students. This study uses direct observation, interview and documentation study methods as a form of data collection conducted in October-November 2023 at one of the public elementary schools in Bandung City. All students in the school get the same treatment whether they have special needs or not, this answers the formulation of the problem posed in this study.

Fostering Inclusivity in Education: Unleashing the Potential of Inclusive Education in India

Inclusive Education (IE) offers opportunity to provide accessible education for all, regardless of physical or mental disabilities. It underscores the idea that children with special needs should be seamlessly integrated into mainstream education system without discrimination. Challenges such as shortage of trained teachers, well-designed curriculum, resources, adequate infrastructure, awareness, positive attitude, effective strategies, and supportive policies hinder the expansion of IE in developing economies like India. The present need of the hour is, to prepare resilient, effective, and competent educators, who can successfully champion and implement IE. This article aims to investigate and spotlight the obstacles hindering the promotion of IE and also proposes ideas for developing strategies to make IE an integral part of the Indian Education System.

Readiness of Pre-Service Teachers to Implement Inclusive Education

Inclusive education should ensure the successful socialization of all children, regardless of their psychophysical development and condition. The purpose of the paper was to study the necessary professional and personal competencies of pre-service teachers of inclusive education, as well as to search for methods of forming necessary competencies among students at a university. In this study, we used several general theoretical methods of scientific cognition and information collection. In the course of the study, we examined concepts such as “inclusive education”, “pedagogical and psychological readiness”, “personal qualities”, etc. A set of methods were developed aiming to develop the necessary competencies for pre-service teachers of inclusive education. It was established that working in an inclusive classroom requires a teacher to have a wide range of personal characteristics, as well as pedagogical and psychological readiness to work with children that have different educational needs. The practical significance of the study is conditioned upon the fact that the developed set of methods is ready for use in the pedagogical activity. Thus, it would be effective in the process of formation of the necessary qualities and development of professional and personal readiness of inclusive education pre-service teachers.

Perception of Readiness for Implementing Inclusive Education among Primary School Subject Teachers: Implications for Teacher Education in Ethiopia

The objective of this study was to examine teachers’ perceptions of readiness for teaching in inclusive classrooms using a survey design. It also explored teachers’ views on factors that hinder them apply inclusive education. A questionnaire consisting of open and close-ended items was administered to collect data from participant eachers. The close-ended questions measured teachers’ perceptions of readiness and open-ended questions solicited information on factors that hinder teachers to implement inclusive education. Data collected from 80 sample teachers were analyzed. Findings indicated that teachers had lower levels of readiness for teaching in nclusive classrooms. While variables such as participants’ gender and grade level taught do not generate variations in teachers’ perceptions of readiness, teaching experience seemed to generate variations. It is revealed that the lack of short-term pieces of training and knowledge and skills teachers gained in teacher training programs which were insufficient and were not quite useful for teaching in inclusive classrooms were factors identified by teachers that affect inclusive education implementation. In general, teachers lack the readiness to teach in inclusive classrooms. So, to make inclusive education a success for students with special needs, it is high time to evisit the teacher education program in Ethiopia.

Evaluation of Educators’ Experiences and Practices of Inclusive Education in Primary Schools: A South African Perspective

This research evaluates educators’ experiences and practices of Inclusive Education in primary schools in South Africa. The educators who serve as role models, nevertheless, do not seem to truly grasp the idea of Inclusive Education. The study used a qualitative research approach based on the interpretative research paradigm to investigate educators' understanding, experiences, and practices of Inclusive Education. The fourteen participants, who included two school principals, two deputy principals, five teachers, and five members of the school-based support team, were chosen through a purposeful sampling process. Five primary schools in the Warmbaths region in Limpopo Province were used to select the participants. With each participant, semi-structured one-on-one interviews were conducted. Thematic analysis was done to examine and analyse the data. The findings showed the varying perspectives on Inclusive Education, including views based on children's rights, abilities and disabilities, and quality, equity, and fairness for all children. This is further shown by the lack of improvement in stakeholders’ ability to recognise learners who experienced barriers to learning. Educators lack adequate knowledge to implement Inclusive Education successfully. In addition, it was discovered that teaching an inclusive class was quite demanding on educators regarding planning, organising, and curriculum delivery. This study suggests that educators should use a combination of traditional teaching methods and digitally mediated learning to effectively meet the needs of all students, regardless of their learning abilities. Furthermore, educators should be provided with continuous professional development to empower them to meet the educational expectations of all learners.

The Policy of Supporting Students with Disabilities At Higher Education Institutions in Poland — The Example of the University of Wrocław University and Wrocław University of Technology

Abstract Students with disabilities are an important group in the academic community who should be provided with appropriate support by higher education institutions (HEIs) from the recruitment stage through education to participation in academic activities. The aim of this article is to analyse the support system for students with disabilities at universities in Poland, in the context of good practices model implementation, based on the examples of the University of Wrocław and Wrocław University of Technology. The paper uses formal-legal analysis, sources analysis and uses quantitative data for a comparative sake. The article answers the following research questions: 1. What are the legal regulations for supporting students with disabilities? 2. How do higher education institutions regulate support for students with disabilities? 3. How do higher education institutions in Poland implement inclusive education? 4. How and at what level do higher education institutions implement the good practice model? 5. Do students with disabilities receive the support they request? 6. Does the implementation of the model of good practices help to increase the accessibility of higher education institutions? As a result, an evaluation of the implementation of support at the University of Wrocław and Wrocław University of Technology was developed. Strengths and weaknesses of the support off ered were identified and the level of support for students with disabilities was assessed based on the model of good practices. In conclusion, both the University of Wrocław and the Wrocław University of Technology have implemented a model of good practice in supporting students with disabilities. However, there is a need to extend the range of forms of support and to intensify some of the forms of support implemented so far.

CHALLENGES OF IMPLEMENTING INCLUSIVE EDUCATION IN SOUTH AFRICA: A CASE STUDY IN BUFFALO CITY EDUCATION DISTRICT

Ponte Academic JournalDec 2022, Volume 78, Issue 12 CHALLENGES OF IMPLEMENTING INCLUSIVE EDUCATION IN SOUTH AFRICA: A CASE STUDY IN BUFFALO CITY EDUCATION DISTRICTAuthor(s): Grasia Chisango ,Lepheana J LepheanaJ. Ponte - Dec 2022 - Volume 78 - Issue 12 doi: 10.21506/j.ponte.2022.12.14 Abstract:The South African Constitution is built on the ideals of human dignity, the promotion of human rights and freedom, and the realization of equality. Thus, the South African education policy prioritised complete equity and that consequently led to the implementation of inclusive education. However, some teachers are failing to fulfil the needs of learners with learning impairments in regular classrooms. Therefore, the purpose of this study was to explore the barriers faced by primary school teachers in the implementation of inclusive education at a primary school in Buffalo City Education District in the Eastern Cape Province of South Africa. Qualitative data was collected through individual in-depth face-to-face interviews with seven primary school teachers. The participants teach Grade One to Seven learners. The collected data were analysed using the thematic approach. The findings of this study revealed that it was difficult for teachers to implement inclusive education. The challenges cited include employing under-qualified teachers, inadequate infrastructure and teaching and learning material. Participants proposed that the District Department of Basic Education should continuously train teachers and provide schools with teaching and learning material. Infrastructure that teachers suggested were information and communication technology, classrooms suitable for learners who are physically challenged and furniture. Download full text:Check if you have access through your login credentials or your institution Username Password

NEXUS BETWEEN ICT AND INCLUSIVE EDUCATION: CHALLENGES AND PROSPECTS

The importance of inclusive education in the development of a nation cannot be overstated. Developing countries face several roadblocks as they work to implement Inclusive Education (IE). The effective use of information and communication technologies (ICT) in developing countries will assist governments in achieving equitable education by assisting women, orphans, and children with disabilities in schools. Despite the importance and positive impact of Information Communication Technologies (ICT), previous research on ICT's use in inclusive education, particularly in developing countries, has been severely limited. By alluding to the concept of Universal Access to Education, this text examines the topic of school consideration. It focuses on ICTs' solid ability to keep a strategic distance from any form of separation among understudies. The paper also claims that educators play a critical role in maximizing the opportunities provided by emerging technology to aid the complete integration of all students into traditional educational frameworks. Educators should be aware of the ICT potentials, and they should have the option to secure the necessary information and operational abilities to choose and use these types of assets properly. For the current social orders, ICT and consideration provide a space of exceptional rational enthusiasm. At this time, teachers' attitudes toward ICT play a critical role in the complete adoption of Inclusive Education.

Knowledge and attitudes of schoolteachers in the Pacific Islands to childhood hearing loss and hearing services: A national survey protocol for Samoa.

Objectives:The Pacific Island region is estimated to have among the highest rates of childhood ear disease and hearing loss in the world. The adverse effects of childhood hearing loss include delayed speech/language development, learning difficulties, and reduced social-emotional well-being. Schoolteachers and early childhood educators are among the first professionals who may suspect hearing loss in their young students, and they are well-placed to initiate referrals to appropriate health services. Given the current efforts to implement Inclusive Education in the Pacific Islands, teachers are also uniquely positioned to positively influence, support, and advocate for a child with hearing loss in their classroom. There are no previous studies on this topic from the Pacific Island region.Methods:The study will use a national survey and convenience sampling design. Teachers attending the Annual Teachers Conference in Samoa will be invited to independently and anonymously completed a 23-item questionnaire on childhood hearing loss and hearing services. Questions are in English, with a Samoan translation provided. The participating teachers will be required to respond with “yes,” “no,” or “unsure,” and to mark their response on the questionnaire. The questions assess knowledge of biomedical etiology of hearing impairment, knowledge of the adverse impacts of hearing loss on childhood development, knowledge of hearing loss identification and intervention, and attitudes toward children with a hearing impairment.Results:Not applicable for a study protocol.Conclusion:We publish these protocols to facilitate similar studies in other low- and middle-income countries, and especially among our Pacific Island neighbors.

Influence of Chemistry Teachers’ Self-Efficacy on Inclusive Education in Secondary School Chemistry Classroom Teaching in Anambra State, Nigeria

This study investigated the influence of chemistry teachers’ self-efficacy on inclusive education in secondary school chemistry classroom teaching in Anambra state, Nigeria. Age and gender of the teachers were considered as being among factors that determine self-efficacy, hence were also investigated. Three research questions and two null hypotheses guided the study. Descriptive survey research design was adopted for this study. The entire population of chemistry teachers in the state which is made up of two hundred and sixty-five Chemistry teachers was used as the sample for the study. An instrument Teachers’ Efficacy to Implement Inclusive Education (TEIIE) was adopted from Kielblock (2018) and modified to suit the environment and cultural setting. Due to the modifications, the reliability of the instruments was re-established using Cronbach alpha and a coefficient of 0.79 was obtained. Means, Standard Deviation, Percentages, and One-way ANOVA were used to analyze and interpret data obtained. The result of the study revealed that gender has a significant influence on self-efficacy of teachers. Females had higher self-efficacy than males. Age was equally significant with the younger teachers having higher self-efficacy than the older teachers. The educational implications of the findings were discussed and based on the findings; some recommendations were made.

Environment-based approach to the management of an institution of inclusive education

The article focuses on the problems related to the management of an educational institution applying the environment-based approach under conditions of an inclusive education model. The purpose of the article is to characterise the environment-based approach as a basis for the implementation of inclusive education in establishments of general secondary education. To achieve the goals and objectives of the study, these theoretical and empirical methods were used (analysis, synthesis, generalisation and systematisation of the basic provisions for the implementation of the environment-based approach into the practice of management of educational institutions specialised in inclusive education; questionnaire method). It is emphasised that the application of the environment-based approach to the management of an institution of inclusive education involves the formation and development of an inclusive learning environment taking into account its structural components: spatial-objective, content-centred and methodological, communicative-organisational. Some problems in the practical implementation of the environment-based approach have been revealed: education managers encounter the primary problems that are related to the implementation of inclusive education into establishments of general secondary education; they concern the issues regarding the development and improvement of the main structural components of an inclusive learning environment. The importance of a step-by-step implementation of the environment-based approach to the management of an institution of inclusive education (the diagnosis and modelling of the environment, the production of educational results), which will help create an inclusive learning environment in which children with special educational needs will feel most comfortable. It is concluded that the environment-based approach represents the strategy of indirect management in education and considers the environment as a key means of solving management-related problems of transferring an educational institution into the mode of inclusive education functioning and developing teachers’ readiness to master and implement inclusive education.

INCLUSIVE EDUCATION PRACTICES IN ZIMBABWE TEACHERS’ COLLEGES

This study sought to establish the extent to which Inclusive Education was being implemented in teachers’ colleges in Zimbabwe. The interpretivism paradigm, qualitative methodology and multiple case studies guided this study. Homogenous purposeful sampling and snowballing techniques were adopted to draw up a sample of eight (8) key informants and seventeen (17) participants. Data were generated using the researcher as a primary instrument, face-to-face interviews, direct observation guide and document analysis guide. Thematic data analysis and NVivo Qualitative software analysis were used to present and analyse data. The major findings were that students with disabilities were enrolled in teachers’ colleges though there were no clear enrolment procedures differences. Further it was revealed that the curriculum in teachers’ colleges was rigid and did not cater for individual needs. The major conclusions were that inclusive practices in teachers’ colleges in Zimbabwe were marred with non-uniformity as evidenced by variations in the implementation process. Further, that study concluded that due to the rigid curriculum and shortage of resources in teachers’ colleges in Zimbabwe, students with disabilities were not adequately catered for thereby affecting inclusive practices. The study recommends that the Ministry of Higher and Tertiary Education, Science and Technology Development (MHTESTD) and University of Zimbabwe, Department of Teacher Education (DTE) should ensure that there was some standardisation in the way teachers’ colleges implement inclusive education in Zimbabwe. Further, the MHTESTD and the DTE should revise the curriculum so that it becomes flexible and meet the individual needs of learners. Article visualizations:

Primary School Principals’ Readiness and Qualification to Implement Inclusive Education in western Oromia: Ethiopia

The purpose of the study was to find out primary school principals’ readiness and qualification to implement inclusive education in western Oromia. Quantitative research design was followed. The sample of the study was 225 primary school principals. Data was collected from participants using questionnaire to answer. For the purpose of data, percentage, mean and standard divisions and independent t-test were used. The result indicated that, among the sample respondents 141 were responded to attend special needs education course in their pre-service training program. This group comprises 62.67% among the sample. To the contrary 84 (37.33%) didn’t take any course related to special need education during their pre-service training. Based on the result of the study recommendations were forwarded training and workshops should be organized for principals on general inclusive education techniques to improving overall quality of teaching.

Readiness to Implement Inclusive Education in Muhammadiyah Elementary Schools of Yogyakarta

This research aims to find out the readiness of Muhammadiyah elementary schools in implementing inclusive education in the schools. School readiness clearly marks the path for Muhammadiyah elementary schools in organizing inclusive education. Through a case study methodology with a purposive sampling technique, this research investigates the readiness of four Muhammadiyah elementary schools. The data were collected by an in-depth interview and observation and would be analyzed by thematic analysis method. This research provides worthy indicators of school readiness in executing inclusive education. This study indicates that two out of the four Muhammadiyah elementary schools observed, have not reached the required level of readiness to implement inclusive schools based on the indicators of the school readiness, whereas the other two schools are more prepared to fully run the inclusive education program. This study enhances elementary schools to implement inclusive education by meeting five required indicators: 1) Perception of school stakeholders; 2) Curriculum and teaching and learning activities; 3) Educational staffs; 4) Facilities, infrastructure, and funding; 5) Relationship between community and school. The implementation of inclusive education in elementary schools under the Muhammadiyah institution as one of the biggest Islamic organizations in Indonesia would build a positive perception for all teachers, students’ parents, and school communities.

STATE AND PUBLIC MECHANISMS FOR THE DEVELOPMENT OF INCLUSIVE EDUCATION IN UKRAINE (1990–2020)

The article analyzes the state-public mechanisms for the development of inclusive education in Ukraine for the period 1990-2020. In the 1990s, there was inertia on the part of state institutions in deciding to implement inclusive education. For a long time, Ukraine was limited to implementing only state programs («Children of Ukraine», «Long-term Program for the Advancement of Women, Family, Maternal and Child Welfare», «State National Program «Education» (Ukraine of the 21st Century)», etc.. In fact, in 2011 inclusive education was introduced in Ukrainian schools when the Cabinet of Ministers of Ukraine approved Decree No. 872 of August 15, 2011. Since then, the Ministry of Education and Science of Ukraine has been pursuing an active policy of developing inclusive education, publishing educational and methodological literature on the topic. The author of the article distinguishes three periods of the development of inclusive education in Ukraine during its independence. The first (1990-2001), when there is a slowdown, moderation of the state’s actions in introducing declarative changes in the country's legislation; considerable attention is paid to the implementation of state programs to support children. The second period (2001-2010) begins with the general project work of the All-Ukrainian Fund «Step by Step», the Ministry of Education and Science of Ukraine and the Institute of Special Education of the Academy of Pedagogical Sciences of Ukraine; it concludes with the approval of the «Concept for the Development of Inclusive Education». In terms of the development of an inclusive educational environment, the work of many public organizations and foundations on the formation of philosophy of inclusion and the formation of a social ground for the introduction of inclusive education was fruitful. The third period (2011-2020) is characterized by excessive attention of the state, various institutions, teachers, the public to the problems of inclusive education for people with special needs, as well as informing the population through the media about achievements in the field of inclusive education. The implementation of inclusive education in Ukraine is supported in close cooperation with the Ministry of Education and Science of Ukraine by the International Fund «Renaissance», «Open Society Foundation», All-Ukrainian Fund «Step by Step», «Inclusion Support Network. School for All», «Poroshenko Charity Foundation», etc. Joint initiatives are aimed at introducing inclusive education and creating a positive environment for the perception of inclusion of people with impaired psychophysical development.