Inclusive Classrooms Research Articles

A Conceptual Study on Effective Teaching Strategies for Inclusive Classrooms

Creating inclusive classrooms is a crucial aspect of modern education, aiming to provide equal learning opportunities for all students, including those with disabilities and diverse learning needs. The study reviews related literature to find effective teaching strategies for an inclusive classroom. To accommodate varied learning styles and capacities, the research strongly emphasizes differentiated training. Additionally, it discusses the Universal Design for Learning (UDL) framework, which offers a variety of interaction, representation, and expression options to improve teaching and learning initiatives. The integration of assistive technology is highlighted for its role in enabling students to access the curriculum and participate fully in classroom activities. Furthermore, as a strategy for fostering an active and encouraging learning environment in the classroom, Positive Behaviour Support (PBS) is covered. The study emphasizes how significant it is to foster an inclusive, cooperative, and respectful classroom environment. This research offers a guide for teachers who are dedicated to establishing inclusive classrooms that promote the achievement of all students through a blend of theoretical concepts and real-world experiences. Therefore, this conceptual paper analyzes the importance of selecting appropriate teaching strategies to create a practical inclusive classroom.

UNIVERSAL DESIGN FOR LEARNING (UDL) BASED INCLUSIVE CLASSROOMS: A SUSTAINABLE PATHWAY FOR CHILDREN WITH MILD INTELLECTUAL DISABILITIES

UDL is an outline designed to remove barriers to learning by foreseeing and addressing the varied needs of students. The principal goal of the study is to elucidate the implications of UDL as a sustainable pathway for children with mild intellectual disabilities CWMID to access inclusive classrooms. The existing status of education systems for CWMID necessitates changes in classroom environments to enhance accessibility. The UDL framework supports creating better systems to improve education for all learners in inclusive classrooms. It addresses the difficulties faced by children with mild intellectual disabilities CWMID in classrooms. It encourages teachers to develop multiple ways for students to access and engage with the learning environment, aiming for expected outcomes. The UDL framework helps teachers understand diverse learning strategies to be more inclusive, providing guidance and support to continue mastering knowledge and fostering holistic development for CWMID. This paper highlights the role of UDL in improving access for CWMID to inclusive classrooms and enhancing their academic performance. The UDL framework is frequently endorsed as an inclusive training strategy that integrates all students within modern classrooms. The authors discuss the importance of enhancing classroom learning strategies through UDL, creating a pathway for CWMID to access inclusive education.

‘Learning from what my Mentor Teachers were Doing in the Classroom to Include Diverse learners’: Experiences that Contribute to the Use of Inclusive Instruction in Pre-Service Teachers

ABSTRACT All learners benefit when schools foster an environment for teachers to enhance their teaching skills. Pre-service education programs are often where this important process begins. Using a Global Concept Mapping method, pre-service teachers across Canada were interviewed about the personal and professional experiences that contributed to their instructional practices within inclusive classrooms. Participants sorted 93 unique statements into categories. They were asked to rate on a scale of 1 (not at all important) to 6 (very important) how important each experience would be to their instructional practices. Mentoring relationship statements were rated significantly more important than the others. Practicum experiences and those within the course part of the education program were rated as equally important and more important than professional development. Their perceived least important experiences were those related to past jobs/positions and personal experiences with people identified with diverse learning needs. Understanding the specific experiences that influence pre-service teachers’ perspectives of their inclusive instructional practices will help teacher education programs connect to what motivates teachers’ early experiences in becoming inclusive educators.

School Well-Being in Secondary School Students and its Conditioning Factors: A Systematic Review

Thesis. This systematic review article argues that school well-being is closely linked to various factors, such as academic performance, interpersonal relationships, and self-concept. It posits that promoting school well-being can significantly enhance academic motivation, reduce absenteeism, and foster a more positive learning environment. Concept. School well-being is intricately linked to various factors including academic performance, interpersonal relationships, and self-concept. This study critically evaluates these factors, organising and assessing previous research to inform future studies and pedagogical strategies. Results and conclusion. The review reveals that school well-being is significantly connected to academic performance, quality of interpersonal relationships, and self-concept. Additionally, factors such as anxiety are identified as major contributors to student distress, impacting their overall school well-being and academic outcomes. The findings suggest that promoting school well-being can effectively enhance academic motivation, reduce absenteeism, and foster a more positive learning environment. Promoting school well-being emerges as a key strategy to optimise the educational experience and academic outcomes. The study highlights the importance of tailored pedagogical approaches that address individual differences and foster a supportive and inclusive classroom environment. Integrating socio-emotional learning and continuous monitoring of student well-being are recommended for sustainable educational success. Originality. This article provides a novel synthesis of existing research on school well-being, linking it to academic performance, interpersonal relationships, and self-concept. It offers practical pedagogical guidelines based on a comprehensive literature review, highlighting the importance of socio-emotional learning and continuous monitoring of student well-being to enhance educational outcomes.

FOSTERING INCLUSIVE TEACHING PRACTICES: THE CRUCIAL ROLE OF SOCIAL PHILOSOPHY IN DEVELOPING PROFESSIONAL IDENTITY

This article argues that social philosophy is key for teachers. It helps them create inclusive classrooms and develop a strong professional identity. By reflecting on social justice and cultural perspectives, teachers can refine their practices and make ethical decisions. This article also explores how social philosophy can prepare future teachers by examining how social factors shape their identity. Finally, it emphasizes the importance of a strong professional identity for teachers and highlights the role of social philosophy in teacher education programs.

Inclusion in the learning game: Applying considerations from cognitive neuroscience, educational psychology, and SLA to language learning activity and materials design

Considering the need for pedagogically effective learning activities and materials to support language learning, particularly within teacher-led instruction, it is curious that at present there is no overarching, research-based framework available to educators to draw from when designing and implementing such activities and materials. To address this gap, the authors of this paper have drawn from a host of relevant research pertaining to cognitive neuroscience, educational psychology, and second language acquisition to establish a framework for designing and implementing activities and learning materials capable of facilitating enhanced language learning outcomes within an inclusive classroom. Incorporating ten key considerations – attention and focus, desirable difficulty, depth of processing, deliberate practice, novelty and surprise, wakeful rest, visible learning, meaningful feedback, affective engagement, and strategic choice and use – this versatile framework not only provides teachers with necessary knowledge for designing language learning activities and materials in an engaging and efficacious manner but may also embolden them to do so.

A Ghanaian Approach to Disability Literature in Picture Books

In this study, we examined how Ghanaian picture books present disabilities. Using a content-analysis approach, the primary goal was to deduce how picture books serve to promote positive attitudes and inclusion of students with disabilities in schools in Ghana. Data included the text and visuals of seven picture books published in 2016 by Curriculum Research and Development Division of Ghana Education Services (now known as the National Council for Curriculum and Assessment), a branch of the Ghana Ministry of Education. The findings show that picture books provide an opportunity to address issues of stigma related to learning and physical disabilities, while explaining disability to non-disabled readers and disabled readers, who identify with stories about children who are like them. The process of reading stories to and with children can act as a cultural-awareness indicator. This study of children’s literature, and others like it, serve as an educational support for the inclusion of students with disabilities in inclusive classroom settings. Picture books can help to increase disability awareness in young people.

Investigating the Impact of Teacher Anxiety and Stereotypical Thinking on Spatial and Mathematical Education in Malaysia

This research is a case study of teacher anxiety and stereotypical beliefs' impact on spatial-mathematics education in Malaysia. It also examines how these variables are related to the quality of instruction, teacher retention, and student outcomes. In this study, 246 math and spatial education teachers and an average of seven students from 650 representative primary and secondary schools in Malaysia were included in the research. This uses both qualitative and quantitative methods. Results: It was concluded that when it comes to maths education, low teacher anxiety is considered very important on the level of effective teaching, and student-engaged Ness had a significant role in isolating gender differences. These results indicate a need to develop interventions to reduce teacher anxiety and gender stereotyping, elements that may contribute toward an inclusive classroom that supports learning. These actions are vital to the progress of student performance and the hunting of educational equity in Malaysia.

Readiness for inclusive education in Slovakia based on pre-primary teachers’ self-efficacy

ABSTRACT The issue of self-efficacy in pre-primary education has gained significant attention in Slovakia in recent years. This study investigated the perception of professional competence among female preschool teachers in Slovakia, focusing on their self-efficacy towards inclusive education. The study aimed to understand teacher’s self-efficacy as a key factor for successful inclusive education implementation in Slovakia. Using the modified Teacher Efficacy for Inclusive Practices scale, we found that Slovak teachers felt confident and possessed the necessary professional skills for working with children in inclusive classrooms. However, owing to the selective education system in Slovakia, they had limited opportunities to apply these skills in practice. The findings highlighted flaws in the perceived professional self-efficacy of pre-primary teachers, revealing areas of professional competencies where teachers lacked confidence. Notably, their lowest confidence was in designing learning tasks tailored to the individual needs of children, especially those with disabilities.

Using Student Narratives to Characterize Inclusive Pedagogy and Inclusive Classrooms in Higher Education

Using Student Narratives to Characterize Inclusive Pedagogy and Inclusive Classrooms in Higher Education

‘It didn’t feel like something extra we had to do; it was something we all looked forward to’ - how school-based professional learning communities can reimagine teacher professional learning for inclusive practice

ABSTRACT The development of inclusive education has become a policy priority across the world, yet the reality of enactment is inconsistent. While many barriers contribute to creating inclusive classrooms, effective teacher professional learning (PL) presents a significant challenge. Professional learning communities (PLCs) have been identified as potentially transformative models of PL but despite the growing research base on PLCs, there is limited research on their role in the context of inclusive education. We address this knowledge gap and build upon previous research that demonstrated the positive impact of a PLC on sustained PL for inclusive practice. Situated in the Republic of Ireland, PLCs for inclusive practice were developed in four schools, supported by a school-university partnership, comprising one academic and four teacher leaders. Focus group interviews with the PLC participants (n = 33) and observation of practice in two schools indicated teacher change. Of note, PLCs that transform PL for inclusive practice can be internally led when teachers are empowered through a school-university partnership. This paper strengthens the research on the potential of PLCs as transformative models of PL for inclusive practice and offers a framework that includes design principles for school-university partnerships to support the PLCs for inclusion across diverse school contexts.

Learning Dynamics and Adaptations of Learners with Special Educational Needs (LSENs) in English Language Teaching in Inclusive Classrooms

Learning Dynamics and Adaptations of Learners with Special Educational Needs (LSENs) in English Language Teaching in Inclusive Classrooms

Effects of cooperative learning modes on reading comprehension: general trends and comparative analysis between students with and without vision impairment

ABSTRACT It is essential to consider the impact of the cooperative learning (CL) mode when evaluating the effect of cooperative reading between students with and without vision impairment (VI) in inclusive classrooms. This research employs a within-subject two-factor experimental design to investigate the influence of the CL mode on the reading comprehension performance and cooperation level of students with and without VI, considering two text types. The independent variables are CL modes (positive interdependence <PI> vs. individual accountability <IA>) and text types (narrative vs. expository). Reading comprehension performance is the outcome-oriented variable, and cooperation level (including knowledge construction, social interaction, and content contribution) is the process-oriented variable. Findings reveal challenges for VI and sighted upper-grade elementary students in reaching higher levels of knowledge construction during cooperative reading tasks. The PI mode demonstrates higher levels of knowledge construction for narrative texts, while the IA mode shows superior content contribution for expository texts. Notably, VI students achieve lower reading comprehension scores than sighted students in the IA mode and face disadvantages in knowledge construction and content contribution across different reading comprehension scenarios. Building upon these findings, this study put forward suggestions to improve reading comprehension and cooperative participation for VI students.

Cultural historical research in support of inclusive classrooms:

Cultural historical research in support of inclusive classrooms:

Towards Inclusive Classrooms: Shaping South African Higher Education for Employability

Towards Inclusive Classrooms: Shaping South African Higher Education for Employability

The Application of Comic-Based Learning Media in Elementary School English Subject

This study aims to analyze the effect of comic-based learning media on learning motivation and English comprehension of grade 4 students at SDS Permata Bangsa. The background of this study is the students' low interest in learning English caused by lack of motivation and less interactive learning media. This study used a descriptive qualitative approach with data collection techniques through questionnaires and observation. The research subjects consisted of 12 grade 4 students with the duration of two learning sessions of 30 minutes each. The questionnaire was distributed at the end of session 2. The questionnaire consists of 9 likert scale statements followed by open-ended questions to provide reasons for each statement. The results showed that the use of comic media significantly improved students' motivation and English language skills. Students felt more motivated and enthusiastic in learning, and felt easier to understand the lessons. The comic incorporated two grammar: Simple Past Tense and Comparative along with vocabulary that focuses on names of animals. This study concludes that comic media can be an effective and interesting learning tool to increase students' motivation and understanding in learning English. Further research on the use of comics in inclusive classrooms are also indicated.

From beginners to achievers: unlocking the late bloomers academic journey

This study investigates late bloomers—individuals who achieve academic success after initial struggles—in terms of setbacks, coping mechanisms, and support systems. Late bloomers commonly face challenges in subjects like mathematics and English due to conceptual gaps and insufficient foundational skills. Personalized tutoring and targeted educational strategies are crucial interventions for addressing these hurdles and fostering academic growth. Coping mechanisms focus on intrinsic motivation and resilience, including setting clear goals, cultivating supportive peer networks, and drawing inspiration from personal passions like animal enthusiasm, promoting perseverance in overcoming academic obstacles. Support systems from teachers and peers are essential in late bloomers' journeys, providing not only academic guidance but also crucial emotional support that influences their overall well-being. Enhancing teacher training and advocating for inclusive classroom practices are recommended to strengthen these support systems. Methodologically, this study synthesizes qualitative interviews and literature reviews to highlight effective strategies for empowering late bloomers to succeed academically and personally, emphasizing the importance of tailored support and fostering a positive learning environment.

The Technological Past Informs the Present: A Conversation with Dr. Cynthia M. Okolo

Dr. Cindy Okolo is a professor emerita in the Department of Counseling, Educational Psychology, and Special Education at Michigan State University. Throughout her career, Dr. Okolo’s scholarship has focused on the academic and behavioral outcomes of students with disabilities through the implementation of technology in the classroom. Her work has involved the development and use of digital literacy tools, the development and implementation of virtual learning tools for teaching history and social studies, the exploration of universal design for learning (UDL), and the preparation of teachers to become technology leaders in education. Dr. Okolo’s research revolves around students with disabilities in middle school, particularly inclusive classrooms that include children and youth with and without disabilities.

Education policy intentions and principals’ and teachers’ conceptualizations of curriculum differentiation in Ethiopian secondary education

This study examined the intentions of education policy documents and the conceptualizations of secondary school principals and teachers regarding curriculum differentiation. Regular and special day schools were selected using purposive sampling based on their experiences with different types of curriculum differentiation. Two school principals and 17 subject teachers were selected using purposive and convenience samplings, respectively. The study analyzed national education policy documents (e.g., education and training policy and curriculum framework) and collected interview data from school principals and teachers. The two main national education policy documents conceptualize curriculum differentiation in terms of various tracks, like fields of study, streams, and school types. The other national document, the guideline for curriculum differentiation, emphasizes the differentiation of curriculum components—contents, instructional processes, assessment strategies, and learning environments—and highlights the importance of inclusive classrooms. Principals’ and teachers’ conceptualizations of curriculum differentiation vary across three levels: lacking awareness, holding divergent views, and aligning with policy intentions. The absence of a coherent policy guide and the lack of engagement of principals and teachers in reform ideas have contributed to these diverse conceptualizations. Additionally, the policy intentions seem inadequately addressed through curriculum differentiation practice by school types, such as regular, special day, and boarding schools, which do not correspond to variations in the types and levels of difficulty of the school subjects taught.

Green chemistry for all: three principles of Inclusive Green and Sustainable Chemistry Education

Abstract The three principles of Inclusive Green and Sustainable Chemistry Education (IGSCE) are presented to guide the reflection, design, and implementation of potentially inclusive materials and approaches. These principles refer to (i) embracing student-centered learning, (ii) promoting teaching in the five levels of representation in chemistry, and (iii) adapting the curriculum to empower students to apply their academic skills effectively to real-life situations through supportive teaching and social guidance. Educational elements conducive to potentially inclusive classrooms and their interconnections are identified and discussed. These include using the Triangular Bipyramid Metaphor (TBM) to facilitate academic inclusivity for individuals with and without disabilities, such as those who are deaf and blind. Further, the importance of ensuring that all students, regardless of their abilities, can fully participate in the educational experience is highlighted, aligning with Sustainable Development Goal 4 (SDG #4) to achieve inclusive education and lifelong learning opportunities. Green chemistry should be available to everyone, not just a few. It promotes sustainable development and deserves global recognition and support. The change agents targeted by these three principles of IGSCE include, but are not limited to, educators, researchers, teachers, and students in secondary and university education.