Inclusion In Curriculum Research Articles

Pengaruh Manajemen Kelas Inklusif terhadap Prestasi Belajar Siswa Sekolah Dasar

In the current educational context, the effectiveness of inclusive classroom management in improving student learning achievement in elementary schools has become an urgent topic for research. This study aims to analyze the influence of inclusive classroom management on student learning achievement, considering variables such as adaptive teaching strategies, support for the learning environment, and dynamics of student interaction. Using quantitative methods with a survey research design, this study involved a sample of 40 elementary school students from the city of Bima, selected through purposive sampling technique, considering the specific characteristics of the population studied. Data were collected using questionnaires and analyzed using descriptive statistics and linear regression tests to determine the impact of inclusive classroom management on learning achievement. The results show a significant positive effect of inclusive classroom management on student learning achievement, reaffirming the importance of adapting teaching strategies and creating a supportive learning environment in inclusive classrooms. This conclusion supports the argument that effective inclusive classroom management practices are essential for improving student learning outcomes. Based on these findings, this study recommends enhancing teacher capacity through continuous professional training in inclusive classroom management and the development of a more inclusive curriculum to support the learning success of all students.

Optimizing Transitions: Designing a Neurology Boot Camp for PGY-2 Residents Through an Inclusive and Milestone-driven Curriculum (S33.008)

Optimizing Transitions: Designing a Neurology Boot Camp for PGY-2 Residents Through an Inclusive and Milestone-driven Curriculum (S33.008)

What Science Can You Teach Without Language? A Conversation with Timothy Wangusa

This biographical dialogue with Timothy Wangusa explores the interface between indigenous culture, Christianity and education in Uganda, how this disrupted the indigenous cultural base and practice and continued to inform and impact lives and culture in Uganda. It interrogates the binary colonial–cultural contestation and disorientation of indigenous identities from an existential base rooted in the body, the spirit and the land. It acknowledges tensions of identity for the African writer as a product of multiple heritages and the challenge of emboldening it in contestation of manifold historical and structural peripherisations in education and national development policies and interventions. In response to the general national emphasis on science in education and development, Wangusa highlights, through his example, the function of language in education and the value of an inclusive curriculum. He decolonises the definitional scope of science to a more inclusive and relational application as a function of civilisation and education. The word, ‘language’, remains central as an enabler in the understanding and pursuit of development and human civilisation. This interview, conducted on 6 July 2022, was a commemoration of Professor Timothy Wangusa at 80 years and part of the Department of Literature’s activities during Makerere University Centennial celebrations, 2022.

Developing a Diverse, Equitable, and Inclusive Curriculum for Trainees

The importance of diversity in medical education has become increasingly clear with strong evidence showing its benefits in helping to reduce healthcare disparities and mortality, increase access to medical care, increase the number of clinicians practicing in medically underserved and rural communities, increased patient trust, improvement in patient-physician relationships, and better financial outcomes for health systems. As leaders in graduate medical education, the Teaching and Training Committee of the American Association for Geriatric Psychiatry (AAGP) proposed the creation and development of a curriculum that fosters an inclusive learning environment for our fellows, promotes open dialogue among everyone involved in the clinical process, and establishes anti-bias principles as integral parts of geriatric psychiatry education. The AAGP Diversity, Equity, and Inclusion (DEI) Curriculum Development subcommittee was established to carry out this task. Themes to be explored include ageism, racism and bias, social determinants of health, cultural humility, ethics of decision making in older adults, substance use, neurobiology of stress, the mental health of minoritized older adults, psychosocial and cultural aspects of aging, and laws that impact this population.This session details the process of establishing this important curricular thread as a template or framework that can be used in Geriatric Psychiatry training programs throughout the country and, in acknowledgement of the importance of the workforce that cares for older adults, ensures that it is practical and applicable to clinicians in non-academic settings. The panelists will highlight DEI curricular development in one fellowship program from the view of a trainee, the impact on recruiting a more representative workforce, and how to improve trainee and faculty engagement within and across programs.This presentation is sponsored by the Teaching and Training Committee.

Online learning and community engagement: Strategies for promoting inclusivity and collaboration in education

In recent years, the proliferation of online learning platforms has transformed the landscape of education, offering unprecedented opportunities for access and flexibility. However, as online learning continues to evolve, ensuring inclusivity and fostering collaboration within virtual communities remains a critical challenge. This review explores strategies aimed at promoting inclusivity and collaboration in online education settings. Firstly, it delves into the significance of creating a supportive online learning environment conducive to diversity. This involves implementing inclusive practices such as accessible course materials, accommodating diverse learning styles, and fostering a culture of respect and empathy among participants. Additionally, leveraging technology to facilitate real-time communication and interaction among learners from diverse backgrounds enhances inclusivity by breaking down geographical and cultural barriers. Secondly, the review examines the pivotal role of community engagement in fostering collaboration and mutual support among online learners. Establishing virtual communities where participants can engage in meaningful discussions, share resources, and collaborate on projects cultivates a sense of belonging and collective ownership of the learning process. Moreover, integrating collaborative learning activities such as group projects and peer reviews promotes active engagement and facilitates the exchange of diverse perspectives. Furthermore, the review highlights the importance of instructor involvement in fostering inclusive and collaborative online learning environments. Educators play a crucial role in designing inclusive curriculum, facilitating meaningful discussions, and providing constructive feedback that acknowledges diverse perspectives. Moreover, equipping instructors with training and resources to effectively manage online communities fosters a supportive learning environment conducive to collaboration and inclusivity. Promoting inclusivity and collaboration in online learning requires a multifaceted approach encompassing inclusive design, community engagement, and instructor support. By implementing these strategies, educators can create enriching online learning experiences that empower learners from diverse backgrounds to thrive and succeed.

Student nurse perceptions of family nursing practices in South Africa: A descriptive survey.

Family nursing practices (FNPs) are gaining momentum in global literature, but the available research has targeted qualified nursing professionals. There are limited studies exploring this phenomenon in undergraduate student nurses in South Africa. The study aimed at exploring the undergraduate student nurse perceptions of FNPs. The study was conducted at a selected university in KwaZulu-Natal, South Africa. A descriptive survey design was used to purposively select undergraduate nursing students. The Family Nursing Practice Scale (FNPS) was used to collect data online. Descriptive and inferential statistics were used to analyse quantitative data. Open ended questions were analysed using content analysis. Out of 154 participants, 77 responded to the questionnaire, translating to a response rate of 50%. Compared with other studies in literature, student nurses rated their overall FNP as being low (M = 3.43, s.d. = 0.99). A further descriptive analysis revealed better FNPs (2.97) for 3rd year compared to 2nd year (3.90) nursing students with significance differences in the means (p < 0.0001). While family conflict, maintaining confidentiality, ill prepared and absent family were challenges experienced in FNP, advantages included obtaining detailed information, ability to plan individualised care and enhanced student nurse-family relationship. A lower critical practice appraisal and lower perceptions of interaction and reciprocity in the nurse-family relationship were identified. There is need for an inclusive curriculum that promotes and advocates for family nursing within the undergraduate programme. This study highlights the importance of teaching family nursing to undergraduate student nurses.

Corrigendum to “School leaders leading curriculum inclusion: Re-culturing pedagogy, re-imagining the student experience”

Corrigendum to “School leaders leading curriculum inclusion: Re-culturing pedagogy, re-imagining the student experience”

Factors hindering the use of Braille for instruction and assessment of students with visual impairments: A systematic review

Students with visual impairments require Braille to support their reading and writing skills. The ability to read and write Braille is a fundamental skill that students need to master in the learning process. Therefore, it is necessary to know various barriers that can hinder Braille learning for students with visual impairments at different grade levels. We found 186 research articles after searching for keywords for factors hindering educational inclusion of students with visual impairments using Braille, Braille barriers, obstacles to the development of Braille in schools, and factors that hinder the use of Braille for instruction and assessment of students with visual impairments through online databases ERIC, EBSCOhost, PsycINFO, PubMed, Google Scholar, and Springer Link. In this systematic review, 12 relevant articles met the inclusion criteria set out of 186 initial search results by reviewing the abstract part of the selected articles. We assessed the quality of these 12 selected articles using a mixed-method appraisal technique and PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. This systematic review examined the barriers to learning Braille and its use in schools for instructing and assessing learners with visual impairments. This systematic review identified several obstacles that contribute to the spread and development of Braille in schools: (1) students who are blind or low vision who lack access, interest, and rely on voice; (2) school-related factors like a lack of inclusive curriculum, teachers’ lack of knowledge about Braille, and the scarcity of Braille printed resources; and (3) educational leadership–related factors: a lack of policy, a lack of Braille technologies, and insufficient research. Hence, educational experts, policymakers, and curriculum developers must consider the following factors while designing the curriculum and assessments for learners with visual impairments to ensure their inclusion in the least restrictive learning environment.

Applying an Evidence-Based Community Organizing Approach to Strengthen HIV Prevention for Cisgender Women in US South: Protocol for a Mixed Methods Study.

Most new HIV diagnoses among cisgender women in the United States occur in the South. HIV pre-exposure prophylaxis (PrEP), a cornerstone of the federal Ending the HIV Epidemic (EHE) initiative, remains underused by cisgender women who may benefit. Awareness and access to PrEP remain low among cisgender women. Moreover, improving PrEP reach among cisgender women requires effectively engaging communities in the development of appropriate and acceptable patient-centered PrEP care approaches to support uptake. In a community-clinic-academic collaboration, this protocol applies an evidence-based community organizing approach (COA) to increase PrEP awareness and reach among cisgender women in Atlanta. The aim of this study is to use and evaluate a COA for engaging community members across 4 Atlanta counties with high-priority EHE designation, to increase PrEP awareness, interest, and connection to PrEP care among cisgender women. The COA, consisting of 6 stages, will systematically develop the skills of community members to become leaders and advocates for HIV prevention inclusive of PrEP for cisgender women in their communities. We will use the evidence-based COA to develop and implement a PrEP-specific action plan to create broader community change by raising awareness and interest in PrEP, reducing stigma associated with HIV or PrEP, and connecting women to sexual health clinics providing PrEP services. In the first 4 stages, to prepare for and develop action plans, we will gather data from one-on-one interviews with up to 100 individuals across Atlanta to capture attitudes, motivations, and influences related to women's sexual health with a focus on HIV prevention and PrEP. Informed by the community interviews, we will revise a sexual health curriculum inclusive of PrEP and community-centered engagement. We will then recruit and train community action team members to develop action plans to implement the curriculum during community-located events. In the last 2 stages, we will implement and evaluate COA's effect on PrEP awareness, interest, HIV or PrEP stigma, and connection to PrEP care among cisgender women community members. This project was funded by the National Institutes of Health and approved by the Emory University institutional review board in July 2021. Data collection began in December 2021 and is ongoing. COA stage 1 of the study is complete with 70 participants enrolled. Community events commenced in November 2023, and data collection will be completed by November 2025. Stage 1 qualitative data analysis is complete with results to be published in 2024. Full study results are anticipated to be reported in 2026. Through a community-clinic-academic collaboration, this protocol proposes to mount a coordinated approach across diverse Atlanta counties to strengthen HIV prevention for cisgender women and to create a sustainable systems approach to move new sexual health innovations more quickly to cisgender women. DERR1-10.2196/56293.

On the reception and transformation of Russian literature in Azerbaijan in the post-Soviet period

In the article some issues of Russian literature reception and transformation in post-Soviet Azerbaijan are covered. The publication was prepared on the basis of observations made by the author while working on the second part of the “History of Russian Literature”, in his scientific and pedagogical activities, as well as the report at “The Golden Age of Russian Literature: the experience of reading” the educational-cultural forum, held in the capital of the Republic of Serbia – Belgrade on 28-29 June 2022. It is dedicated to the problems of reception and transformation of Russian classical literature in Azerbaijan in the post-Soviet period. The problem is considered in two aspects: 1) principles and difficulties of selecting samples of Russian classical literature for inclusion in curricula, textbooks and manuals for schools and universities of the republic, as well as for their translation and publication in Azerbaijan language; 2) reasons of increasing interest to study of Russian literature, necessity of deep studies of creativity of its individual representatives in Azerbaijan in postSoviet time.

PROMOTING DIGITAL LITERACY AND SOCIAL EQUITY IN EDUCATION: LESSONS FROM SUCCESSFUL INITIATIVES

Promoting digital literacy and social equity in education is a critical endeavor in our increasingly digital world. This review explores lessons gleaned from successful initiatives aimed at achieving this goal. Digital literacy encompasses the ability to effectively navigate, evaluate, and create digital content. It is a fundamental skill set for participation in modern society and the workforce. However, access to digital resources and education is unevenly distributed, exacerbating existing social inequalities. Successful initiatives in promoting digital literacy and social equity in education have demonstrated several key principles. Firstly, they prioritize equitable access to technology and internet connectivity, ensuring that all students have the necessary tools to engage in digital learning. Additionally, these initiatives recognize the importance of culturally relevant and inclusive curriculum that reflects the diverse backgrounds and experiences of students. By incorporating content that resonates with students' lives, they foster greater engagement and participation in digital learning activities. Furthermore, successful initiatives emphasize the development of critical thinking and digital citizenship skills. Students are taught how to responsibly navigate online spaces, critically evaluate information, and engage in respectful online discourse. These skills are essential for students to become informed and ethical participants in the digital world. Collaboration between educators, policymakers, and community stakeholders is another hallmark of successful initiatives. By working together, these stakeholders can leverage resources and expertise to create comprehensive strategies for promoting digital literacy and social equity in education. Successful initiatives in promoting digital literacy and social equity in education prioritize equitable access, culturally relevant curriculum, development of critical skills, and collaboration among stakeholders. By learning from these initiatives, educators and policymakers can work towards creating a more inclusive and equitable educational system in the digital age.&#x0D; Keywords: Education, Literacy, Digital, Social Equity, Initiatives, Review.

Decolonizing and diversifying the biosciences curriculum – a practical guide to getting started

To create inclusive bioscience learning environments, we need to challenge the dominance of white European perspectives within our discipline through diversification and decolonization of the curriculum. Bioscientists may be unsure how to start this process or may struggle to see how it is relevant within scientific disciplines. Here, we provide some practical suggestions of how to start with diversification and decolonization. We highlight a published culturally competent curriculum structure that may be of value and give multiple steps towards decolonization. These range from considering terminology, addressing gaps in our own knowledge to learning how to pronounce names from multiple cultures correctly and working in partnership with students and staff from diverse backgrounds. We also reflect on our own privileges, experiences and biases to illustrate the importance of self-awareness in this work. Decolonization and diversification may be uncomfortable and challenging, but our suggestions provide practical advice and support to bioscience educators wanting to create more inclusive curricula.

Multimodal Reading and Design: Preservice and Practicing Teachers’ Graphic Narratives for Students

Preservice and practicing teachers analyzed and then designed innovative graphic narratives to understand and model the format for curricular inclusion in young adolescents’ learning.

Walking the Walk: Ensuring Inclusive Curriculum at The University of Arizona Global Campus

Walking the Walk: Ensuring Inclusive Curriculum at The University of Arizona Global Campus

Included, but how? A critical investigation into elementary social studies standards about religion

ABSTRACT Teaching about religion in public schools is a complicated and nuanced topic. Though religious illiteracy has been named as a widespread concern throughout the United States, little research has been conducted that critically analyzes what teachers are asked to cover. Preservice teachers often confess they do not understand what they are and are not allowed to say about religion, and many teachers choose to ignore teaching about religion at all. In this study, I conducted a critical content analysis of elementary standards about religion included in the state social studies standards documents for all 50 states and the District of Columbia. Then, using critical religious pluralism theory, I investigated the standards based on the inclusion of religious groups in curriculum content, as well as the extent to which this inclusion demonstrates challenges related to inclusion in curricula. Finally, I critically interrogated the ideology of the standards and made suggestions for how teachers and teacher educators can advocate for the inclusion of religion in elementary social studies.

Creating transformational learning experiences for 21st century healthcare students through preclinical skills training at a South African university.

Creating an inclusive interprofessional teaching and learning community can enhance student engagement and ultimately develop essential graduate attributes (GA) (also known as generic, transferable, core, soft, work-ready or nontechnical skills). The early practical development of GA within a diverse space is essential in health profession education, as students experience the transition to clinical training as challenging. This paper describes the conceptualization and implementation of an inclusive interprofessional curriculum focused on GA development in the preclinical years. A phased multimethod research design was applied. Phase 1 focused on the conceptualization of a preclinical GA development curriculum through a consensus-seeking process among all staff in the School of Health and Rehabilitation Sciences (N = 36). Subsequently, in Phase 2, quantitative and qualitative data were gathered from participating first-year students (N = 135) as an early curricular implementation review. Descriptive statistical analyses for quantitative and thematic analyses for qualitative data were performed. During Phase 1, five themes were identified (Ethics, Professionalism, General principles for interventions, Organizations and institutions, Management) informing preclinical curriculum development. Forty-one first-year students (30%) participated in Phase 2. The majority of participants (87%) indicated that they had a positive learning experience during Phase 2. Students expressed that engagement was encouraged (83%) within a space of mutual respect (83%), with interprofessional groups assisting in building "a trusting environment and a supportive one". Students indicated they "liked that it [module] wasn't just about one topic", as it concretized that "there is more to being a healthcare professional that just treating people". GA development provides an invaluable opportunity for interprofessional engagement. Creating a diverse and inclusive curricular space through multimodal and interprofessional training, GA training was transformed to be more practical and future-focused, creating a positive learning experience. Future research should focus on the longer-term impact of this practical, preclinical GA development during the transition of these students into the clinical training space.

Development of Environmentally Conscious Islamic Religious Education Curriculum at Elementary, Secondary, and Tertiary Education Levels

The aim of this study is to identify and analyze environmentally conscious approaches that can be integrated into the Islamic Religious Education (PAI) curriculum at various levels of education, from elementary to tertiary education. This research also explores teaching strategies that can be used to introduce environmental concepts within the context of PAI. The research method employed is a literature review, involving the collection and analysis of relevant literature on environmental education, the PAI curriculum, and environmentally conscious approaches in religious education. The results of this research are expected to provide guidance for the development of a more inclusive PAI curriculum regarding environmental issues, as well as practical guidelines for PAI educators to integrate environmentally conscious aspects into their teaching. This research has the potential to make a positive contribution to sustainable religious education understanding and practices, promoting environmental awareness and social responsibility among students and university students. In conclusion, the integration of environmentally conscious perspectives into the PAI curriculum can be a crucial step in preparing the younger generation to face global environmental challenges in the future.

Nature’s Notes: Analyzing the Environmental Advocacy in the Deuda Songs of Nepal

Deuda songs, originating from the mid-and far-western regions of Nepal, represent a rich musical folk genre deeply rooted in the culture and lifestyle of the performing communities. This paper explores the Deuda songs as potential environment-oriented texts, aiming to unravel the environmental concerns and nature-centric devotion encapsulated within these melodies. By employing the lenses of cultural ecology and ecocritical perspective, this analysis sheds light on the intricate relationship between these folk songs and the natural world. Examining the Deuda songs reveals a profound emphasis on the co-existence and interdependence of human society and nature. The study finds that the lyrical content critiques anthropocentric activities and demonstrates a heightened ecological consciousness among the performers. These findings underscore the critical role played by the Deuda songs in fostering environmental awareness and their potential as powerful tools for environmental advocacy. Furthermore, this paper advocates for additional research to uncover the broader significance of the Deuda songs as integral components of the region’s cultural heritage. It also proposes their incorporation into educational and environmental policies to enhance ecological consciousness on a wider scale. Recognizing the educational potential of the Deuda songs, this study encourages their inclusion in curricula to promote a more comprehensive understanding of the intricate connection between culture, nature, and sustainable living. Overall, the exploration of the Deuda songs serves as a gateway to a deeper understanding of environmental concerns within the cultural fabric of the mid-and far-western regions of Nepal.

Gender and Development Integration in the Curriculum towards Inclusive Education

This study investigates how students' attitudes regarding gender roles, academic success in STEM disciplines, and involvement in gender-related activism are affected by the inclusion of gender in development courses. In order to provide a thorough understanding of the consequences of gender integration, the study uses a mixed-methods research design that draws on feminist theory, social learning theory, and critical pedagogy. While qualitative analysis focuses on students' participation in gender-related activity, quantitative analysis looks at changes in students' perceptions toward gender roles and academic success in STEM disciplines. The results demonstrate the beneficial effects of gender integration on students' perceptions of gender roles, with inclusive curricula challenging prevailing prejudices and enabling learners to adopt more equitable viewpoints. Students are shown to be motivated to participate in gender-related activities by gender integration. An inclusive curriculum encourages active engagement and helps to bring about social change through bringing attention to issues, advancing social justice, and giving students the tools they need to confront gender inequality. Overall, this study emphasizes how important it is to integrate gender perspectives into the classroom in order to establish welcoming and equal learning environments. The findings underscore the necessity to include gender-related concerns in educational policies and practices and add to the body of research on gender integration. Society may work toward gender equality and enable people to be change agents by adopting inclusive education.

The development of a recovery coaching training curriculum to facilitate linkage to and increase retention on medications for opioid use disorder.

Medication treatment for opioid use disorder (MOUD) decreases opioid overdose risk and is the standard of care for persons with opioid use disorder (OUD). Recovery coach (RC)-led programs and associated training curriculums to improve outcomes around MOUD are limited. We describe our comprehensive training curriculum including instruction and pedagogy for novel RC-led MOUD linkage and retention programs and report on its feasibility. The Kentucky HEALing (Helping to End Addiction Long-termSM) Communities Study (HCS) created the Linkage and Retention RC Programs with a local recovery community organization, Voices of Hope-Lexington. RCs worked to reduce participant barriers to entering or continuing MOUD, destigmatize and educate on MOUD and harm reduction (e.g., safe injection practices), increase recovery capital, and provide opioid overdose education with naloxone distribution (OEND). An extensive hybrid (in-person and online, both synchronous and asynchronous), inclusive learning-focused curriculum to support the programs (e.g., motivational interviewing sessions, role plays, MOUD competency assessment, etc.,) was created to ensure RCs developed the necessary skills and could demonstrate competency before deployment in the field. The curriculum, pedagogy, learning environment, and numbers of RCs trained and community venues receiving a trained RC are reported, along with interviews from three RCs about the training program experience. The curriculum provides approximately 150 h of training to RCs. From December 2020 to February 2023, 93 RCs and 16 supervisors completed the training program; two were unable to pass a final competency check. RCs were deployed at 45 agencies in eight Kentucky HCS counties. Most agencies (72%) sustained RC services after the study period ended through other funding sources. RCs interviewed reported that the training helped them better explain and dispel myths around MOUD. Our novel training and MOUD programs met a current unmet need for the RC workforce and for community agencies. We were able to train and deploy RCs successfully in these new programs aimed at saving lives through improving MOUD linkage and retention. This paper addresses a need to enhance the training requirements around MOUD for peer support specialists.