Inclusion In Educational Settings Research Articles

Psychological Capital Promotion in Universities

Abstract Background The rise in student depression and anxiety highlights a crucial intersection between education and public health. Academic pressures intensify mental health issues, necessitating comprehensive strategies to address them. Objectives This study assessed the effectiveness of a Psychological Capital (PsyCap) intervention in enhancing university students’ PsyCap and reducing anxiety, aligning with broader public health education goals. Methods A randomized controlled trial was conducted, where students either received a PsyCap intervention or were placed on a wait-list. The intervention, based on Luthans et al.’s guidelines, was delivered online and included self-reflection, goal-setting, and resource assessment. Results Post-intervention, the PsyCap of students in the intervention group significantly increased (M = 1.098, SD = 0.24, CI [0.98, 1.21], t(17) = 19.72, p < .001). There was also a significant reduction in GAD scores (M = -0.24, SD = 0.46, CI [-0.47, -0.01], t(17) = -2.19, p = .043). No significant changes were observed in the control group. Conclusions Short-term PsyCap interventions can significantly improve students’ mental resilience and decrease anxiety, suggesting their integration into educational curricula. This study underlines the need for educational and public health sectors to collaborate in mitigating mental health issues among students, particularly in response to crises like COVID-19. Addressing the rising anxiety among students through brief, online PsyCap interventions shows promise. This approach not only enhances PsyCap but also lowers anxiety, advocating for their regular inclusion in educational settings to support student mental health. Key messages • Results from a controlled trial revealed increases in PsyCap and decreases in anxiety.Findings advocate integrating such interventions into educational curricula promoting student mental health. • Recent trends indicate a rise in anxiety among students, challenging both educational and public health. Addressing this, the study evaluated the impact of a brief online (PsyCap) intervention.

The politics of belonging in early childhood contexts: A comprehensive picture, critical factors and policy recommendations

This study aims to provide a comprehensive understanding of belonging in early educational institutions based on key findings developed within the international project Politics of belonging: promoting children’s inclusion in educational settings across border (85644). The research questions are: What are the main empirical and theoretical contributions to the understanding of belonging in early childhood institutions? and What kinds of critical factors regarding belonging can be identified? This study applies Yuval-Davies’ theory about the politics of belonging. The data consists of key findings from 28 publications from the aforementioned project. Theoretically, the project provides a novel perspective regarding processes related to belonging in early educational institutions. Such processes involve transgressing, defending and defining borders dictating who is inside or outside these communities. Empirically, the project contributes knowledge about how belonging is performed in practice. Belonging manifests as a joint enterprise involving children, educators, parents and policymakers; it is also multifaceted and powerladen. This study delineates critical elements of children’s belonging. On a micro level, these elements require specific forms of agency amongst children and specific forms of responsibility amongst educators, which exert consequences on a macro level. The discussion concludes with five recommendations regarding policy and practice.

Educational technology and the digital divide: A conceptual framework for technical literacy inclusion

This paper seeks to bridge the gap between digital haves and have-nots, fostering equitable access to educational opportunities in the digital age. To expand on the proposed framework for addressing the digital divide through technical literacy inclusion in educational settings, it's essential to delve deeper into the key components and strategies inherent in such an initiative. The framework aims to tackle the multifaceted challenges posed by the digital divide by promoting not only access to digital resources but also the development of essential digital literacy skills among all learners. It recognizes that equitable access to technology alone is insufficient without the ability to effectively navigate and utilize digital tools and resources. One crucial aspect of the framework involves ensuring universal access to digital infrastructure and resources. This includes initiatives to provide students from underserved communities with access to digital devices such as laptops, tablets, or smartphones, as well as reliable internet connectivity both at school and at home. Additionally, efforts may be made to establish community centers or digital hubs where individuals can access technology and receive support for their digital literacy needs. Moreover, the framework emphasizes the importance of integrating digital literacy education into the curriculum at all levels of education. This entails designing and implementing instructional programs that equip students with the skills and knowledge necessary to navigate digital platforms, critically evaluate online information, and leverage technology for learning and productivity. Teachers play a crucial role in delivering effective digital literacy instruction, and professional development opportunities should be provided to support educators in this endeavor. Furthermore, the framework recognizes the need for targeted interventions to address specific barriers to digital inclusion faced by marginalized populations.

Exploring the Role of Artificial Intelligence in Enhancing Equity and Inclusion in Education

The purpose of this study was to assess the impact of Artificial Intelligence (AI) on education. Premised on a narrative and framework for assessing AI identified from a preliminary analysis, the scope of the study was limited to the application and effects of AI in administration, instruction, and learning. Artificial Intelligence (AI) has emerged as a transformative force in education, promising to revolutionize traditional teaching and learning methods. One critical aspect of this transformation is AI's potential to enhance equity and inclusion in educational settings. This paper explores the current state, challenges, and opportunities regarding AI's role in promoting equity and inclusion in education. The historical evolution of AI in education is examined, tracing its roots from early intelligent tutoring systems to contemporary adaptive learning platforms and virtual tutoring systems. Advances in machine learning, natural language processing, and data analytics have expanded AI's capabilities, enabling personalized learning experiences tailored to individual student needs. However, the widespread implementation of AI in education faces several challenges, including concerns about data privacy, algorithmic bias, and the digital divide. It is crucial to address these challenges through responsible and ethical AI deployment, ensuring that AI interventions prioritize equity, inclusivity, and transparency. Further research is needed to explore the effectiveness of AI interventions in different educational contexts and to develop strategies for mitigating potential risks and maximizing benefits. By leveraging AI technologies thoughtfully and ethically, educators and policymakers can work towards building a more equitable and inclusive education system that empowers all learners to reach their full potential.

THE INVESTIGATION OF BEST PRACTICES ON SYMBOLIC MATHEMATICAL COMMUNICATION: A COMPARATIVE STUDY IN JAPAN, LAO PDR, AND THAILAND

Purpose – This comparative study sought to identify best practices concerning symbolic mathematical communication between primary school teachers and students in Japanese, Laotian, and Thai classrooms. Method – The target groups were 18 teachers and 671 students in Grade 1 to Grade 6 mathematics classrooms in Japan, Lao PDR, and Thailand. A total of 18 classrooms were inspected, one from each grade; thus, the unit of analysis was a classroom. Research instruments included a video recorder, a camera, and field notes. The data was gathered by videotaping, photographing, and taking notes. A descriptive analytics method was used to examine the data, following Pirie's mathematical communication framework (Pirie, 1998). Findings – Based on cultural norms and educational approaches in each country, the country-specific practices of symbolic communication were found to differ significantly among the mathematics teachers from the three countries. Owing to the education system in Japan placing a strong emphasis on discipline and respect, their teachers were found to focus on students’ symbolic explanations, particularly allowing students to elaborate on the meaning of complex mathematical ideas and concepts using symbolic communication. Laotian teachers tended to explain the answers using symbolic mathematical communication. This is because the country-specific practices in the Laotian local context concerning mathematical concepts are contextualized to relate to students’ daily lives and experiences, making abstract symbols more meaningful. Finally, Thai teachers were found to focus on the students’ answers rather than the learning process or operations. This suggests that Thai teachers often focus on memorising and repeating of mathematical procedures and formulas. Significance – The study findings offer a substantial understanding of the role of culture in education by investigating symbolic communication in mathematics classrooms in Japan, Laos, and Thailand. This implies the potential to improve teaching practices,enhance student learning experiences, and promote cultural sensitivity and inclusion in educational settings.

Social inclusion through synergy of kindness, forgiveness, and peaceableness: A conceptual proposition

ABSTRACT The article draws on the inclusion literature and the research related to human values to develop a conceptual model addressing conditions under which social inclusion in educational settings is likely to flourish. By synthesising the fields of inquiry concerned with research on kindness, forgiveness, and peaceableness, the article suggests these core human values are synergistically interlinked in a way that encourages social inclusion in the school environment. Arguments are developed through descriptive investigation, theoretical examination, and analytic-synthetic judgment. By explicitly bringing into focus a theorised link between the three core human values and social inclusion, the study informs a wide range of stakeholders including policymakers, school administrators, teachers, and parents.

Caregivers’ Perspectives on Service Provision in Augmentative and Alternative Communication: A Systematic Literature Review

Alternative and augmentative communication (AAC) services are essential to improving communication skills in children with complex communication needs (CCN). Communication through whatever means necessary is essential for one to relate to the world and the people in it. By providing children with complex communication needs with alternative and augmentative communication services, they can communicate with caregivers, friends, and the public. Caregivers are key stakeholders in the process. As a result, a systematic literature review was conducted from 1985 to 2022 to determine caregivers’ perspectives on AAC service provision and if there were differences during assessment or identification process (pre-service), during the implementation of services (during), and during the follow-up (post-service). A total of seven studies met the inclusion criteria. Studies were thematically coded into seven overarching themes based on the findings from each included study. Results are discussed based on the timing of the service provision. Implications and future practical and research directions are outlined. This literature review found that caregivers acknowledged challenges getting involved in the initial AAC process, finding an appropriate focus for their child’s AAC interventions, promoting access and inclusion in educational settings and the community, overcoming barriers inhibiting service provision, and collaborating with service providers. These findings are particularly important for children with CCN because, to engage in the world effectively and appropriately, children and caregivers need to be equipped with all possible tools to successfully communicate. Keywords: alternative and augmentative communication, AAC, complex communication needs, CCN, caregiver, families, and perspectives.

Evidence for Implementing Tiered Approaches in School-Based Occupational Therapy in Elementary Schools: A Scoping Review.

Internationally, it is suggested that school-based occupational therapy (SBOT) has an important role in supporting inclusion in educational settings. In SBOT, multitiered service delivery models are identified as a way forward to maximize school inclusion. Therefore, identifying evidence for the implementation of tiered interventions in SBOT is vital. To identify and map evidence in the occupational therapy literature relating to SBOT interventions delivered in elementary schools for all children, for those at risk, and for those with identified diagnoses. Peer-reviewed literature published in 14 occupational therapy journals between 1990 and 2020, indexed in the EBSCOhost database. Included studies were those within the scope of SBOT that reported on school occupations and focused on elementary school-age children (excluding kindergarteners or preschoolers). Forty studies met the criteria. Individual-tier intervention studies (n = 22) primarily reported direct interventions with children at risk or with identified diagnoses (Tier 2 or Tier 3), focusing mostly on remedial approaches. None adopted a whole-school approach. Despite handwriting and self-regulation being dominant areas of concern, these studies were not explicitly related to inclusion outcomes. Evidence for implementing multitiered models primarily used indirect, collaborative consultation, embedded in the school context (n = 18). These studies identified positive school staff and child outcomes when collaboration was timely, consistent, and authentic. More rigorous individual-tier intervention studies are required to inform the design and implementation of multitiered interventions in SBOT and to support participation and inclusion in schools. What This Article Adds: This scoping review provides evidence to support occupational therapists' professional reasoning in developing evidence-based, contextual, educationally relevant multitiered models of intervention in SBOT.

How social policies shape the health and well-being of sexual- and gender-minority youth: Pathways of influence, social side effects and implications for life course trajectories

Recent research has documented the harmful health consequences of structural-level stigma that targets sexual and gender minority (SGM) individuals. In the case of sexual and gender minority youth (SGMY), life trajectories are shaped not only by targeted, SGM-focused policies, but also by social policies more broadly which may have unique impacts on SGMY given their social position. However, little work has explored the pathways that connect both targeted and universal social policies and the health and well-being of SGMY. In this study, we conducted 68 qualitative interviews with SGMY in New York City (n = 30) and community stakeholders across the US (n = 38) and used the constant comparative method to identify the pathways through which social policies affect SGMY health and well-being. We propose three pathways that are shaped by specific inter-related social policies in ways that contribute to health inequities among SGMY: 1) access to social inclusion in educational settings; 2) housing-related regulations and subsequent (in)stability; and 3) access to material resources through labor market participation. We also highlight ways that SGMY, and organizations that support them, engage in agency and resistance to promote inclusion and wellbeing. Drawing on ecosocial theory, we demonstrate how policies work across multiple domains and levels to influence cycles of vulnerability and risk for SGMY. We close by discussing the implications of our findings for future research and policy.

ASSESSING THE EFFICIENCY OF VERTICAL MOVEMENTS IN ACADEMIC BUILDINGS IN CALEB UNIVERSITY IMOTA LAGOS: A CRITICAL APPRAISAL

Vertical circulation is a key factor in optimizing the design of any multi story building and the key to a successful functioning of the building design. For a multistory building, the placement of the stairs, escalators, and elevators frequently determines the floor design, further aiding in the building's optimization. The methodology for this research is the qualitative one using the observation and site survey of the selected buildings in the school. In order to accommodate the expanding student population and ensure that students with special needs may participate in the educational system, school designs must be developed from outward horizontal layouts to upward vertical structures. As a result, this study looked at the efficiency of vertical accessibility components in multi-story buildings at Caleb University, Imota Lagos, Nigeria in order to identify areas for improvement and contribute to ways of promoting social inclusion in educational settings. A digital camera and a study-developed observation guide were used. It is recommended that the management of Caleb University will respond positively by creating a more conducive vertical movements and ramps where necessary as pointed out by this research. Researchers, students, educators, policymakers, and building design professionals will find this study beneficial in resolving concerns related to universal design of the academic built environment, particularly in terms of ensuring adequate vertical movement elements in high-rise public buildings.

Robotics and inclusion of students with disabilities in special education

The concept of inclusion and inclusive education for children and adolescents with disabilities has been a topic of research for many countries over the last decades. Among the different methods and practices that have been implemented for interventions, the use of novel technologies and especially educational robotics has been proven to be a valuable tool. In this study, the authors attempted to define and examine those skills that are acquired through robotic interventions, and also the way they are associated with successful inclusion. The areas of social, cognitive, and functional skills of children and adolescents with disabilities were examined and their enhancement through robotics was assessed. For the purposes of this review, the authors searched Research Gate, Google Scholar, Scopus, PubMed, and Science Direct and identified relevant research papers. After the application of eligibility criteria, 12 research papers were considered suitable for analysis. The analysis of results indicates that most children and adolescents with disabilities that participated in interventions with robots managed to develop their social, cognitive, and functional skills and in some cases, their inclusion in educational settings was facilitated. The findings of this review support the need for implementation of these newly introduced practices and also some implications are discussed.

How to Promote Diversity and Inclusion in Educational Settings: Behavior Change, Climate Surveys, and Effective Pro-Diversity Initiatives

We review recent developments in the literature on diversity and inclusion in higher education settings. Diversity interventions increasingly focus on changing behaviors rather than mental constructs such as bias or attitudes. Additionally, there is now a greater emphasis on the evaluation of initiatives aimed at creating an inclusive climate. When trying to design an intervention to change behavior, it is advised to focus on a segment of the population (the “target audience”), to try to get people to adopt a small number of specific new behaviors (the “target behaviors”), and to address in the intervention the factors that affect the likelihood that members of the target audience will engage in the new target behaviors (the “barriers and benefits”). We report our recent work developing a climate survey that allows researchers and practitioners to identify these elements in a particular department or college. We then describe recent inclusion initiatives that have been shown to be effective in rigorous empirical studies. Taken together this paper shows that by implementing techniques based on research in the behavioral sciences it is possible to increase the sense of belonging, the success, and the graduation rate of minority students in STEM.

Promoting Diversity and Belonging: Preschool Staff’s Perspective on Inclusive Factors in the Swedish Preschool

This article reports the Swedish results and experiences from the survey study “Educators’ perspectives of belonging in early years education,” which was part of the research project “Politics of belonging: Promoting children’s inclusion in educational settings across borders”. The purpose of the survey study was to gain knowledge about the preschool staff’s perspective on factors and pedagogical approaches that promote diversity and belonging. The research questions and study instruments were co-produced by researchers from Finland, Iceland, Norway, the Netherlands and Sweden. This Swedish part reports the answers from 180 respondents/staff from preschools. The experiences and the way the results are analysed and discussed are entirely from the investigation conducted in Sweden. The results show that the staff’s work environment, values and working methods are important for an inclusive programme. Preschool children are a source of strength for building a sense of belonging for all children, and increased confidence in their ability provides better conditions for creating an inclusive preschool; that is, giving children more influence and trust promotes the sense of belonging. In addition to these results, the survey has provided important methodological experience and initiated a discussion on how the contact between academia and preschool programmes can be improved.

Policy Analysis of Equity, Diversity and Inclusion Strategies in Canadian Universities – How Far Have We Come?

Institutional efforts to address equity, diversity and inclusion in educational settings have been often met with overwhelmingly critical accounts pointing towards well-intentioned attempts that have reinforced exclusion and inequity. A new wave of recent developments among Canadian research-intensive universities (U15) is providing a slightly different account of universities’ involvement in addressing the needs of equity-seeking students. This paper presents data collected through policy analysis of 50 strategic documents from 15 Canadian universities from 2011-2018. The findings suggest that equity, diversity and inclusion activities have become a policy priority attached to a variety of institutional action plans and performance reports. As a result, there has been an increase in institutional strategic activities including institutional political commitment (e.g. new equity offices, new senior administration positions, mandatory training), student and faculty recruitment with programmatic and research supports (e.g. diversity admission policies, scholarships, access programs, curriculum changes), accompanied by broader efforts to create supportive institutional climates (e.g. student advisors, awards, celebrations). Inconsistencies emerged amongst how equity is defined in policy documents, resulting in either redistributive or inclusive practices in equity, diversity, and inclusion initiatives.

Policy Analysis of Equity, Diversity and Inclusion Strategies in Canadian Universities – How Far Have We Come?

Institutional efforts to address equity, diversity and inclusion in educational settings have been often met with overwhelmingly critical accounts pointing towards well-intentioned attempts that have reinforced exclusion and inequity. A new wave of recent developments among Canadian research-intensive universities (U15) is providing a slightly different account of universities’ involvement in addressing the needs of equity-seeking students. This paper presents data collected through policy analysis of 50 strategic documents from 15 Canadian universities from 2011-2018. The findings suggest that equity, diversity and inclusion activities have become a policy priority attached to a variety of institutional action plans and performance reports. As a result, there has been an increase in institutional strategic activities including institutional political commitment (e.g. new equity offices, new senior administration positions, mandatory training), student and faculty recruitment with programmatic and research supports (e.g. diversity admission policies, scholarships, access programs, curriculum changes), accompanied by broader efforts to create supportive institutional climates (e.g. student advisors, awards, celebrations). Inconsistencies emerged amongst how equity is defined in policy documents, resulting in either redistributive or inclusive practices in equity, diversity, and inclusion initiatives.

Promoting Social Inclusion in Educational Settings: Challenges and Opportunities

The goal of this article is to provide a critical analysis of barriers to social inclusion and integration in schools and propose inclusive educational practices that help connect and unite diverse students. Diversity is defined broadly to refer to a range of differences (i.e., overall heterogeneity) across students. We review theoretical frameworks that help explain group dynamics and contextual conditions that contribute to exclusion (i.e., peer victimization, rejection, friendlessness) of students based on ethnicity, sexual orientation, body weight, and so on. We argue that to be able to facilitate inclusion (acceptance by peers, cross-group friendships), educators and school administrators need to be aware of group and interpersonal dynamics. They must also comprehend how some common school practices highlight differences and segregate students in ways that further promote divisions and reinforce negative stereotypes. We propose proactive school-based practices as “built-in” preventions to increase social inclusion. Also, relevant intervention approaches are reviewed. To conclude, we discuss teacher education and professional development and make recommendations for future research.

Early Childhood Inclusion in Taiwan

In accordance with the Special Education Act that indicates that young children with special needs must have individualized educational plans and receive education with their typically developing peers in the general education setting, Taiwan implemented an experimental preschool inclusion program in 1989. Subsequently, during the 1990s, there was an emphasis on the importance of early intervention for children with special needs from birth to 6 years of age. The use of the International Classification of Functioning, Disability, and Health (ICF) and its Children and Youth version (ICF-CY) has also influenced views on early childhood inclusion in educational settings. This article describes the relevant legislation, current early childhood inclusion practices in different forms, relevant research, challenges, and future directions of early childhood inclusion at the governmental, community, institutional, and individual levels in Taiwan.

Early Childhood Inclusion in Croatia

This article explains early childhood inclusion in Croatia from its beginnings up to challenges in current policy and practice. The first preschool education for children with disabilities dates back to the 1980s and was provided in special institutions. In the last 10 years, mainstream kindergartens have been enrolling children with disabilities but unevenly in different Croatian regions and also with a different quality of support. The lower economic potential of the rural and smaller local communities adversely influence the possibility of organizing support for children with disabilities in general, especially in an inclusive setting. The great challenge in analyzing the quality of early childhood inclusion in educational settings is the lack of reliable sources of data and evaluation research. Main challenges in early childhood inclusion and future directions are discussed.

Early Childhood Inclusion in Spain

This article describes early childhood inclusion in educational settings in Spain. First, we address the legislative framework of preschool education in Spain and offer a brief analysis of some relevant issues, including the current situation of early childhood education and inclusion at this stage. Second, current policies and practices relating to the inclusion of students with special needs in early childhood education are analyzed. Issues such as staff characteristics and training, the ratio of children with special needs to children without special needs, forms of schooling, curriculum, and available supports are covered. Third, we present a brief summary of the evaluation and research on early childhood inclusion. Despite the limited availability of data, we present some results from a recent study that includes aspects such as the facilitators and barriers to inclusion, development of the student, participation and acceptance, and the ongoing process of inclusion. Finally, the main challenges that we face in our country and the next steps regarding the learning and development of students, participation of families, teacher training, working conditions, and future research are addressed.

Using concept maps to elicit and study student teachers’ perceptions about inclusive education: a Tanzanian experience

In this study, concept map activities were used to trigger group discussions about inclusive education, with a focus on learners with disabilities. The participants were 226 Tanzanian student teachers. This article reports and discusses how the maps were analysed and what they indicate about the students’ thinking about certain aspects of inclusive education. The results also indicate that concept mapping as an activity in teacher education may be useful and engaging for students. It may help them to organise knowledge and make them aware of their own and others’ understanding of inclusive education practices. An analysis of concept maps constructed by student teachers may also help lecturers to identify views, misconceptions, knowledge gaps and insights about inclusion in education settings.