Inclusive School Research Articles

Implementasi Pembelajaran PAI pada Sekolah Inklusi di Sekolah Inklusi SDN Mentikan 1 Mojokerto

Inclusive schools play a crucial role in accepting all students, including those with special needs (ABK). However, not all inclusive schools successfully implement this concept effectively. This research focuses on SDN Mentikan 1 Mojokerto as an example of an inclusive school, where ABK and regular students learn together with adapted teaching. Specifically, the study explores the planning, implementation, and evaluation of Islamic Education (PAI) learning in the 4th grade. Qualitative methods and a case study approach were utilized, with data collected through interviews, observations, and documentation. The findings indicate that PAI teachers use the same curriculum for both regular and ABK students, implementing full inclusion, clustering, and pull-out models in ABK learning services. The PAI learning process in the 4th grade involves joint participation of ABK and regular students, in accordance with the prepared lesson plans. The evaluation of PAI learning encompasses cognitive, affective, and psychomotor aspects of ABK, using methods such as exams, daily assessments, projects/products, and other evaluations. Remedial actions are taken as needed during the evaluation. This research provides an overview of inclusive PAI at SDN Mentikan 1, highlighting challenges and potential improvements to support the optimal development of all students, especially ABK, in the context of inclusive schooling. The study aims to understand the supporting factors and obstacles in implementing PAI learning in inclusive schools.

How Effective is Differentiated Instruction Model for Special Needs Students? Perspectives of Inclusive Teachers

In Indonesia, the inclusion of special needs children in mainstream education poses significant challenges, necessitating effective instructional strategies to meet their diverse learning needs. This study explores the effectiveness of Differentiated Instruction (DI) models in inclusive schooling settings, aiming to assess their impact on the learning outcomes and experiences of special needs children. Through telephone interviews with six teachers representing diverse educational backgrounds, this research delves into their experiences with implementing DI models. Thematic data analysis was employed to identify patterns, themes, and challenges associated with using DI in inclusive classrooms. The findings shed light on the effectiveness of various instructional strategies in meeting the unique needs of special needs children, while also uncovering barriers to effective implementation such as limited resources and inadequate training. Preliminary results indicate that DI models have the potential to enhance the learning experiences and outcomes of special needs children within inclusive settings. Teachers reported increased student engagement, motivation, and academic progress when employing tailored instructional approaches. However, challenges such as resource constraints and lack of training emerged as hindrances to effective DI implementation. This study underscores the importance of adopting student-centered instructional approaches to accommodate diverse learning needs in inclusive classrooms. Furthermore, it highlights the necessity for targeted professional development programs and resource allocation to support teachers in effectively implementing DI strategies. By contributing insights into best practices for supporting the educational success of special needs children in mainstream schools, this research adds to the ongoing discourse on inclusive education in Aceh.

FACTORS INFLUENCING PARENTAL INVOLVEMENT IN CHILDREN'S ENGLISH AS A SECOND LANGUAGE LEARNING: A CASE STUDY OF B40 AND T20 FAMILIES IN MALAYSIA

Abstract Parental involvement (PI) is crucial for children's educational success, particularly in learning English as a Second Language (ESL). In Malaysia, PI in their children’s ESL learning could be insufficient, with parents potentially not providing adequate support for their children's education. Socioeconomic disparities may also impact the level and nature of parental engagement in children's education This qualitative study explores factors influencing parental involvement in ESL learning among low-income (B40) and high-income (T20) families in Malaysia. Semi-structured interviews were conducted with 12 parents of children attending Malaysian primary public schools, with 6 parents from each income group, selected through purposive sampling. Thematic analysis was employed to analyze the findings, focusing on motivational beliefs, perceptions of invitations, and life contexts as influencing factors. Despite facing financial constraints and time limitations, B40 parents demonstrated resourcefulness and dedication, while T20 parents had more opportunities to support their children. The study underscores the importance of enhancing communication, implementing targeted support programs, and fostering a more inclusive school environment to empower all parents as active partners in their children's ESL learning journey.

Inclusive Principal Leadership and Family Engagement: Strengthening Parent Participation in IEP Meetings and Beyond

Principals play a critical role in creating inclusive schools for students with disabilities, but few studies focus on how principals foster meaningful engagement for parents of children with disabilities, especially within Individualized Education Program (IEP) meetings where important education decisions are made. Research focused on principal preparation further highlights the lack of preparation in special education which has likely led many principals to delegate special education duties and responsibilities. Consequently, many families feel silenced and disengaged in IEP meetings - which can lead to serious academic, legal, and financial consequences for both districts and families. In this article, we review literature on inclusive principal leadership and parent engagement to provide a set of evidenced-based recommendations to strengthen family participation in IEP meetings. In part, our recommendations are derived from our recent study of parents navigating the special education process and their experiences with principals. We conclude with final thoughts about how these recommendations can be woven into principal preparation programs, school improvement plans, and district efforts to implement IDEA.

Short report: Parents’ perspectives on inclusive schools for students with disabilities in Saudi Arabia

BackgroundEducational inclusion of students with disabilities has benefits for students with and without disabilities. However, general classroom education remains inaccessible for students with disabilities in Saudi Arabia despite policy reforms in the country. AimTo examine the perspectives of parents of children with and without disabilities on inclusion in general education classrooms. Methods and proceduresA cross-sectional survey investigated parents’ (N = 225) perspectives on inclusion in general and across four dimensions, namely impact on students with and without disabilities, and on parents and families of students with and without disabilities. Outcomes and resultsAlthough all participants support inclusion, parents of students with disabilities agreed more strongly with statements supportive of inclusion than parents of students without disabilities. Parents of students with severe disabilities expressed the least agreement with statements supporting inclusion. Conclusions and implicationsAll parents supported inclusion but were concerned about the preparation and provisioning of teachers as a key factor in the success of inclusion.

A Democratic and Participatory urban planning for an inclusive school: Models and mechanisms

A Democratic and Participatory urban planning for an inclusive school: Models and mechanisms

How Can the Inclusive School Leader Promote a Democratic Society? The Case of Greek Schools

School is a key factor in promoting democratic citizenship to all children, who are the future citizens of society. This article focuses on the role of the inclusive school leader and the good practices followed to promote equality and democracy for all children in the school. Six primary school principals from Greece, specifically from schools in Athens and Thessaloniki, participated in the research. The results of the survey showed that good practices adopted by inclusive school leaders promote equality and democracy among all children through actions implemented in cooperation with the local community. The article concludes with a discussion, with limitations and suggestions for strengthening the democratic culture of all children in order to promote social inclusion.

Pelaku Bullying Ditinjau Dari Perspektif Teori Identitas Sosial Sebuah Systematic Review Literature

This study investigates bullying behavior from the perspective of social identity theory. Bullying is a serious issue affecting the well-being of individuals in schools and communities. The primary aim of this research is to explore how identification with specific social groups influences bullying behavior. The methodology employed is a systematic literature review focusing on inclusion criteria related to social identification, group dynamics, status and power, and contextual factors. Key findings indicate that social identification plays a pivotal role in bullying behavior, while group dynamics, social status, and influences from school, family, and social media contexts are also significant. The research findings carry significant implications for enhancing anti-bullying efforts, primarily by focusing on the development of more impactful interventions. It is vital to prioritize the creation of safe and inclusive school environments as a key aspect in combating bullying effectively.

PENGEMBANGAN INSTRUMEN UNTUK MENGUKUR KOMPETENSI SOSIAL GURU BERBASIS GENDER EQUALITY AND SOCIAL INCLUSION (GESI) DI SEKOLAH INKLUSI

The social competence of teachers based on gender equality and social inclusion (GESI) in this research is the teacher's ability to communicate with children with special needs based on managing social dynamics and the teacher's framework for promoting social inclusion. The aim of this research is to create an instrument to measure teachers' social competence based on gender equality and social inclusion (GESI). The research method used is quantitative descriptive research. The development of the questionnaire in this study incorporates a measurement framework that provides a systematic method based on a combination of theoretical and psychometric approaches. The sample was 91 teachers who taught in four Bandung City State Elementary Schools. Based on the research results, data was obtained that the GESI-based social competency questionnaire consists of three aspects, namely attitudes towards inclusive education, empathy for students with special needs, and problem solving. The number of items in the questionnaire, namely 36 items, has met the standards of reliability, content validity, construct validity, and provides initial evidence for the use of the instrument with the aim of measuring the social competence of GESI-based teachers in inclusive schools.

An examination of an inclusive French immersion program and preschoolers' executive functioning skills

AbstractThis exploratory study examines the relationship between executive functioning (EF) skills and the development of first (L1) and second language (L2) skills of preschool students. The participants of this study are enrolled in a French immersion program offered at an inclusion school combining students with disabilities (special needs) and those without (typically developing). All students were assessed for L1, L2, and EF skills. The findings of this study indicate L1 and L2 development in both receptive and expressive skills. Furthermore, EF skills served as a predictor of L2 expressive and receptive language skills. The findings of this study align with prior research showing a relationship between language skills and EF while also providing support for the inclusion of special needs students in immersion programs. Implications of findings suggest additional research is needed on the role of EF skills in L2 development and revisiting requirements for entry into language programs.

Advancements in School Inclusion Through a Monitoring Program at a Federal Institute

People with disabilities are entitled to inclusive education, which means studying in a regular classroom with the necessary support for their development. In order to provide specialized support and assistance to students with disabilities, Nuclei of Support for People with Specific Needs (NAPNE) have been created in the Federal Institutes. This work aimed to analyze the activity reports of monitors in the monitoring program of NAPNE at a campus of the Federal Institute of Brasília and their perspectives regarding the support and inclusion of students with disabilities in the institution. Seven monitors from the monitoring program participated in the research by writing activity reports. A content analysis of these reports was conducted, which allowed for the delineation of three categories: Challenges in serving students with disabilities; Perceptions about teaching performance; Positive aspects of the program from the monitors' perspective. The results indicated the success of the program, but drew attention to the urgency for school inclusion to be embraced by all stakeholders in the institution.

Psychology and School Inclusion of People With Autism Spectrum Disorder in Brazil: An Integrative Review

This research aimed to analyze the insertion of Brazilian psychology into the context of school inclusion of people with autism spectrum disorder. To this end, an integrative review was carried out in two stages: (1) mapping of publications on ASD in different areas of psychology; (2) analysis of the approaches and modes of action adopted to promote the inclusion of autistic people in school. The review considered articles published in the SciELO, BVS-Psi and PePsic databases, in Portuguese and English, between 2013 and 2023. The searches were carried out using the Boolean descriptors and operators psychology AND autism. The results point to three perspectives and modes of action in promoting school inclusion for autistic people: adaptation and adjustment through training, inclusion and development mediated by interactions with adults, and emergence of uniqueness resulting from the deconstruction of normalizing and pathologizing practices.

Building a Dream School: Integration of Alternative Inclusion Natural Schools Education centered on Children With Special Needs Based on the Quran and the Sunnah of the Prophet

Education in Indonesia is still not fully inclusive for children with special needs. Forest schools and inclusive schools offer alternative approaches that focus on holistic and inclusive learning. This research aims to explore the concept of forest school and inclusive school integration to create an innovative dream school. The research method used was qualitative with an analytic descriptive approach. Data collection involved direct observation as well as literature study from books, documents and reputable journals. After the data is collected and grouped according to the data, data analysis will be carried out by applying an analytical descriptive approach, this is to get a comprehensive and in-depth understanding of the phenomenon or concept that is the focus of this research. The results of this study indicate that the integration of forest schools and inclusive schools based on the Al-Quran and Sunnah of the Prophet offers a holistic and inclusive education model. By combining outdoor learning and an inclusive approach, children with special needs can experience a supportive and motivating learning environment, in accordance with the principles of justice and compassion taught in Islam.

Is inclusive education for children with special educational needs and disabilities an impossible dream?

Countries have been implementing inclusive educational practices for children with special educational needs and disabilities (SEND) for at least 30 years. Some issues continue to present as unresolved and will be examined in this paper with possible ways forward suggested. 1. There is still a lack of clarity around the definition of inclusion, its theoretical underpinnings, its implementation in practice and evaluation of success. 2. Teachers often still report the same problems of insufficient resources and express the same concerns about lack of skills and knowledge as reported in the early days. 3. A key question is, do children with SEND achieve better outcomes in inclusive educational settings? The paper argues that an overarching executive framework applied to the education of children with SEND is needed to provide a common frame of reference that can be shared by educators, policymakers and researchers. New ways of resourcing inclusion are discussed including supporting collaboration between mainstream and special schools to better utilize the expertise located in special schools. The paper examines the evidence for improved academic and social outcomes for learners with SEND in inclusive schools and proposes that psychological outcomes now need to be measured too. It further suggests that future research needs to drill down to the level of teacher classroom instruction rather than rely on the broader mainstream school-special school comparison.

Assessing Inclusive School Leadership Practices in Malaysia: Instrument Adaptation and Validation

ABSTRACT School leadership practices that promote inclusion for students with special educational needs have received significant attention in the literature. However, few studies have examined the psychometric properties of scales to evaluate principals’ inclusive leadership practices in the Asian, specifically Malaysian, context. This study examined the dimensionality, reliability, and validity of a scale testing inclusive leadership in Malaysian schools. A total of 604 responses were collected from teachers working at 63 public primary and secondary schools in Kuala Lumpur, Malaysia. The study was conducted across two phases. In phase 1, the construct validity of the scale for Malaysian principals’ inclusive leadership practices was established using exploratory factor analysis. In phase 2, a confirmatory factor analysis was conducted to assess the dimensionality, reliability, convergent, and discriminant validity of the scale. Results supported a two-factor, 29-item scale. The scale may be utilised as a reliable and valid instrument for examining principals’ inclusive school leadership practices in the Malaysian context.

Reducing prejudice against learners with disabilities in inclusive settings through the Afrocentric model of inclusion

Attitudinal barriers and discriminatory practices continue to prevent the full participation of learners with disabilities in developmental learning contexts. Although disability has been on the psychological agenda for some time, there is limited empirical evidence on adopting African models to buffer prejudices. This paper addresses this critical gap by examining the experiences of disabled children subjected to prejudices in inclusive settings and the adaptation of the Afrocentric model to buffer those behaviors. The paper was guided by Allport's Social Reflection Theory, which explains why some groups may be targets of prejudice. The exploratory qualitative case study was undertaken in 4 inclusive schools in Gauteng province. Participants were 20 educators and 40 disabled learners in inclusive schools. Purposive sampling was used to choose participants in the study. Data was collected through semi-structured interviews with educators, and the researcher observed the engagement of the educators and 40 disabled learners. Data collected were analyzed through qualitative thematic data analysis. From the themes that emerged in the findings, the following themes were discussed: advancing the truth in our praxis, fairness, harmony, and humanness. The paper, therefore, recommends that educators apply the practice of including the emerged themes in their learning content for improved grades and low dropout rates. Keywords: Prejudices, Disabled learners, Inclusive settings, Afrocentric inclusion model

Thriving in vertical schools: aspirations for inclusion and capability from a salutogenic design perspective

AbstractSchool designs have far-reaching future impacts. Facilities often remain unchanged for decades influencing whether generations of young people feel included and can access educational entitlements, especially those identifying as someone from a marginalised or minority group. Student perspectives are therefore essential to understand inclusive school environments. Student perspectives about their experiences of thriving in three new Australian vertical high schools designed to be inclusive from the outset were analysed alongside aspirations from the adults involved in designing them. Inclusion was uniquely conceptualised through capability and salutogenic theories that informed the analysis of annotated maps from over 200 Year 8 students. Inclusive environments were more evident when they were meaningful, made sense, and were easy to manage. Students highlighted the importance of choice, comfort, and spaces for resetting. Aspects where students had to work harder to manage the learning or themselves in the environment point to challenges in achieving SDG4a, where facilities need to be inclusive for all. The new conceptual approach extends current theory on designing for inclusion with intentionality in a holistic way to guide greater realisation of inclusive aspirations in school environments.

Solusi Model Pendidikan Islam Bagi Anak Berkebutuhan Khusus di Sekolah Inklusif

This research explains the study of Islamic education for children with special needs who study in inclusive schools. Inclusive schools are schools that provide inclusive education where the education system provides opportunities for students with special needs to receive educational services together with students in general. The method or approach used in this study is library research. With this method, researchers collect, read, analyze, record and process information related to the research variables of this paper. The results of this research show, Islamic education is the right of every Muslim without any reason. Islamic education has an obligation to lead students to happiness in this world and the hereafter. Children with special needs also have the same rights as God's servants on earth, they have potential that must be developed so that they can benefit themselves and the wider community. Islamic education in inclusive schools can be realized well if there is strong synergy from every supporting element, from the government, school management, teachers, parents and the surrounding community, as well as the students.

Designing for/in the inclusive school

The quality of inclusive education is, now more than ever in the post-pandemic historical phase, closely connected to the constant and profound renewal and transformative readjustment of design practices in every school order and grade. Educational design for all, for pupils with and without special educational needs, is an effective teaching tool that facilitates participation and reduces barriers to learning based on the framework provided by the main inclusive models (ICF, Universal Design for Learning). In identifying and attempting to remove the obstacles that may be generated within it, schools tend to embrace and promote a strong design culture that is attentive to the needs of all, committed to making a fertile contribution to the development of educational policies in the name of enhancing and interpreting the heterogeneity of differences in the classroom. In this perspective, several good inclusive school practices are examples of personalized and individualized teaching activities that, undertaken and implemented in concrete day-to-day operations, have a systemic impact on educational pathways without excluding anyone.

Doing difference differently? Exploring inclusion at an elementary school in Austria

PurposeThe purpose of this study is to highlight a paradox between inclusion/exclusion at the level of the organisation and classroom practices, as well as between general and disability/special educational needs (SEN)-specific approaches to diversity in the classroom. The authors recommend better alignment between school policies and teaching practices to offer all students an equal chance to benefit from inclusive pedagogies.Design/methodology/approachThis study analyses a school that has gained public reputation as an innovative, inclusive school in Austria. Applying a case study with an ethnographic methodological approach, the authors explore what strategies are implemented to become more inclusive at the level of school organisation and classroom practices? What are the pedagogical beliefs and actions relating to diversity that drive inclusive efforts? How is this school's general approach to diversity enacted with students with SEN?FindingsThe findings show that context-specific circumstances shape inclusive school development, which comes with a set of affordances and challenges. The authors argue that in this case, striving for inclusion indicated two ways of “doing difference differently”. First, the school has built on many cornerstones of inclusion when relating and responding to student diversity, that was remarkably different than in other mainstream schools in Austria. On the contrary, while creating new educational and pedagogical norms, it also recycled conventional segregating tendencies, and as such, reproduced hierarchised difference, but in other ways than schools typically do in mainstream schooling.Originality/valueThis school and its pedagogical mission have never been analysed through the rich data that two researchers were able to gather and work through.