Inclusive Special Education Research Articles

Towards inclusive special education? On the future of secondary school special educators’ work in Finland

ABSTRACT Although Nordic countries are committed to developing inclusive education, a gap often exists between policy, ideals, and the realisation of inclusion in practice. In Finnish schools, part-time special education is an important tool for promoting inclusive education in the three-tier system. In this study, our research questions were: (1) What should be the main objectives of secondary school special educators’ work in schools striving for inclusion? and (2) Should their work with these main objectives be called inclusive special education? A total of 102 special education teachers answered an electronic questionnaire. Qualitative content analysis was performed on the data. In terms of what the main objectives of special education teachers’ work should be, four categories were found: support for students and teachers, guiding the school towards inclusion, special education in separative settings, and collaboration. Based on our results, we claim that special education teachers’ work can to a certain extent be called ‘inclusive special education’.

NORMATIVAS DO AEE NO ESTADO DE SANTA CATARINA:REFLEXO NA EDUCAÇÃO ESPECIAL EM PORTO UNIÃO

This article aims to bring a provocation regarding Specialized Educational Assistance in Santa Catarina and what its impact is in the municipality of Porto União, to achieve this by adopting a qualitative, bibliographic, documentary, exploratory research method. To answer this question, we will work with the following specific objectives to briefly discuss the history of AEE in Brazil; explore current documents related to AEE in the state of Santa Catarina with an emphasis on the school and family relationship, operating spaces and teachers; and relate the regulations explored with the educational reality of AEE in the city of Porto União. We concluded that the research was important, since we were able to realize that even with advances in the perspective of inclusive special education, there is still a long way to go towards achieving effectiveness of this right, especially in schools, in relation to the social aspect, we understand that the research elucidates the importance of knowing a little more about this universe so that, with the collaboration of all rights, they are not neglected.

The Role of a School-Community Partnership in Enhancing Inclusive Special Education within a School District

ABSTRACT This study examined the role of a school-community partnership in enhancing special education within a public school district. Specifically, it sought to understand both the influences on and the influences of the school-community partnership. Factors considered by the partnership included research, data, expertise, resource constraints, and lived experiences. The partnership’s influence included changes in classroom practices and professional development, as well as increased knowledge about inclusive special education and families’ goodwill toward the school district. Though the partnership did not have a district-level policy influence on special education, it did have a demonstrable influence in localized yet impactful ways.

Inclusive Special Education: What Do We Mean and What Do We Want?

The United States will soon recognize the 50th anniversary of the signing of the Education for All Handicapped Children Act of 1975. Considering the past 50 years in special education, we organized this special issue of Remedial and Special Education focused on inclusive education of students with disabilities in international contexts. Just as a broad array of educators in the US have grappled with improving how the education system might most effectively include students with disabilities, educational leaders in various countries across the globe have been addressing the same question: How can we design inclusive education for students with disabilities that effectively meets their needs? The manuscripts included in this special issue represent five countries—India, Japan, Norway, Saudi Arabia, and South Korea. Each paper presents background on the inclusion of students with disabilities within the focus country and highlights recent advances in and proposes next steps for policy, practice, and research. Collectively, we hope the issue expands readers’ thinking about what special education could be, encourages our community to set specific goals for our next ‘milestone anniversary,’ and ignites conversations about the specific steps we need to accomplish our goals.

Use of Assistive Technologies as tools in inclusive special education: brief review

Use of Assistive Technologies as tools in inclusive special education: brief review

Lessons Learned: Considerations for Enhancing Principal Preparation Programs with Inclusive Special Education Practices

Lessons Learned: Considerations for Enhancing Principal Preparation Programs with Inclusive Special Education Practices

KERTAS KONSEP: CADANGAN PENAMBAHBAIKAN GARIS PANDUAN PENGOPERASIAN PROGRAM PENDIDIKAN KHAS INTEGRASI DI MALAYSIA.

This concept paper discusses the importance of improving the operating guidelines of the Special Integration Education Program (PPKI) in Malaysia. By addressing current challenges and the effects of inadequate guidelines, this concept paper outlines the perspectives of Inclusive Special Education teachers for needed improvements. Through a qualitative research approach, including interviews, observations and focus group. The study will explore the potential impact of improved guidelines, barriers to implementing change, stakeholder adaptability, and the long-term sustainability of proposed improvements. Based on past research, best practices, theoretical frameworks and case studies, this research emphasizes the importance of refining professionalism training and fostering collaboration among stakeholders to effectively meet the needs of students with special educational needs (SEN). These findings underscore the importance of continued professional development for educators to navigate the complexities of special education. The proposals presented have the capacity to significantly influence program outcomes, paving the way for a more inclusive and equitable educational landscape for students with special educational needs in Malaysia. Stakeholders are urged to support better implementation of the guidelines to drive positive transformation in the special education sector, ultimately fostering a more supportive environment for all pupils with special educational needs.

Meanings of Policy, Practices and Inclusion in Special Education

RESUMO Este texto ancora-se em alguns resultados de pesquisa, em processo de finalização, com o objetivo de expor análises endereçadas aos sentidos de política, práticas e inclusão na constituição de uma hipótese como Educação Especial Moderna, captados na Declaração de Incheon, de 2015, no Marco de Ação da Educação 2030, de 2016, e, no caso brasileiro, na Base Nacional Comum Curricular, de 2018. Na condição de fontes, a Declaração, o Marco e a Base procedem a jogos de palavras que incidem sobre teorizações políticas, educacionais e curriculares que, desde finais do século XX e início do XXI, priorizam a subjetivação das relações entre indivíduos, sociedades e projetos de escolarização. A composição da subjetivação alicerça-se no indivíduo como ser criativo em potencial, possuidor da subjetividade; trata-se, assim, de um conjunto de características individuais e singulares que, apesar de construídas socialmente, subsidiam certa capacidade singular de julgamento, orientadora das suas escolhas, da sua racionalidade e das tomadas de posições.

Special Needs in Music Education from an Inclusive Perspective: A Bibliometric Review

Inclusive education strives to provide equal educational opportunities for all individuals. Special music education also aims to meet all students’ diverse needs. However, there are few studies using bibliometric to analyze inclusive music with special needs. The purpose of this study is to use Vosviewer and CiteSpace software to analyze the research on inclusive special music education from 2013 to 2022. Using the PRISMA protocol, the researchers extracted bibliometric data from Scopus database to analyze the development and research trends of inclusive special music education from various perspectives, including countries, universities, authors, journals, years, and publishers. This study found that the overall number of papers published in 696 studies that met the inclusion criteria showed an increasing trend year by year. The United States became the country with the largest number of publications (n=157). The keyword "child" emphasizes the current research hotspots in this field. Inclusive is an important research perspective of current special music education, and the integration of inclusive special music education with music therapy, psychology and other research fields is also the research trend in this field. The researchers discussed the research background of inclusive special music education, evaluated the research status, and provided theoretical inspiration for future research in this field.

ACCESSIBILITY FOR PERSONS WITH DISABILITIES IN LIBRARIES: A SURVEY OF UNIVERSITY LIBRARIES IN MUMBAI

Purpose: Disabled population is also a part of our society. Libraries, being public spaces, have a responsibility to ensure that all patrons may utilize their services without encountering any barriers, as required by integrated and inclusive special education policies. The university library serves a diverse population of readers and researchers, making it an essential resource for the dissemination of information and the dissemination of knowledge. Patrons of academic libraries span a wide range of ages, socioeconomic statuses, and degrees of education. The present article assesses and evaluates the provision of universal access in university libraries in Mumbai through a survey of university librarians in Mumbai. Design/methodology/approach: A survey was conducted using Google Forms as well as printed questionnaire for the university librarians in Mumbai. Findings: According to librarian responses, university libraries in Mumbai do not have enough of the necessary access tools, alternative information sources, and learning aids to meet the demands of their students. It has a detrimental effect on the quantity of special users enrolling at universities and their libraries. Originality value: This paper utilizes a survey of Mumbai academic librarians to examine and evaluate the extent to which universal access is provided in Mumbai academic libraries. This study is an integral aspect of a larger investigation of human orientation at Mumbai, Indias university libraries.

Dialoguing teaching for visual impairment from the perspective of inclusive special education

This work provides an opportunity to reflect on the process of inclusion and accessibility of visually impaired students in Basic Education. That said, a bibliographical research was carried out in the scientific and academic literature, through several databases, outlining theoretical and methodological contributions of the literature towards inclusive education. The results obtained from the study allow us to infer that the inclusion of visually impaired children in Basic Education with regard to regular school is still a subject little explored in the literature. as well as, it needs new discussions so that the theme can be developed, providing new perspectives on the adaptation and accessibility of these children. Furthermore, the study points out that students' cognitive and motor development are improved as the teaching and learning process is articulated with a multidisciplinary and multidimensional team.

Can There Be Equality And Inclusion In A Deprived Learning Environment? The Power Of Educational History And A Rethink Of Dr. B. R Ambedkar’s Envisionment For Nigeria’s Education System

The major part of this research is a historiographical type of qualitative or narrative study, aimed at linking the good works of Dr Ambedkar to the ingredients that make for success in today’s society. In order to achieve this purpose, the study engaged a systematic review of both primary and secondary data with a view to critically appraise and summarize as well as to reconcile the evidence involved with the preset research. The anchor theories were Vygotsky’s Defectology theory (1993) and Deprivation theory of Gurr (1970) which both formed the foundation on which the operating concepts of equality and inclusion in special education are laid, and commonly point to social attribution (of society) as the source of creation of discrimination. Some key concepts – Dr. B. R. Ambedkar’s envisioned equality and inclusion in education, learning environment and deprivation were explained under conceptual and contextual issues. Impact of Dr. B. R. Ambedkar’s vision on nations and international bodies including NGOs as they relate to inclusive education were meticulously reviewed with the aim to raise an answer to the question that gave rise to the study. The paper concludes by promoting the envisaged view of Dr. B. R. Ambedkar as what must be upheld in all countries particularly the least developing countries like Nigeria, as a means of not only achieving a sustained social, economic, political adjusted society that has educationally empowered persons and community through equitable access and inclusion but as a charted course to arrive at SDG4. Recommendations among others include that government should make efforts to provide education with ingredients of equality and inclusion to every learner at all levels of education to achieve development. Increased government passion for inclusive education provision, learning technology with improved learning environment, funding, teacher training among other educational needs particularly for the inclusive learners. And concluded that Since Dr. B. R. Ambedkar’s vision has become the national and international vision for the global community, governments should have no option of making her education responsive to current global demands to engender sustainable development.

Inclusive special education in interface with critical interculturality: a look at research from the North of Brazil

The present research was carried out through a bibliographical survey in the postgraduate programs in education in the North region of Brazil. The investigation has the following objectives: a) to describe the perspective of authors who theorize about the concept of interculturality; b) verify if the works found deal with inclusion and the theory of interculturality; c) analyze how these works bring intercultural theory closer to the world of People with Disabilities (PwD). The research discusses Critical Interculturality and its interface with the universe of special/inclusive education. The methodology was qualitative research with a bibliographical survey on the websites of postgraduate courses in education in the North – state and federal institutions. The focus was theses and dissertations defended between the years 2015 to 2020. In the text we use tables and charts with the number of works on special education and the theory of critical interculturality. The results point to three dissertations that articulate special/inclusive education and critical interculturality.

Originary studentes in native schools: configurations of inclusive special education in Southern Amazonas

This paper analyzes the political and pedagogical contexts of the Municipal Department of Education and Culture (SEMEC) of the municipality of Lábrea (Southern Amazonas). For the theoretical basis, the historical context of the indigenous school education in Labrea is subsidized in consonance with rural education and special education. The methodological procedures will be presented based on documental and qualitative analyses and by means of bibliographic review. As a result, we will present nuances of the unfolding and adjustments of SEMEC's services that elucidate the practices and aspects of the inclusion foments in the claims of the offer and effectiveness of education for all, as well as the challenges of implementing differentiated and inclusive indigenous school education. However, for the insertion of plausible conditions for the effectiveness and realization of inclusive education in indigenous school education are necessary, the guarantee and legal compliance in the implementation of pedagogical practices before the various school scenarios offered to native peoples.

The configuration of the “other” in the context of inclusion

This article aims to problematize the place that the “other” occupies in school spaces, considered as inclusive. The objective is to understand the cultural and social conditions that outlined the standardization and, consequently, the exclusion of all forms of difference. This is an exploratory descriptive study with an analysis based on a qualitative approach. Data were collected from interviews with a semi-structured script applied to seven subjects, six from basic education and one from higher education. The field was the Specialized Educational Assistance (SEA) of a Basic Education school and the Nucleus of Inclusive Special Education in higher education. The results indicate that the “other” is seen as an “evil alterity” created from the standardization between normal and abnormal in opposition to human diversity as an expression of concrete alterity

How Teachers View Inclusion of Special Education Students: A Case From South Texas

This article examines contextual factors that impact inclusive education in the Rio Grande Valley region of South Texas, United States. Based on the analysis of teachers’ narratives, the study concluded that teachers perceive inclusive special education as a student's right primarily grounded in the social justice context of education. While teacher preparation and administrative support aid in implementing inclusive practices, the socio-cultural values shape teachers’ classroom practices in teaching special education students. Furthermore, implementing inclusive education practices lacks emphasis on content-area instruction for special education students, demonstrating the need for a reconceptualization of the global movement on inclusive education.

Teacher Adaptability to Change in Special Education: Creativity and Commitment to the Institution

The transition to inclusive education implies a global transformation of the school. Mexican teachers face the implementation of the paradigm of inclusion in special education. We set out to define new skills needed in special education teachers' profiles in the inclusion framework. In the survey presented to 39 Special Education graduates in Puebla who responded to our questionnaire, we related the variables of demand in their work to adapt to technological and organizational changes, commitment and satisfaction with the institution, and teaching competence in creative innovation. We processed the data with the open-source statistical software PSPP to test our data's reliability and relate the variables employing Pearson's correlation coefficient. In order to meet the job requirements of adapting to technological and organizational changes, special education tea-chers must enhance their competence of creative innovation (Pearson's R= .77); and feel commit-ment and satisfaction with the institution they work in (Pearson's R= .73). Such commitment to and satisfaction with the institution require collaborative work with the rest of the teaching staff and the institution's authorities. Conditions for teachers' identification with and commitment to the institution build up through a dialectic relationship between the institutions and employees.

The Impact of Co-Teaching Models in Inclusive Special Education Classrooms

Two or more teachers, typically a general education teacher and a special education teacher, co-teach a class so that they can better meet the needs of their students. Collaborative teaching is another name for co-teaching. examines the impact of co-teaching methods in inclusive special education classrooms, with special attention to the pros and cons of using a team-based approach to teaching. perspectives and lessons learned from teachers, researchers, and other special education professionals who have used co-teaching strategies in the classroom. This article reviews the research and scholarly literature on the impact of co-teaching on students with disabilities in inclusive settings.

Imagining and Reimagining the Future of Special and Inclusive Education

“Reimagination” is required to create a new vision of education that better serves individuals with disabilities. Imagination is a way of conceiving possibilities and probabilities. The future of special education is imagined within the limits of possibility and probability of “appropriate” education for children with special educational needs and disabilities. Education is reimagined for full inclusion without special education and an alternative reimagination of inclusive special education. Particular attention is given to the administrative structure of public education and to the training of teachers for the imagined approaches to special education. The importance of imagining special and inclusive education being based on science and rationality and the limitations of proposed approaches to including students with disabilities in education are explained.

Perceptions of Saudi Arabian school teachers in private general education schools toward the inclusion of students with disabilities

BackgroundTeachers’ attitudes and perceptions are of significance to the inclusion of students with disabilities in the general education classroom with their typical peers. AimsThis study quantitatively investigated the perceptions of private elementary school teachers regarding the inclusion of students with disabilities in the general education classroom. Methods and procedureThe study sample comprised 213 teachers working in private elementary schools in Riyadh, Saudi Arabia that offer inclusive special education programming alongside a general education curriculum. The Opinions Relative to the Integration of Students with Disabilities (ORI) survey, was utilized to adapt the survey instrument for this study. Results and outcomesWe concluded that private school teachers have a slightly negative attitude toward the inclusion of students with disabilities. Although the results did not reveal a relationship between teachers’ attitudes and their age or education level, a relationship was found between their perceptions toward inclusion of students with disabilities and the type of disability, the individual teacher’s gender, the role of the teacher (general vs. special education), and the individual’s training in inclusive education. Conclusions and implicationsThe implications of the results to Saudi and beyond and suggestions for further research including outside of the urban context are discussed.