Educational Inclusion Research Articles

Diversity, inclusion and collaboration in Australian screen production policy and education: ASPERA special issue introduction

ABSTRACT The Australian Screen Production Education & Research Association (ASPERA) is a professional association representing Australian screen production tertiary education institutions. The 2023 ASPERA conference was held at Flinders University in Adelaide, South Australia, with the prompt ‘what does the future look like for screen education and research?’. A key theme that emerged organically through the conference proposals and presentations was diversity, inclusion and collaboration. This special journal issue comprises some of these papers presented at the conference, which consider diversity in the classroom, in the screen industry workforce, and on the screen.

Between assimilation and recognition of Indigenous Peoples: the role of intercultural bilingual education in Latin America

This article aims to contribute to the ongoing discussion surrounding the concept of educational inclusion for Indigenous Peoples in Latin America. Despite official policies and programmes designed to promote diversity, their effectiveness is often hindered by the persistence of subtle yet damaging forms of racism that fail to recognise the epistemic perspectives of non-European peoples. Our focus lies on the challenges of education within multicultural contexts, particularly on intercultural bilingual education – a pedagogical model implemented in various countries across the region. Through the lenses of critical pedagogy and post-colonialism, the article analyses this perspective, shedding light on the persistently marginalised status of non-European knowledge within the symbolic landscapes of the region. It contends that the respect and acknowledgement of Indigenous knowledge systems represent not only an educational imperative but also an ethical and political one. This entails disrupting power asymmetries that perpetuate the segmentation and isolation of marginalised groups. Additionally, it offers an opportunity to fulfil the potential of education in deactivating asymmetrical positions and fostering respect for the legitimacy of the other.

Leadership for Educational Inclusion: Design and Validation of a Measurement Instrument

This article addresses the validation of an instrument designed to measure organizational leadership practices for inclusion and evaluates the said instrument’s factorial structure and convergent validity. This work responds to the need for quantitative tools to assess how school principals promote inclusion, in recognition of its importance for guaranteeing student access to an equitable quality education at all levels, from early childhood education through high school. The above-referenced instrument was developed based on a comprehensive literature review and consultations with experts, resulting in a 36-item scale structured in six key dimensions: D1: Professional Development; D2: Inclusive Vision; D3: Support for the Teaching–Learning Process; D4: Building Networks; D5: Participation and Dialog, and D6: Resource Management. The validation process included a confirmatory factor analysis that supported the existence of a hierarchical structure of a general factor of leadership for inclusion that determines the aforementioned key dimensions, with adequate fit indices (χ2(588) = 1694.624, p < 0.001, CFI = 0.945, TLI = 0.941, RMSEA = 0.060, SRMR = 0.034) and high internal consistency in the general scale (α = 0.98, Ω = 0.96). In terms of convergent validity, the instrument showed significant and consistent correlations with related constructs such as teacher self-efficacy and pedagogical leadership. This study highlights the importance of leadership for inclusion as a central element of fostering participation and learning in diverse school contexts, by providing a reliable tool for continuous improvement of the school management team’s performance of its functions. Also, it is important input for education policymakers charged with formulating student equity, who recognize the enhanced well-being and active participation in the social environment that result from the greater inclusion of students in their educational communities.

Barriers in online education for displaced universities: Insights from faculty and students

The relevance of this study lies in the growing shift to online education for displaced universities due to war-related disruptions. The aim is to identify barriers faculty and students face in such institutions and propose strategies for creating a barrier-free educational environment. The study employs a survey-based method, analyzing responses from 224 students and 71 faculty members of a displaced Ukrainian university.Results highlight significant economic barriers, with 79% of students reporting financial difficulties affecting access to stable Internet, modern devices, and essential resources. Virtual isolation was noted by 79% of students as a challenge in maintaining social connections, while 78% cited reduced motivation characterized by the dominance of avoidance motives. Faculty reported psychological stress (85.6%), including anxiety (75%), tremors (54%), and sleep disturbances (45%). Organizational barriers, such as adapting practical courses to online formats and increased workloads due to asynchronous learning, were also prominent.These findings underscore the need for targeted strategies to address the barriers and promote inclusivity and effectiveness in online education. A comprehensive approach integrating institutional, pedagogical, and policy-level interventions is critical for overcoming these challenges.

Neurodiversity: post-cognitivist foundations of the 3E approach for educational inclusion of autistic students with technology

The concept of neurodiversity has gained strength in the last years to highlight the value of individual differences based on relevant variations in brain functioning. Inclusive education has embraced neurodiversity to promote a culture centered on valuing diversity, in response to clinical models based on deficits or disorders. This theoretical-critical article argues for the need to complement the current foundations of neurodiversity with post-cognitivist perspectives that reaffirm the brain-body-environment continuum, in order to enrich inclusive educational practices for autistic individuals. We begin by reviewing and discussing the concept of neurodiversity and neurocentric arguments in light of post-cognitivism. We then explore the potential of the 3E Cognition approach (embodied, enacted, and environmentally scaffolded) for addressing autism, aiming to provide a holistic understanding that contributes to the practical application of cognitive neuroscience findings in inclusive education. Finally, we present some guidelines and practical cases for creating inclusive educational environments based on digital technologies that enhance agency and sensory multimodality for autistic students.

Inclusión educativa y TIC en las instituciones de educación superior: Un análisis discursivo de prácticas y políticas

The review article presents a documentary study on educational inclusion and ICT in higher education institutions. The process was developed using Van Dijk's (2001) approaches for the construction of semantic macrostructures on three topics: 1) educational inclusion in higher education, 2) research experiences on the use of ICT for educational inclusion and 3) research experiences associated with the educational inclusion of the deaf population. The review included 60 units of analysis, published between 2011 and 2021. As conclusions, it was identified that educational institutions seek an adequate integration of the diverse population in the educational processes through adaptations of physical and technological infrastructure, initiatives that are accompanied by pedagogical and curricular adaptations.

Redefining university success from the voices of autistic graduates and their support networks

ABSTRACT This article explores the concept of university success and the contextual factors that promote it from the perspectives of autistic Spanish graduates and their support networks (families, friends, peers, faculty, disability services and other professionals). A narrative methodology was used with semi-structured interviews, personal written narratives from graduates, and co-designed interviews with autistic graduates to gather insights from their key supporters. Data analysis was inductive with a system of categories and codes. The results highlight a multidimensional view of success beyond attaining the academic degree, encompassing well-being, a sense of belonging, shaping support networks and the development of adult life skills. It also highlights the crucial role of human support in the university setting, especially in creating inclusive environments that promote the growth and agency of autistic students. This study contributes to a more inclusive understanding of university success and provides recommendations for strengthening inclusion in higher education.

Promoting Educational Inclusion Through Local Governance—A Case Study in Spain

Within the framework of the research project “What are we forgetting in inclusive education? In participatory research in Galicia (PID2019-108775RB-C4)”, we developed a proposal that, based on the inclusion and community perspective, investigates the relationship between municipal corporations and educational centres for the design and implementation of the programmes that was municipally developed to promote educational inclusion. The role of municipalities as promoters of inclusion through educational programmes is analysed, focusing on the mediation of third-sector institutions. It also studies the demands of the agents that comprise a community perspective on inclusion. The qualitative–interpretative methodology is based on SWOT (strengths, weaknesses, opportunities and threats) and CAME (correct, adapt, maintain and explore) techniques to contrast the congruence of existing initiatives with the needs of the educational community, synthesising information from 39 interviews. The results show deficient channelling of the schools’ demands into municipal programmes, which are mostly planned in collaboration with third-sector entities, without the participation of the school community. It is concluded that this demand for greater participation and collaboration is one of the main demands of the school community to promote inclusion at the local level.

INCLUSÃO DE ESTUDANTES COM TRANSTORNO DO ESPECTRO AUTISTA NA EDUCAÇÃO INFANTIL

This article sought to analyze the challenges and difficulties faced by schools, especially teachers, in the process of including students with ASD in Early Childhood Education. To this end, we chose to seek evidence in academic studies published in the Capes, SciELO, and Brazilian Digital Library of Theses and Dissertations databases between 2014 and 2023, identifying pedagogical practices, challenges, developments, and feasibility in the inclusion of these children. The survey identified 13 productions, considering one thesis and 12 dissertations that address issues related to school inclusion in Early Childhood Education, ASD, and integration of pedagogical practices developed with autistic children. It is concluded that, in the field of pedagogical practices for the inclusion of students with autism, there is a relevant concentration of productions within the scope of inclusive special education, but advances are still needed in the development of pedagogical practices that actively integrate theory and practice, that work beyond what is defined in legal documents, that is, a more human and affective perspective is necessary.

Inclusivity and Institutional Change in Education: A Theologian's Journey

Inclusivity and Institutional Change in Education: A Theologian's Journey

Dermatology education in U.S. ophthalmology residency: a survey of the program directors

BackgroundMany ocular conditions have associated dermatological findings. However, the inclusion of dermatology education in U.S. Ophthalmology residency programs remains limited. This study aims to characterize dermatology education in U.S. ophthalmology residency programs through program directors’ (PDs’) opinions.MethodThe authors designed and electronically distributed a national survey in August 2022 to PDs of 124 ophthalmology residency programs. The survey instruments examined the availability and characteristics of dermatology rotation, the PDs’ perceptions of such rotation, and their perspectives on trainees’ dermatology knowledge. Descriptive statistics were used to summarize survey responses. Sample t-tests were used to compare responses between PDs from programs with and without dermatology rotation.Results49 PDs (39.5%) responded to the survey. Most programs (n = 27 [61.4%]) did not offer dermatology rotations and, of these programs, most (n = 15 [83.3%]) did not consider increasing dermatology exposure important. 57.1% (n = 8) of PDs at residency programs with dermatology rotation considered such education beneficial for their trainees. Most PDs do not consider their residents comfortable with procedures such as laser or cryotherapy, procedures relevant to ocular care.ConclusionDermatology rotations were uncommon among U.S. ophthalmology residencies. Perceptions towards dermatology education varied among PDs, with those from programs with dermatology rotation expressing more favorable opinions.

How heteronormative are English textbooks in Norway?

This study seeks to assess the degree of heteronormativity found in the English textbooks that are currently used in Norwegian schools. For this purpose, gender and sexuality are highlighted as dimensions of inclusion in foreign language education. It is argued that a non-, under-, or misrepresentation of marginalized or minoritized social groups forms a representational linguistic barrier that puts successful language learning at risk. At the theoretical level, a queer approach is adopted that fosters a critical discussion of heteronormativity in educational practices. Against the backdrop of the Norwegian curriculum, a multimodal critical discourse analysis of books in the Norwegian textbook series Link (catering to years 1 to 7) is carried out that foregrounds the representational aspects that construct gender and sexuality in heteronormative ways. This is done to raise awareness among English teachers as well as to give both teachers and textbook creators a chance to develop more inclusive learning materials. The analysis uncovers that the material targeting the youngest age groups (years 1 and 2) evinces a heteronormative erasure of non-heterosexual people and stereotypically binary, polarized gender constructions. The material created for year 7 is more inclusive in its representation of gender and sexuality but still shows certain weaknesses in how these social categories are constructed.

‘Uplifting all voices within education’: What fosters widening participation students’ sense of inclusion in higher education?

‘Uplifting all voices within education’: What fosters widening participation students’ sense of inclusion in higher education?

Transcultural Practices and Educational Inclusion: Design of a Neurodidactic Model of Sustainable Teacher Training

Objective: The objective of this study is to investigate transculturality, educational inclusion, neurodidactics, teacher training and sustainability in the context of modern education. Theoretical Framework: This article presents the main concepts and theories that support research on transculturality, inclusion and neuropedagogy. Method: Using a non-experimental, descriptive, explanatory and correlational design, 653 individuals were surveyed, including 132 practicing teachers and 521 university students of Primary Education. A validated Likert-type questionnaire was used to assess perceptions and attitudes towards these dimensions. Exploratory factor analysis and correlation tests revealed strong interrelations between the dimensions studied. A regression analysis identified neurodidactics as the most significant predictor of teacher training, followed by educational inclusion, sustainability and transculturality. Results and Discussion: The results suggest the need for a holistic approach to teacher training that integrates these key aspects. The design of a sustainable neurodidactic model of teacher training that incorporates transculturality and educational inclusion is proposed. This model would involve a curriculum based on neuroscience, the development of intercultural competences, inclusive pedagogical strategies, principles of sustainability, reflective practice, experiential learning and continuous professional development. Research Implications: The implementation of this model would require collaboration between educational institutions, policy makers and educators, as well as mechanisms for evaluation and continuous improvement. Originality/Value: The relevance and value of this research are evident in that it can change the vision on transculturalism and teaching practice.

Prevalence, predictors and selected outcomes of early sexual initiation among adolescents in secondary schools in Lugbe, Abuja, Nigeria: a mixed methods study

BackgroundEarly sexual initiation is the onset of sexual intercourse below 15 years. Despite many negative effects of early sexual initiation, its prevalence has kept increasing globally over the past decades.ObjectiveThis...

From attention to action: Advancing inclusivity in the landscape of anatomy education

Conversations about inclusivity in anatomy education are at a critical juncture. While the need for a more equitable discipline is widely recognised, significant challenges remain. As this project aimed to reimagine what a truly inclusive learning experience could like and how it might be best achieved, an inclusive approach to research methodology was essential to ensure robust and representative results. Due to the paucity in anatomical literature on this topic, the authors applied concepts from sociological research methodology and innovative methods of demographic data collection to their own discipline. The study utilised questionnaires and focus groups to collect diverse data on lived experiences of inclusivity and exclusion in anatomy education. A convenience sample gathered quantitative and qualitative data through questionnaires and semi-structured focus groups. Guided by inclusive research practices including participatory research, this study makes use of inductive reflexive thematic analysis with critical orientation to situate inclusivity in its social, historical and political contexts. This paper discusses how the authors incorporated these inclusive methods, explores the challenges this type of research generates, and acts as a framework for those wishing to conduct more inclusive research in their discipline. Application of these methods yielded richer and more nuanced data, thus increasing the validity of the study. Although anatomy education may not currently represent diverse populations, positive action towards change is underway, with many in the discipline eager to actively confront exclusion. The existing dataset is predominantly Eurocentric. As such, the next phase of this research will translate recruitment literature and questionnaires into other languages to collect more global perspectives. To encourage further anti-exclusion research, the data will be made widely accessible for analysis.

Sociodemographic Teaching Variables with a Possible Impact on Educational Inclusion for Students with Giftedness in Portugal

This study explored the importance of ongoing, specialized training for Portuguese teachers about supporting gifted students in the context of inclusive education. This study was carried out with a sample of 863 school teachers in Portugal, using a questionnaire structured in four dimensions: conceptualization, legislation, identification and intervention. Female teachers demonstrated significantly greater knowledge and training across all dimensions. Similarly, teachers in urban schools had better results than those in rural areas, highlighting the need for greater support and resources for the latter. The findings of this study underline the urgency of reinforcing initial and ongoing teacher training to ensure that all students, regardless of their abilities, receive an education that meets their specific needs. The results also suggest that although Portuguese legislation is solid, it lacks more detailed guidelines that can effectively guide educational practices with these students. Greater commitment to teacher training, accompanied by consistent institutional support, is fundamental for promoting inclusive education that appreciates each student’s diversity and potential.

Recommendation section of psychoeducational reports: A barrier or opportunity to promote inclusion in early education and care?

AbstractPsychoeducational reports prepared by the Educational Psychological Service are foundational for special educational support in Norway, ensuring equitable opportunities for development, learning and participation among children with special educational needs in mainstream Early Childhood Education and Care settings. This qualitative study examines the characteristics of recommended goals and support measures in these reports, and how they promote or inhibit inclusion. Through a holistic approach, the study explores individual and social contextual considerations within the recommendation sections of seven reports for children aged 3–5 years. Employing reflexive thematic analysis, our findings suggest that while certain measures promote children's participation in inclusive communities, there is a predominant focus on the individual child. This emphasis often centres on skill acquisition and ability development through performance‐based goals and compensatory measures. However, while most recommendations are individually oriented, certain measures appear generalised and broadly applicable to most children, highlighting the challenges of addressing each child's unique needs in their specific context. The study's implications underscore the necessity for a holistic approach in the field of special education, both at the policy and legislative levels. Such an approach is essential for enabling psychoeducational reports to promote inclusion in early childhood education and care settings.

A Review on Marathi Braille

This paper investigates the complex process of translating Marathi text into Bharati Braille, emphasizing the critical importance of equitable information access for individuals with visual impairments. It provides an in-depth analysis of Bharati Braille's structure, encoding guidelines, and its adaptation to Indian languages, with a particular focus on Marathi's linguistic features and challenges. Through a comprehensive literature review, the study examines existing text-to-Braille conversion technologies, analyzing hardware and software solutions and their applicability to Marathi. Key challenges such as linguistic nuances, dialectical variations, and the preservation of semantic integrity during translation are explored in detail. The paper highlights technical barriers, including encoding complexities and readability issues, and stresses the need for innovative solutions to address these gaps. By offering actionable insights, this research supports the development of advanced text-to-Braille systems tailored to Marathi, fostering inclusivity and enhancing access to education and information for visually impaired individuals. This study aims to contribute to the broader goal of promoting social and educational inclusion, empowering individuals with visual impairments to participate fully in society.

La formación continua de docentes en inclusión educativa de estudiantes con discapacidad intelectual en la educación básica colombiana

This article responds to the need to improve the continuing education of teachers of Primary Basic Education in order to contribute to the educational inclusion of students with Intellectual Disabilities in the Colombian context. The research procedure assumes as its main methodological criterion the complementarity of qualitative and quantitative methods, which allows them to be used from a scientific perspective to understand the object of study. As a result, a continuing education strategy is proposed based on situated learning, which favors the theory-practice link and takes into account the experiences of teachers, thus promoting the updating and improvement of knowledge, skills and values ​​to respond to current needs arising from the field of teacher training and performance, as well as to the demands posed by the educational inclusion of students with Intellectual Disabilities.