Inclusion Of Pupils Research Articles

Kako bi deca bez ometenosti doživljavala učenika sa intelektualnim smetnjama u inkluzivnom fizičkom vaspitanju?

Introduction. The views of able-bodied children on the inclusion of a student with intellectual disabilities in physical education classes are one of the factors influencing the success of the physical education process. The social interactions of able-bodied pupils and pupils with disabilities are crucial in creating a positive classroom climate. Objectives. The aim of the study was to assess the attitudes of able-bodied children towards the inclusion of pupils with intellectual disabilities in physical education lessons and compare the differences between boys and girls. Methods. The study involved 274 able-bodied pupils, 153 boys (mean age 12.34±1.19 years) and 121 girls (mean age 12.45±1.23 years). A modified Czech version of the CAIPE-R for the inclusion of a student with an intellectual disability was used (a=.797). Differences between boys and girls were assessed by the Mann-Whitney U-test. Differences between attitudinal dimensions were calculated using the Wilcoxon Signed Rank test. Results. Both genders of able-bodied children (boys, 2.91±.45 score; girls, 3.11±.40 score) assessed the inclusion of a student with an intellectual disability in physical education classes rather positively. Girls were more positive to include a student with an intellectual disability than boys, which was reflected in their overall (U=6984, p=.00, r=.22) and sport-specific attitudes (U=6335, p=.00, r=.28). Boys assessed general attitudes more positively than sport-specific attitudes (Z=-4.97, p=.00, r=.24). Conclusion. More information about the attitudes of intact classmates, teachers, and school management toward inclusion needs to be gathered through research monitoring.

Skúsenosti učiteľov so začlenením žiakov s poruchami autistického spektra do inkluzívnej telesnej a športovej výchovy

The aim of the research was to evaluate teachers' experiences of inclusive physical and sport education (PSE) towards inclusion of pupils with autism spectrum disorders (ASD). Fifty-two teachers (female, n=32; male, n=20) with a mean age of 41.4±11.3 years who had included pupils with autism spectrum disorders (ASD) in their PSE over the past 5 years participated in this pilot study. We used the standardized PESEISD-A questionnaire version 8.2 to collect research data. The most negative teachers’ perceptions of inclusive PSE were the significantly different level of acquired motor skills of pupils with ASD compared to the level of intact classmates and difficulties for pupils with ASD in performing the assigned task. They also complain about the high number of pupils in the inclusive group and the problematic behaviour of the pupil with ASD. On the other hand, the teachers claim that they have information about the pupil with ASD, in conducting inclusive PSE, they do not feel stress (40.4%) or nervousness (48.1%), and they do not find it difficult to modify sports activities in inclusive PSE.

Modifying physical activities for maximizing learning opportunities: perspectives of Finnish physical educators and special educators on inclusive teaching strategies

ABSTRACT Background Recent curricular reforms have aimed to make the Finnish education system more inclusive which requires the implementation of differentiated and individualized teaching practices within schools. In Finland, as it is internationally, efforts have been made to increase adaptive teaching strategies and collaborative practices between different professionals in the physical education (PE) context. So far, current research has revealed significant findings on how pupils with special educational needs and disabilities (SEND) can be successfully included in integrated/mainstream PE settings, focusing mainly on the perspectives of PE teachers. In comparison, little attention has been paid to the instructional strategies of different pedagogues involved in the PE classroom. Besides, little is known about how inclusive learning environments with an all-embracing approach that goes beyond the inclusion of pupils with SEND can be created in practice. Paying greater attention to these issues holds strong potential to enrich the existing knowledge regarding instructional strategies in PE and could help other teachers justify their educational choices. Methodology Drawing on the data from a multiple case study in a Finnish context, we explore how four PE teachers and four special education teachers attempted to work inclusively within PE. Document analysis of the current Finnish national curriculum and semi-structured interviews with special and physical education teachers were used to extend the current understanding of pedagogical practices for dealing with diversity in PE. The interviews have been content-analysed adopting deductive-inductive approach utilizing the TREE model and the Inclusion Spectrum. Findings The results of the present study illuminate how PE and special educators often showed willingness to modify the physical activities to meet the individual needs of all learners in PE which included the rules, equipment, and environmental modifications. The findings highlight the variety of instructional strategies used among participants in the PE context. Both teacher professions take individual responsibility for the teaching activities, but their traditional role as independent and autonomous professionals may also be an obstacle for collaboration. This research also identified the important role of collaborative structures and cultures which requires critical reflections of the individual aims and a shared vision of inclusive teaching. Conclusion Overall, this paper contributes to a growing body of pedagogical research portraying the perspectives of PE and special educators involved in the PE classroom. Future research should further examine the perspectives of different professionals as it may contribute to a more comprehensive perspective on diversity and inclusive teaching strategies.

Primary School Teachers’ Pedagogical Practices and Inclusive Education: A Case of Pupils with Moderate Deafblindness in Tanzania

This study presents evidence from the primary school teachers’ pedagogical practices in the inclusion of pupils with moderate deafblindness. It also explains the factors hindering pupils’ participation in learning. A qualitative approach with multiple case study design was adopted. Purposive sampling was used to select forty participants from four inclusive primary schools in Tanzania. Data were generated using semistructured interviews, non-participatory classroom observations, focus group discussions (FGDs) and document reviews. Thematic analysis was used to identify, analyse, and record themes and sub-themes from the data generated. Findings indicate that lesson plans had long been homogenized, the teaching and learning approaches were not disability-sensitive and teaching and learning materials were also inadequate and inaccessible. Additionally, while the classroom environment was inaccessible for pupils with deaf-blindness, the assessment strategies were homogenized for all. The findings further show that the teaching practices and learning environment were exclusionary without considering the pupil’s unique learning needs. Among other things, the paper recommends that there is a need to restructure teachers’ pedagogical practices to accommodate the diversity needs of learners in order to ensure equitable access to quality education and participation of all pupils.

Self-Efficacy and Attitudes of Physical Education Teachers towards Inclusion of Pupils with Disabilities

The aim of the research was to investigate teachers’ self-efficacy and attitudes towards inclusion of pupils with disabilities in mainstream education. The research group consisted of 253 physical education teachers (125 male and 128 female) with an average age of 40.52 ± 10.69 working in primary (62%) and secondary (38%) Slovak schools. To obtain empirical data, the standardized questionnaire methods SE-PETE-D and PEATID-III were used. In the analysis of self-efficacy, using the Mann–Whitney U test, significant differences were found in practical experience with pupils with disabilities and (a) teachers’ self-efficacy (p ≤ 0.01) and (b) their attitudes (p ≤ 0.05). The same significant differences (p ≤ 0.05) were found between participation in APA/APE courses and both (a) self-efficacy as well as (b) attitudes. Moreover, the research found the same significant differences (p ≤ 0.01) between the type of disability and both (a) self-efficacy and (b) attitudes. A significantly positive correlation with a moderate relationship between teachers’ self-efficacy and their attitudes towards pupils with disabilities (p ≤ 0.01) were also found. Based on our findings, recommendations with specific proposals for physical and sports education practice were formulated.

Determinants of teachers’ attitudes toward inclusion of pupils with attention deficit hyperactivity disorder: The role of teacher education

Given that teachers’ attitudes are an essential constituent of most academic and social processes taking place in their classrooms, the authors of the current study examined teachers’ attitudes and their origins specifically toward the inclusion of pupils with ADHD, taking into account demographic variables, teachers’ professionalism, and either a personal diagnosis of ADHD or prior acquaintance with it through relatives. The data, gathered from 475 participants’ responses to questionnaires, revealed that professional teacher training was only a secondary factor influencing attitudes regarding the inclusion of children with ADHD. A more prominent factor was teachers’ own diagnosis of ADHD or prior experience with children/relatives with ADHD. Study results are followed by practical suggestions for improving teacher education based on these findings.

Littératie en français et inclusion des langues des élèves à Mayotte : outils pour la formation des enseignants du premier degré

Dans cette contribution, nous interrogeons les apports de la didactique du plurilinguisme dans la formation des professeurs des écoles à Mayotte. Après avoir exposé les contours de l’enjeu de la littératie en français dans ce territoire insulaire ultramarin et du contexte sociolinguistique, nous nous appuyons sur les résultats de la mise en œuvre de deux outils de la didactique du plurilinguisme : la biographie langagière et la comparaison des langues. Ils permettent d’identifier des gestes professionnels contextualisés et un continuum praxéologique de la formation vers la classe plurilingue.

CHILDREN’S ATTITUDES TOWARDS INCLUSION OF VISUALLY IMPAIRED PUPIL IN PHYSICAL EDUCATION LESSONS FROM THE POINT OF PUPILS’ EXPERIENCE

The aim of the study was to investigate the attitudes of Slovak able-bodied pupils towards the inclusion of pupil with visual impairment in physical education (P.E.) classes from the point of pupils’ experience. The research sample comprised a total of 419 able-bodied primary school pupils of the 6th to 9th grade, divided into pupils with experience with a visually impaired person (n=96) and without experience (n=323). The CAIPE-CZ was translated into the Slovak language and modified for the inclusion of visually impaired pupil in physical education lessons. The Non-parametric Mann-Whitney U-test was used to assess differences in children’s attitudes between children with experience versus children without experience. Attitudes of able-bodied pupils towards the inclusion of pupils with visual impairment in P.E. lessons were only indifferent to very slightly positive in both samples according to their previous experience with a visually impaired person in their lives. Despite these findings, able-bodied pupils without previous experience with a visually impaired person compared pupils with experience show significantly higher positive attitudes towards visually impaired pupil in P.E. classes in the field of cooperation, willingness to help, socialization, and rules modification of sports games.

Inclusion of pupils with autism – a research overview

ABSTRACT This overview, or review of reviews, synthesises the contributions of influential research on education of autistic pupils to a) characterise this research and b) analyse the potential of this research to further inclusive education. The 80 most-cited reviews in Web of Science targeting research on education of autistic pupils were analysed. From the standpoint of inclusive education, several shortcomings in the research field were identified: First, the reviews very seldom explicitly address inclusion. Second, when they do, inclusion is narrowly understood. Third, only about half of the reviews concerned regular education. Finally, most reviews report positive effects but provide limited knowledge about what methods are most useful for specific sets of pupils and in which situations. The majority explores how to reduce symptoms of autism and how to foster socio-communicative skills. The Inclusive Education Model (IEM) was developed to analyse how different types of research, including research not specifically addressing inclusion, provide different forms of knowledge about how to increase inclusive schooling. The findings are discussed in relation to needs for future research on inclusion and it is argued that the field would benefit from more explicit orientations towards inclusive education. The benefits and shortcomings of IEM are discussed

ARE GREEK SPECIAL EDUCATION TEACHERS IN FAVOUR OF THE INCLUSION OF PUPILS WITH INTELLECTUAL DISABILITY? AN ONLINE SURVEY

<p>Few studies have been conducted in Greece focusing on the inclusion of pupils with Intellectual Disability (ID) in general classes. The aim of this quantitative study was to explore the attitudes of Special Education Teachers (SETs or SET) towards the inclusion of pupils with ID in general classes. A structured questionnaire was sent out. It consisted of 10 demographic questions and of 6 structured closed-ended questions about the inclusion of this group of pupils in general classes, using a 5-point Likert scale. The study sample consisted of 150 SETs [129 (86%) females and 21 (14%) males]. The questionnaire data were analysed via descriptive and inferential statistics (SPSS version 21). The results of the research showed that the majority of SETs had a positive attitude towards the fact that the special and general education teacher should jointly adapt the classroom according to the needs of the pupil with ID and that inclusive education is appropriate for these pupils. The SETs had a neutral to positive attitude about whether pupils with ID should be educated in general settings with pupils without disabilities and whether they should be removed less frequently from general education settings in order to be given more help with their difficulties. Finally, there were some dependent variables that played a major role in participants' responses, such as education, work experience, work and the structure of employment. In conclusion, SETs point out that they are in favour of the inclusion of pupils with ID. Finally, the results of the study are discussed. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0993/a.php" alt="Hit counter" /></p>

Facing the challenges of the inclusion of visually impaired students: Music teacher’s perceptions

The basic training of music teachers does not usually contemplate inclusive resources intended to assist visually impaired students. Given the need for specific training, the purpose of this study was to collect together the perceptions of a group of 13 pre-primary, primary, and high school in-service music teachers, as regards a professional development course that addresses the inclusion of pupils with visual impairments. The teachers’ perceptions about the resources provided, the procedures used and the impact of what was learned during the course were obtained by means of open questionnaires and a semi-structured interview. The findings highlight the acquisition of inclusive resources as a starting point for the teachers’ sense of preparedness in the classroom and show the impact of active learning and direct contact with visually impaired students on the development of a positive attitude toward inclusion. Factors and lessons contributing to guiding the design of future professional development programs in the field of inclusive music education for visually impaired students were identified.

‘A little whisper in the ear’: how developing relationships between pupils with attachment difficulties and key adults can improve the former’s social, emotional and behavioural skills and support inclusion

ABSTRACT Children with attachment difficulties can experience barriers to learning and their externalising and internalising behaviours can challenge staff: ultimately, such encounters may result in exclusion from school. This paper examines how settings can support the inclusion of pupils with attachment difficulties, through employing a specific member of staff who is not the teacher (1:1), as an additional attachment figure; hereafter, termed a key adult. Using mixed methods, my multiple-case study applies attachment, and secure base, theories to the educational context and evaluates the impact and efficacy of developing supportive relationships with two at-risk children (Child A and B). The findings suggest that key adults can support areas of social, emotional, and behavioural skills previously believed impervious to change. Furthermore, such individuals enable pupils with attachment difficulties to attain equal opportunities and safeguard against exclusion.

Sociale inclusie en ASS in het voortgezet onderwijs: wat is er nodig?

Since the introduction of the Appropriate Education Act, attempts have been made to include pupils with special needs in mainstream secondary education, including pupils with autism. Statistics show that this was only partially successful. This may be partly explained by the fact that the main focus of the involved professionals (school principals, teachers) to date seems to have been mainly on the educational needs of these pupils and less on students’ sense of belonging, i.e. going to school with the feeling to be part of something, a group or community. The central question in this qualitative research is to what extent young people with autism within mainstream education experience this sense of belonging and what is needed for this. This has been investigated by means of literature research and focus groups with (former) students with autism. The first preliminary results show that students with autism indicate that they have little contact with their fellow students, which is complicated by a too busy environment (too many students, too few seats, too many stimuli). All this leads to overstimulation, fatigue, and can cause so much stress that it takes very little to completely skip school that day. In short, the most important recommendation is to create more calm and less crowded environments in schools. We conclude that social inclusion of pupils with autism in mainstream schools is essential for the success of the Appropriate Education Act but it does not come naturally: it requires active policies from schools. The project described in this article is part of a larger project in which we try to develop concrete recommendations for this purpose.

Évaluer le concept de soi des élèves en contexte scolaire inclusif : exploration des qualités psychométriques du CoSoi

ObjectiveFor several years now, the educational system in Switzerland has aimed to develop inclusive schooling. There are still questions about the effectiveness of support measures implemented to help in the inclusion of pupils with special educational needs in regular classrooms and their possible influence on pupils’ self-perception. Self-concept is defined as a multifaceted self-representation, developed through environmental experiences and significant others. In school settings, the dimensions of self-concept refer to academic (i.e., language learning and mathematics) and nonacademic (i.e., social) domains. The CoSoi is an easy-to-administer questionnaire that measures academic and social self-concept as well as attitudes towards school. Thus, the objective of the present study is to explore the psychometric properties of the CoSoi while considering the influence of support measures in the regular classroom on self-concept and social integration of pupils with special educational needs and their classmates. MethodA sample of 568 pupils in a French-speaking area of Switzerland (48% girls ; 173 pupils receiving support measures; 8–9 years-old) completed the CoSoi and sociometric matrices. Confirmatory factor analyses (CFA) were performed to compare two different models (i.e., a four-dimensional and a second order three-dimensional model). Then, the factorial invariance of the scale was tested across gender, grade and pupils with or without support measure. Finally, differences in levels of self-concept and social integration were tested using repeated measure ANOVAs. ResultsThe results of CFA indicate that indices of the two models tested showed satisfactory fit to our data. The four-factor model was invariant across gender and support measures, whereas the second order three-factor model was also invariant across grade. Although the two dimensions of academic self-concept (i.e., language learning and mathematics) differed by gender, there was no significant effect of the support measures received. Despite lower levels of academic self-concept than their classmates, the observed gap of pupils receiving support measures did not increase over the course of the year. In addition, levels of social self-concept were relatively high and stable over time. ConclusionThe results of the present study indicated that the support measures implemented did not seem to negatively affect pupils’ self-concept or self-perception regarding their social integration in the regular class. Pupils with special educational needs did not experiment increased marginalization or discrimination during the school year. In conclusion, the CoSoi appears to be an appropriate measure for estimating the degree to which the implementation of inclusive education may impact the classroom's social functioning or the pupils’ well-being, whether or not they are identified as having special educational needs. It can also be used to assess the effectiveness of inclusive practices in regular classrooms as a complement to measures of achievement. This questionnaire allows to take into account the global construct of academic self-concept, and it has the advantage of being quick and easy to administer.

Teaching assistants: their role in the inclusion, education and achievement of pupils with special educational needs

The long-term, international trend towards the inclusion of pupils with special educational needs (SEN) has been accompanied and enabled by an increase in the employment and deployment of a parapro...

Regular Primary School Teachers’ Attitudes towards Inclusion of Pupils with Autism Spectrum Disorder in Bangladesh

The purpose of the study was to investigate the attitudes of teachers towards inclusion of pupils with autism spectrum disorder (ASD) in regular classrooms and also aiming to examine the relationship between teacher-related factors and teachers’ attitudes towards inclusion of pupils with ASD in regular classrooms. Three hundred regular primary teachers were selected as participants by using random sampling. A demographic questionnaire and TATIS (Teacher Attitudes toward Inclusion Scale) developed by Cullen et.al.(2010) were used for measuring teachers’ attitudes towards inclusion of pupils with ASD in regular classrooms. The descriptive and inferential statistics were used for analyzing data. The findings indicated that teachers’ attitudes toward inclusion of pupils with ASD in regular classrooms were slightly positive. One interesting finding was that half of teachers are willing to make classroom modifications and to follow inclusion model to meet the individual needs of students with ASD. However, the majority of the teachers are still in favor of the option of maintaining special classrooms for students with ASD. The result also indicated that the statistically significant correlation was highlighted between teachers’ attitudes and the following teacher-related factors: gender, age, educational qualification, teaching experience, being personally acquainted with a person with ASD, adequate training and formal training on ASD. The regression analysis suggested that about 21% of the variance on attitudes due to the variables like gender, age, educational qualification, adequate training and formal training on ASD. These variables contributed significantly to the prediction of teachers’ attitudes towards inclusion of pupils with ASD.

Including pupils who have experienced migration during the COVID-19 pandemic

The COVID-19 pandemic, which has rapidly spread globally since the beginning of 2020, poses a number of challenges for the educational system. Educational institutions have been closed, and teaching/learning is now being done online. The coexistence of these two events, namely, online learning and pupils who have experienced migration in Polish schools, serve as the starting point for my study. The aim of the study is to obtain feedback from early years teachers on the possible inclusion of pupils who have experienced migration in the online learning process and to identify the self-reported pri- orities for teachers’ tasks during the pandemic and the actual ways in which teachers offer opportunities for inclusion to the students involved in the study. An online survey was used in the study as the research method. The article is composed of two parts: the theoretical part, which describes the educational situation of the students who have experienced migration and selected issues associated with inclusive education, and the empirical part, which provides analysis and interpretation of the data obtained in the study. The study offers conclusions on the hierarchy of priorities for teachers’ tasks (the majority of the respondents mentioned “providing emotional support to pupils”) and the particulars of including students who have experienced migration into the online learning process (a majority of the teachers reported the need for more personalized teaching and close cooperation with pupils’ families). Given the number of respondents (83 teachers) and the survey methodology, the results should be treated with caution. That said, they are worth sharing as an inspiration for early years teachers to seek and reflect on their own solutions to the problem.

Teachers talk about inclusion… but can they implement it in their classroom? Exploring teachers’ views on inclusion in a Scottish secondary school

Although there is much research regarding the inclusion of pupils with additional support needs (ASN) in mainstream secondary education, there is little research specifically exploring the perspectives of staff who support and teach this population. This small‐scale exploratory study in a Scottish secondary school investigated staff perspectives, aiming to provide unique insights and personal accounts of issues pertaining to inclusion. The findings suggest that there is a need to increase the skills of staff in order for them to be suitably equipped, competent and confident to meet all pupils’ needs.

SCHOOL ADAPTATION AND TRANSITION - GOOD PRACTICES OF SCHOOL IMPROVEMENT WITH EMPHASIS ON SOCIAL SKILLS

Special Education and Training implements specially designed educational programs, which shall follow the objectives of the Analytical Program and shall aim at the inclusion of pupils. The transition of pupils from level to level of education is a difficult process which brings with it several problems, particularly for children with learning difficulties. In this work we will refer to the concept of transition and its importance for school inclusion. On this basis we will focus on good adaptation and school improvement practices. Article visualizations:

Social development and inclusion of pupils from socially disadvantaged environment

K zásadným a veľmi výrazným problémom s ktorými sa humánne orientovaná spoločnosť musí zaoberať, patrí problém spolužitia s rómskym obyvateľstvom. Tento problém je zložitý, treba ho riešiť koncepčne a kom-plexne a to najmä v oblasti výchovy a vzdelávania. Skvalitnenie výchovy a vzdelávania rómskych detí a žiakov zo sociálne znevýhodneného prostredia je základným predpokladom úspešnej integrácie tejto minority.