Inclusive Classes Research Articles

Learning Degrees for Students with Special Needs in Inclusion Class Settings

The aim of this study is to describe the learning degrees of students with special needs in the inclusive high school classroom setting in Pangkalpinang City. This study used a qualitative approach with the case study method which was conducted to see and observe learning for students with special needs at SMAN 1 Pangkalpinang. Data collection techniques using interviews and observation. Data analysis techniques in this study used three stages, namely data reduction, data exposure, and drawing conclusions. The results of the research are the learning degrees of students with special needs in the inclusion class setting at SMAN 1 Pangkalpinang going well because the teacher has made learning modifications according to the level of potential, obstacles, and needs of students. The teacher's attitude towards the uniqueness of the learning process of students with special needs is very positive. The teacher’s efforts in teaching students with special needs together with other students in inclusive classes include: (1) Consultation with special school teacher, (2) Discussions with colleagues, (3) Implementing cooperative learning and project based learning which accompanies all students, (4) Learning for students with special needs in inclusive classes is developed on the principles of flexibility, modification of learning degrees, and support

Implementation of Inclusive Pedagogy in Elementary Schools

The general problem of learning opportunities for children with special needs is society's serious problem. Therefore, the quality of inclusive education must always be improved, one of which is the teaching staff (teachers). Every teacher must master and improve various aspects of competence, one of which is the competence used in inclusive education, inclusive pedagogy competence. This research aims to describe the implementation of inclusive pedagogy in schools providing inclusive education. This type of research is descriptive with a qualitative approach via phenomenology. The subjects in this research were one inclusion class teacher and one special supervisor teacher (GPK). The data collection method used was interviewed using an instrument in the form of an interview sheet. The collected data is explained using content analysis techniques to identify the main themes in the news with the application of inclusive pedagogy. The research results show that inclusive pedagogy competence involves the teacher's ability to provide learning that considers student diversity. This is done through efforts to accept, communicate, and build an inclusive environment. By showing the benefits and challenges of implementing inclusive pedagogy, this research can help increase public support for inclusive education.

INTERACTIVE ORIENTATION OF ADOLESCENTS IN THE PERSPECTIVE OF INCLUSIVE EDUCATIONAL SPACE

Relevanse. The paper presents the results of a research of interactive orientation in the context of its influence on the communication of adolescents in the inclusive educational space. Methodology. Methods: comparative analysis, quantitative and qualitative analysis of the obtained data using mathematical and statistical methods, generalization of conclusions. The sample of research consisted of 240 students (aged 11 - 14), 30 of whom had special needs (18 boys and 12 girls). The experimental base of our study was 14 inclusive classes of Ukrainian schools. Results. The obtained results provide grounds for statement that the orientation towards interaction is more characteristic of teenagers with typical development than their peers with special needs. A moderate negative correlation was found between interactive and marginal orientations. Therefore, adolescents who strive for interaction are less infantile and more capable of adequate perception and acceptance of the interlocutor. Conclusions. The importance and peculiarities of the interactive orientation of adolescents who are participants in the inclusive educational space have been revealed. This determines the importance of socio-psychological activities to reduce the level of concentration on personal interests or tendency to marginalization and, thus, increase the level of adaptability in communication, as teenagers with typical development and their classmates who have special needs. This will contribute not only to the optimization of the inclusive educational space, but also to the expansion of their opportunities for selfrealization in various spheres of society.

Pembelajaran Berbasis Saintifik Pada Kelas Inklusif Sekolah Dasar

The scientific approach in inclusive classes is a learning method that allows children with special needs (ABK) and normal children (non-ABK) to work together to be active in learning in class. The aim of this research is to describe sanitary learning in inclusive elementary school classes. This research uses the Literature Review research method. The data analysis technique is carried out descriptively by analyzing and identifying scientific articles to produce a more informative summary. The results of this research show that implementing scientific-based learning consists of five steps, namely through: 1) Observing, 2) Asking, 3) Trying, 4) Reasoning and 5) Communicating. The application of scientific learning in inclusive classes is still not implemented optimally, especially in communication activities. Students in inclusive scientific learning classes are still unable to communicate deftly and their behavior tends to be hyperactive or very passive.

A CASE STUDY ON TEACHING METHODS USED TO TEACH LEARNERS WITH HEARING IMPAIRMENT AT BUBUBU PRIMARY SCHOOLS IN ZANZIBAR.

Background: This study aimed to investigate the teaching methods used to teach learners with hearing impairment at, Mtopepo, Chuini, Kama, and Kidichi primary schools of Bububu ward in Zanzibar. Methodology: A descriptive case study research was conducted in which Qualitative data was collected from 36 members who included 25 learners 25 ordinary teachers, 5 Academic masters, and 5 head teachers from the selected schools. Results: The majority of respondents were Females 40 (66.6%) and 20 (33.3%) were males. 30 (50%) had primary education. 10 (16.6%) certificate education and 20 (33.3%) diploma education. By age, 58.3% of the respondents were 5 -15 years, 16.6% were 16 – 35 years and 25% were 36-55 years. The themes of the study were Headteacher understanding of the academic master lesson, Ordinary teacher-appropriate teaching methods, and Learner contribution in the class. Most teachers use a general approach to the students in a mixed class without considering that some students with special needs require a particular approach to understand the lesson. Some teachers were doing recommended teaching approaches to the students with special needs and their students were performing well, sometimes well compared to other normal students. Some teachers found it uneasy to teach students with special needs and lacked sufficient teaching knowledge, special tools, and materials like sign language knowledge which they also did not understand. Conclusion: There was a shortage of special needs teachers for hearing impairment in all the selected schools. The schools lacked enough special needs teachers who could be used to teach inclusive classes for hearing-impaired learners. Recommendation: The Ministry of Education Vocational Training of Zanzibar should improve teaching and learning methods for learners with hearing impairment in primary schools of Zanzibar.

Translate Self-Review (TSR) Method Based on Culturally Responsive Teaching (CRT) for Arabic Writing Learning in Higher Education

Arabic writing skills at the higher education level were still experiencing stagnation, which required efforts to improve learning. This research was presented as an exploration of overcoming this problem. This research aimed to describe the application of the Translate Self-Review (TSR) method based on the Culturally Responsive Teaching (CRT) approach in arabic writing learning in higher education along with students' perceptions of this learning. This research used qualitative-descriptive method, and data was collected through questionnaire, observations, and documentation, then it was analyzed using Miles and Huberman analysis techniques. This research results highlighted that although there was a positive response from students towards the use of this method in creating an enjoyable learning experience and facilitating cross-cultural relationships, there was still a gap between theory and practice, indicating obstacles in improving Arabic writing skills in elementary-level inclusive classes. This research underlined the importance of adapting learning methods that were more appropriate to students' level of understanding and extending them to higher levels of education to obtain a more holistic picture. The TSR method based CRT approach offered potential in creating an inclusive learning environment, but needed modification to effectively meet the needs of diverse learners and improve Arabic writing skills at the higher education level.

Inclusion of children with autism spectrum disorder in preschool: Investigation of adult–child interactions in two inclusive classes over one school year

AbstractBased on a complex dynamic system approach, this study examined the dynamic of interactions between adults (a teacher and teaching assistant) and two children with ASD. We observed two preschool classrooms, each containing one child with contrasting ASD characteristics. Child engagement and adult participation during welcome time activities were observed once a month for 9 months; dramatic differences in interaction dynamics between the two classes were revealed. In the class including an autistic child with high support needs and low language ability, the active participation of adults associated with active child engagement gradually increased over the year. In the class including an autistic child with a high level of challenging behaviours (but with low support needs and typical language skills), increased variability resulted in a deep change in the landscape of attractors. Whereas the child was mostly engaged with adult participation during the first trimester, he was actively engaged without adult participation in the final trimester.

Teaching Strategies Applied by EFL Teachers at Inclusive Classroom: An Learning Experince Learnt from Inclusive Classes

Teaching Strategies Applied by EFL Teachers at Inclusive Classroom: An Learning Experince Learnt from Inclusive Classes

Some good news for the school: the levelling effect of the EFL class in FL vocabulary production and FL categorization of autochthonous learners and heritage speaker learners

Abstract Several researchers have drawn attention to the educational challenge posed by multilingual classes where students from different linguistic backgrounds coexist. Current institutional initiatives in Europe, but also elsewhere, advocate for the maintenance and promotion of multilingual and multicultural diversity within both monolingual and multilingual classrooms. In this study located in Spain, we were interested in exploring the English as a Foreign Language (EFL) vocabulary production and FL categorization of a group of heritage bilinguals in comparison with their mainstream monolingual peers. Results from a categorization task revealed that on most measures taken, heritage bilinguals, despite being a more heterogenous group, performed similarly in terms of vocabulary production in general, and as compared against the framework of a standard pre-B1 Cambridge vocabulary list, FL categorization, and typicality structures. The levelling effect of the EFL class is claimed to be accountable for this lack of differences. Furthermore, we dare speculate the generalization of CLIL could play in favour of more inclusive classes where immigrant learners are not left behind and can realise their potential to the fullest.

Project-based teaching of computer science in inclusive education using digital technologies

Relevance. The relevance of the research is due to the rapid development of information technologies and the digital environment, which requires constant updating of educational methodologies and their adaptation for inclusive educational practices. Purpose. This article aims to research and develop a methodology that would contribute to the effective implementation of project-based learning using digital technologies in inclusive education in the field of computer science. Methodology. The leading method of researching this problem was system analysis. The following methods of scientific cognition were also applied: logical analysis, comparison, synthesis, deduction, and classification. Results. The study reveals the indicators of inclusive education, including student involvement, accessibility, indicators of student achievement, and professional competence of teachers. It also highlights barriers and discrimination, funding, and cooperation. The concept of project-based learning, its functions, and aspects are disclosed. The relationship between project-based learning and inclusive education and the prospects for its application in inclusive education are explored. Four types of approaches in project-based learning that can be applied in teaching computer science are presented. Additionally, a methodology to improve the teaching of computer science is developed. Conclusions. The study considered in detail the main principles, methodologies, and practices that affect the effectiveness and accessibility of inclusive education for diverse groups of students. It justified the prospects of project-based learning methodology as part of an effective strategy for inclusive education. The materials from the study can be used to improve curricula for inclusive classes, providing more effective teaching of computer science through the use of digital technologies. Keywords: educational methodology; personalization; special educational needs; active participation; educational plans; computer literacy

Utilizing Generative Adversarial Networks Using a Category of Fuzzy-Based Structural Similarity Indices for Constructing Datasets in Meteorology

Machine learning and image processing are closely related fields that have undergone major development and application in recent years. Machine learning algorithms are being used to develop sophisticated techniques for analyzing and interpreting images, such as object detection, image classification, and image segmentation. One important aspect of image processing is the ability to compare and measure the similarity between different images by providing a way to quantify the similarity between images using various features such as contrast, luminance, and structure. Generally, the flexibility of similarity measures enables fine-tuning the comparison process to achieve the desired outcomes. This is while the existing similarity measures are not flexible enough to address diverse and comprehensive practical aspects. To this end, we utilize triangular norms (t-norms) to construct an inclusive class of similarity measures in this article. As is well-known, each t-norm possesses distinctive attributes that allow for novel interpretations of image similarities. The proposed class of t-norm-based structural similarity measures offers numerous options for decisionmakers to consider various issues and interpret results more broadly in line with their objectives. For more details, in the Experiments section, the proposed method is applied to grayscale and binarized images and a specific experiment related to meteorology. Eventually, the presented diverse case studies confirm the efficiency and key features of the t-norm-based structural similarity.

Teachers’ Perception Towards Inclusive Education

This study aimed to assess the perception of teachers handling inclusive education at the identified public elementary schools in Loon South District, Bohol Province, for the school year 2022–2023 as the basis for instructional skills enhancement plans. The respondents comprised three clusters of grades one to six teachers handling inclusive classes. The respondents were selected using universal sampling and treated using inferential and descriptive statistics. Results showed that most respondents aged 44-53 were female, married, with master units, specialized in general education, and taught for 8-14 years. Moreover, the level of perception of the respondents towards inclusive education was very positive. It was also found that there was no significant difference between respondents’ profile and their perceptions of inclusive education. Therefore, results showed that respondents were very optimistic about handling inclusive classes. It is recommended that the instructional enhancement plans be implemented for a more positive learning experience when dealing with inclusive classes.

Research of the emotional state of young tutors working with children with autism spectrum disorders

Introduction. The work of specialists involved in psychological, medical and pedagogical support of children with autism spectrum disorders (ASD) has an impact on the emotional state of educators, often causing professional burnout. It is widely discussed in the literature among educators with a long work experience. The authors consider it relevant to isolate and investigate the initial symptoms of burnout. Materials and methods. The study involved 14 tutors, women aged 24 to 30 years, working in resource classes for children with ASD and 14 teachers of inclusive classes. Research methods: questionnaire survey, psychological testing. The authors used the “Methodology for diagnosing the level of emotional burnout” (Boyko, 1998), “Scale of psychological well-being” by K. Riffe in adaptation of T.D. Shevelenkova, T.P. Fesenko (2005), Clinical questionnaire for identifying neurotic states by K.K. Yakhin, D.M. Mendelevich (1998). Statistical processing was performed using IBM SPSS Statistics 26 program. The nonparametric Mann-Whitney criterion (p≤0,05) was used to compare indicators. Results. All tutors noted significant fatigue after the working day, half of them also experienced psychological discomfort, difficulties in communication, less optimistic assessment of their abilities. According to V.V. Boyko’s test, the phase of tension is formed in three tutors, it is in the stage of formation in eleven; the phase of resistance – in three, and it is in the stage of formation in nine; the phase of exhaustion – in one tutor, it is in the stage of formation in four. The most pronounced symptoms are “Dissatisfaction” and “Emotional disorientation” – in 71.4%. Eight teachers (57.1%) felt the presence of problems hindering their psychological well-being and emotional comfort. Eight out of fourteen revealed painful symptoms on the scales of vegetative disorders, neurotic depression, and anxiety. Comparison of indicators in the groups of tutors and teachers of inclusive classes showed reliable differences in many parameters (p≤0.05), but the tutors of inclusive classes also showed forming symptoms of tension and vegetative disorders. Conclusion. The results obtained in the study of tutors with less than three years experience of work with children with ASD indicated the presence or formation of their suboptimal functional state of the body, which requires timely detection and correction with the participation of psychological and medical specialists.

Designing Teaching Models for Inclusion Education at Primary School Level

The aim of this research is to develop an inclusive learning model that is integrated with a differentiation learning model. The research method uses the ADDIE development model, with product testing in two ways, namely expert testing (learning model experts and special education experts) with assessment aspects, namely the learning model framework, learning model structure and learning guidebook and extensive testing using the experimental method (control class and experimental class) at an inclusive public elementary school in Tangerang Regency, Banten, Indonesia. The model feasibility assessment technique uses the Linkert scale for expert validation and experiments for extensive testing using N-gain calculation analysis. The results of this study show that expert validation assessments; the learning model framework gets a total score of 32 with a percentage of 100%, the learning model structure gets a score of 83 with a percentage of 94% and the learning manual gets a score of 24 with a percentage of 100%, the conclusion from the expert assessment is that the learning product is declared suitable for use. The results of extensive analysis tests based on the N-gain score at Elementary School 3 Balaraja were 82% and SDN 1 Telaga Sari were 71%. The conclusion from this extensive test is that the learning model product is effectively used in inclusive classes. The conclusion of this research is that the learning product developed is considered feasible and effective for use in large classes at the inclusive elementary school level.

Focus Group Discussion Penyelenggaraan Layanan Pendidikan Inklusif pada Guru KB TK Alam Efata Bersinar Salatiga

Inclusive education is an education service by including children with special needs and or experiencing obstacles in access to education to obtain quality education together with other students in general, but problems in the field are still found in the condition of institutions that do not have the availability of infrastructure, competent educators and support from parents who have children with special needs. This also happened at KB / TK Alam Efata Bersinar, so a community service activity was designed Focus Group Discussion (FGD) Implementation of Inclusive Education Services facilitated by the PG PAUD UKSW community service team to increase teachers' understanding and skills in preparing and implementing learning in inclusive classes to support the development of students, especially early childhood with special needs. The results of this activity were able to increase the average conceptual understanding of respondents with a percentage reaching 60% for all discussion topics and FGD material on the theme of organizing inclusive education provided

Educational Services for Disabled Children at SDN Umbul Kapuk, Serang City

This research discusses educational services for children with disabilities at SDN Umbul Kapuk Serang City. In this study, the formulation of the problem is how educational services for children with disabilities at SDN Umbul Kapuk Serang City. The purpose of the research is to understand the educational services for children with disabilities at SDN Umbul Kapuk Serang City. The research method uses a descriptive qualitative method approach. The results of the research in the implementation of the inclusive education program at SDN Umbul Kapuk Kota Serang include public schools, the participation of residents plays a very small or less active role, their role is only limited if they have hyperactive children. Community participation in planning, if residents have suggestions they convey in the meeting forum or through the association. The school in decision-making in the inclusive education program, namely every activity in any form that will be implemented, will be discussed in advance with school residents as a result of decisions from deliberations and meetings. School community participation in evaluating the implementation of inclusive education programs includes school residents always providing input on programs that have been carried out by schools through meetings and also proposing counseling activities about dealing with special students. The school does not yet have a special assistant teacher (GPK) because of the limited training for teachers to teach inclusive classes and so far there has been no good from the government. For class design, it is designed to be as comfortable as possible to facilitate learning such as space areas, subject matter is generally the same as other students, physical training is prioritized, learning evaluation includes making improvements, receiving suggestions such as input from peer teachers or through discussions with expert teachers or teachers who teach in inclusive schools, inhibiting and supporting factors are the low knowledge of school residents about inclusive education.

Active Learning Barriers in Developing Mathematical Proficiency: Comparing Visual Impairment Students’ and Teachers’ Perspective

Visual impairment (VI) students face various barriers in mathematics learning, which cause low mathematical proficiency (MP). Therefore, active learning (AL) needs to be optimized to develop the MP of VI students in inclusive classes. This research aimed to explore the barriers of AL to developing MP from the perspectives of VI students and teachers. This was qualitative research with a case study design. The subjects were nine VI students and seven mathematics teachers from an inclusive high school in Yogyakarta. They were selected using purposive sampling. Semi-structured interviews were conducted to collect data. Data analysis was done using the Bogdan and Biklen approach. The result explores AL barriers to developing MP from the perspectives of VI students and teachers almost similar. It can be categorized into three themes: 1) human side barriers, mainly barriers are students' lack of confidence in their abilities and novice teachers' lack of confidence in facilitating VI students. This indicates that both of them have low self-efficacy; 2) environmental barriers, mainly related to discrimination and limited communication skills; and 3) technology and learning media barriers, mainly related to limited learning media for VI students' hands-on activities.

Exploring relationships through art therapy for children with specific learning disabilities

ABSTRACT Background Children with specific learning disabilities (SLD) may experience distress and low self-esteem in their relationships. Aims This exploratory research explored (1) how art therapy contributes to understanding the experiences and relationships of children with SLD and (2) common themes these children express in art. Methods In this case-study, three Israeli children (11–13 years) with SLD attended three research sessions in their homes. They created four drawings symbolising daily life experiences and relationships with teachers, friends, family, and self. The Understand Me and My Surroundings tool was used in each session to prompt discussions of their art. Results During art therapy, participants nonverbally expressed perceived interactions, interpersonal relationships, and externalised feelings. They created art in silence and not always in the suggested order. Thematic analysis identified the main themes of trusting special education teachers, conflict between friendships and classroom type, parental support, and home (family) as support for self. Conclusions The participants’ perspectives on their relationships and themselves emphasise the importance of understanding the experiences of children with SLD. Teachers, parents, and clinicians who interact with these children should be aware of their feelings and support them in areas where they struggle (e.g. academically or socially). Implications for practice and future research Art therapy can help assess children throughout the school year to understand their experiences, such as bullying or social anxiety. However, further research is needed to draw more definitive conclusions about the experiences of children with SLD in inclusion classes. Plain-language summary Children with specific learning disabilities (SLD) may experience distress and low self-esteem in their relationships at school and home. This study looked at how art therapy helped three children aged 11 to 13 years who have SLD and their common experiences and found that it helped them express their emotions and feel better about themselves. Specifically, art therapy helped them depict their feelings, cope with their SLD, improve their relationships with teachers, friends, and parents, and increase their self-esteem. It is a way for parents, teachers, and mental health professionals to listen to and support children with SLD. However, more research is needed on the experiences of children with SLD in inclusion classrooms.

The Importance of Teachers Training in Relation to the Socialization of Children with Special Education Needs in the Mainstream Classrooms

This article aims to highlight the importance of teachers training about inclusiveness by relying on statistical differences in teachers’ perceptions of who are trained in the last five years and those who are not, in the realm of inclusive education as regards the socialization of SEN children with their class peers. The approach of this study was quantitative, and sample extraction is carried out through the stages sampling method. For the data collection, it was used a Likert scale with a Cronbach’s coefficient alpha reported 0.86. The dimension of this research, “Teachers’ perceptions as regards the socialization of children with SEN with peers” consists of three factors, respectively (1) “Teacher perceptions as regards the adaption of children with SEN to the group of peers”, (2) “Teachers’ perceptions as regards the participation of children with SEN in managing the situation”, (3) “Teachers’ perceptions as regards the social participation of children with SEN with their peers”. The results of the “Mann-Whitney U Test” revealed significant differences in the perception of trained and untrained teachers, as regards the three factors of the study. Keywords: teacher’s training, children with SEN, inclusive classes

Inclusion classes in Greek education: Political and social articulations. An interpretive phenomenological analysis

AbstractInclusion classes (IC) are one of Greece's most crucial educational inclusion policies. This paper explores the institution of inclusion classes as a supportive educational framework for students with special educational needs and/or disabilities (SEND) for their inclusion in the mainstream education system through teachers' conceptualisations. In this research, interpretive phenomenological analysis was used. Nine teachers of inclusive education in primary schools were involved in the study. The results showed that teachers had approached inclusion classes as closed structures with specific clinical criteria for selecting students with SEND and facing institutional barriers. At the same time, participants stressed through their discourse that the attitudes of school community members depend on the characteristics of students with SEND, which sometimes leads to their stigmatisation and categorisation and raises issues of educational and social exclusion. An implication of existing policies is the necessity to incorporate fully inclusive education principles and establish a learning framework of functional emancipatory pedagogical practices.