Inclusive Classrooms Research Articles

INCLUSIVE EDUCATION: PROGRESSIVE REALIZATION IN HIGHEREDUCATION

Inclusive education refers to the rights of children and their parent to access the main stream education in which the childrens needs and the parents wants is satisfied. IE is a new approach of educating the differently abled children with the normal ones under the same roof. Inclusive education is a recognition that learners have diverse abilities and interests, and that they come from diverse ethnic and social backgrounds.In inclusive classrooms we can see students of different learning styles, talents, powers and ability levels.It embrace a wide panel of multi-talented students including ordinary learners, students with disabilities like physically handicapped, mentally retarded, multiple disorders, visual and hearing problems, transgender etc. Provision of Inclusive Education involving studies with disabilities based on the belief that those with disabilities should not have to depend on specialized services alone, to benefit from educational resources activities and practices that are otherwise available to all. Inclusive education can therefore be simply defined as Education that Fits. In other words, education must fit the diversity of learners we find (or should find) in every school, in every classroom, in every country. Expressed another way, an inclusive school is A School for everyone. Many educational institutions have made an attempt towards inclusion in education and studies proved that it led to great improvement in educational quality index. Inclusive Education implies all young learners, young people - with or without disabilities being able to learn together through access common pre-school and schools with an appropriate network of support services.

Psychometric properties of the Chinese perceptions of inclusion questionnaire teacher version for pupils with intellectual and developmental disabilities in inclusive classrooms

Objectives Emotional well-being, social inclusion, and academic self-concept are considered important factors for students’ successful inclusion in school. The Perceptions of Inclusion Questionnaire (PIQ) is a short and well-structured tool for measuring these factors, and was successfully validated in some countries. However, the Chinese PIQ teacher version has not yet been verified. This study investigates the psychometric properties of the Chinese PIQ teacher version for students with intellectual and developmental disabilities (IDD). Methods A total of 374 teachers of students with IDD in grades 1 to 6 from inclusive primary schools in China were recruited. The study examines this questionnaire’s factor structure, internal consistency reliability, and measurement invariance across genders, grades, and disability levels. Results The study confirmed the three-factor structure of the Chinese PIQ teacher version for students with IDD. The tool also showed good internal consistency and passed measurement invariance tests for gender, grade, and disability level. Conclusions The Chinese PIQ teacher version is reliable and valid, and shows strict measurement invariance across genders, grades, and disability levels in students with IDD. And it can be used to compare means across genders, grades, disability levels.

From the side-eye of a fat black girl: using pop culture to tackle fat phobia in education

PurposeThis paper aims to address weight-based bullying as a persistent issue among adolescents. Fat phobia, rooted in societal biases against overweight individuals, leads to social exclusion and discrimination, negatively impacting mental health and equality. Educational settings suffer from the profound effects of fat phobia, creating a toxic atmosphere that distracts from learning and marginalizes students who don't conform to traditional physical norms.Design/methodology/approachThis paper combines historical analysis, literature review and critical discourse analysis. It examines the historical roots of fat phobia, explores the impact of societal influences, analyzes contemporary educational practices and the use of popular culture as a innovative tool.FindingsLeveraging popular culture in anti-fat phobia education effectively challenges stereotypes. Educators empower students to critically analyze media depictions, encouraging empathy and inclusivity. Current events serve as critical teaching tools, sparking discussions on intersecting discrimination forms and equity.Practical implicationsThis paper emphasizes the urgent need to comprehensively address fat phobia in education, advocating for a shift in societal attitudes toward body diversity. Popular culture can serve as an educational tool to create inclusive classrooms where all students are valued and free from weight-based discrimination.Social implicationsThis paper emphasizes the urgent need to comprehensively address fat phobia in education, advocating for a shift in societal attitudes toward body diversity. Popular culture can serve as an educational tool to create inclusive classrooms where all students are valued and free from weight-based discrimination.Originality/valueThe originality and value of this paper lie in its multi-faceted approach to examining weight-based discrimination, its historical context, practical educational strategies, and the innovative use of popular culture as a tool for promoting inclusivity and empathy.

Can peer mediation foster migrant students’ inclusion in mainstream classrooms? An exploratory case study

ABSTRACT The growth of migration brings new challenges to contemporary societies, especially regarding the inclusion of migrant students in the education system of the host countries. Peer mediation strategies are effective in promoting the inclusion of children with special educational needs in mainstream classrooms, but evidence about its effects on migrant students is scarce. The aim of this study was to explore teaching practices which promote the inclusion of migrant students through peer mediation. A case study was designed which involved 17 native and non-native fifth-grade students and 4 teachers. Observations and interviews were used to comprehend classroom dynamics focusing on migrant-native interactions. Teachers hold different beliefs regarding the role of peer mediation strategies as a tool to foster inclusion in the classroom. Practices, in which the teachers had the explicit aim of creating a pedagogical supportive interaction between native and migrant students, were observed, peer-mentoring schemes being the most common. It was also observed that classroom organisation, task organisation and task structure have elicited informal supportive interactions between migrant and native peers. These results suggest that peer mediation strategies may be an important resource to promote the inclusion of migrant students.

Cultivating Social Cohesion through Conflict Transformation in Educational Environments

Teaching in our current times brings many new challenges that professors and students are navigating together. In the conflict resolution field, there are a variety of frameworks that may support fostering inclusivity in the classroom, though these elements still need to be discovered in mainstream academia and beyond. Several strategies will be shared that were implemented in classes, along with feedback from students, indicating a successful and inclusive atmosphere, even though a majority of the topics discussed were challenging. Developing effective strategies can transform a classroom. Active learning strategies can also create inclusive classrooms. In addition to the traditional challenges that students and teachers face, there are political challenges to what, how, and why specific topics are taught. Looking broadly and critically at these challenges may result in negotiating a collaborative process to actively create social cohesion within the classroom and beyond.

Democratic education in superdiverse schools in Aotearoa New Zealand

One of the greatest challenges facing democracies is how to live together with difference. The growth of globalisation and international migration has presented schools with increased opportunities and challenges related to learning from and living with superdiversity. Yet within current policy settings and educational practices, the alignment between superdiversity and democratic education is not explicitly foregrounded. In this paper I examine how teachers (n = 24) from four superdiverse secondary schools in Aotearoa New Zealand’s responded to growing cultural, linguistic and religious diversity in their classrooms. By examining empirical evidence from teacher’s practices, the paper illustrates how Dewey’s philosophy of learning by living together with difference, placing a priority on shared interests and developing a socio-political awareness of inequalities provides valuable insights for democratic education. The study illustrates the importance of recognising the complexity of interactions in superdiverse contexts and the significant role that teachers can play in creating conditions for inclusive classrooms where democracy can be lived and learned. It also highlights how teachers themselves, can undergo a journey toward developing more inclusive and justice-oriented pedagogical practices that support both Indigenous and ethnic minority groups in their schools.

PROFESSIONAL DEVELOPMENT OF TEACHERS WORKING WITH STUDENTS WITH INTELLECTUAL DISABILITIES

The article deals with the problems of professional development of teachers working with students with intellectual disabilities. The main challenges faced by teachers are outlined, including insufficient training, limited access to specialized trainings and seminars, and lack of proper support from the administrations of educational institutions. It is analyzed that the problem of professional competence and professional growth of teachers is gaining a separate development within the framework of inclusive education. It has been determined that the formation of such competence of an inclusive classroom teacher requires systematic scientific and methodological work and is the basis for professional growth and improvement of the teacher’s skills. It has been found that the process of continuous self-improvement and self-education plays a key role in the formation of professional self-awareness, further growth, contributing to the formation of a unique creative personality. The author outlines the personality's abilities for professional achievement and psychological conditions for the teacher's independent work on this problem. It is experimentally proved that the psychological readiness of the teacher for inclusive education has a positive impact on the self-perception of students with special educational needs and on the psychological positive climate in the children's team. Ways to solve these problems and challenges and to establish the basis for further development of the professional development system for teachers working with students with intellectual disabilities are presented. Strategies for the development of professional self-awareness are proposed that require a special education teacher to study the ways of communication in the classroom, friendly and empathetic attitude towards children, psychological control in the interaction between teachers and students, implementation of ways to modify the content of education in accordance with the psychological characteristics and possibilities of implementing this content for children with special educational needs. It is noted that for teachers of inclusive education it is necessary to organize and carry out, on the basis of self-analysis, their personal qualities, systematic improvement and comprehension of their own results as well as scientific and practical achievements in professional growth. It is proposed to deepen the work on the development of professional self-awareness in higher education institutions.

Assessing the Approaches and Challenges Encountered by Primary School Teachers in Managing Inclusive Classrooms

This study assessed how primary education teachers who handle inclusive classrooms utilized the teaching approaches and the challenges they experienced. This descriptive correlation study had 30 purposively selected teacher respondents who answered the researcher-made survey questionnaire containing ten indicators for the teaching approaches used and the ten challenges encountered. The data gathered were treated using descriptive and inferential statistics. The findings revealed that the respondents’ perceptions of their teaching approaches in managing the mainstream classroom in terms of: managing teacher-student interaction were generally positive opinion of the teaching methodologies used to manage teacher-student interaction; classroom conduct and demeanor was diverse; fostering logical development was favorable tendency towards it; and there was a general alignment with constructivist teaching methods but emphasizing opportunities for improvement. The respondents’ perception of the challenges encountered in fulfilling their role in an inclusive education setting highlighted the need for better teacher preparation, curricular adaptation, and inclusive and collaborative education. Targeted professional development, curriculum reform, and stronger parent partnerships could improve inclusive education and help all students succeed academically and socially. There was no significant relationship between teacher-student interactions and fostering logical development, and challenges experienced by the teachers. There was a significant relationship between the classroom conduct and demeanor, implementing a constructivist teaching approach and the challenges experienced by the teachers. It is recommended that educational institutions and policymakers should prioritize inclusive education teacher competency through focused professional development and collaboration among all stakeholders.

ATTITUDE OF ELEMENTARY SCHOOL TEACHERS TOWARDS INCLUSIVE CLASSROOM AT ELEMENTARY STAGE

The present study has made an attempt to find out the attitude of elementary school teachers towards inclusive classroom. Teacher’s attitude has a significant role in implementing the inclusive education in classroom.The populationof the study comprised of all the elementary teachers of Puri district. Out of this, 70 teachers were selected through incidental sampling from 20 schools of Nimapara Block of Puri district. Teachers’ attitude towards inclusive classroom was studied on the basis of three demographic variables i.e. locality, qualification and experience. The study was descriptive in nature and two tools (attitude scale and questionnaire) were used for data collection. The findings of the study revealed that (i) There is no significant difference in the attitude of rural and urban teachers towards inclusive classroom (ii) No significant difference is foundin the attitude of more qualified and less qualified teachers towards inclusive classroom and (iii)No significant difference isfoundin the attitude of more experienced and less experienced teachers towards inclusive classroom. Moreover, 90 percent teachers’ perceived inclusion is a desirable educational practice as inclusive classroom facilitates participation, encourage cooperation and enhance learning achievement of students. Only 10 percent teachers perceived inclusion negatively. The study has analysed some of the barriers to the development of successful inclusive practices and suggested the ways for overcoming these difficulties and to reconsider the roles, responsibilities and identities of teachers.

Developing TactiMath Flips for Subtraction and Addition

This study aimed to develop TactiMath Flips, an instructional material for learners with visual impairments in an inclusive classroom. This qualitative research study utilized a product development design. In achieving the goals of this study, the participants selected were experts such as SPEd teachers and engineers. A total of ten (10) experts were interviewed personally. Specifically, five (5) SPED teachers from Consolacion Central Elementary School and five (5) engineers served as the participants of the study. Data was gathered by conducting interviews. The collected data was analyzed using the thematic analysis method of Braun and Clark which resulted in seven (7) themes. The study results revealed that TactiMath Flips in an inclusive classroom are most effective in enhancing the learning experiences of learners with visual impairments, however, certain suggestions and recommendations were given by the SpEd teachers and Engineers to improve the TactiMath Flips, it doesn't have any hazardous substances and materials that can harm the learners, it is safe to use. With embossed number shapes and braille dots, the TactiMath Flips is effective and accessible to learners with visual impairment in an inclusive classroom. Challenges include students' readiness and potential distractions for learners with disabilities. To improve the TactiMath flips, researchers’ recommendations include adding an audio feature and improving the quality of the braille dots.

Digital-inclusive Transformation and Teacher Preparedness for Foreign Language Education – A Bilateral German-Norwegian Perspective

Digitalisation and inclusion can be understood as transversal topics in pre- and in-service teachers’ professional development. Both topics have attracted considerable research activity. However, questions of digital-inclusive transformation have only rarely been discussed within the field of foreign language teaching. Researchers in the field state a pressing need to increase digital-inclusive transformation uptake in foreign language teacher education programmes to develop a transformation ‘mindset’ in (educational) stakeholders and (future) teachers. Transformation processes in education, however, interact with preparedness for digitalisation and inclusion among pre- and in-service teachers, since the attitude and the willingness of teachers to adapt to digital reality play a decisive role in improving the quality of (digitally enhanced) teaching and learning. Currently, little is known about the interrelationship between the preparedness to use digital technology for foreign language teaching and learning and the preparedness to include foreign language learners with diverse learning needs (DLN) in the digital-inclusive classroom. To this end, this bilateral cross-country study investigates factors that constitute an attitudinal component of foreign language teachers’ perceived preparedness for using digital technology with learners with diverse learning needs in Germany and Norway. The Teacher of English Preparedness to Diverse Learning Needs in the digital inclusive classroom questionnaire was administered to 221 participants. The results show a fresh perspective on preparedness for digitally enhanced inclusive teaching linked to educational system requirements for foreign language teaching. Importantly, confidence when using digital technology in the inclusive classroom is decisive. For teacher education, it is vital that the attitudinal component of teacher preparedness receives more attention throughout teacher training. It should be related to previous experience of teachers with DT in digital-inclusive environments and be part of a heuristic conceptualisation of teacher preparedness for digitalinclusive contexts.

School social workers’ attitudes to inclusion in regular classrooms in the United Arab Emirates

ABSTRACT The aim of this research is to investigate school social workers’ attitudes to educational inclusion in regular classrooms regarding different variables. Using an attitude scale, we investigated 232 social workers from the UAE regarding age, gender, nationality, type of school, years of experience, and area of residence. Educational placement variables for different disabilities, and school accessibility, were also investigated. Gender, age, school type, and experience did not impact attitudes to inclusion, but nationality, residence, and educational placement did. Social workers reported that UAE schools are inaccessible to students with disabilities. Inclusive education provides better quality education for all and helps change discriminatory attitudes. Schools enable the development of social ties and interactions through a framework for first interactions outside the home. When students with different skills and experiences play and learn together, respect and understanding increase. School social workers can be the key to facilitating this.

Practices Promoting the Inclusion of Adult Students with Disabilities in the Classroom: A Case of a Technical Vocational Education and Training College in Kazakhstan

Practices Promoting the Inclusion of Adult Students with Disabilities in the Classroom: A Case of a Technical Vocational Education and Training College in Kazakhstan

Social dominance orientation hinders pre-service teachers’ inclusive teaching intentions: the chain-mediating effect of intergroup anxiety and inclusive attitudes

Objectives Pre-service teachers’ preferences for hierarchy and inequality (reflected in their social dominance orientation) may negatively impact their inclusive teaching intentions. However, how this preference influences their intentions to teach in inclusive classrooms is unknown. This study aimed to test the chain-mediating effect of intergroup anxiety and attitudes toward inclusion between social dominance orientation (SDO) and intentions to teach in inclusive classrooms among Chinese pre-service teachers. Methods In total, 582 pre-service teachers were recruited and administered scales that measured SDO, intergroup anxiety related to students with disabilities, attitudes toward inclusion, and inclusive teaching intentions. Results (1) Pre-service teachers’ SDO, intergroup anxiety, and attitudes toward inclusion were significantly correlated with inclusive teaching intentions. (2) Intergroup anxiety and attitudes toward inclusion played a chain-mediating role between SDO and inclusive teaching intentions. Conclusions Pre-service teachers’ SDO influenced inclusive teaching intentions both directly and indirectly through the mediating role of intergroup anxiety and attitudes toward inclusion.

Organizational and pedagogical conditions of profile training of students with special educational needs in the printing industry

Relevance. One of the main responsibilities of modern society is to educate students with special educational needs and integrate individuals with disabilities into the community. Purpose. The aim of this research is to study the peculiarities of organizational and pedagogical conditions of profile training of persons with special educational needs. Methodology. The study was conducted by means of a sociological survey. 265 respondents took part in the survey, including 198 teachers, 43 representatives of administration and 24 heads of educational institutions and their departments. During the survey, the respondents assessed their skills and abilities of teaching capabilities. Results. The results showed the need to improve teachers� ability to manage the teaching process, and to apply inclusive education strategies, the need to improve management skills and the use of equipment. Administrators and supervisors need to improve their skills in communicating with students in an inclusive classroom, understanding how to communicate their vision to teachers. Conclusions. The study of the possibilities of improving the conditions for teaching students with special educational needs, shows the need to form a space taking into account the needs of students, the creation of infrastructure, the selection, and use of appropriate technologies for teaching, quality training and continuous professional development of teaching staff. The practical significance of the study lies in the study of the level of readiness of teachers, administrators, and supervisors to implement studies for students with special educational needs in the polygraphic field in institutions of profile training. Keywords: inclusion; curricula; infrastructure; adaptability; teaching capabilities

Teaching Strategies to Cope High School Students with Special Needs in EFL Class

Abstract. This study was conducted to investigate how students with special needs in a private school learn an English subject as a foreign language and to explore the English teaching strategies that are utilized by teachers at the secondary level. This study collected quantitative data from 3 teachers at Panjura Private School, Malang. This study used a case study in which the data collected from the interview guide and classroom observation checklist as the instruments to know the technique, challenges, and how the teachers solve the problem that comes from the challenges. The findings revealed that the primary challenges faced by teachers in inclusive classrooms are related to instructional strategies and media. Moreover, this study stands out for its focus on English language education for students with special needs in public schools, addressing a gap in previous research. It provides new insights into inclusive educational practices in a broader context, emphasizing the importance of understanding diverse classroom dynamics and meeting the needs of students with special needs in a general educational environment. Keywords: Student with special needs, private school, English teaching strategies

Comparison of social skills and problem behaviours of children with different developmental disabilities

Objectives Difficulties in social skills, such as a lack of understanding of emotions and thoughts, deficiencies in problem-solving, and struggles in establishing peer correlations, can negatively impact both the social and academic dimensions of one’s life, resulting in the emergence of problematic behaviors. Studies have consistently shown a correlation between the social skills and problem behaviors of children with developmental disabilities. Therefore, it may be essential to compare the social skills and problem behaviors across various developmental disabilities and understand the correlation between them to design effective intervention programs. Methods In this study, the social skills and problem behaviors of 172 children and 18 teachers in inclusive classrooms, special education classrooms, and special education schools were analyzed. The Social Skills Rating System-Teacher Form assessed children’s social skills and problem behavior profiles with different developmental disabilities. Results The findings revealed that children with autism spectrum disorder exhibited the most significant social skill deficits and the most intense problem behaviors. Following autism spectrum disorder, those with intellectual disabilities, learning difficulties, and language and speech difficulties experienced elevated levels of social skill deficits. In terms of problem behaviors, after autism spectrum disorder, those with intellectual disabilities, language and speech difficulties, and learning difficulties exhibited the most intense problem behaviors. Gender differences were observed, with girls demonstrating higher social skills and lower problem behaviors than boys. Children with developmental disabilities receiving inclusive education showed higher social skills than those educated in special education schools. Additionally, a strong negative correlation between the social skills and problem behaviors of children with developmental disabilities was identified. Conclusions Our results show that social skills and problem behaviors of children with developmental disabilities vary according to the type of disability, age, gender, and educational settings. In addition, our results show that improving the social skills of children with developmental disabilities can effectively prevent and reduce problem behaviors.

The Inclusive Classroom: Making schools more welcoming for all can make for a fair and just society.

The Inclusive Classroom: Making schools more welcoming for all can make for a fair and just society.

Dialoguing with developmentally appropriate practice (DAP): what does DAP mean for children with disabilities and inclusion?

ABSTRACT This paper employs critical discourse analysis to examine the conceptualisation of disability within Developmentally Appropriate Practice (DAP) and to investigate how DAP addresses the role of early childhood educators working with children with disabilities in inclusive classrooms. The research questions guiding this study are: 1) How is disability conceptualised within the DAP? 2) How does DAP address the role of educators when working with children with disabilities in the context of inclusion? Using different models of disability and DisCrit as the theoretical lens, the study reveals that disability within DAP is associated with implicit bias, diversity, and a paradigm of fixing. The role of educators unfolds through themes such as reflecting on one's bias, creating inclusive environments by focusing on strengths and Universal Design (UD) and implementing screening processes. The findings shed light on the conflicting discourse of disability embedded in DAP, emphasising the need for educators to critically examine the notions of normalcy and the intersection of racism and ableism in the context of early childhood inclusion.

Inclusive Teaching Competency for Successful Implementation of Inclusive Education

Inclusive education is a transformative approach aimed at providing equitable opportunities for all learners, regardless of their backgrounds, abilities, or differences. Successful implementation of inclusive education necessitates educators to possess a multifaceted set of competencies tailored to address the diverse needs of learners. This paper proposes a holistic framework for cultivating inclusive teaching competency, encompassing five key themes: Knowledge of Diverse Learners, Creating an Inclusive Classroom Climate, Pedagogical Strategies Knowledge, Collaboration & Communication, and Evaluation and Monitoring. Knowledge of Diverse Learners underscores the importance of educators understanding the unique backgrounds, abilities, and learning styles of each student. By recognizing and appreciating diversity, educators can effectively tailor their instruction to meet individual needs. Creating an Inclusive classroom climate involves fostering a welcoming and supportive environment where all students feel valued, respected, and empowered to participate actively in the learning process. Pedagogical Strategies Knowledge involves arming educators with a toolbox of inclusive teaching methods, including tailored instruction, Universal Design for Learning (UDL), and culturally sensitive teaching practices. These tools enable educators to effectively address the varied learning needs of their students, fostering an environment where every individual can engage with and benefit from the educational process. Collaboration & Communication highlight the crucial significance of unified efforts among educators, students, families, and community members in cultivating inclusivity and conquering educational challenges as a cohesive unit. Evaluation and Monitoring are essential for assessing the effectiveness of inclusive practices and making data-informed decisions to enhance student outcomes. By bringing together these five important ideas, this framework gives teachers a complete roadmap to improve how they teach inclusively. It's like a detailed guidebook that helps educators become better at including all students in their classrooms and making sure inclusive education works well for everyone involved.