Inclusive Pedagogical Approach Research Articles

Pengembangan Model Manajemen Evaluasi Pembelajaran Terpadu untuk Pendidikan Islam Anak Usia Dini (PIAUD)

Early childhood requires a learning approach that considers individual needs and encourages the development of socio-emotional and cognitive skills. A stimulating and inclusive learning environment is essential to ensure every child has an equal opportunity to thrive. This research investigates various practical pedagogical approaches in early childhood education, focusing on developing socio-emotional, cognitive, and holistic skills. This research uses a qualitative approach by conducting a comprehensive literature review of various effective learning strategies in early childhood education. Data were analyzed thematically to identify general patterns and emerging trends. The research results show that a practical pedagogical approach in early childhood education involves using inclusive and child-centered learning methods that emphasize developing socio-emotional and cognitive skills. Involving parents, school staff, and the community has also proven critical in creating a supportive and stimulating learning environment. This research concludes that quality early childhood education requires a holistic and inclusive pedagogical approach. Educators and educational practitioners must continue developing evidence-based learning practices and integrating findings from this research into their daily practice. This will ensure every child has the same opportunity to develop to their full potential in a supportive and stimulating learning environment.

Development of Arabic Language Curriculum Focused on Diversity and Inclusion

This literature review explores the development of an Arabic language curriculum prioritizing diversity and inclusion in an interconnected global context. It aims to formulate a curriculum catering to learners from diverse cultural backgrounds, abilities, and learning preferences, ensuring fair access and meaningful engagement. The methodology involves an extensive literature review, expert consultations, and data collection through surveys, interviews, and focus group discussions. Thematic coding and triangulation facilitate data analysis, revealing the importance of integrating diverse perspectives and inclusive pedagogical approaches. The study emphasizes nurturing an inclusive learning environment that embraces differences and fosters mutual respect. It highlights implications for educators, curriculum developers, and policymakers, stressing deliberate efforts to address diversity and inclusion within Arabic language education. Inclusive practices can effectively address diverse learner needs, promote cross-cultural understanding, and cultivate belonging. This research advances inclusive language education and encourages further exploration in this critical field.

SENSE-ational schools: physical literacy enriched opportunities for students with neurodiversity

ABSTRACT Purpose Given the various social, physical, and environmental factors at play during a physical education (PE) class, some components of the PE experience can be overstimulating for individuals with neurodiversity. There have been repeated calls to action for the creation of inclusive experiences for all children in schools, however, very few have examined inclusive movement experiences across various movement contexts in schools (e.g. PE, recess, hallways, before/after school, etc.). This study reports on the SENSE-ational schools program as a model of an inclusive pedagogical approach for students with neurodiversity across school movement contexts. Data collection/analysis An exploratory case study design was used to examine inclusive practices within 4 elementary schools (grades K-5). Observations were grouped into four thematic categories: (1) School staff communication and engagement; (2) ‘Soft landings’; (3) Pre-teaching and reflective practice; (4) Lesson plans and equipment as a tool to support pedagogy. Findings Consistent with a physical literacy enriched pedagogy approach, the SENSE-ational schools program provided an opportunity for individualized movement journeys regardless of student level of ability or interest. The multiple success pathways for each individual student, afforded by different equipment deployed and strategies implemented, allowed for all students to feel successful in shared movement experiences. The SENSE-ational schools program is illustrated as a ‘best practice’ exemplar of inclusion for students with neurodiversity.

Stakeholders’ Challenges in Implementing Printed Modular Instruction to Support Kindergarten Learners

This study determined the status and challenges of the printed modular instruction to Kindergarten learners of South District 7, Schools Division of Cebu City. There were 55 purposively selected respondents composed of school heads, teachers, and parents who expressed their perceptions on the challenges encountered in assisting the kindergarten learners enrolled during the pandemic and had of the printed modular instruction as an education delivery approach. The data gathered were organized, tallied, summarized, tabulated, and treated using descriptive and inferential statistics. Findings revealed that school heads often encountered difficulty in providing help in terms of instruction to the learners providing help in terms of instructing to the learners providing help in terms of instruction to the learners providing help to learners in terms of instruction. Teachers rarely encounter problems, and parents consider the unavailability of mobile phones to contact the teacher as the top challenge. There was no significant relationship between the profile and the profiles of the school head respondents. There was no significant relationship between the profile of the kindergarten teacher respondents. There was a significant relationship between the educational attainment and family income profile of the kindergarten parent respondents. These findings stress the necessity for a broad-based, inclusive educational approach rather than individual solutions. Modular instruction and equal access to quality education for all students require tailored support for varied family circumstances and collaboration with all educational stakeholders of the pupils and improve the delivery of educational services.

FACULTY ENGAGEMENT IN INTERNATIONAL STUDENT SUCCESS: A REVIEW OF BEST PRACTICES AND STRATEGIES

This review investigates the pivotal role of faculty engagement in enhancing the success of international students within higher education settings. Recognizing the increasing diversity of student populations globally, the study aims to synthesize existing research to discern effective strategies for supporting the academic, social, and cultural integration of international students. By examining the impact of faculty involvement both inside and outside the classroom, this review sheds light on best practices that contribute to the broader discourse on internationalizing higher education. The review explores the multifaceted dimensions of faculty engagement and its correlation with international student success. Within the classroom, effective teaching methodologies, inclusive pedagogical approaches, and culturally responsive practices are identified as key factors influencing the academic achievement and retention of international students. Moreover, fostering an inclusive learning environment that embraces diverse perspectives and encourages active participation is crucial for promoting student engagement and satisfaction. Beyond the classroom, the review delves into the importance of faculty involvement in co-curricular activities, mentorship programs, and community engagement initiatives. By actively participating in extracurricular events, faculty members can facilitate cross-cultural interactions, provide social support networks, and promote a sense of belonging among international students. Additionally, mentorship programs led by faculty mentors offer personalized guidance, academic advice, and cultural adjustment assistance, thereby nurturing the holistic development of international students. Furthermore, the review highlights the significance of faculty training and professional development in preparing educators to effectively support diverse student populations. Cultivating intercultural competencies, understanding the unique challenges faced by international students, and adopting inclusive teaching practices are essential components of faculty development initiatives. This review underscores the critical role of faculty engagement in fostering academic success, social integration, and overall well-being of international students. By synthesizing research findings and identifying best practices, this study contributes to the advancement of strategies for internationalizing higher education institutions and promoting inclusive excellence.
 Keywords: Faculty Engagement; International Student; Success; Best practices; Strategies.

Conceptualisations of neurodiversity and barriers to inclusive pedagogy in schools: A perspective article

AbstractTeachers agree on the pivotal role of inclusion for social justice, but reductive conceptualisations of neurodiversity as akin to deficit or impairment inhibit the capacity or willingness of teachers to adapt pedagogical strategies to meet diverse student needs. Existing research underscores the association between positive attitudes towards inclusion and effective inclusive practice. Less research focuses on ideological assumptions held by teachers arising from their own experiential narratives or engagement with theories underpinning social equity and neurodiversity as accepted facets of mainstream education. Several factors may influence teacher conceptualisations. Regulatory frameworks for teacher training and development can foster the internalisation of technicist approaches to teaching that are less personalised and responsive to a broad range of pupil needs. Explicit reflection on beliefs, goals and self‐perceptions pertaining to teaching practice can broaden conceptualisations and galvanise change, but these aspects are frequently overlooked within teacher education programmes. Further research is needed to increase our understanding of prevailing conceptions and misconceptions of neurodiversity within the education landscape. By challenging societal assumptions of ‘normalcy’, future research should provide conceptual and pedagogical tools to advance understanding of the barriers to inclusive practice in schools and increase teachers' capacity to embrace a more inclusive pedagogical approach.

Incorporating Diversity, Equity, and Inclusion Content Into Bioengineering Curricula: A Program-Level Approach.

Diversity, equity, and inclusion (DEI) are interconnected with bioengineering, yet have historically been absent from accreditation standards and curricula. Toward educating DEI-competent bioengineers and meeting evolving accreditation requirements, we took a program-level approach to incorporate, catalog, and assess DEI content through the bioengineering undergraduate program. To support instructors in adding DEI content and inclusive pedagogy, our team developed a DEI planning worksheet and surveyed instructors pre- and post-course. Over the academic year, 74% of instructors provided a pre-term and/or post-term response. Of responding instructors, 91% described at least one DEI curricular content improvement, and 88% incorporated at least one new inclusive pedagogical approach. Based on the curricular adjustments reported by instructors, we grouped the bioengineering-related DEI content into five DEI competency categories: bioethics, inclusive design, inclusive scholarship, inclusive professionalism, and systemic inequality. To assess the DEI content incorporation, we employed direct assessment via course assignments, end-of-module student surveys, end-of-term course evaluations, and an end-of-year program review. When asked how much their experience in the program helped them develop specific DEI competencies, students reported a relatively high average of 3.79 (scale of 1 = "not at all" to 5 = "very much"). Additionally, based on student performance in course assignments and other student feedback, we found that instructors were able to effectively incorporate DEI content into a wide variety of courses. We offer this framework and lessons learned to be adopted by programs similarly motivated to train DEI-competent engineering professionals and provide an equitable, inclusive engineering education for all students.

Reimagining Inclusive Music Education: Reflections from a Black Music Educator

Abstract: The Eurocentric canon remains the predominant focus of music education often excluding the role of music and experiences of Black individuals and people of color. This singular perspective creates an incomplete and inaccurate understanding of the comprehensive nature of music and the humans who create, perform, and engage with it. In this article, the author shares her experience as a Black music educator and her aspirations for a music profession that incorporates the full range of human music engagement and expression. The paper begins with a reflection on W.E.B. DuBois’s double consciousness followed by an exploration of the nuances, complexities, contradictions, and beauty of being a Black educator in a primarily white field. Subsequently, the essay presents four conceptual principles for a reimagined, inclusive music education approach, drawing inspiration from Sylvia Wynter’s “new science of the Word.” These principles advocate retelling the music education narrative to incorporate historically marginalized voices, reorienting music education to be human-centered, embracing interdisciplinary approaches to view music teaching and learning, and acknowledging the power of music in uplifting the human condition. Finally, this paper proposes a pathway for reconciling diverse identities prevalent in American culture with music education and academia.

Creating community in online critical social work courses

ABSTRACT This piece shares a practical participation assignment that emphasizes community-building, activism, collective learning, and contributions. Grounded in critical and inclusive pedagogical approaches, this assignment strives to create and model critical social work practices that require learners to be thoughtful and intentional about their engagement with the community both within and beyond the borders of the virtual classroom. We included this participation assignment in asynchronous online critical social work courses and continue to develop the assignment based on student experiences and feedback. We share the strengths of the assignment, for example, community-building, mutual peer support, countering the isolation that is commonly experienced in online learning, critical self-reflection and self-evaluation, opportunities for student choice, and encouragement of social justice activism outside of the course, and bringing this back into the course in meaningful ways. We also indicate contradictions and challenges of the assignment, for instance, individualistic expectations of participation, resistance from learners to non-traditional assignments, unsettling dominance in curriculum, and the corresponding implications on student evaluations. Lastly, we share our hopeful roadmap for support and implementation of critical and inclusive pedagogical approaches for online social work education and creative assignments that build community inside and outside our learning and teaching contexts.

The use of games and play activities in teaching mathematics to children

This study delved into the influence of games and playful activities in teaching mathematics to children, exploring how these pedagogical tools can enhance the learning process. The main objective was to analyze the effectiveness of using games and playful activities in mathematics education, focusing on student engagement and understanding, as well as the inclusion of students with special needs. The methodology employed was a bibliographic review, which included the analysis of studies on the application of games in mathematics teaching and the use of contemporary resources like mathematical memes. The findings revealed that games and playful activities significantly impact student engagement positively, facilitating the understanding of mathematical concepts and promoting a more dynamic and inclusive learning environment. The research also highlighted the crucial role of teachers in effectively implementing these pedagogical tools and the importance of ongoing professional development. The concluding considerations emphasize the need for more dynamic and inclusive pedagogical approaches in mathematics teaching, underscoring the significance of games and playful activities as facilitators of the learning process.

Developing a sense of belonging among ethnic minority youth in Hong Kong: challenges and opportunities

PurposeDeveloping a sense of belonging among immigrant youth in multicultural contexts has attracted significant attention from scholars during the last few decades. Studies have already underscored how various educational factors hinder or facilitate students’ sense of belonging to the school or the larger society. Although most students in Hong Kong schools are ethnic Chinese, a significant number of non-Chinese children make students diversity an essential aspect of schooling. The study investigated how schools can develop a sense of belonging among ethnic minority youth in Hong Kong.Design/methodology/approachAs the education system in Hong Kong lacks a multicultural education policy, how can schools help develop a sense of belonging to the school and the larger society among young ethnic minority people? To answer this question, this paper consolidates the two sets of data originally gathered for two research projects. The data was collected through semi-structured in-depth interviews with nine secondary school teachers (Chinese and non-Chinese) and 15 students (non-Chinese) and analysed thematically.FindingsThe thematic analysis of the qualitative data identified several challenges and opportunities for developing ethnic minority students’ sense of belonging in Hong Kong.Research limitations/implicationsResearchers in comparative education can further explore how multicultural education and inclusive education approach together can help ensure inclusive and equitable quality education for all and cater to students' diverse learning needs across the education systems.Practical implicationsGiven that the aims of multicultural education and inclusive education resonate with each other, schools can focus on the Whole School Approach to developing a sense of belonging among ethnic minority youth in Hong Kong. However, policymakers and practitioners may need to adopt a multifaceted perspective on inclusive education that strives to ensure equitable quality education for all.Originality/valueThe study contributes to the existing body of scholarship on multicultural education and inclusive education. The study findings underscore the importance of an interdisciplinary research framework in education and advocate an integrative approach to supporting students with diverse learning needs in multicultural contexts.

Eksplorasi Pendidikan Inklusif: Kesetaraan dalam Pembelajaran

Equality in learning at Kebangsaan Junior High School with an inclusive education approach. This research employs a qualitative method, including interviews, observations, and Focus Group Discussions (FGD) involving discussions with teachers and students at Kebangsaan Junior High School. The findings of this research indicate that gender equality issues remain a concern within the school environment. Students express experiences related to gender stereotypes, while teachers note challenges in implementing an inclusive approach. School administrators play a role in ensuring the success of inclusive education through supportive policies. To achieve the effectiveness of inclusive education, individual awareness, responsibility, mutual respect, and ongoing training for teachers and school staff are crucial. Thus, inclusive education aims not only to reduce gender discrimination but also to create a learning environment that is safe, comfortable, and supportive of cognitive development for students.

An evidence-based inclusive pedagogical approach in action and its insights for enhancing the professional competence of inclusive education teachers in China

Enhancing professional competence of inclusive education teachers is a crucial measure to promote the development of inclusive education. The Inclusive Pedagogical Approach in Action is an evidence-based framework that has demonstrated effectiveness in various countries, providing comprehensive, practical, and specific advantages for enhancing the professional competence of inclusive education teachers. In this study, the formation backgrounds, theoretical connotations, and practical applications of this framework was systematically analyzed to gain insights into enhancing the professional competence of inclusive education teachers in China. The findings suggested that inclusive education teachers should develop evidence-based thinking, respect students’ diversity, uphold their inclusive education beliefs, foster multi-stakeholder collaboration, and tailor solutions to the local contexts. Implementing these measures is expected to promote the high-quality development of inclusive education in China.

Practices of Inclusive Education at the Schools in Nepal

This paper attempts to analyze the practices of inclusive education at the schools in Nepal. The central theme of study was to analyze the practice of inclusive education in the classroom and it’s challenges. This paper used a qualitative research design in an interpretive way. Data sources, such as interviews with head teachers, teachers, and students, and field observation was conducted in the Palungtar Municipality of Gorkha district. The participants, respondents and study site were purposively selected. The study finding is that the inclusive education approach is not fully implemented at the school level, highlighting the importance of implementing such an approach. This approach is relevant to address the different capabilities of students in the classroom. This approach is particularly relevant in the classroom of Nepal as it effectively teaches students from diverse backgrounds, which both teachers and students appreciated this inclusive educational approach. However, inclusion practice is important and crucial for addressing deprived, disadvantaged, and marginalized groups of education.

Uniting through green chemistry lab a inclusive, responsive pedagogical approach. Experiences from Malaysia

There has been a noticeable surge in the number of publications focusing on diversity, equity, and inclusion within the realm of chemistry education. While these publications have shed light on various strategies to foster gender and ethnic equality, a consensus is emerging regarding the integration of these concerns into the landscape of chemistry education. Notably, in Malaysia, where this study was conducted, there has been limited emphasis on inclusivity in chemistry education. This study aims to introduce "UnityChem: Uniting Through Green Chemistry Lab," an innovative and inclusive pedagogical approach designed to bridge this gap. The approach focuses on training a group of 35 pre-service chemistry teachers on inclusivity in chemistry education. At the heart of UnityChem lies the application of green chemistry as a foundational framework for teaching and learning, with a specific emphasis on transesterification chemistry. This approach actively involves students through hands-on activities, leveraging green chemistry principles to produce biodiesel from a variety of vegetable oils. UnityChem intentionally incorporates articles that emphasize gender and ethnic disparities to promote preservice teachers' awareness of these issues while they engage in biodiesel production and learn about transesterification. Pre-service teachers have expressed that UnityChem not only delivers a meaningful chemistry lesson but also nurtures gender sensitivity and underscores the impact of deforestation on the well-being of indigenous people living in forested areas. The design of UnityChem caters to students with diverse abilities, including those with lower abilities. This study collectively presents UnityChem as a viable approach to utilizing green chemistry to make chemistry education more inclusive and comprehensive.

Linguistic Relativity: A Study of the Role of L1 in L2 Vocabulary Acquisition in an EFL Setting

This article investigates the role of mother tongue in mastering foreign language vocabulary, drawing insights from both empirical and existing data sources. The study context consists of 68 students of the English Language Program at Qassim University, Saudi Arabia, whose native language is Arabic and are enrolled in an EFL program. Two distinct tests were administered to gather data for this study to evaluate the interplay between native language proficiency and second language vocabulary acquisition among Saudi EFL learners. Emphasizing the role of bilingual teaching methodologies, the study found that learners who engaged with native language translations demonstrated enhanced vocabulary retention and recall to a significant level when compared with their peers who exclusively studied vocabulary in the target language. In the absence of any other input, this superior performance was attributed to the theory of linguistic relativity, suggesting the cognitive advantage of associating unfamiliar English terms with familiar linguistic constructs from one's primary language. The results compellingly advocate for a more holistic and inclusive pedagogical approach. The study concluded that incorporating native linguistic references in second language instruction not only facilitates more efficient foreign language vocabulary assimilation, but also, recognizes and values the rich linguistic tapestry each learner brings to the educational setting. The results herald a significant shift towards bilingual approaches in EFL settings, especially for educators and curriculum developers aiming for optimal language acquisition outcomes.

Exploring the Linguistic and Cultural Identities of Transnational Background Children in Catalonia, Spain

This article explores linguistic and cultural identities as they emerge in ethnographic data from plurilingual children with transnational and ethnic minority backgrounds in Catalonia, Spain. The particular sociolinguistic and multicultural context where these young people currently live, characterised by the coexistence of local, national and heritage languages with unequal social status, as well as their own trajectories and experiences of socialisation, implies that they often forge complex “in-between” linguistic and cultural identities and senses of belonging. To reflect on these complexities, we analyse multimodal data from transnational- and minority-background children as they participate in an autobiographical activity aimed at promoting linguistically and culturally inclusive pedagogical approaches and participatory action research (PAR). The analysis shows that children’s identity constructions fluently intertwine elements from their “home” and “host” languages and cultures with features characteristic of child/youth popular cultures, and with adscriptions to diverse real and imagined communities. These hybrid articulations, which can be described as plurilingual and transcultural, foreground how identity is both an individual and a social process, transversed by different axes, including cultural and ethnic referents, linguistic repertoires, historic, family and personal trajectories, urban cultures and the influence of friends and peers, among others. The identification of these emergent traits in our data foregrounds both the particularities and commonalities of pupils’ identity construction, which challenges and reshapes traditional understandings of identity. Finally, this work aims to illustrate how transnational children’s complex senses of being and belonging can be recognised and supported through inclusive pedagogical proposals as the one described herein.

Proposed methodology for designing and developing MOOCs for the deaf community

Massive Open Online Courses (MOOCs) have become important resources in educational environments worldwide because they have a positive impact on teaching and learning processes. Nevertheless, the way they are designed is crucial to properly address the requirements of special needs people in educational processes. Thus, this paper proposes a methodology for designing and developing MOOCs for Deaf or hard-of-hearing individuals. This exploratory and descriptive study adopted an inclusive education approach based on a literature review and expert consultation. The results highlight the importance of four aspects in MOOC development for these special needs individuals: (i) designing and incorporating elements that meet the needs of Deaf or hard-of-hearing people so that they can use MOOCs effectively; (ii) combining different methodologies and resources; (iii) properly planning and sequencing the design stages; and (iv) using appropriate tools, contents, and times for the process. The findings show that MOOCs should be adequately designed to address the demands of the Deaf community by considering their characteristics and requirements and incorporating current tools, practices, and resources.

Legal Policies and Provisions to Provide Equal Opportunities in Education to Special Needs Children in India: Special Reference to Inclusive Education Approach

Legal Policies and Provisions to Provide Equal Opportunities in Education to Special Needs Children in India: Special Reference to Inclusive Education Approach

Towards an Inclusive Pedagogy: Applying the Universal Design for Learning in an Introduction to History of Global Art Course in Ghana

This convergent parallel mixed methods study was aimed at addressing the lack of empirical studies in the implementation of Universal Design for Learning (UDL) as an inclusive pedagogy in the Ghanaian higher education context. The overarching objective was to find out whether UDL has the potential in improving the learning processes and learning outcomes of the diverse students reading a History of Global Art course. Quantitative and qualitative data sets were garnered from 122 conveniently sampled students using an adapted version of the Inclusive Teaching Strategies Inventory-Students (ITSI-S) survey instrument. The findings of the study revealed that the UDL principles of multiple means of representation, multiple means of engagement and multiple means of action and expression impacted positively on students’ learning processes and outcomes. UDL assisted greatly in the development of collaborative, problem-solving, good time management and critical thinking skills, while increasing learners’ level of motivation. The study contends that though the UDL as an inclusive pedagogical approach requires a lot of dedication on the part of the instructor as well as a great deal of time and material resources, the accrued benefits of its implementation on the students’ learning processes and learning outcomes are far-reaching.