Development Of Inclusive Education Research Articles

Research on the Development of Integrated Educational Literacy among Students Majoring in Early Childhood Education

In recent years, China has implemented various policies to strengthen the development of inclusive education in early childhood education, particularly focusing on improving the pre-service training quality of teachers in this field. Therefore, this study aims to explore the current state of inclusive education literacy among early childhood education majors. The research subjects are 13 soon-to-graduate students majoring in early childhood education from higher education institutions in Guangdong Province. The study uses a case interview method and employs Nvivo14 software for coding analysis of the textual data. The results indicate that while early childhood education majors generally recognize the concept of inclusive education, they lack a deep understanding of it. They acknowledge the importance of inclusive education courses but have a relatively limited experience with its forms. Additionally, internship experiences with special needs children influence their self-efficacy in inclusive education to a certain extent.

История и перспективы развития специальной психологии: к 100-летию со дня рождения В.И.Лубовского

<p>The article presents a historical overview of the formation of special psychology as a special direction of psychological science, in which Vladimir I. Lubovsky played a key role. V.I. Lubovsky headed for a long time at the Research Institute of Defectology and became the organizer and first head of the Department of Special Psychology at Moscow State University of Psychology and Education. The article describes the stages of development of the department, changes in the teaching staff, changes in various educational programs and areas implemented as part of the training of specialists for psychological and pedagogical support of children with developmental disorders. The Faculty of Clinical and Special Psychology of Moscow State University of Psychology and Education continues to develop, preserving the traditions laid down by V.I. Lubovsky. The article examines the current state of special psychology and its prospects, notes current problems of special psychology, once formulated by V.I. Lubovsky: the development of early special psychological services, the study of the possibilities and conditions for the integration of children with developmental disabilities into educational institutions, the development of a unified approach to the use terminology. All the identified problems are of current importance to this day; they are being reviewed in the context of the development of inclusive education in our country.</p>

Inclusive Education in China: Complications and Causes

Inclusive education is aimed at giving children with disabilities equality of opportunity in education. The Chinese government has released a host of regulations and action plans concerning inclusive education, defining its direction and setting forth the principle of respect for differences in its implementation. Nevertheless, there remain many challenges in inclusive education development. Among them is the low level of popularization of inclusive education in compulsory education. This article delineates the complications of the implementation of inclusive education in China and analyzes their causes with the intent of contributing to its high-quality development in this country.

A Review of Inclusive Education Development in China

In recent decades, the special educational needs of children with disabilities have garnered widespread attention across the globe. There has been a growing trend towards inclusive education. China, among many other nations, has endeavored to promote inclusive education through legislation, policy, and financial support. This article is a review of inclusive education development in China, with a view to summarizing Chinese experiences in this regard to contribute to the construction of a more inclusive, equitable, and higher-quality education system.

Constructing Inclusive Citizenship: Fundamental, Cultural and Religious Rights Narratives in History Textbooks Taught in Elite Schools in Pakistan

Given the crucial role of history education in shaping civic identity, this study investigates citizenship rights perspectives constructed in the history textbooks of elite private schools in Pakistan. Following Gagnon and Pagé’s analytical model, this study adopts a qualitative content analysis to probe fundamental rights, cultural rights, religious rights, and related concepts within textbooks. The findings highlight problematic silences, selective narratives, and externally imposed frameworks on rights issues. Deterministic and politically skewed historical accounts impede the development of critical faculties and introspection, which are essential for engaged democratic citizenship. This study has notable implications for reforming unbalanced curricula and decolonizing history teaching toward the objectives of citizenship education, such as educating future citizens to contribute to a peaceful, just, inclusive, and democratic society in Pakistan. The paper not only presents its findings but also looks at what the findings entail for the development of inclusive citizenship education.

Cambodia’s Inclusive Education Development from 1953 to 2024: A Literature Review

Cambodia, like many other nations globally, has instituted policies for inclusive education and crafted an educational strategic plan to foster advanced knowledge and professional ethics among individuals with disabilities. The evolution of Cambodia's inclusive and special educational institutions has been influenced by colonization, political ideologies, and global economic trends. This paper thoroughly examines the trajectory of inclusive education across six phases of political change, assessing the achievements and shortcomings of each regime in implementing inclusive education as a driver for national development. Drawing on a comprehensive review of scholarly articles, the research is a valuable resource for scholars, educators, and policymakers aiming to enhance their understanding of Cambodia's history in special and inclusive education. It emphasizes the need for reforms to ensure equal educational opportunities and academic success for students with disabilities.

Psychological and Pedagogical Support for Parents of Children with Special Educational Needs.

This study primarily aimed to develop a program that aids parents of children with Special Educational Needs (SEN), placing emphasis on the challenges encountered in communication and understanding. The Eidemiller and Justizkis's (2008) Family Relationship Analysis (FRA) served as the core method of the research. As inclusive education progresses, new challenges incessantly emerge necessitating immediate effective solutions. This research spotlights the triad of teachers, psychologists, and parents. A cornerstone of this research is the emphasis on nurturing a unique bond between school psychologists or teachers and parents. This bond should be anchored in mutual trust, motivation, and a conducive psychological environment. The overarching goal is to boost parental motivation, alleviate concerns linked to the child's condition, reinforce family relationships, and cultivate a positive enabling environment for the child. The study culminated in the rollout of a tailored program connecting parents with educational professionals. This program encompassed lectures and exercises delving into understanding challenges, coupled with innovative methods like fairy tale activities and initiatives to foster tolerance. Feedback indicated a notable positive impact on parents. The research underscores the necessity of fostering parental confidence and assuaging fears regarding their child's condition. In this context, the influence of peers and friends on the development of inclusive education should be considered in future studies.

Inclusive Education in South Korea

Over the past few decades, inclusive education in South Korea has continued to grow both in quantity and quality. The purpose of this article is twofold: (a) to report on the legal basis and the current status of inclusive education in South Korea and (b) to synthesize policy tasks and prominent outcomes related to inclusive education in South Korea. The major findings are as follows. First, according to the 2022 Special Education Annual Report provided by the Ministry of Education, approximately 73% of students eligible for special education received either part-time (56% of students) or full-time (17% of students) inclusive education. Second, it was found that there were significant outcomes in the five elements of support (i.e., human support, social climate support, physical environment support, curriculum support, and financial and operational support), which are quality indicators of inclusive education. Based on these findings, we discuss issues of inclusive education, future directions, and suggestions for the further development of inclusive education in South Korea.

NEED ANALYSIS OF MOBILE LEARNING AT JUNIOR HIGH SCHOOL IN INDONESIA: A BLIOMETRIC STUDY

This research examines the need for mobile learning at Indonesia's junior high school. Mobile learning is a learning approach that uses mobile devices and digital technology to support the learning process. This research aims to understand research trends related to mobile learning and the need for mobile learning in Indonesian junior high schools. This research uses bibliometric analysis to evaluate mobile learning research trends in Indonesian junior high schools. Bibliometric analysis involves collecting and analyzing relevant bibliographic data or scientific publications. The research uses four application tools. First, Publish or Perish was used to search for scientific articles by keyword, resulting in 752 articles. Then, through Mendeley, filtering was carried out based on specific criteria, resulting in 561 articles. Next, Covidence filtered articles in detail, resulting in 158 relevant articles. Finally,VOS viewer is used for data visualization with co-occurrences. The results of the bibliometric analysis show that research on mobile learning in Indonesian junior high schools has increased significantly since 2020. Various disciplines are involved in mobile learning research, primarily focusing on mathematics, science, and language education. Apart from that, the field of information technology also has a vital role in developing mobile learning applications and infrastructure. This research provides an objective view of research trends and mobile learning needs in Indonesian middle schools, provides direction for further research, and supports the development of more innovative and inclusive education in the future.

Typical Challenges Faced by Sub-Urban State Primary Schools Implementing Inclusive Education in Indonesia

The aim of this study was to determine the common obstacles that Indonesian state primary schools have in attempting to provide inclusive education since there are gaps between sub-urban with urban areas. The objects were five state primary schools in one supervisory area in Central Java, one of which was the appointed inclusive school in the area. The four focuses of the research were the physical facilities, teacher perceptions, peer perceptions, and parents’ perceptions. Questionnaires were used to collect data from the headmasters, teachers, peers and parents of children with special needs. The results indicated that peers and parents of children with disabilities tended to have positive attitudes towards children with disabilities. Teachers had positive attitudes towards children with disabilities, but not to inclusive education. Another significant challenge was the limited physical school facilities, including building accessibility. The implication of these findings is that the development of inclusive education in sub-urban areas in Indonesia needs to pay attention to the physical facilities and teacher training.

Methodological Aspects of Inclusive Education in the Field of IT Technologies

The main problem: Today, the introduction of inclusive education is becoming one of the priorities of the state policy of the Republic of Kazakhstan in the system of modern education. In accordance with the law on Education, equal access to quality education for citizens is guaranteed, taking into account their intellectual development, psychophysiological and individual characteristics. The article is devoted to the analysis of the development of inclusive education. The author considers the problems on the way to the introduction of inclusive education, provides an analysis of the experience of conducting an IT school within the framework of inclusive education. An attempt has been made to identify the factors contributing to the successful implementation of inclusive education methods in the modern educational space. Objective: To consider the issues of the development of inclusive education in the Republic of Kazakhstan. To present the methodology of teaching children with special educational needs, to suggest possible ways to solve problems on the way of introducing inclusive education into the domestic education system. Methods: The methods of analysis, synthesis and deduction were used in the article. Results and their significance: Based on the results of the work carried out aimed at identifying the main problems hindering the process of implementing inclusive education, as well as based on the results of the analysis and the identified main aspects in the cognitive activity of children with hearing and speech disorders, the author of the article proposes a methodology for teaching children multimedia technologies. In addition, the author clearly substantiates the need to prepare a teacher for the use of inclusive education methods, due to the lack of willingness of some teachers to teach in a class (group) in which people with disabilities study, fearing to get into a situation of psychological and professional discomfort.

Inclusion and Inclusive Education in Russia: Analysis of Legislative and Strategic Documents at the State Level between 2012–2014

Inclusive education is an important foundation of many societies, including the post-Soviet countries. It has been more than ten years since the official implementation of inclusion in Russia. However, the inclusive education system has not developed enough to be equally supported everywhere throughout the country, and is marked by controversial views on legal regulation and inclusive strategies. The purpose of this article is to examine inclusion and inclusive education, mainly for students with special educational needs, as understood in the educational policy. The data consist of legislative and strategic documents on the state level between 2012 to 2014. The data analysis was based on a qualitative content analysis. The analysis indicated two main themes: the subtle expression and lack of a definition for inclusion, and an inconsistent expression and definition of inclusive education. The results point to the necessity of encouraging discussions as well as reflections with respect to articulating and defining what inclusion is and how Russia can create an effective strategy for the further development of inclusive education.

INCLUSIVE EDUCATION IN UKRAINE

Since 2017, Ukraine has intensified the processes of reforming and developing inclusive education and creating a learning environment that meets European standards in all educational institutions. At the same time, some challenges and barriers arise while implementing the strategy and conceptual framework of inclusion, which require in-depth study and argumentation. The article aims to study the challenges, conditions, and strategies for implementing inclusive education in Ukraine. The research methodology is based on a legal analysis of international and national legislative acts that contain legal, organizational, financial, personnel, and other conditions for the implementation of inclusive education in Ukraine. The results of a survey of 304 educators at the Inclusive Resource Center of Ternopil National Pedagogical University, named after Volodymyr Hnatiuk, were used to understand the prospects for implementing inclusion in Ukraine. The results prove that Ukraine has prerequisites for the development of inclusive education. The authors have identified the following key conditions that are formed for implementing a multidisciplinary model of inclusion: legal, strategic, financial, organizational, institutional, personnel, social, and sanitary and hygienic conditions for inclusive education. The international and national legal framework regulates a wide range of issues related to the organization and implementation of inclusion in the educational environment of all types of educational institutions. However, some of them, especially those associated with the provision of correctional and rehabilitation services, require amendments and approval. For Ukraine, information, mental, institutional, and physical barriers to the development of inclusive education are typical.

Important Issues of Implementation and Development of Inclusive Education

In this article, the concept of inclusive education, its essence, issues of development of inclusive education, legal basis, problems of education of children with special needs, their solutions, available opportunities, views of our great thinkers on this matter, inclusive education issues such as the principles of development, the proper way to work with parents in educational institutions in the introduction of inclusive education are described

THE USE OF A DIGITAL PLATFORM FOR THE DEVELOPMENT OF AN INCLUSIVE EDUCATIONAL ENVIRONMENT

The article reviews with the issues of digitalization of inclusive educational environment, improvement of inclusive educational practices, development of digital platforms for children with special educational needs. To article aim: to analyze the current state, existing global practices, foreign and Kazakhstani digital resources and concluded that digital platforms are convenient to use, provide inexpensive access to technologies, and have a set of tools for inclusive online education and others. The experience of different countries can be used to create a custom flexible model, but it is necessary to develop its own digital platform for teachers and support specialists, students and the parent community. The article presents various approaches to the development of E-inclusion and specific objectives for its implementation are identified. The digital platform being developed opens up wide opportunities for the development of inclusive education in the Republic of Kazakhstan. Keywords: inclusive educational environment; digital platform; online learning; inclusive educational practices; children with special educational needs.

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.

Making sense of policy development of inclusive education for children with disabilities in China

Inclusion is integral to the education policy in countries across the world. In China, inclusion has been reaffirmed in recent policies as a priority in enhancing educational quality for disabled children. However, the growing scale of special schools and the increasing number of students enrolled seem to convey a conflicting message with inclusion. This paper critically examines the policy development from 1987 to 2023 concerning education for disabled children in China to make clearer sense of China’s inclusion agenda. The analysis highlights a policy vision where special schools are seen as key resources to enhance inclusive provisions and will continue to grow in scale in the short term as they transform to be an integral and inter-connected part within the wider education system rather than segregated settings, while Learning in Regular Classrooms and inclusion remain a primary objective and rationale underpinning the educational development for disabled children. This means a broader understanding of special education/schools in China is needed. The Chinese government has forged and embraced a unique, if not controversial approach that is adapted to suit the local contexts. This may set an example for the global community to explore localised strategies for inclusion to enhance education for all.

“Atypical child” in an educational environment in the Murmansk region

This article aims to identify the current state of the educational environment in the context of realizing its inclusive potential and ensuring the inclusion of children with disabilities. The inclusion of this category in the educational environment is guaranteed by Russian legislation and is an important element of the socialization and social rehabilitation of the child. However, today there are many difficulties in building an inclusive environment in educational institutions, taking into account the needs and requirements of an “atypical” child, which indicates the need to assess the features of the development of inclusive education at the present stage and identify difficulties among subjects of educational relations. To achieve this goal, the article presents the results of a survey of the authors conducted in the Murmansk region (Russia) in 2022. During the questionnaire survey, teachers of general education and special schools, as well as kindergartens in the region (n=417) were interviewed. The results of the study showed that today teachers attach greater importance to the formation of social skills than to the development of the abilities and cognitive activity of children with disabilities. The state of readiness of the infrastructure of educational organizations in the region for children with disabilities is assessed as average, as is the quality of the education they receive. Among the main difficulties in teaching children with disabilities, respondents noted problems with the pace of completing tasks and memorizing material. Teachers most often experience difficulties in organizing the independent activities of children with disabilities, ensuring the pace of work in the classroom, and in directly organizing the child’s work in the classroom.

FEATURES OF PREPARING STUDENTS FOR SUBJECTS ORIENTED INCLUSIVE EDUCATION

The article attempts to identify the features of introducing inclusive practices into each subject area in teacher education. In the modern world, the introduction of inclusive practices into the education system is one of the leading strategies of a developed state. In accordance with the State Program for the Development of Education in Kazakhstan, inclusive education has been gradually introduced since 2011, designed to provide psychological and pedagogical support for the learning process of children with special educational needs needs in a public school. An increasing number of schoolchildren with special educational needs are enrolling in general education schools at their place of residence, and their education requires teachers to have the appropriate knowledge, skills, and professional competencies. Currently, educational organizations are in dire need of teachers who can work professionally with different categories of students, including children with disabilities, autistic children, gifted children, etc. The need for teachers who are able to work simultaneously with students with different educational needs is increasing, since educational organizations are implementing one of the important provisions of the Law on Education of the Republic of Kazakhstan, which is to “ensure equal access to education for all students, taking into account special educational needs and individual capabilities”. In the Concept for the Development of Inclusive Education in the Republic of Kazakhstan dated January 12, 2021, one of the state’s political strategies is “... the full inclusion of all children in the general educational process, their social adaptation, despite age, gender, ethnic and religious affiliation, developmental delays through the active participation of the family, correctional, pedagogical and social support for the personal needs of the child”.

INTERACTION OF TARGET GROUPS AT THE INTERNATIONAL AND DOMESTIC LEVEL IN THE FIELD OF LEGAL SUPPORT OF ACCESS TO EDUCATION

In the article various interpretations of the concept of “target group” are considered, Kazakhstani legislation and international legal acts in the field of access to education are analyzed, the activities of target groups in this area at the international level and the possibility of creating similar analytical, monitoring groups in the Republic of Kazakhstan are studied. The research of the state of access to higher education of the population in the Republic of Kazakhstan, as well as the interaction of target groups at the international and domestic levels in the field of legal access to education is conducted. The first level of the target group is a number of monitoring permanent target groups both at the international and domestic levels to study the state, constant monitoring, professional analysis of problems in the field of education and science, including the accessibility of certain target groups to education at all its levels - from elementary to higher and postgraduate, as well as the development of proposals for improving legislation, programs in the educational field. The second level of target groups represents those categories, segments of the population, certain groups in respect of which it is necessary to take into account their needs and capabilities, develop optimal approaches to ensure their access to education, inclusive education, and their further implementation as a specialist and citizen. The article also analyzes the experience of foreign countries on the example of the UK, USA, Singapore, China in terms of the establishment and development of inclusive education. Based on the analysis, list of proposals for amendments and additions to the RK Law “On Education’ dated July 27, 2007, “On Public Councils” dated November 2, 2015 are formulated. According to the authors, it will serve to more effective interaction of state bodies and civil society on issues of ensuring public access to education.