Development Of Inclusive Education Research Articles

Collaboration between ethnographers and the educational community of a school in the development of inclusive education

ABSTRACT The main objective of this research is to present and analyse the collaboration process established between the ethnographers and a school that faces the challenge of promoting change towards a more inclusive and social justice model. The methods used to carry out this four-year process were, in essence, participatory observation in multiple contexts, individual interviews and discussion groups and, finally, informal conversations with all the participants of the process. The results demonstrate the conditions and advantages that come out of the collaboration process between all those involved and the ethnographers; the importance of learning and knowing how to listen to the students’ voices; and the changes made to the education process that bolster the introduction of a more inclusive and social justice model in schooling.

Conceptualization and socio-economic scientific problems of inclusive education: international legislation, experience of EU and Ukraine

Introduction. The research of inclusion, development and formation of inclusive educational and training environment take place in the discourse of education and scientific, socio-economic paradigms, taking into account the international rights, freedoms and values of EU. The basis of the inclusive education development is the human-centered model, social needs, and also value of human resources and human capital, which are laid down in the EU documents and programs. The purpose: on the basis of on the basis of the analysis of studies of the conceptual features of the development of inclusive education, international legislation and cases of the formation and development of inclusive education, identify practical value and develop recommendations for the development of inclusive institutions in the discourse of the development of international law and international economy, cases of international institutions, as well as in the context of the economic efficiency of preservation human capital. Methods. The methods of analysis, synthesis, sampling and mathematical calculations of the development effectiveness of human capital in conditions of inclusion were used in the study. The results. In the context of the inclusive education, inclusive learning, scientifically based theoretical and practical resources for learning and teaching development, in which the main focus is aimed at the development of inclusive educational environment in the discourse of international cases and initiatives, are analyzed. Socio-economic and financial-psychological mechanisms of inclusive institutions of professional pre-higher and higher education of national importance socialization are revealed, which is a process of active, therefore selective, coordinated with the system of own needs and values in the field of economy, internalization of economic social values, the process of active involvement of the student as of an individual into the system of educational and scientific and socio-economic relations.

Analysis of publications on inclusive education in Southeast Asia: a review of current research

The article focuses on the system of inclusive education in Southeast Asia and developing countries of the region in particular. It notes the relatively short history of the introduction of inclusive education in this region, as well as differences in comparison to the more refined systems of inclusive education in developed countries. This review examines the driving causes and the actual process of implementing inclusive school education in Southeast Asian countries and analyzes the existing practices in the region. The study is based on the methodology of review analysis of academic, educational and methodological publications, dated between January 2000 and January 2022, related to inclusive school education in the countries of Southeast Asia. The work describes the official bodies jointly created by the countries of Southeast Asia to coordinate the implementation of inclusive education, namely the Organization of Ministers of Education of the Southeast Asian Countries (SEAMEO), and the SEAMEOSEN regional center, which specializes in aspects of education for people with special needs. The article provides insights into the development of inclusive education in Southeast Asian countries, highlighting major challenges and important achievements in this area. The study identifies the different approaches and practices of inclusive education that are being developed and implemented in each country. The authors use the IPO (Input-Process-Output) model to analyze publications on inclusive education in Southeast Asia. This approach allowed us to identify the most prominently emphasized aspects, as well as identify strengths and weaknesses in existing publications on inclusion in the Southeast Asia region. The article serves as a helpful resource for researchers, educators, policy makers, and anyone interested in matters of inclusive education in Southeast Asia. It reveals the main trends and the current state of research in this field, identifying unresolved questions and prospects for further scientific research. Keywords: Inclusive education, Southeast Asia, contribution, process of formation.

Development of emotional intelligence in rural youth through sustainable development goals

Education is important in achieving full potential of a human being. Universal high-quality education is the best way forward for developing a country’s rich talent and resources. Education is a great leveler and is the best tool in achieving social mobility and equality. Adolescence is a transition stage of physical and psychological development that generally occurs between the period of puberty and adulthood. In this phase an individual generally finds it difficult to cope with their emotions and the myriad of changes that is happening with them. Hence, Emotional Intelligence, which is the ability of an individual to manage their own emotions in positive way to relieve stress, overcome day to day challenges and defuse conflict, is very important for one’s development. Several studies conducted have shown that there is considerable difference in emotional competency of Rural and Urban students. These studies suggest that students from rural background are more susceptible to emotional disturbances that lead to Negative emotions. The NEP 2020 aims to provide all students Quality education with primary focus on marginalized, under-represented groups of the society, irrespective of their place of residence. It is important to study the development of the Emotional intelligence/Competency in Rural adolescent through Inclusive education and Sustainable development for Holistic growth and development of the rural adolescents. This paper is a review article that aims to highlight the research gap that only focuses on the fact that rural adolescent has poor emotional intelligence but there is no work as to how the rural adolescent can be moulded to have better emotional intelligence. Hence, this paper is a humble attempt in that direction.

SIGNIFICANT MILESTONES OF THE HISTORY OF INCLUSIVE EDUCATION IN THE WORLD

Inclusive education is considered one of the greatest reforms in education all over the world. Today many countries are said to have legislations and policies to promote inclusive practices at all levels of education. Issues and needs pertaining to social, political, and economic developments have been better addressed through the lens of Inclusive Education. The paper briefly examines the most significant milestones of the international development of Inclusive Education with special reference to the dynamic evolution of education for people with disabilities in Bhutan, a small Himalayan country in Southeast Asia.

Educational policy of Heydar Aliyev as a way to inclusive education

Successful education policy – held by Great Leader Heydar Aliyev has played – an important role for the development of inclusive education. In the world, there have been different approaches to the education of people with disabilities, from the period of "isolation" to the period of "inclusion". Currently, inclusive education is regulated by both local and international legislation. Various studies prove that inclusive education leads to positive results for all students both academically and from a socio-psychological point of view, important works are being done in the direction of inclusive education development all over the world, including our country.

A IMPORTÂNCIA SOCIAL DA PSICOPEDAGOGIA PARA O DESENVOLVIMENTO DE UMA SOCIEDADE INCLUSIVA NA EDUCAÇÃO

This article has as an elementary starting point the discussion about the importance of the educational psychologist for the development of inclusive education within inclusive schools. The starting point for the analysis of this study revolves around the reflection on the performance of this professional and its importance in the conjuncture. In this way, the main question of this investigation is to analyze the conjuncture of contemporary school inclusion, since we believe that the psychopedagogue tends to facilitate the educational process. The methodology of our research is qualitative, not probabilistic, with external validity. The study is based on bibliographical research to seek historical and current data on the researched object. In the meantime, we infer that through this article the figure of the psychopedagogue can help the school institution to better deal with the dissimilarities, adding new values, inducing teachers and students to trust that together they are capable of studying and learning.

Inclusion and equity: Experiences and dilemmas of disability resource centers at world-class universities

The disability resource centers (DRCs) of world-class universities play a central role in achieving the goal of promoting inclusion and equity in higher education. To provide a reference for the development of inclusive education in China’s double first-class universities, the DRCs of the top 10 universities were selected as typical cases to analyze their experiences and dilemmas. Regarding service mechanisms, DRCs aimed to ensure equitable access so that students with disabilities (SWD) could fully and holistically participate in universities, thereby improving inclusion on campus. In addition, DRCs established official websites as a service platform and developed clear service procedures and grievances to ensure the quality of service. Regarding service content, DRCs emphasized enhancing the disability awareness of campus members and provided support and services for SWD in their study, life, and employment to ensure that SWD could receive high-quality higher education. However, DRCs also suffered from dilemmas of low service application rates, flawed service mechanisms, and controversial service quality. Accordingly, suggestions and implications are proposed to improve inclusion and equity in China’s double first-class universities, including establishing a collaborative disability service system with DRCs as the core, optimizing the service mechanism, and providing personalized and diversified support service content.

ДО ПИТАННЯ ПРО НАУКОВО-ПРАВОВИЙ АСПЕКТ РОЗВИТКУ ІНКЛЮЗИВНОЇ ОСВІТИ В УКРАЇНІ

The article outlines the trends of the scientific and legal aspect of the development of inclusive education in Ukraine. Attention is paid to international legal principles, the national component of scientific and legal support. It was determined that the mainstream of scientific intelligence in the domestic doctrine is challenges related to war. Ukraine has become at the forefront of solving the issue of ensuring educational rights for all people in the conditions of limited resource opportunities and the rapid pace of increasing the problem. In this context, there is a general understanding of the need to urgently accelerate the process of socioeconomic integration of people with disabilities into all areas of society’s life. Progressive European practices of such integration in Ukrainian conditions are predicted to be used at an accelerated pace for objective reasons. There is an urgent need for a scientific understanding of the change in the development vector of inclusive education from «medical» to «social», from «social» to «socio-economic», from «ensuring the education of persons with special educational needs» to «education for all» and «full socio-economic integration». And also the importance of developing a scientific, legal and educational basis for such socio-economic integration of all people in social and state processes. Ukraine is at the forefront of world processes, because the paradigm of full integration of all people into the socio-economic processes of state development is not only caused by the progressive development of human rights, as in other democratic states, but also by the critical need for the urgent mobilization of all resources for the functioning and development of our state in conditions of war. The main trend in the development of the legal sphere is the advancement of social law in the field of legal sciences. Enrichment of the doctrine of social law will ensure an even progress of practice. Studies of its Europeanization continue to play a unique role in this context. Social policy research in the field of political science and economic research, sociological and pedagogical research play an important role. It is possible to note the urgent need to develop cross-sectoral scientific regulations for the comprehensive study of relevant issues and the formation of verified conclusions that will strengthen legislative work and practice.

Škole u seoskoj sredini i inkluzivno obrazovanje - stanje i mogućnosti

The paper discusses the context of rural schools, and the current state and possibilities for the development of inclusive education in them. The law of the Republic of Serbia stipulates that all children must have access to and complete primary education, which implies, among other things, inclusive education, whereby each school must develop its own construct that matches the social and cultural circumstances in which the school operates, and the different needs of its students. The paper examines the presence of inclusive characteristics of education and the possibilities for improving inclusive education from the standpoint of teachers, on the sample of 160 teachers from 25 rural schools in Zlatibor district. A descriptive method and a survey method were applied. A special questionnaire for teachers, created for the purposes of this research, was used as the instrument. The results show that teachers estimate most of the characteristics of inclusive education as being present in their school, with the exception of inclusive teaching resources and assistive technologies. They see providing professional support and additional training for working with students who need support as the most important opportunity for improving the process of inclusive education.

ВИКОРИСТАННЯ ПЛАТФОРМИ NEARPODУ НАВЧАННІ ДІТЕЙ З ОСОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ В УМОВАХДИСТАНЦІЙНОЇ ОСВІТИ: ОГЛЯД ІННОВАЦІЙНОГО УРОКУ УКРАЇНСЬКОЇ ЛІТЕРАТУРИ

Introduction. Since 2022, thousands of Ukrainian educators have been facing a dramatic challenge – training during the war. The lack of approaches, methods or tools that would be effective in organizing the instruction of children affected by injuries that caused physical limitations turned out to be an even greater challenge. Inclusive education has experienced an urgent need to use new, effective online tools for distance learning of children without and with special educational needs (SEN) as well as encouraging them to communicate in Ukrainian literature lessons. Thus, the purpose of the article is to investigate the educational potential and effectiveness of the Nearpod online platform while teaching secondary school students with SEN. Methodology. Methodologically, the lesson relies on the concept of inclusive education in Ukraine, which is implemented by the Order of the Ministry of Education and Culture of Ukraine «On approval of the concept of inclusive education development « (2010). The piloting of the lesson in Ukrainian literature for the 6th graders with special educational needs was carried out in the conditions of online learning in the format of a video conference using the Nearpod educational platform Results and Discussion. The lesson piloting has proved the effectiveness of the NEARPOD platform in distance learning of students with SEN. Based on the analysis of the latest research into inclusive education, the authors have managed to implement the appropriate information technologies to overcome communicative isolation of children with musculoskeletal disorders and physical injuries. The Nearpod educational online platform has enabled equal involvement of all schoolchildren in game and competitive forms of learning, shaping schoolchildren’s responsibility for the success of all team members and respect for the intellectual and emotional contribution of each student to overall class achievements..

Drawing on the Implications of Indonesia's Founding Father's Transformative Theological Practice for the Development of Inclusive Education for Students

This study analyzes the inclusive theology adopted by the Indonesian founding fathers in promoting Pancasila as an indigenous global theology for Indonesia. During the early days of the formation of the state and nation of Indonesia, it is evident that the founding fathers embraced inclusive theology. This paper aims to analyze the inclusive theology of the Indonesian founding fathers, highlighting their role in promoting Pancasila, particularly its first pillar of Ketuhanan Yang Maha Esa (the oneness of God), as an indigenous global theology for Indonesia. Moreover, their inclusive approach serves as an exemplary model of global theology for future Indonesian Muslim generations. Using a qualitative approach, this study analyzes historical documents, such as the debates and discussions in BPUPKI and PPKI, as well as religious texts like the Quran and Hadith. The findings demonstrate that the Indonesian founding fathers practiced inclusive theology by integrating their religious identity with the national identity of Indonesia. By adopting inclusive perspectives and drawing from the rich heritage of inclusive thought in Islamic civilization, their approach to theology provides valuable insights for fostering pluralism and unity within Indonesian society.

Inclusive education in the Republic of Belarus

Introduction. Based on the study and analysis of legal and regulatory documents, scientific publications and achievements in the introduction of various forms and methods of inclusive content, the main features of the educational space for persons with disabilities in Belarus have been identified.Purpose setting. The article presents the main stages of the formation and development of inclusive education in the Republic of Belarus.Methods and methodology of the study. Based on the results of the analysis, the systematic principle of the organization of education for children with disabilities is fundamental in Belarus. 99,9 % of children are covered with special education and correctional and pedagogical assistance.Results. Inclusive education is now in its infancy and development stage. 70% of persons with special needs are involved in integrated education and upbringing. The system of early comprehensive care for children with disabilities up to the age of three is well established and is functioning effectively.Conclusion. Positive and negative aspects of inclusive education have been identified, as well as possible prospects for the effective formation of an inclusive culture among all participants in the educational process. The level of accessibility of the educational environment for each educational institution requires further development.

Regulatory and legal support of inclusive education: Ukrainian trends and international practice

The relevance of the research is explained by the fact that inclusive education in Ukraine requires improvement of the regulatory framework to regulate both the physical presence of a child with special needs at school and changes in the school itself, school infrastructure, and the relationship between students and teachers and between teachers and medical professionals: psychologists, psychiatrists, defectologists, etc. The purpose of the research is to explore the current state of legal regulation of inclusive education and prospects for its further development in Ukraine. One of the main methodological techniques of the study is a comparative approach. The comparative legal approach analyses the legislation of different countries of the world that regulates inclusive education. The author identifies the correlation between the provisions of international law and Ukrainian legislation on the implementation of the international principles of inclusive education enshrined in international legal instruments into the legal system of Ukraine, including the education system. The practice and shortcomings of regulatory and legal regulation of inclusion at the state level are explored. The author analyses the content of the concept of “special learning conditions”. Particular attention is devoted to the development of inclusive vocational education and training in different countries. The specific features of inclusive education in Ukraine and the world are identified. It is noted that inclusive education is based on the value idea “all children are equal”. It is emphasised that in Ukraine, inclusive education can be assessed as an advanced system of education for children with special educational needs, based on the joint education of healthy children and children with disabilities. The practical significance of the study is that the conclusions and proposals presented in the research will contribute to improving the mechanism for protecting the rights of children with special needs as one of the most vulnerable categories of the population. The generalisation of the results of the work is designed to improve the legislation of Ukraine in the field of inclusive education and to implement foreign provisions and standards for the protection of the rights of children with special needs in Ukrainian educational practice.

More Leadership, More Efficacy for Inclusive Practices? Exploring the Relationships between Distributed Leadership, Teacher Leadership, and Self-Efficacy among Inclusive Education Teachers in China

In response to the need for facilitating the sustainable development of inclusive education, this study conducts a pioneering attempt to analyze the relationship between two types of school leadership, organizational (i.e., distributed leadership, DL) and individual (i.e., teacher leadership, TL), and teacher self-efficacy among inclusive education teachers in Mainland China. A total of 893 teachers from primary inclusive education schools in Beijing and Shenzhen, China, participated in this study. Structural equation modeling examining the direct and mediating effects was conducted on collected data. The findings imply that principal-distributed leadership and inclusive education teacher leadership both positively predicted teacher self-efficacy. Additionally, inclusive education teacher leadership and its two dimensions, namely advocating inclusive values and liaising with an external support system, significantly mediated the influences of distributed leadership on inclusive education teacher self-efficacy. The implications of facilitating inclusive education in Chinese schools and other similar contexts are discussed.

THỰC TRẠNG TỔ CHỨC VÀ HOẠT ĐỘNG CỦA TRUNG TÂM HỖ TRỢ PHÁT TRIỂN GIÁO DỤC HÒA NHẬP TRONG BỐI CẢNH HIỆN NAY

In order to implement inclusive education, the role of the support centers for inclusive education development is extremely important in both performing their functions and tasks, and effectively combining with other educational institutions to achieve the highest goal of supporting people with disabilities to live independently and better integrate into the community. The paper presents the main survey findings on assessing the current situation of the organization and operation of the support centers for inclusive education development, including 1) Organizational structure and employment positions; 2) Inclusive education support activities; 3) Early intervention and special education activities. The evaluation result is an important basis for orienting the document contents of regulating the organization and operation of the support centers for inclusive education development to help the centers well perform their functions and tasks by regulations, and contribute to improving the quality and effectiveness of inclusive education.

Peran Tenaga Pendidik dan Orang Tua serta Masyarakat dalam Pendidikan Inklusi (Bimbingan dalam Pendidikan Inklusi)

This research begins with the basic concept of inclusive education, the role of teachers and parents in inclusive education to the collaboration carried out by parents and teachers in inclusive education. The purpose of this study was to describe the role of teachers and parents, as well as the community in inclusive education at SD Negeri Panunggangan 01. Collaboration between parents and teachers is very much needed in the formation and improvement of inclusive education. Parental involvement is a factor that can encourage and determine the development of inclusive education throughout the world. Parents of children with special needs need to be directly involved in making every decision, starting from school placement to their collaboration with the school. This journal begins with the basic concepts of inclusive education and education, the role of teachers and parents in inclusive education to the collaboration carried out by parents and teachers in inclusive education. The purpose of this journal is for readers to know and understand the importance of the role and collaboration between parents and teachers in inclusive education.

Peran Guru dan Orang Tua pada Anak Berdiagnosa ADHD di Sekolah Dasar Negeri Gondrong 4

Attention Deficit/Hyperactivity Disorder ADHD is a child who has a disorder that attacks children and makes it difficult for the sufferer to focus on one thing at a time. The role of parents and teachers is needed for children with special needs and is a supporting factor for the success of children with special needs in inclusive education. The involvement of parents in education is a driving and determining factor in the development of inclusive education. This study aims to determine the role of teachers and parents in children diagnosed with ADHD at SDN GONDRONG 4. This research method uses descriptive qualitative methods so that the data exposure is easy to understand. The selection of research subjects consisted of one classroom teacher, one GPK teacher, (special assistant teacher), and one student diagnosed with ADHD. The results of the study indicate that there are students with special needs who are categorized as ADHD. Students who have ADHD have difficulties during the direct learning process such as difficulty concentrating and recognizing letters.

Sejarah dan Perkembangan serta Permasalahan Pendidikan Inklusi di Indonesia

This study aims to reveal the history and development and problems of inclusive education. Inclusive schools provide educational programs that are appropriate, challenging, but according to the abilities and needs of each student as well as the help and support that teachers can provide for children to succeed. The history of the development of inclusive education in the world was originally initiated and started from Scandinavian countries (Denmark, Norway, Sweden). In the United States in the 1960s, President Kennedy sent Special Education experts to Scandinavia to study the mainstreaming and Least restrictive environment which turned out to be suitable to be applied in the United States. The research method used in this research is descriptive qualitative. The data collection technique used is triangulation. This research uses source triangulation and technique triangulation. After that, the data was analyzed through four stages, namel y: data collection, data reduction, data presentation and drawing conclusions. The results of the data obtained from observations and interviews. By interviewing third grade teachers at SDIT Latansa Cendekia, it was conducted using an interview guide to obtain information about inclusive education at SDIT Latansa Cendekia.

MODEL OF INTRODUCTION OF AN INCLUSIVE EDUCATIONAL ENVIRONMENT IN THE INSTITUTION OF GENERAL SECONDARY EDUCATION

The article considers the tasks of an inclusive educational environment and the peculiarities of its introduction in general secondary education institutions of the city of Sumy and Sumy region to ensure the right of every child for education. An inclusive educational environment is defined as a special environment that provides conditions for education and training, comprehensive development of students with special educational needs and different levels of health.
 Creating an inclusive environment is aimed at a harmonious combination of psychological and pedagogical conditions, technical means and resources of the educational institution to organize the educational process for people with special educational needs.
 The organization of an inclusive educational environment in general secondary education institutions will promote the emergence of experimental institutions of inclusive education; advanced training of pedagogical workers in the organization of inclusive education of students with special needs; increasing society's understanding and tolerance of people with special needs.
 The article is devoted to the search for an effective model of inclusive education environment to create an effective management system, a clear legal framework and build a specific concept for the comprehensive development of inclusive education at all levels. The implementation of the outlined way of organizing an inclusive educational environment requires dynamic monitoring of the quality of inclusive education, creation of optimal conditions for professional development, special education and increasing the level of motivation of teachers.
 When talking about the organization of the educational environment, it is wrong to start thinking about furniture and equipment. However, in addition to the physical environment, it is necessary to take into account the equally important social environment, which includes quality interaction between administration and parents, administration and teachers, teachers and parents of children with special educational needs, teachers and children, communication between children.
 The article notes that only if an inclusive educational space is created, adherence to the principle of continuity between preschool education, primary school, secondary education, understanding the specifics of the child's educational needs, professional development of teachers, providing psychological and pedagogical support to children, providing educational, psychological pedagogical and correctional and developmental services, providing students with special means of correction of psychophysical development, dynamic and sustainable introduction of an inclusive educational environment in a general secondary education institution is possible.
 We came to the conclusion that in general the model is an imaginary or material object, which in the process of research replaces the original object, preserving the typical elements of this study. It was determined that to ensure pedagogical "modeling" there is a need to apply a systems approach, which is based on the study of the object as a holistic system consisting of interdependent components that determine the causal relationship.