Inclusive Educational Environment Research Articles

Positive Behavior Intervention and Support (PBIS) in Teaching English Language in Special Education

This paper delves into the role of Positive Behavior Intervention and Support (PBIS) in managing behavior while teaching English to students with special needs in mainstream classrooms. PBIS is an approach that reinforces positive behavior, creates a supportive learning environment, and addresses behavioral issues. The paper illustrates the way BIS can be used in English classrooms to meet the needs of special education students, enhancing their social interactions and academic performance. The paper reviews existing literature and presents a practical case study to demonstrate that PBIS not only benefits students with special needs but also contributes to a more inclusive and effective educational environment for all students.

Implementation of the Independent Learning Curriculum for Students

Independent Curriculum is a curriculum with diverse intra-curricular learning where students can have enough time to deepen their competencies. Teachers can choose various learning tools based on students’ learning needs and interests. The implementation of the independent learning curriculum aims to revolutionize the education system by encouraging student-based learning and increasing educational flexibility. This paper discusses the impact of the independent learning curriculum on students, focusing on learning outcomes, student engagement, and the role of teachers. Through a qualitative research approach with interviews and observations, this study examines students’ perceptions of curriculum change and adaptation to the new educational framework. The research findings show that the independent learning curriculum encourages active participation, critical thinking, and creativity of students, despite challenges such as teacher readiness and inadequate infrastructure. This study confirms that the independent learning curriculum can promote a responsive and inclusive educational environment that is tailored to the needs of 21st-century learners.

Negotiating University, Fulfilling the Dream: The Case of Black Students

The experiences of Black students in Canadian higher education shed light on the societal and institutional challenges that influence their social and economic aspirations. In today’s societal and economic context, obtaining a postsecondary education degree is not just preferred but essential for securing the employment opportunities that most young people desire. For Black communities in particular, a university degree is often seen as the primary pathway to upward social mobility. However, Black students’ journeys toward higher education are frequently hindered by systemic barriers and institutional challenges. While there is extensive literature detailing the systemic forces that obstruct access to higher education for Black Canadians, there is limited academic focus on how these forces continue to affect Black students once they enter higher education. This article addresses this gap by investigating the educational experiences of Black students in Canadian universities, emphasizing the challenges posed by systemic racism and institutional barriers. Utilizing data from interviews and focus groups with Black undergraduate and graduate students from a university in the Greater Toronto Area (GTA), the study explores how historical and contemporary issues of anti-Black racism shape their academic journeys. It discusses the broader implications of these experiences and highlights the need for comprehensive institutional reforms to create genuinely inclusive and equitable educational environments. By centering the voices of Black students, this research aims to contribute to the ongoing dialog on racial equity in higher education.

Experiencing tensions of nepantla with inner-departmental change groups

This study explores the experiences of three Networked Improvement Communities (NICs) within mathematics departments as they work to critically transform their introductory mathematics programs. Drawing on the framework of dominant and critical axes of equity, we identify three key tensions experienced by the NICs: identity neutrality versus identity centrality, power over versus power with, and students as novices versus students as experts. These tensions are framed as productive enactments of working to change systems from within, highlighting the challenges and opportunities inherent in navigating the liminal space of nepantla. We argue that engaging with these tensions is crucial for fostering critical transformations and offer recommendations for leveraging the roles of identity, power, and student partnership to promote more equitable and inclusive mathematics education environments.

Transformative Impact of AI on Education: Personalizing Learning and Addressing Challenges

Abstract: This article explores the transformative impact of Artificial Intelligence (AI) on education, focusing on its ability to personalize learning experiences and address longstanding educational challenges. It examines key areas where AI is making significant contributions, including adaptive learning systems, intelligent tutoring, accessibility improvements, and data-driven decision-making. The article discusses emerging trends such as augmented and virtual reality integration, emotionally intelligent AI systems, and lifelong learning support. Drawing on various studies and real-world implementations, it highlights the potential of AI to enhance student outcomes, support educators, and create more inclusive and efficient educational environments. While acknowledging the exciting possibilities, the article also addresses important considerations regarding privacy, ethics, and the evolving role of human educators in an AI-enhanced educational landscape.

THE EMERGING FUTURE OF AI CHATBOTS IN HIGHER EDUCATION

Incorporating Artificial Intelligence (AI) chatbots within Higher Education Institutions (HEIs) is revolutionizing the educational domain, presenting new avenues for improved student support and administrative effectiveness. This research delves into the prospective impacts of AI chatbots in HEIs, focusing on their influence on teaching, learning, and research activities. Adopting a Narrative Literature Review (NLR) approach, the study compiles and synthesizes existing research on the role of AI chatbots in higher education, drawing from a wide range of academic sources and scholarly literature. The results underscore the significant potential of AI chatbots to streamline administrative functions, enrich student learning experiences, and facilitate research endeavours. Nonetheless, challenges such as concerns over academic integrity, difficulties in accurately interpreting user inputs, and the need for appropriate resource allocation present substantial barriers to the successful adoption of AI chatbots in HEIs. The study emphasizes the critical need for proactive strategies to address ethical issues, ensure comprehensive training for all stakeholders, and formulate clear guidelines for the responsible deployment of AI chatbots in higher education. By overcoming these challenges and capitalizing on the advantages of AI technologies, HEIs can fully exploit the capabilities of AI chatbots, thereby fostering a more efficient, effective, inclusive, and forward-thinking educational environment.

Propagation of inequality: an analysis of capability development opportunities of Dalits in higher education on the Indian subcontinent

ABSTRACT Dalits in the Indian subcontinent region (such as India and Nepal) have low attainment in higher education. This study comprises a systematic review of 18 research papers to ascertain whether higher education institutions are disrupting or propagating caste inequalities in the Indian subcontinent. Guided by Amartya Sen’s concepts of capability development, this paper examines the Dalits’ freedom and opportunities to study in an inclusive and non-discriminatory higher education environment. The findings demonstrate that despite the government’s support for Dalit higher education, their freedom to study in an unbiased environment is limited because of the prejudiced practices of non-Dalits. The exclusion of Dalits from education is occurring through non-Dalit teachers’ and privileged peers’ prejudiced behaviour. Higher education should promote the freedom of Dalits by a) questioning the values which predominantly serve non-Dalits and b) disrupting caste-based discriminatory actions of non-Dalits.

DESAFIOS E POSSIBILIDADES DE CRIANÇAS COM AUTISMO EM RELAÇÃO AO SISTEMA EDUCACIONAL NO ENSINO FUNDAMENTAL I

Autism is a Pervasive Developmental Disorder (TGD) that is not yet completely understood by professionals in the field. Its etiology is multifactorial, directly related to genetic and environmental factors. It does not present a common biological marker in all cases, making each diagnosis difficult and unique. Based on early diagnosis, it is possible to determine the clinical and pedagogical care necessary for the good development of children with autism, and access to inclusive educational environments promotes the evolution of autonomy and the realization of individual potential. Considering the problem of the inclusion of people with autism in the educational system, the following research question stands out: What are the main difficulties that affect families of children with autism in relation to the educational system? Following the general objective of identifying the main difficulties reported by families of children with autism in relation to the educational system, the following were adopted as specific objectives: identifying obstacles associated with integration into the school environment; distinguish difficulties in accessing and adapting to the school; identify perspectives in relation to other stages of the educational process.

Influence of Multicultural Education on Students in Pakistan

Purpose: The aim of the study was to assess the influence of multicultural education on students in Pakistan. Materials and Methods: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study indicated that multicultural education promotes greater cultural awareness and sensitivity among students, which is crucial in today's diverse societies. By exposing students to various cultural perspectives and histories, it broadens their understanding and appreciation of different cultures, leading to increased empathy and reduced prejudice. Furthermore, multicultural education has been shown to improve academic performance by making learning more relevant and engaging for students from diverse backgrounds. It encourages critical thinking and the ability to view issues from multiple angles, enhancing students' analytical skills. Additionally, multicultural education helps in developing social and emotional skills by facilitating cross-cultural communication and collaboration, preparing students for a globalized world. Overall, the integration of multicultural education into the curriculum is essential for fostering a more inclusive, equitable, and effective educational environment. Implications to Theory, Practice and Policy: Social learning theory, culturally relevant pedagogy and intergroup contact theory may be used to anchor future studies on assessing the influence of multicultural education on students in Pakistan. From a practical standpoint, the findings advocate for the integration of multicultural education into standard curricula across all educational levels. Policy recommendations emphasize the need for systemic support for multicultural education. Educational policymakers should mandate the inclusion of multicultural curricula in national and local education standards.

STREΑMING: A Comprehensive Approach to Inclusive STEM Education

This article introduces the innovative concept of STREAMING, which integrates Science, Technology, Robotics, Engineering, A.I, Mathematics, Intelligence & Emotional Intelligence, Inclusion, and Gamification to create a comprehensive and inclusive educational framework. By examining existing literature, this narrative review highlights the potential of STREMING to enhance educational practices and ensure equal opportunities for all students, particularly those from underrepresented backgrounds. Key findings from various studies emphasize the effectiveness of inclusive STEM high schools, the benefits of integrating Universal Design for Learning (UDL), and the impact of gamification on student engagement and learning outcomes. The review demonstrates that STREAMING can foster a more inclusive, engaging, and effective educational environment, equipping students with the necessary skills and knowledge to navigate and contribute to an increasingly complex and technologically advanced society.

Power and Privilege: Mapping Imagined Communities in Japan’s English Medium International Schools

This paper explores the commodification of education and the reinforcement of hegemony through international English Medium schools in Japan, positioning them as gatekeepers to imagined communities of global elitism. Over the past decade, Japan has seen a surge in international schools, driven by the global dominance of the English language. The institutions, which were initially established for expatriate elites, now cater to affluent Japanese and Asian families. This paper examines the high costs, selective admissions, and marketing strategies of these schools to illustrate how they commercialize education, perpetuate class divisions, and uphold cultural dominance. The literature suggests that English Medium U.K. and US model international schools in Japan symbolize access to elite Western power structures, reinforcing social stratification and the marginalization of those within Japan unable to afford such education. This study employs theoretical frameworks of imagined communities, hegemony, and cultural capital to analyze the broader societal implications of these schools. A systematic review of relevant academic literature, complemented by a comparative analysis of tuition fees, was conducted to deepen the understanding of the relationship between education, power, and social identity in contemporary Japan. By doing so, it aims to foster a more inclusive and equitable educational environment.

SENSITIZATION OF PARENTS OF CHILDREN OF PEERS INVOLVED IN THE INCLUSIVE PROCESS IN MACEDONIA AND BOSNIA AND HERZEGOVINA

The global trend of incorporating students with disabilities into mainstream education is on the rise, a phenomenon observed in countries like Macedonia and Bosnia and Herzegovina. However, the attitudes of parents with typically developing children play a pivotal role in shaping the educational journey of students with special needs within regular school systems. This study aims to delve into the level of sensitization among parents of typically developing students concerning their peers with diverse developmental disabilities in Macedonia and Bosnia and Herzegovina. Data for this investigation were collected through a survey comprising 10 questions, each offering 3/4 possible responses. The sample size includes 90 parents of typically developing students attending regular schools across North Macedonia and Bosnia and Herzegovina. Thematic analysis of survey results unveils challenges and barriers in the inclusive education process, shedding light on parental sensitization. This exploration identifies specific issues and proposes potential solutions to enhance the inclusivity of the education system. The identified issues emphasize the necessity for targeted interventions and proactive measures to raise awareness among parents, fostering a more supportive and inclusive educational environment. By suggesting plausible solutions, this study contributes to the ongoing discourse on inclusive education, serving as a foundation for further research and practical initiatives.

EXPLORING PARENTAL PERSPECTIVES: THE IMPACT OF ASSISTIVE TECHNOLOGIES ON INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES

This study investigates parental attitudes towards the efficacy of assistive technologies in facilitating inclusive education for children with disabilities within mainstream educational settings. The research aims to address the pressing need for insights into parental perceptions regarding the utilization of assistive technologies to support their children's learning experiences in inclusive classrooms. A questionnaire-based methodology was employed to gather comprehensive data from parents of children with disabilities enrolled in mainstream schools. The survey encompassed inquiries about parents' familiarity with assistive technologies, their perceived effectiveness, challenges encountered, and overall satisfaction with their child's educational journey within inclusive settings. The results of the research reveal multifaceted insights into parental attitudes towards assistive technologies. Findings indicate a generally positive outlook among parents, acknowledging the potential of these technologies to enhance their child's educational outcomes and promote inclusion. However, notable challenges such as accessibility, affordability, and adequate training emerge as significant barriers hindering the optimal utilization of assistive technologies. The discussion delves into the implications of the findings for policymakers, educators, and practitioners, emphasizing the necessity for targeted interventions to address existing barriers and enhance the accessibility and efficacy of assistive technologies in inclusive education. Moreover, the study underscores the importance of fostering partnerships between parents and educational institutions to ensure the holistic support and empowerment of children with disabilities within mainstream educational settings. This collaborative approach is essential for creating an inclusive educational environment that meets the diverse needs of all students. The study concludes that while parents recognize the benefits of assistive technologies, overcoming the existing challenges requires a concerted effort from all stakeholders involved. By addressing issues of accessibility, affordability, and training, the potential of assistive technologies can be fully realized, thereby improving educational outcomes for children with disabilities.

A PSA I’m here too: Exploring the Harmful Experiences of Black Students through Critical Narratives

The paper illustrates the digital narratives of 219 Black students within the K-12 educational setting of a large West coast state in the United States. The researchers employed the method of storytelling to analyze Instagram posts created by students, which aimed to shed light on the various forms of injustice experienced by Black students. These online contributions effectively revitalized the significance of Black students' narratives and encounters with racism. The authors posit that educational institutions should reconsider their approach to mitigating the negative consequences encountered by Black students within educational environments. The present study serves as a call to action for educators and stakeholders to confront systemic anti-Blackness and create inclusive educational environments that prioritize the well-being and success of all students. Through collective effort and a commitment to antiracist practices, we can work towards a more equitable and just educational system. Addressing objectification and Whiteness requires a comprehensive approach that surpasses individual actions. Educators must acknowledge the ramifications of racially insensitive behavior and its impact on Black students in K-12 environments.

“Absolutely it was not safe”: Indigenous LGBTIQSB+ experiences of education in Australia

Indigenous LGBTIQSB+ individuals occupy a unique intersection of identities that inform their lived experiences and the ways in which they navigate colonial settler educational institutions. Despite a considerable body of evidence demonstrating the importance of inclusion, educational policies in Australia remain outdated. These policies are frequently informed by a deficit approach that justifies the absence of Indigenous and gender/sexuality diverse content within school curricula. This further acts to shore up discriminatory practices and policies. Using interviews and workshops held with young Indigenous LGTBIQSB+ people, this article reports on the ways participants experienced educational institutional settings. First, participants reported on the kinds of policies and curriculum content that discriminated against and marginalised them, as well as highlighting some positive aspects of school and university. Participants also revealed the potentialities for Indigenous and LGBTIQSB+ inclusivity that could be facilitated within educational spaces. The article demonstrates the need for safer and more inclusive educational environments, which could be achieved through the decentring of settler knowledges and heteronormativity, transforming educational spaces at an institutional level to facilitate safety at interpersonal and collective levels.

Black-White Differences in The Effects of Parental Education on College Students' Beliefs about Racial Discrimination.

Racial discrimination remains a significant issue in the United States, particularly affecting Black individuals. Understanding how beliefs about the persistence of racial discrimination are shaped by race and parental education among college students is crucial for developing strategies to address these inequities. This study aims to examine the multiplicative effects of race and parental education on beliefs about the persistence of racial discrimination among Black and White college students. We hypothesize that Black students, particularly those with highly educated parents, will exhibit stronger beliefs in the persistence of racial discrimination as a significant issue compared to their White peers. Data were drawn from the Higher Education Research Institute (HERI) study, which includes a national sample of Black and White young adults on college campuses across the United States. We conducted statistical analyses to explore the influence of race and parental education on students' beliefs about racial discrimination. Black students demonstrated stronger beliefs in the persistence of racial discrimination compared to White students. Additionally, students with higher parental education levels were more likely to recognize racial discrimination as a significant issue than those with lower parental education. The impact of parental education on these beliefs was more pronounced for Black students compared to White students. Black college students, especially those from higher SES backgrounds, exhibit a heightened awareness of racial discrimination due to their lived experiences and educational exposure. High SES Black individuals often face increased visibility and prejudice in predominantly White environments, further reinforcing their beliefs about the persistence of discrimination. These findings highlight the need for targeted interventions to support Black students in higher education and promote awareness of racial discrimination. Policy solutions should include comprehensive anti-discrimination policies, increased diversity and inclusion efforts, and educational curricula that address systemic racism and social justice. The cross-sectional nature of the data limits causality inference, and self-reported measures may be subject to bias. Despite these limitations, the study's large and diverse sample enhances the generalizability of the findings. Race and parental education have multiplicative effects on college students' beliefs about the persistence of racial discrimination. Black students, particularly those from high SES backgrounds, are more likely to perceive racial discrimination as a continuing problem. Addressing these disparities through targeted policies and interventions is essential for creating equitable and inclusive educational environments.

Effective Communication and Culturally Responsive Leadership

Lately, literature and research in the United States have reported that culturally responsive leadership has become predominant because the increasing diversity in public schools has brought us to a critical juncture. A cultural gap exists between students from diverse backgrounds and their white middle-class teachers, leading to a mismatch in the delivered curricula, leaving many students feeling disconnected, disengaged, and uninterested in the educational process. These emotions can have profound and long-lasting effects particularly due to language and verbal participation structures. Thus, a factor of communication that enhances culturally responsive leadership has been found to enable students' achievement in schools in the US because culturally responsive leadership involves integrating leadership philosophies, practices, and policies to create an inclusive educational environment for students and parents from diverse cultural and ethnic backgrounds. This entails understanding that communication is a complex process that encompasses words, intentions, contexts, histories, and attitudes. As school leaders navigate the complex landscape of modern education, their communication skills become not just desirable but truly critical for any leader to enhance culturally responsive among students and teachers. Thus, this paper recommends School leaders must find ways to bridge language gaps to ensure teaching and learning difficulties in communicating effectively across languages between teachers and students. It is paramount for principals to demonstrate excellent communication skills for listening to and interacting within the teaching and learning process to enhance student achievement effective communication and culturally responsive leadership.

AI’s Role in Enhancing Cross Cultural Competence and Leadership through Online Education Programs

Cross-cultural competence (CCC) is essential for any future leader. The paper analyzes and discusses the potential of artificial intelligence (AI) to narrow the divide existing in online degree programs, a pivotal element in fostering leadership excellence and capabilities while ensuring universal access to technology. The study's methodology primarily involves an in-depth literature review of existing research and theories on AI, online education, and cross-cultural competence. It discusses the strengths and weaknesses of current online educational platforms and recommends introducing AI precision education to bridge the shortcomings of different platforms. The paper reveals some critical insights: CCC is essential for students and future leaders to function in a globalized, increasingly interconnected world; however, there has been a gap between students' assumed CCC and their actual CCC. The paper identifies shortcomings in their CCC curriculum and suggests improvement methods by analyzing the world's top ten STEM universities. The paper finds that AI's ability to accommodate cultural and cognitive differences promotes an inclusive educational environment and addresses broader digital access and equity issues. It concludes with a strong argument for integrating AI in online cross-cultural education to prepare future leaders with the skills necessary to thrive in a globalized, increasingly interconnected world.

Perception of Virtual Education Learning among Dental Residents and Faculty during the COVID-19 Pandemic: A Cross-Sectional Study.

The coronavirus disease 2019 (COVID-19) pandemic prompted a rapid shift from in-person to virtual learning in dental education. This study aims to assess the perceptions of virtual education learning among dental residents and faculty and employ regulatory focus theory (RFT) to understand the impact of motivational orientations on virtual learning during the COVID-19 pandemic. In total, 46 dental residents and 10 faculty members in a dental institution participated in the study (June-August 2021). Questionnaires were used to obtain data on demographics, perceptions of virtual learning, burnout, and RFT types (promotion and prevention focus). Multiple regression analyses were used to examine factors associated with perceptions of virtual learning and burnout. Overall, 70% of residents and 44% of faculty found virtual learning effective. Younger residents with less experience preferred virtual learning more than their older, experienced peers. Residents trained outside the U.S. and Canada favored in-person learning more than those trained within. Furthermore, residents with a higher promotion focus score found virtual learning more interactive for didactic courses. Additionally, 52% of residents experienced burnout, with a higher incidence among females (p = 0.044). Virtual learning is well received by dental residents and faculty, with potential for continued use post-pandemic. Future efforts should focus on creating an inclusive and supportive educational environment that meets the motivational and well-being needs of dental residents and faculty.

Enhancing Educational Technology in Lectures for School Students with Learning Disabilities: A Comprehensive Analysis

Learning disabilities present formidable obstacles for children in their educational journeys, often overlooked or misunderstood. This research aims to address two critical issues: the differentiation between learning and intellectual disabilities, and the resistance of teachers to integrating technology into education. In response, a comprehensive approach was adopted. Firstly, a mobile application was developed to screen for potential learning disabilities, offering teachers insights into individual student challenges and personalized lecture adaptations. Secondly, a quasi-experimental pretest–posttest study was conducted, comparing student performance following traditional and technologically supported lectures. Results from the study revealed significant score improvements among students identified as potentially having learning disabilities when exposed to technologically supported lectures. Conversely, students not identified as potential cases remained within the normal range of performance. These findings underscore the potential of technology to enhance educational outcomes for children with learning disabilities while highlighting the importance of recognizing and addressing these challenges in educational settings. By bridging the gap between identification and intervention, this research contributes to a more inclusive and effective educational environment.