Inclusive Educational Environment Research Articles

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.

Validation of a Screening Tool for Dyslexia in English among Arabic-Speaking University Students in the Gulf Area

When teaching English for Academic Purposes (EAP) in an English as a Foreign Language (EFL) context, at times, dyslexic students may confound instructors at the lack of improvement in their English language ability. Such students may not have the specialist diagnostic assessment to access support services. A simple but inexpensive measure to screen for dyslexia would facilitate a more inclusive and equitable educational environment. This study examined whether an Arabic-translated version of a widely-used English L1 (first language) dyslexia checklist could identify Arabic L1 students who exhibited difficulties in English. Participants were 734 female EFL undergraduates studying EAP in one gulf university. The participants completed Arabic versions of the checklist. Using prescribed cut off scores, participants were divided into three groups: non-dyslexic, mildly dyslexic, and dyslexic. To validate the checklist, a subsample of 110 students were randomly selected for further assessment of dyslexia using the following indicators: word reading, pseudoword reading, spelling ability, phonological awareness, and rapid automatized naming skills. Results showed significant differences among the three groups for nearly all measures, suggesting that the Arabic translated checklist can be an easily administered, useful screening tool to identify Arabic L1 students who are at-risk of dyslexia in EFL.

Preparing a teacher for professional adaptation in an inclusive educational environment

Preparing a teacher for professional adaptation in an inclusive educational environment

Strategi Pengembangan Kurikulum Berbasis Kompetensi Di Sekolah Dasar Inpres 16 Ende

This article aims to provide an overview of competency-based curriculum development strategies. Participants in this research are educators, school principals, parents, who have relevant experience and knowledge related to the Competency Based Curriculum. Data collection techniques use interviews, observation and documentation studies. Data analysis was carried out using a thematic approach. Research findings show: the Competency Based Curriculum development strategy is realized with an approach that emphasizes developing practical skills and applying knowledge to face the challenges of daily life, as well as creating a collaborative and inclusive educational environment with teachers, parents and students. The implications of the results of this research can be used by education policy makers to create strategies for developing a Competency Based Curriculum.

Analisis Kedisiplinan Siswa ABK Ditinjau Dari Peran Teman Sebaya

This research aims to analyze the discipline of students with special needs (ABK) with a focus on the role of peer influence. The discipline of ABK students is a crucial aspect of inclusive education development, and the role of peers is considered to have a significant impact on their discipline levels. The research method involves a literature review (library research). The results indicate that peer influence can either positively or negatively affect the discipline of ABK students. Peers providing support and understanding can enhance the motivation of ABK students to maintain discipline. On the other hand, peers who are less tolerant or demeaning can hinder the creation of a conducive educational environment. Certain factors such as understanding the special needs of students, teacher training, and family roles have also proven to influence the discipline of ABK students. The importance of integrating inclusive approaches into the school curriculum and the active involvement of peers in supporting ABK students is urgent. In conclusion, this research highlights the importance of understanding and enhancing the role of peers in shaping the discipline of ABK students. By considering factors such as understanding the special needs of students and the role of the family, more effective strategies can be developed to create an inclusive educational environment that supports the discipline of ABK students.

КРИТЕРИИ УРОВНЯ ГОТОВНОСТИ СТУДЕНТОВ ПЕДАГОГИЧЕСКОГО ВУЗА К ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ В УСЛОВИЯХ ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ

Abstract. The authors consider and describe criteria for studying the level of readiness of pedagogical university students for professional activity in an inclusive education environment. The article presents the results of the analysis of the concept of “readiness for professional acti vity in inclusive education” and describes the criteria of readiness. The selection and description of diagnostic techniques for studying the levels of readiness for professional acti vity of pedago gi cal university students has been carried out. The purpose of the study is to search for and substantiate the selection of methods for studying the level of readiness of peda gogical university students for professional activity in an inclusive education environment. The scientifi c novelty lies in the justifi cation and selection of diagnostic tasks for each indicator of the readiness of pedagogical university students for professional acti vity in an inclusive education environment. The theo retical signifi cance lies in clarifying the concept of “readiness for professional activity in an inclusive education” and the selection and analysis of diagnostic methods for stu dying the level of readiness of pedagogical university students for professional activity.

ГОТОВНОСТЬ СПЕЦИАЛЬНЫХ ПЕДАГОГОВ КАК ОСНОВНОЙ ФАКТОР УСПЕШНОСТИ ИНКЛЮЗИВНОГО ПРОЦЕССА В ОБРАЗОВАНИИ

The article discusses the issues of modernizing the training special education teachers to work within inclusive education environment. The widespread of inclusive education has necessitated the reorientation of traditional defect-oriented training for upcoming professional activities in general education kindergartens and schools as the main specialist organizing psychological and pedagogical support for children with disabilities and responsible for their integration into the environment of typically developing peers. The authors analyze foreign and domestic scientific approaches determining the professional competence of a special education teacher to work within inclusive education environment. The authors prove the need to improve the competencies of special education teachers in inclusive educational process. The development of inclusive professional and personal competencies among teachers largely depends on the success of including children with special educational needs in the general educational process. Based on the conducted empirical research, some pedagogical recommendations have been developed and proposed to modernize the training of special education teachers to work within inclusive education environment. The above-mentioned transformations naturally led to a change in the requirements for teachers responsible for organizing, coordinating and for the success of inclusive education.

Adaptation of primary school children with special educational needs in an inclusive educational environment

The article is devoted to the issues of adaptation of primary school children with special educational needs in an inclusive educational environment

АТА-АНАЛАРДЫҢ ИНКЛЮЗИВТІ БІЛІМ БЕРУ ЖАҒДАЙЫНДА ПСИХОЛОГИЯЛЫҚ-ПЕДАГОГИКАЛЫҚ СҮЙЕМЕЛДЕУДЕГІ СЕРІКТЕСТІГІ

The article pays special attention to the place and importance of parents in the psychological and pedagogical support in the context of inclusive education. Children with disabilities have an impact on the quantitative and qualitative indicators of students with special educational needs, a global problem is widespread in our country. A child requiring special attention is highly dependent on their parents, making their proper attitude and support invaluable in the child's life. The article analyzes the need for comprehensive psychological and pedagogical assistance for such families. The purpose of the study is to address the issue of partnership in supporting parents with children in the context of inclusive education. Task: to study the importance of the rehabilitation potential of parents with children within an inclusive education environment, to analyze the impact on child support. The study highlights the forecast for the effectiveness of parent partnerships in psychological and pedagogical support within inclusive education. It was noted that in an inclusive setting, positive parental influence on the child optimizes their relationship with the social environment. The implementation of established patterns in a civilized state increasingly emphasizes the importance of psychological and pedagogical support in inclusive education. Maximizing this development, while ensuring the successful completion of the general education program tailored to the individual characteristics of each child, is among the key issues in modern education.

Examining the Nexus: Socioeconomic Status and Access to Educational Resources Among Secondary School Students in Sri Lanka

This research, delves into the intricate relationship between socioeconomic status and access to educational resources among secondary school students in Sri Lanka. The study recognizes the fundamental role of educational resources in shaping the academic journey and overall well-being of students and aims to address the existing knowledge gap regarding equitable access across diverse socioeconomic backgrounds. The research employs a survey-based, quantitative research design, focusing on the impact of parental income and education on students’ access to essential educational resources. The study’s target population comprises 1350 secondary schoolchildren selected through a stratified random sampling method to ensure representation from various socioeconomic backgrounds. A structured questionnaire serves as the primary data collection instrument, comprising sections dedicated to assessing parental income, parental education, and students’ perceptions of their access to educational resources. Utilizing a Likert Scale, the questionnaire evaluates students’ satisfaction with resources such as classroom infrastructure, ICT facilities, library services, science laboratories, guidance and counseling services, home study space, and parental provision of educational materials. The data analysis involves both descriptive and inferential statistical techniques, including means, standard deviations, and Multivariate Analysis of Variance (MANOVA). The Statistical Package for the Social Sciences (SPSS) version 23 software ensures a comprehensive examination of student access to educational resources, specifically considering parental income and educational backgrounds. Key findings reveal significant variations in access based on parental education levels, with father’s education showing notable distinctions. However, the study does not identify similar distinctions based on the mother’s highest educational level, potentially reflecting evolving societal norms. Importantly, the research underscores the pivotal role of parental income, emphasizing a hierarchical pattern of access among different socioeconomic classes. In conclusion, the study provides valuable insights into the multifaceted nature of factors influencing students’ access to educational resources in Sri Lankan secondary schools, offering implications for policymakers and stakeholders to address resource gaps and foster a more inclusive educational environment. The research contributes to the broader discourse on educational inequalities and highlights the need for targeted interventions to uplift disadvantaged students.

The Utilization of 3D Printers by Elementary-Aged Learners: A Scoping Review

Aim/Purpose: This review’s main objective was to examine the existing literature on the use of 3D printers in primary education, covering students aged six to twelve across general, special, and inclusive educational environments. Background: A review of the literature indicated a significant oversight – prior reviews insufficiently distinguish the application of 3D printing in primary education from its utilization at higher educational tiers or focused on particular subject areas and learning domains. Considering the distinct nature and critical role of primary education in developing young students’ cognitive abilities and skills, it is essential to concentrate on this specific educational stage. Methodology: The scoping review was selected as the preferred research method. The methodological robustness was augmented through the utilization of the backward snowballing technique. Consequently, a total of 50 papers were identified and subjected to thorough analysis. Contribution: This review has methodically compiled and analyzed the literature on 3D printing use among elementary students, offering a substantial addition to academic conversations. It consolidated and organized research on 3D printers’ educational uses, applying robust and credible criteria. Findings: Many studies featured small sample sizes and limited research on inclusive and special education. The analysis revealed 82 distinct research goals and 13 educational fields, with STEM being the predominant focus. Scholars showed considerable interest in how 3D printers influence skills like creativity and problem-solving, as well as emotions such as engagement and motivation. The majority of studies indicated positive outcomes, enhancing academic achievement, engagement, collaboration, creativity, interest, and motivation. Nonetheless, challenges were noted, highlighting the necessity for teacher training, the expense of equipment, technical difficulties, and the complexities of blending new methods with traditional curricula. Recommendations for Practitioners: To capitalize on the benefits that 3D printers bring, curriculum planners are urged to weave them into their programs, ensuring alignment with educational standards and skill development. The critical role educators play in the effective implementation of this technology necessitates targeted professional development programs to equip them with the expertise for successful integration. Moreover, 3D printing presents a unique opportunity to advance inclusive education for students with disabilities, offering tailored learning experiences and aiding in creating assistive technologies. In recognizing the disparities in access to 3D printing, educational leaders must address the financial and logistical barriers highlighted in the literature. Strategic initiatives are essential to democratize 3D printing access, ensuring all students benefit from this educational tool. Recommendation for Researchers: Comparative studies are critical to elucidate the specific advantages and limitations of 3D printing technology due to the scarcity of research contrasting it with other tools. The variability in reporting durations of interventions and research environments underscores the necessity for uniform methodologies and benchmarks. Because research has predominantly focused on STEM/STEAM education, expanding into different educational areas could provide a comprehensive understanding of 3D printing’s capabilities. The existence of neutral and negative findings signals an opportunity for further investigation. Exploring the factors that impede the successful integration of 3D printing will inform the creation of superior pedagogical approaches and technological refinements. Future Research: As the review confirmed the significant promise of 3D printing technology in enriching education, especially in the context of primary education, the imperative for continued research to refine its application in primary education settings is highlighted.

MALAYSIA’S PRIMARY SCHOOL MUSIC TEACHERS' READINESS ON MULTICULTURAL MUSIC EDUCATION

This study explores the readiness of Malaysia’s primary school music teachers to implement multicultural music education in their classrooms. With Malaysia’s diverse cultural landscape, integrating various musical traditions into the education system is essential for fostering cultural understanding and national unity. The purpose of this study is to determine the level of readiness among primary school music teachers by analysing data from a survey conducted with 232 respondents. The survey included constructs measuring teachers’ perspectives on the multicultural curriculum and their knowledge and skills related to implementing such a curriculum. The first construct, which focuses on teachers' attitudes toward the multicultural curriculum, showed a high mean score (3.93), indicating positive attitudes toward multicultural education. The second construct, which assesses teachers' knowledge and skills, also scored high (3.93), suggesting that teachers feel reasonably prepared, but there are areas for improvement. These results indicate that while there is a solid foundation for implementing multicultural music education in Malaysia, there is a need for continuous professional development and resource allocation to ensure that all teachers can effectively deliver a diverse and inclusive music curriculum. The study concludes with recommendations for enhancing teacher readiness and fostering a more inclusive educational environment that reflects Malaysia’s rich cultural diversity.

Poor Male Students’ Enrolment into Home Economics and Related Programmes in Tertiary Institutions in Anambra State, Nigeria

The study looked at the issue of poor male students’ enrollment into Home Economics and related programmes in tertiary institutions in Anambra State, Nigeria. It adopted a descriptive survey research design. The population for this study comprised of all the (regular) undergraduate students in the Home Economics related programmes in the five tertiary institutions in Anambra State. The population is two hundred and six (206) students. Instrument used for the study was a structured 4-point questionnaire. The instrument's validity was ensured through consulting experts in Home Economics and Measurement and Evaluation fields in, Nwafor Orizu College of Education, Nsugbe. The reliability of the instrument was established through a test re-test procedure and correlated to yield a coefficient of 0.81. Data for this study was collected primarily by the researchers. The data were analyzed with arithmetic mean and standard deviation. From the results, it was identified that the causes of poor male student enrollment revolve around societal stereotypes, limited awareness of the subject’s scope, inadequate promotional efforts; among others. Educational outreach and awareness, deconstructing gender stereotypes, parental and community engagement, were suggested as strategies to improve male students enrolment. Based on findings, the researchers recommend a curriculum adjustment and more inclusive educational environment and mindset that will showcase Home Economics as a field suitable for all, regardless of gender.

Inclusive multicultural educational environment as a factor of socialization of children from migrant families

Inclusive multicultural educational environment as a factor of socialization of children from migrant families

A pilot survey of students' menstrual attitudes, experiences, and needs on an urban university campus.

In the United States, many menstruators face barriers to period management, such as period poverty, or the lack of access to relevant knowledge and affordable menstrual products. Our current understanding of the social, emotional, and physical impacts of period poverty on students in post-secondary institutions is largely limited. The purpose of this pilot study is to assess period poverty, period-related class disruption, and avoidance of menstrual hygiene management on campus among students and to identify recommendations for action at the University of Illinois Chicago and other urban universities. An online cross-sectional study from February to May 2023. Enrolled students who were at least 18 years old completed an anonymous, self-administered online survey. Through descriptive statistics and chi-square tests in SAS version 9.4, we analyzed the sociodemographic, academic, and menstrual characteristics of those who had a period in the past 12 months. We also performed a thematic analysis of students' open-ended responses regarding their menstrual experiences on campus. Of our sample (N = 106), 17.1% of students have faced period poverty, 55.8% experienced period-related class disruption, and 47.5% avoided changing their menstrual products on campus. The relationships between the three menstrual experiences were statistically significant. In the open responses, students reported that their personal experiences with menstruation were largely painful and disruptive. We identified the following themes: (1) inadequate water, sanitation, and hygiene facilities; (2) understocked, empty, or non-existent menstrual product dispensers; (3) a desire for additional resources for menstruation; and (4) the unpredictability of menstruation. Our findings indicate that students continue to face obstacles to menstruation management due to inadequate support related to menstrual infrastructure, products, and pain. We outline several recommendations for university/college institutions to prioritize a more inclusive and supportive educational environment for all students.

Sexuality Awareness and its Impact on Personal Development: Thematic Analysis of Perspectives of Indian Young Adults

Exploring one’s sexual identity is a vital part of self-development and identity formation. Young adults, socially, legally, and developmentally, are actively in the phase of strengthening their core identity, with sexual identity being a major component. Ideas related to sexuality and sexual orientation are often either repressed or normatively imposed. This study aimed to explore awareness and understanding of sexuality among young adults and to understand the impact of these perspectives on personal development. For this purpose, 30 young adults between 18 and 25 years were interviewed, and their responses were analysed using thematic analysis. Analysis succinctly brought up six major themes supported by key quotes from the responses. This thematic analysis provides valuable insights into the complex landscape of sex education and sexual identity among young adults, emphasizing the need for comprehensive and inclusive educational strategies, supportive environments, and open discussions to foster a better understanding and acceptance of diverse sexual identities. It underscores the influence of societal norms and the critical role of social media and peer support in shaping young adults' understanding and acceptance of sexual diversity. Future research should continue to explore these themes to inform policies and educational practices that promote sexual health and well-being, with a particular focus on addressing gender norms and providing mental health support.

Formation of civic stance in the aspect of inclusive decision-making

Issue of forming a civic stance of universities in the context of an inclusive approach to decision-making within the framework of global and national societal values is raised. The paper emphasizes the importance and necessity of studying and implementing progressive global experience in the field of inclusion. The ways of introducing into Ukrainian society the latest paradigm of inclusive social and educational environment of universities as a basis for social protection, social cohesion, and responsibility of citizens of our state in the conditions of modern integration challenges are analyzed as a means of forming civic stance and strengthening the social cohesion of the public. The current issues of the role of universities in society, strategies for shaping their strategies for implementing an inclusive approach to decision-making, promoting career development of students (including those with special educational needs), internationalization of education, etc., are outlined. An analytical overview of trends in the development of higher education institutions as factors of integration into the global scientific and educational space is provided. The urgent state of formation of an inclusive, innovative, socially cohesive society is highlighted, and concepts of reform, bases of a perspective vision of the development of Ukrainian higher education are characterized. Key parameters for ensuring the ability of specialists to compete in society are identified. The prospects for forming the civic stance of universities through an inclusive approach to decision-making for the professional training of specialists in the conditions of an inclusive society are also identified

Quality Education for Underrepresented Groups: Bridging the Gap

In modern societies, access to quality education is often considered as a fundamental right. However, disparities persist, especially for underrepresented groups such as minorities, low-income families, individuals with disabilities, and those in marginalized communities. Ensuring quality education for underrepresented groups stands as a critical endeavour in contemporary society. This abstract provides a succinct overview of the challenges faced by minorities, low-income families, individuals with disabilities, and marginalized communities in accessing equitable educational opportunities. Highlighting the pervasive disparities ingrained within educational systems, it delves into the multifaceted factors contributing to this issue, including socioeconomic constraints, cultural barriers, systemic inequalities, and implicit biases. It also emphasizes the historical context and policy implications shaping these disparities, underscoring the urgent need for intervention strategies to bridge the gap. Proposed intervention strategies encompass various approaches, including early childhood education initiatives, teacher training in culturally responsive pedagogy, community involvement, equity-focused policies, technological innovations, and social-emotional support systems. Drawing from case studies and best practices, the abstract showcases successful interventions implemented across diverse communities, emphasizing the importance of program evaluation and knowledge dissemination for effective replication and scalability. This abstract highlights the significance of collective efforts in addressing educational inequities and emphasizes the role of policymakers, educators, communities, and stakeholders in ensuring quality education for all underrepresented groups. It advocates for a holistic approach that encompasses policy reforms, resource allocation, culturally responsive practices, and community engagement to create an inclusive educational environment conducive to the academic success and well-being of every learner, regardless of their background or identity.

Promoting Sustainable Development Goal 5 Through Ubuntu-Based South African Basic Education Curriculum

Gender inequality is a pervasive problem worldwide and achieving Sustainable Development Goal 5 (SDG 5) of gender equality is crucial for social progress. In South Africa, gender disparities persist in primary and secondary education, hindering girls' access to quality education and opportunities. This study explores the application of the Ubuntu socio-cultural principle in addressing SDG 5 in South Africa. Ubuntu, an African philosophy emphasizing interconnectedness and humaneness, offers insights into fostering social justice and equality. By integrating Ubuntu principles into education, South African secondary schools can promote inclusive classrooms, gender sensitization programs, peer support, and mentorship. Inclusive education ensures equal participation and opportunities for all students, fostering respect for diversity. Gender sensitization programs raise awareness, challenge stereotypes, and promote empathy and understanding. Peer support and mentorship programs create a supportive network, breaking gender barriers and fostering positive role modelling. Applying Ubuntu principles in South African secondary schools can contribute to achieving SDG 5 by creating an inclusive and respectful educational environment that values and respects all students, regardless of gender. By promoting empathy, understanding, and collective responsibility, Ubuntu can help challenge harmful gender norms and foster dialogue, collaboration, and transformative change towards gender equality.

Girl-Child School Dropout in Uganda: The Adult Education Model as a Solution

Despite global efforts to achieve universal education and eliminate gender disparity, Uganda has struggled to meet these targets. The nation has witnessed a significant increase in school dropouts, especially among girls, with alarming statistics revealing that over a million learners dropped out before completing primary education in 2022. High costs of education, cultural norms, and gendered expectations are among the primary reasons for this trend. The repercussions of dropping out are particularly severe for girls, leading to a myriad of societal challenges. This paper introduces the Adult Education Model, based on the principles of andragogy, as a potential solution to address the girl-child school dropout crisis in Uganda. The model emphasizes self-direction, real-world problem-solving, and the utilization of past experiences, making it particularly suited for mature learners. Implementing this model through pilot programs, with the collaboration of community leaders, NGOs, and governmental bodies, can offer a tailored educational approach for these girls. By adopting this model, Uganda can provide an inclusive, adaptable, and empathetic educational environment, ensuring a brighter future for every girl.