Inclusive Education For Pupils Research Articles

Support for teachers in the inclusive education of pupils with special educational needs: experience from primary schools in the Czech Republic

ABSTRACT The paper presents possibilities of effective use of some support instruments for teachers of mainstream schools in the education of pupils with special educational needs in the Czech primary schools. The research data collected during the project implemented in the Pilsen region in period of 2016–2019 were processed with the goal to evaluate the various kinds of support that are not yet systemically anchored in the Czech educational system and commonly available for teachers in primary schools, although these instruments seem to be very effective or even necessary for quality inclusive education. During the project, the educational activities like special workshops, seminars, or lifelong learning courses were offered to teachers, as well as on-site counselling services, supervision, methodological consultations or sharing the good practice of teachers and schools. A new position of inclusion coordinators as a kind of support for inclusive education was pilot-tested in partner schools within the project. However, the exploitation of the results of this research and assessment will depend largely on political decisions at both local and governmental levels.

Training Needs and Attitudes of Greek Educationalists on Good Autism Education Practice for Children on the Autism Spectrum

The current scoping study conducted in Greece aimed to explore the training needs and attitudes held by educationalists on inclusive education for pupils with autism. Whilst educational policies and practice advocate for inclusive education for children with autism, actual provision is segregated between mainstream, special schools and multi-disciplinary therapy centers. These centers operate under the Ministry of Health and Social Welfare and are certified by the Ministry of Education. They collaborate with schools to ensure the seamless inclusion of children with autism into school. Whilst Greek educationalists believe on principle that inclusion is essential in the quest to foster community presence and integration for children with autism, in practice there are barriers to inclusive education; primarily these include the current financial crisis and budget cuts in Education as well as an anxiety on the part of teachers on how best to practice inclusive education, whilst protecting and maintaining the safety of autistic children. This ambivalence stems from insufficient knowledge, skills and experience and has significant implications for children with special needs, their families and for society as a whole. The current study aimed to address this ambivalence by, as an initial step, ensuring that all teachers are granted appropriate training and professional support so that children with autism are given the opportunity to flourish within inclusive educational settings.

Features of learning foreign languages at school under the conditions of inclusive education

Pedagogical experience testifies to the positive introduction of the practice of inclusive education of pupils with special educational needs into the educational process, in particular during learning foreign languages. The purpose of the academic paper is to reveal the features of learning foreign languages at school under the conditions of an inclusive education. The following methods have been used in the scientific article, namely: the methods of theoretical analysis, the method of decomposition analysis, the method of induction, the method of analogy, the method of comparison, the method of scientific abstraction, the method of description, the method of observation, the method of measurement, the method of modeling. It has been found that pupils with special educational needs are actively involved in the educational process of educational institutions, including schools. It has been established that the rights of people with disabilities, including pupils with special educational needs, are governed by the provisions of the Convention on the Rights of Persons with Disabilities and World-Readiness Standards for Learning Languages. It has been established that in the United Kingdom, in particular in England and Wales, there is a program which stipulates that all students, in particular those with special educational needs, should take a foreign language course. It has been proven that there is a special course in Scotland, which provides opportunities for pupils with special educational needs to learn a modern language while studying at the secondary school. It has been established that an active policy of attracting pupils with special educational needs to study at secondary schools has been operating in Finland. It has been found that in Germany, the law establishes rules for the inclusion of students with special educational needs in the general education system. The practice of inclusive education in the USA has revealed that during the 2017/2018 academic year, almost 7 million persons received special education between the ages of 3 and 21.

SEBD inclusion research synthesis: a content analysis of research themes and methods in empirical studies published in the journal Emotional and Behavioural Difficulties from 1996–2014

ABSTRACTThe present paper reports on findings from a systematic journal review study exploring research strategies to investigate inclusive education for pupils with social, emotional, and behavioural difficulties. From a total of 384 articles, published in 19 volumes of the journal Emotional and Behavioural Difficulties between 1996 and 2014, 39 research reports matched inclusion criteria. The sample consists of 22 qualitative, 8 mixed-method, and 9 quantitative studies analysed in terms of research designs, methodological issues, and content-related themes. The findings are discussed with a focus on perspectives for future research strategies.

Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions

Inclusive education of pupils with special educational needs (SEN) has become a global trend. However, a considerable number of studies have shown that mere enrolment in mainstream classrooms is not enough to support the social participation of pupils with SEN. These children are at risk of experiencing difficulties in their involvement with peers at school. Thus, the question arises of how social participation can be fostered in mainstream classrooms. A systematic review of 35 studies was conducted to investigate which interventions are effective in inclusive mainstream preschool and elementary classrooms. Teaching interaction strategies to typically developing pupils, group activities in the academic context (cooperative learning and peer-tutoring), support groups for pupils with SEN, and training paraprofessionals to facilitate social interactions, were found to improve the social participation of pupils with SEN in general education classrooms. Nevertheless, there is need for more intervention studies implementing a variety of strategies and including different groups of pupils with SEN.

Inclusive Education of Pupils with Special Educational Needs in Czech Republic Primary Schools

The current trends in the education of individuals with special educational needs (= SEN) include their inclusion in ordinary life, i.e. also into the mainstream education system. Within the inclusion, there is a “fusion” of the so-called minority (i.e. Individuals with disabilities / special educational needs) and majority (i.e. intact population / intact peers). Based on the data gathered so far in the context of this research related to the inclusion of pupils with special educational needs in Czech Republic primary schools (n= 500), we can say that a negative attitude prevails in teachers and executive workers of primary schools in relation to the inclusion of pupils with SEN. It also shows that Czech Republic primary school teachers fail to realistically define the difference between integration and inclusion of pupils, i.e. pupils with SEN. In relation to the problematic aspects of integration/inclusion of pupils with SEN, the respondents of the questionnaire survey/primary school teachers and managers often point out on the large numbers of pupils in primary school classrooms, they also refer to problems relating to the staffing of inclusion (note: teaching assistant is missing, there are problems with funding teacher assistants), the lack of primary school teachers in relation to the knowledge of the specifics and needs of children/pupils with SEN, as well as minimal knowledge of methods and procedures for working in an inclusive environment. Other problematic areas with the inclusion of children of school age is the lack of funds for supportive measures and the unpreparedness of the social environment/surroundings (intact children - classmates and their parents) to accept the children/pupils with SEN. The detailed analysis of the respondents’ answers indicate that those respondents who already have (their own) experience with the integration of pupils with SEN state, among other things, have far fewer barriers towards the inclusion of pupils with SEN and they are mostly positively inclined to integration. Based on the pilot study and initial data collection via the questionnaire method, it is still impossible to objectively answer the research question regarding a statistically significant association between respondents’ experience with the integration of pupils with SEN in primary school and their relationship to the inclusion of children with SEN in primary school, it cannot be generally answered on the basis of the pilot study and the initial data collection carried out by the questionnaire method.

Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: teacher attitudes, experience and knowledge

The aim of the current study was to examine the experience, attitudes and knowledge of school staff in relation to inclusive education for pupils with autistic spectrum disorders (ASDs) in mainstream secondary schools. Fifty-three participants from 11 secondary schools in the north-west of England completed a survey that covered socio-demographic information and teaching experience, perceptions of inclusion within their school, experience and knowledge of ASDs, influences on integration of pupils with ASDs, ability to cope with behaviours associated with ASDs and benefits and problems associated with integration of pupils with ASD in mainstream schools. Respondents tended to indicate positive attitudes towards inclusion. Our analysis also showed that senior managers and Special Educational Needs Co-ordinators reported greater self-efficacy in teaching pupils with ASD and in coping with behaviours associated with ASD than did subject teachers. Finally, respondents reported social inclusion as both a potential benefit and challenge for pupils with ASD. The implications of these findings for future training and practice are discussed.

Including pupils with autistic spectrum disorders in the classroom: the role of teaching assistants

The aims of the current study were (i) to explore the extent to which pupils with Autistic Spectrum Disorders (ASD) were effectively included in lessons, compared with pupils with dyslexia (DYS) or no Special Educational Needs (CON) and (ii) to understand how the presence of a teaching assistant (TA) influences the inclusion/exclusion process. One hundred and twenty pupils (40 each in the ASD, DYS and CON groups) drawn from 12 mainstream secondary schools in the north-west of England were observed in a variety of lessons using structured observation schedules. Additionally, the classroom inclusion of 21 pupils with ASD was examined through qualitative observations. The analysis indicated that pupils with ASD were less effectively included in lessons than pupils in the other two groups. Specifically, they were less likely to work independently and be socially included, particularly when a TA was present. The findings are discussed in relation to the growing literature on inclusive education for pupils with ASD.

The deployment, training and teacher relationships of teaching assistants supporting pupils with autistic spectrum disorders (ASD) in mainstream secondary schools

Growing numbers of pupils with autistic spectrum disorders (ASD) are attending mainstream schools, and increasing numbers of additional staff are being deployed to support them. Recent research has cast doubt on the effectiveness of this support, by highlighting issues relating to deployment and training, and to relationships with class teachers. This study, conducted by Wendy Symes, who is a Research Associate at the University of Manchester, and Neil Humphrey, who is Professor of Education in the same university, interviewed 15 teaching assistants supporting pupils with ASD in four mainstream secondary schools in the north-west of England to explore these issues. Analysis yielded several key findings. The majority of teaching assistants worked with just one pupil at a time and worked in a variety of lessons. Their role primarily involved helping pupils to stay focused and follow instructions. Many teaching assistants had no experience of ASD prior to starting their job. The amount of training received varied, but all felt that generic training about ASD was not helpful. A lack of time for joint planning with teachers was raised as a key concern. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD.

School factors that facilitate or hinder the ability of teaching assistants to effectively support pupils with autism spectrum disorders (ASDs) in mainstream secondary schools

Growing numbers of pupils with autism spectrum disorders (ASDs) are attending mainstream schools, and increasing numbers of teaching assistants (TAs) are being deployed into classrooms to support them. Evidence suggests, however, that pupils who have a TA may underperform academically, receive less attention from their teachers and be isolated from their peer group. Issues relating to the deployment and training of these staff, and their relationships with class teachers have been raised as contributing to the negative impact of TAs. However, school factors – such as inclusive school culture and teacher training – have been overlooked. In light of this, the objectives of the current study were to (1) develop understanding of the aspects of school culture that TAs feel contribute to the development of inclusion, and (2) identify aspects of school culture, policies and practices that facilitate or hinder their ability to effectively support pupils with ASD. Fifteen TAs supporting pupils with ASD in four mainstream secondary schools were interviewed. Thematic analysis identified positive attitudes towards pupils with special educational needs, school leadership support for inclusion, collaboration and respect as components of an inclusive school culture. The factors perceived as facilitating or hindering the ability of TAs to effectively include pupils with ASD included access to expertise, communication within school and teaching staff awareness of ASD. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD.

Responses to bullying and use of social support among pupils with autism spectrum disorders (ASDs) in mainstream schools: a qualitative study

Increasing numbers of pupils with autism spectrum disorder (ASD) are attending mainstream schools. However, the available evidence suggests that they face a number of barriers that may prevent them from making the most of their education. In particular, recent research has suggested that they are more likely to be bullied, and typically report receiving more inconsistent social support than children with other or no special educational needs. In light of this, the aims of the current study were to identify the role social support plays in determining pupils’ response to bullying and to identify barriers to the development and utilisation of social support when bullying occurs. Thirty-six participants with ASD (age range 11‐16 years), drawn from 12 secondary mainstream schools in the north-west of England, were interviewed as part of a larger study examining inclusive education for this particular group of learners. Data were transcribed verbatim and subjected to thematic analysis, and a theoretical framework for understanding the responses to bullying and use of social support among pupils with ASD was subsequently developed. Key themes in the framework included the role played by potential advocates and their perceived efficacy in providing support, pupils’ relationship histories and a lack of trust in other people. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD.

The educational experiences of young people with sickle cell disorder: a commentary on the existing literature

Sickle cell disorder (SCD) is a chronic illness that in England disproportionately affects marginalized ethnic groups, but has yet to feature extensively within educational or disability research. This review of existing literature makes the case for a sustained developmental research programme around SCD, disability and education. There are potentially life‐saving decisions that could be made by teachers in caring for a child with SCD. The place of the school as a venue for health screening with respect to vision, hearing and dental care is also complicated by SCD. The lack of a formal school policy to address the combined episodic and longer term school absences correlated with SCD clearly disadvantages a group of pupils whose academic potential may already have been curtailed by teacher expectations based on their ethnicity. Both the physical and social milieu of the school could be adapted so that the environmental triggers of severe painful episodes associated with SCD are greatly reduced. Systems of pastoral care and health education elements of the school curriculum need to be attuned to the challenges and opportunities for learning that SCD raises. SCD may be considered as a resource for education across a range of national curriculum subjects, could bring an anti‐racist dimension to subjects such as mathematics, biology, history and geography and could challenge a number of prevailing disabling and racist discourses in wider society. In short, SCD could be one bridge to more inclusive education for pupils of marginalized ethnic groups.

Developing a System of Inclusive Education for Pupils with Behavioural Difficulties

Developing a System of Inclusive Education for Pupils with Behavioural Difficulties