Inclusive Education For Students Research Articles

Educational inclusion of students with disabilities in public universities in Central America and the Caribbean. Perspectives of different professionals

Resumen En este artículo se da a conocer una investigación realizada sobre la inclusión educativa del alumnado en situación de discapacidad que asiste regularmente a las universidades públicas de la región centroamericana y el Caribe. El estudio es parte de un proyecto más amplio que busca generar apoyos hacia este colectivo en la Educación Superior. Se utilizó un enfoque cualitativo con un diseño descriptivo exploratorio. Participaron 10 jefes académicos, coordinadores, miembros de instancias universitarias de atención a estudiantes en situación de discapacidad y profesores. Los resultados muestran que la mayoría de los establecimientos de Enseñanza instauraron políticas institucionales en los últimos años. Asimismo, los programas de atención estudiantil representan uno de los mayores mecanismos de apoyo. Finalmente, los participantes mencionaron que la falta de recursos económicos, el escaso personal capacitado y la poca formación de los docentes acerca de esta temática son los principales obstáculos para crear entornos educativos inclusivos.

The role of parents in facilitating safe, quality, inclusive education for students with intellectual disabilities: the position of the Disability Royal Commission

Parents play key roles in the facilitation of safe, quality, inclusive schools for students with intellectual disabilities. They have an impact on the school life of their children in three key ways: their choice of school; their involvement in educational decision-making; and advocacy on behalf of their children when there are concerns about school decisions and practices. Parents were crucial witnesses at the Royal Commission on Violence, Abuse, Neglect and Exploitation of People with Disability providing their views on inclusive education and testimony about their children’s school experiences. The role and perspectives of parents regarding safe, quality and inclusive education were of key concern to the Commissioners. This article explores the Commission’s investigations about the roles of parents when students have intellectual disabilities and critiques the Commission’s findings and recommendations regarding school choice, parents’ involvement in educational decision-making and complaints processes.

Exploring Teacher Perceptions and Influencing Factors in the Inclusive Education of Students with Autism: A Comprehensive Analysis

Exploring Teacher Perceptions and Influencing Factors in the Inclusive Education of Students with Autism: A Comprehensive Analysis

Inclusive education for students with Autism Spectrum Disorder: pedagogical strategies, challenges and perspectives

Inclusive Education has become a priority in the contemporary educational context, especially with regard to students with Autism Spectrum Disorder (ASD). This study explores pedagogical strategies, challenges and perspectives associated with the inclusion of these students, recognizing the importance of adapting the educational environment to meet their specific needs. The research aims to analyze Inclusive Education for students with ASD, highlighting effective pedagogical strategies, identifying the challenges faced by educators and students, and anticipating future perspectives to improve the quality of inclusive teaching. The research is characterized as qualitative, seeking to understand the experiences, perceptions and practices of educators, students and family members involved in Inclusive Education for students with ASD. Furthermore, it uses a bibliographical review to theoretically support the discussions, examining previous studies and relevant legislation. The results show the effectiveness of adapted pedagogical strategies, such as the use of visual materials and educational technologies, to provide opportunities for the participation and learning of students with ASD. However, challenges are identified, such as the need to improve teacher training to deal with the specific demands of this group and the importance of promoting inclusion not only in the classroom, but also in the community and in family formation. Given the challenges identified, the final considerations highlight the urgency of investing in continuing training programs for teachers, the development of more comprehensive inclusion strategies and the promotion of an inclusive culture that transcends the physical barriers of the classroom. Therefore, by anticipating future perspectives, it is possible to strengthen the basis for a more effective Inclusive Education that fully meets the educational and social needs of students with ASD.

The cultural-historical method and its contributions for the research of the development of writing in all-inclusive schools located in contexts of linguistic diversity

This paper aims to analyse the contributions of the cultural-historical method to the understanding of the process of learning how to write in schools located in contexts characterized by linguistic diversity, considering both educational inclusion of students with special needs, and from multicultural contexts. Vygotsky (1931/2000) states that his method has three principles: 1) Historical analyses; 2) Analyses of contradictions and interruptions in human development; 3) Assumption that science would not be necessary if essence and appearance was correspondent to each other. Vygotsky researched the higher psychological functions, including writing. The development of writing is mediated by special higher psychological functions, which are internal human capacities, such as memory and perception. One of the main approaches of the experimental and genetic method in the cultural-historical theory consists in creating some situations that allow us to observe how some individuals solve specific problems, aiming to observe the zone of proximal development, that is, all that the individual is not able to do alone, but can do with mediation and external help.

To what extent does distance learning support the development of positive attitudes towards inclusive education: a comparison of primary education trainee teachers in England and Türkiye?

ABSTRACT This study examines how distance learning, which took place during COVID-19 restrictions, influenced the attitudes of primary education trainee teachers in Türkiye and England towards inclusive education for students with special educational needs and disabilities. In total, 136 Turkish, and 25 English primary trainee teachers completed the TAIS survey, and a further, 14 Turkish and two English trainees, participated in semi-structured and scenario-based interviews. The quantitative data showed that both countries’ trainees’ attitudes level were high, but English trainees` attitude were more positive than the Turkish trainees. However, the qualitative data indicated that the absence of direct, practical experience was a major concern, and most felt the need to gain direct experience starting from their first year of teaching about inclusive teaching practices.

German Language Teaching in a Multicultural Class in Greece: A Case Study about Students’ and Parents’ Perceptions of Plurilingualism

After many decades of research, publications, and exchange of good practices, the debate about intercultural pedagogy, the importance of bilingual education and the promotion of existing multiculturalism in school classes remains topical in the public educational system in Greece. My ongoing research interest focuses on the inclusive education of students with migrant backgrounds, taking into account the foreign language lessons in public education in Greece, specifically the teaching of German as a second foreign language. The empirical part of the study took place in a public primary school in a Province of the city of Karditsa during the school year 2021/2022. A class of 18 students of the 6th Grade, where 7 of them were bilingual/multilingual with a migrant background, was under research during the second and third trimester in the German language lesson. The research work is based on the methodology of the Functional-Pragmatics language theory by Ehlich and Rehbein. The data analysis is in progress; however, questionnaires were given to all participant students, and interviews were conducted with all bilinguals parents.

Interculturality in Greek Education: Practices and Challenges of Implementation

Intercultural education is an educational movement that aims to ensure all students have equal learning opportunities at school and in society. Intercultural education seeks to achieve a harmonious co-existence of all these different cultural groups. In intercultural education, diversity is deconstructed, and the boundaries of power between dominant and non-dominant groups are not fixed. The research aimed to study the views of primary and secondary school teachers on implementing interculturalism of immigrant/refugee students in Greek educational policy. Qualitative research through the semi-structured interview method was chosen for the data collection. The constructed interview guide was based on the literature on migration and its theoretical framework. The participants in the research were twenty-two primary and secondary school teachers. Eight of them were males, and fourteen were females. The results showed that most primary and secondary education teachers positively approached immigrant/refugee students in Greek education. Furthermore, teachers mentioned that the Greek language is essential in the educational inclusion of students from migrant and refugee backgrounds. However, at the same time, some teachers had negative attitudes based on ethnocentric elements. The inadequately organized educational policy mediated their mentioned views. Therefore, it is more than a necessity to establish learning strategies and educational practices based on an educational approach that transcends the mainstream cultural elements, enhances multilingualism and diversity of social identities, and yet seeks to provide equal opportunities and eliminate educational exclusions from groups of the student population experiencing school failure or school marginalization.

The Level of Using Assistive Technologies in Inclusive Education for Students with Autism Spectrum Disorder from Teachers’ Point of View

The current study aimed to identify the level of using assistive technologies in inclusive education for students diagnosed with autism spectrum disorder (ASD). The sample of the study consisted of 193 teachers who responded to the used scale in order to assess the reality of assistive technologies in inclusive education after verifying the validity and reliability of the scale. The study results revealed that the level of using assistive technology was moderate. Furthermore, the results revealed a statistically significant difference in the level of using assistive technologies in inclusive education for students with ASD due to the teachers’ educational qualification in favour of post graduate qualification. Finally, the study findings showed no statistically significant difference between the arithmetic means of the level of using assistive technologies in inclusive education for students with ASD due to gender variable. The study recommended providing special rooms in autism centers to use assistive technology in teaching children with autism spectrum disorder, and providing what teachers need from these technologies to use with the children.

Breaking Barriers: The Influence of Teachers’ Attitudes on Inclusive Education for Students with Mild Learning Disabilities (MLDs)

Inclusive educational practices demand social justice where all students with special educational needs have the same right to access education, irrespective of their special needs. Increasingly, across the world, teachers are supporting and defending the inclusion of students with disabilities in mainstream schools and classrooms. This is also the case in Pakistan, the site of this study. However, support and defense are not assurance that such policy is accepted by classroom teachers. Previous research studies have identified some barriers to inclusion and in this regard, the attitudes of teachers have been identified as a barrier worthy of consideration. The present research can contribute to developing insights by suggesting all the factors that can accommodate students with mild learning disabilities (MLDs). The research study aimed to determine the attitudes of teachers towards the education of students with mild learning disabilities, which are due to hereditary and neurobiological reasons that alter the functioning of the brain by affecting one or more intellectual processes associated with learning. The problems of processing can interfere with basic skills of learning, such as reading, writing, and mathematical skills. They can also interfere with higher-order skills, such as organizational skills, abstract reasoning skills, thinking skills, long or short-term memory, and attention span, in an inclusive classroom setting. Using a quantitative research method, data were gathered from N = 230 sample cases of teachers selected through a stratified sampling technique from 10 private primary inclusive schools and 10 private primary non-inclusive schools in Karachi. To identify the attitudes of teachers towards the inclusion of students with MLDs, teachers were asked to respond to validated and reliable tools used in different studies. The research applied variance-based structural equation modeling using the partial least-squares modeling method. Smart PLS 3.0 is software used for variance-based structural equation modeling, and the purpose of using it that the model involves mediation. This tool can show direct and indirect associations among variables simultaneously. The results revealed that there is a weak linear relationship between teachers’ attitudes towards the education of students with a mild learning disability and their practices towards inclusive classroom settings. On the contrary, teachers’ positive attitudes towards mild learning disabilities are predictors of inclusive classroom settings in schools. The weak linear association between teachers’ attitudes and the provision of inclusive classroom settings showed that teachers are not prepared to accommodate mild learning disabilities. However, if teachers’ self-efficacy is increased, then teachers are prepared to accommodate mild learning disabilities. It indicates that teachers with a greater sense of self-efficacy can play a significant role in creating an inclusive environment in schools by employing the provision of relevant resources. The present study recommended certain support mechanisms to school management and provided guiding principles to them on the specific resources required to meet the needs of students with a mild learning disability and to increase the self-efficacy of teachers.

A Systematic Literature Review on the Efficacy of Emerging Computer Technologies in Inclusive Education for Students with Autism Spectrum Disorder

Including learners with autism spectrum disorder (ASD) in mainstream classrooms is associated with challenges that could impede their academic participation. However, studies have shown the value of inclusive education, especially when supported with computer technologies, learners with ASD can effectively learn alongside their non-autistic peers. Despite that, there has been minimal research on ASD inclusion with emerging computer technologies. This paper presents a systematic review of the literature on the application of emerging computer technologies in supporting the inclusion of learners with ASD. By analyzing a wide range of scholarly articles, this research goes beyond the existing literature by thoroughly examining the unique contributions and advancements made in this field. The study findings revealed valuable strategies and technologies for ASD-inclusive education that could be utilized by educationists, researchers, and relevant stakeholders. Moreover, this research bridges the knowledge gap and provides a foundation for future investigations into effective and sustainable technological interventions for ASD-inclusive education.

An investigation into high school mathematics teachers and inclusive education for students with visual impairments

Inclusive education strives to support all students, regardless of their differences, so no child is left behind. However, some teachers, especially those in high schools, may oppose inclusive education. This study aimed to examine the experiences and actions of high school mathematics teachers as they taught students with visual impairments to understand the challenges they faced and how these affected their willingness to embrace the inclusion of these students. Researchers conducted semi-structured interviews with eight mathematics teachers experienced in teaching students with visual impairments. The findings were organized into five themes: mathematics teaching practices, curriculum, material preparation, assessment practices, and beliefs about inclusive education and students with visual impairments. The results revealed that while mathematics teachers were conscious of not being adequately equipped to implement inclusive education, those with strong teaching efficacy beliefs were more inclined to teach rigorous mathematics to students with visual impairments.

A Dialogical Inquiry of Elementary School Teachers’ Perspectives on Inclusive Education of Students With Special Education Needs and Disability (SEND)

Internationally, many countries have developed inclusive education policies to offer quality education opportunities to all students. However, many teachers are still grappling with how to facilitate inclusive education in their general education schools. Challenges to inclusive education have pointed to teacher perspectives and beliefs about the practicability of inclusive education in general education classroom. This paper explored and discussed the perspectives of 70 Saudi comprehensive elementary school teachers who participated in a group online dialogical interview about their understanding of disability, inclusive education, and considers how inclusion might work in their comprehensive schools. The findings revealed mixed understandings of disability and inclusive education, and challenges that must be mitigated through dialogic professional learning to improve their practice.

Selected Determinants of the Polish and South African Teachers’ Attitudes Towards Inclusive Education of Students with Special Educational Needs

RESEARCH OBJECTIVE: The main purpose of this research was to assess teachers’ attitudes towards inclusive education (IE) of students with special developmental needs in the school space. The article is a comparative study in which teachers from Polish and South African schools – special and public schools – took part.
 THE RESEARCH PROBLEM AND METHODS: Following a pragmatic paradigm, a quantitative strategy and diagnostic survey method were applied. The specially prepared tool, the Scale for Attitudes Towards IE, was used to generate data. Confirming the normal distribution of variables, ANOVA and t-test were used for independent variables and descriptive statistics.. For post-hoc analyses, Tukey’s HSD test was used for equal or different N.
 THE PROCESS OF ARGUMENTATION: The own research on teachers’ attitudes towards IE was preceded by theoretical considerations on the idea of educational inclusion. Determinants supporting the inclusion of children with special educational needs in mainstream schools were identified.
 RESEARCH RESULTS: In the overall assessment of attitudes towards inclusive education there were no statistically significant intergroup differences between teachers in Polish and South African schools. However, clear differences emerged in post-hoc analyses of the variables such as: type of the institution and seniority.
 CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: The presented international comparative research on teachers’ attitudes towards IE takes into account not only the current state, but also the historical context of both nations, marked by the stigma of segregation and the fight against discrimination. The study shows how it is important to pay attention to the process of teachers’ education – pedagogues, especially, the ones prepared to work in mainstream institutions, for eliminating barriers, adapting curricula to the students’ individual needs, and building openness. It is essential to monitor the correlation between seniority and the direction and intensity of attitudes towards education open for all.

Inclusive education for students with challenging behaviour: development of teachers’ beliefs and ideas for adaptations through Lesson Study

ABSTRACT This paper explores development in teacher beliefs and ideas for adaptations with respect to students who display challenging behaviour. These students have the same right to inclusive education as other students, but evidence suggest that this still is a partially unsolved issue. The study’s context is an elementary school using Lesson Study as method for professional development over a four-year period. We have used content analysis and compared teacher talk during planning meetings at the beginning and end of the four years. The main findings are increased attention towards student behaviour, increased use of contextual explanations for student behaviour, a marked increase in ideas for adaptations, and ideas changing from exerting external control to engaging students in learning activities. The findings are discussed as to whether they support inclusion and how Lesson Study might have contributed.

Kuwait Parents’ Attitudes toward Inclusive Education for Students with Intellectual Disabilities in General Education

This study investigated the attitudes (i.e., beliefs, feelings, and behavioral intentions) of Kuwaiti parents about providing students with intellectual disabilities (ID) an inclusive education in general education classrooms. One hundred seventy-seven parents from the six governorates in Kuwait participated in this study. The researchers utilized a survey method to examine the parents’ attitudes with a concentration on eight demographic attributes: gender, age, level of education, knowledge about people with ID, having a child with a disability, contact with a person with ID, having school-age children, and the governorate where they live. The results indicated that parents who had contact with or had children with ID held the most positive attitudes toward providing students with disabilities an inclusive education in general education. The findings of the study provide a comprehensive view of the importance of the inclusion of people with disabilities in attitude. In this study, we identified predictor factors that affect the attitudes of parents and implications.

The Journey towards Inclusive and Equitable Education for Students with Disabilities in India

This article is a descriptive review of several policy documents initiated by the government of India regarding inclusive and equitable education for students with disabilities to bring them into the mainstream education system. India has one of the most progressive disability policy frameworks for educating students with disabilities among developing countries. Over the last three decades, the government of India is taking various initiatives and policy programme to promote inclusive and equitable education for students with disabilities. The most recent policy in India, the National Education Policy 2020, focuses on inclusive and equitable education for students with disabilities. Some other major initiatives focused on inclusive education for students with disabilities at different levels of education like Sarva Shiksha Abhiyan (SSA), Inclusive Education of Children and Youth with Disabilities (IECYD), Rastriya Bal Swaasthya Karyakaram (RBSK), Inclusive Education of the Disabled at Secondary Stage (IEDSS) and Teacher Preparation in Special Education (TEPSE), Higher Education for Persons with Special Needs (HEPSN), etc. Despite all these policies, students with disabilities are facing various challenges in regular school. Therefore, India has to go a long way to achieve the goal of inclusive and equitable education for all, including students with disabilities.

Attitudes of Indian and Polish teachers towards inclusion of children and youth with disabilities in regular classrooms. A comparative analysis

Education of children with disabilities across the globe has been gradually evolving from segregation towards inclusion. The systems in Poland and India have also been following this path, yet due to their own unique historical, cultural, and social contexts, these countries have adopted rather dissimilar approaches to the process of inclusion. What is presented in this report are the results of the study, which aimed to explore both the attitudes of Polish and Indian teachers towards inclusive education of students with special educational needs resulting from mild to moderate disabilities and the significance of selected factors for their differentiation. Polish teachers generally declared more positive attitudes than Indian teachers. Two variables in Indian teachers (the location of the school where the respondents worked and personal contacts with people with disabilities) and one variable in Polish teachers (seniority) turned out to be important in differentiating their attitudes towards inclusion. Implication for practice and further research are discussed.

Ontosystemic and Microsystemic Conditions toward Inclusive Education of Students with Emotional and Behavioral Disorders in Quebec Primary School

Using the ecological model of Bronfenbrenner (1979), the purpose of this study was to document the perceptions of primary school stakeholders concerning the favorable and unfavorable conditions that support inclusive education with student presenting emotional and behavioral disorders (EBD), more specifically about the characteristics of the students (onto) and the school environment (micro). Based on a qualitative interpretative approach, interviews were conducted with 58 school stakeholders at five Quebec primary schools. The results of content analysis for ontosystem showed that school stakeholders perceived the characteristics of students with EBD from a deficit perspective, which relied on perceptions that students do not have sufficient skills for inclusive education to be considered. From the microsystemic perspective, participants reported that inclusive education is fostered by the quality of relationships between students and school stakeholders, the educational practices, and the needs of support from paraprofessionals. The results underline the complexity surrounding key conditions to successfully realizing the project of inclusive education for students having EBD.

Facilitators and impediments in inclusive education for students with intellectual developmental disability: Perceptions of school staff and parents in Israel.

Students with intellectual developmental disability (IDD) may have impairments in conceptual, social, and daily life areas that will require support when these students are included in mainstream settings. In order to examine the facilitators and impediments involved in inclusion of students with IDD in regular schools in Israel, we interviewed six parents of students with IDD who were enrolled in inclusive classes, five teachers of inclusive classes, one teaching assistant and two school principals. Analysis of the interview transcripts revealed the perceptions regarding the included students, by their parents and the school staff. The school staff perceived family involvement and the connection between them and the parents as the most important. Parents perceived the possibility of studying in an inclusive class as an opportunity for social integration and scholastic advancement. All the participants indicated the social aspect as crucial to the inclusion of students with IDD.