Inclusive Education For Children Research Articles

Exploring parental experiences in inclusive education for children with intellectual disabilities

Parental involvement is essential for inclusive education, as it addresses challenges and enhances effectiveness. Attitudes towards inclusion vary based on disability type, but experience shows positive effects on children’s development. The study included 255 parents of children with intellectual disabilities in Turkish public schools. The parents’ demographic information, including education, job status, and their children’s school level, was collected through a Personal Information Form, while the Competence Scale for Inclusion Practices in Schools was used to assess the level of competencies of schools in inclusive practices. The study found that parents had mixed perspectives on teachers’ knowledge levels, school guidance services, environmental and educational arrangements, and resource rooms. These perspectives were influenced by factors such as the education level of their children, satisfaction with inclusion, work experience with the classroom teacher, type of work on inclusion practices, and academic or social expectations.

REGULATORY AND LEGAL ENSURING OF OUT-OF-SCHOOL EDUCATION INSTITUTIONS FUNCTIONING IN UKRAINE (1991-2022)

The article characterizes the main normative legal acts of the period of independence of Ukraine, which regulate the functioning of out-of-school education institutions. It was revealed that there are several levels of institutions that are entrusted with the tasks of care for extracurricular education institutions. This is, in particular, national (central bodies of executive power, state institutions of out-of-school education); regional (bodies of local self-government (regional, district, village, settlement committees), local state administrations, community bodies of united territories and adjacent structural subdivisions); local (responsibilities fall directly on the director, and educational activities are provided by the pedagogical council, methodologists, teacher-organizers, group leaders, etc.).It is summarized that at all levels there is a coordinated, coordinated work of all institutions that complement each other's activities, embodying a systematic and competent approach Analyzing the activities of the outlined institutions during the period of Ukraine’s independence, we identified certain trends in the development of leisure activities for children with special educational problems offered by these institutions.Special attention was paid to the recognition of inclusion at the legal level, which contributed to the implementation of the model of integrated and inclusive education of children with special educational needs in general and extra-curricular educational institutions.

Teachers’ Perceptions and Practices Towards Inclusive Education for Children with ADHD in Scotland: A Qualitative Investigation

ABSTRACT Limited qualitative research has examined teachers’ understanding of Attention Deficit/Hyperactivity Disorder (ADHD), their attitudes towards the inclusion of children with ADHD in mainstream schools and how they support such learners . To address this, the current study used qualitative methodology to examine teachers’ understanding of ADHD, their attitudes towards inclusion and their inclusive behaviours for children with ADHD. Semi-structured interviews were conducted with teachers (n = 10) working in 10 Scottish schools. A thematic analysis identified four themes: ADHD Existence and Importance; Girls Go Under the Radar; The Impact of Limited Training; Working Inclusively. Teachers’ perceptions may impact upon ADHD diagnosis and successful inclusion. The findings suggest the need for training to educate teachers about the causes of ADHD and the role of gender in symptoms. Classroom teachers should have access to more support to help them work successfully with children with ADHD. The study provides recommendations for teacher education and professional development surrounding ADHD.

Analysis of Topics on Inclusive Education for Children with Disabilities Using Text Mining Techniques

Analysis of Topics on Inclusive Education for Children with Disabilities Using Text Mining Techniques

PARENTAL ATTITUDE TOWARDS CHILDREN WITH DISABILITIES- THE BIGGEST HANDICAP TO INCLUSIVE EDUCATION AS SUSTAINABLE DEVELOPMENT GOALS 2030, POTISKUM TOWN, YOBE STATE, NIGERIA

The parental traditional, cultural, and religious activities often influence attitudes towards others. The sustainable Development Goals 4 ensure inclusive and quality education for all and promote lifelong learning gives specific attention to inclusive education thereby recognizing the need for all category of learners to access quality education. This research was set out to investigate the Parental attitude Towards Children with Disabilities. The biggest handicap to inclusive Education as sustainable development goals 2030 in Potiskum Town Yobe State Nigeria. A sample of 500 (five hundred) parents from different wards, Bolewa “A”, Bolewa “B”, Dogo Nini, Yarimaram and Hausawa asibiti wards. The major instruments used for the collection of data was checklist type of questionnaire/structured interview, simple percentage statistics used to analyze data. The findings of this work revealed that most parents hold negative attitude towards inclusive education of children with disabilities, the biggest handicap to sustainable Development goals 2023-4 in Potiskum, Yobe State, Nigeria. Also, suggestions were made.

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.

Inclusive Education for Children with Albinism: Unleashing the Prime Enabler

Early childhood education is critical in building civil, enlightened and developed society. It is therefore important to pay attention to issues that appears as impediment to realization of early inclusive childhood education. Studies have revealed several violence, discrimination and shocking social exclusion inside and outside of school for children with albinism. In fact, social workers, student counsellors, caregivers, teachers and educators have raised issues about schools in Africa, especially in Nigeria; is ill-equipped phase to accommodate children with albinism in classroom engagement when compare with schools in Asia and western settings. This article explored comparison of research and identified relevant prime enablers to promote all-inclusive approach that will aid learning for children with albinism in schools and homes aimed to encourage government and relevant stakeholders to take full advantage of various options at their disposal. This article identified seven potential prime enablers relevant to the subject matter: need for teacher of visually impaired, provision of functional visual assessment, engagement of optometrist, conducive classroom setting, training of parents and guardians, need for physical and health education, and political will or social support. This article concludes by addressing tasks to complement quality inclusive education and school experience to fulfil the needs of children with albinism. Further, it serves as a knowledge data bank to enable concerned social workers, caregivers, parents, teachers, agencies, stakeholders and researchers to use as inputs in providing a meaningful inclusive education experience for children with albinism.

Transformative Social and Emotional Learning (T-SEL): The Experiences of Teenagers Participating in Volunteer Club Activities in the Community.

Beginning with social inequities in terms of access to quality, inclusive education for children from disadvantaged backgrounds, especially rural teenagers who leave school early, the Holtis Association, with the support of the UNICEF Representative in Romania, developed a number of interventions intended to facilitate the transition from lower to higher secondary education of students from vulnerable and disadvantaged groups. One of the interventions was the establishment of teenagers' clubs for volunteer activities, leadership development, and participation in the community to encourage social and emotional learning. (1) Background: This study aims to investigate the extent to which participation in the Holtis club projects contributed to the development of transformative social and emotional learning (T-SEL), as observed from the perspective of the Collaborative for Academic, Social and Emotional Learning (CASEL) competencies among adolescents. (2) Methods: The study was qualitative and used focus groups for data collection. Out of the 65 active clubs, 18 were selected, and their representatives participated in the focus groups. (3) Results: Participating in the club activities, which were organized in the school, with the aim of organizing activities outside the school space stimulated and developed T-SEL competencies among adolescents. (4) Conclusions: The data, which were collected through the voices of teenagers, underlined the personal transformation from the perspective of the CASEL model competencies of SEL, and the study privileged their perspectives.

Inclusive Education of Children with Special Needs: Practices, Opportunities and Barriers

The study was to explore the status of inclusive education, its opportunities and barriers in primary schools in Punjab. The objectives of the study were to (i) Find out inclusive education practices in primary schools in Punjab, (ii) Find out opportunities of inclusive education in primary schools in Punjab and (iii) Explore the barriers of inclusive education in primary schools in Punjab.

ИСПОЛЬЗОВАНИЕ АДАПТИВНОГО СПОРТА В ИНКЛЮЗИВНОМ ОБРАЗОВАНИИ ШКОЛЬНИКОВ СО СКОЛИОЗОМ НА ПРИМЕРЕ ГОЛЬФА

The article discusses the possibilities of using adaptive sports in the inclusive education of children with scoliosis. The purpose of the study is to investigate the health-improving effect of golf on the body of younger schoolchildren by applying methods to test the motor capabilities of the musculoskeletal system. The results of the study confirm the positive impact of golf on the body of younger students. The authors found that golf lessons have a positive effect on lung capacity, strength endurance, and Romberg's posture. The importance of including elements of adaptive sports in the general educational program of junior schoolchildren with scoliosis is shown. An educational program based on the use of social sports has been developed, which can be used in general educational institutions, in order to adapt children with health problems. The results of the work can be applied in corrective work with children. The data obtained can be included in the content of special courses on adaptive physical culture.

FEATURES OF TEACHER’S ASSISTANT WORK DURING DISTANCE EDUCATION

The article clarifies the importance of organizing high-quality distance learning. The pandemic has already forced all educators to adapt and adjust their work to remote mode. However, the war in Ukraine brought new challenges – the destruction of schools, forcibly relocated students and teachers who study and work in new schools throughout Ukraine and beyond, “dropping out” of the educational process of individual children and entire classes due to air raids, combat actions and other causes connected with war. Now, more than ever, it is important to organize high-quality distance learning, especially for children with special needs, for whom the learning process is even more difficult. Since these children have limited opportunities to quickly react and process information from the environment, it is important to introduce supportive steps into the educational process that will help minimize the effects of psychological trauma. Specialists who work with this category of children participate in the development of various content to support them using different forms of education (face-to-face, remote, mixed). They also help parents of children with special educational needs who need support and assistance with consultations and advice. Therefore, with the introduction of distance learning, the specifics of a teacher’s assistant’s work have changed somewhat. Theoretical provisions regarding the inclusive education of children with special needs are presented in the works of domestic and foreign scientists (V. Zasenko, E. Danilavichiute, A. Kolupaeva, L. Savchuk, T. Sak, O. Taranchenko, D. Deppeler, T. Lorman, D. McGee-Richmond, D. Harvey, etc.). In particular, the specifics of psychological and pedagogical support are considered, it is emphasized that the organization of the educational process in classes where students with special needs study has its own characteristics (forms, methods, involvement of various specialists, parents, etc.). Therefore, in the conditions of a comprehensive educational institution with inclusive education, one of the essential points is the creation of additional necessary conditions, provision of support and accompaniment for children of this category at the present time.

ỨNG DỤNG GIÁO DỤC STEAM TRONG GIÁO DỤC HÒA NHẬP TRẺ KHUYẾT TẬT: CƠ HỘI VÀ THÁCH THỨC

Inclusive education has been proven as an educational approach that gives children with disabilities the best opportunity to develop their potential in an equitable and progressive manner. However, research studies on the importance and effectiveness of STEAM education application in inclusive education for children with disabilities are still less compared to the requirements needed in the reality. The article points out the opportunities and challenges of applying STEAM education in inclusive education for children with disabilities, as a theoretical basis for more specific research on this issue.

TỔNG QUAN NGHIÊN CỨU VỀ ỨNG DỤNG STEAM TRONG GIÁO DỤC HÒA NHẬP TRẺ KHUYẾT TẬT

The content of the article focuses on reviewing of some basic research directions such as: (1) Researches on STEM, STEAM; (2) Researches on the application of STEAM in the education for students with disabilities; (3) Researches on strategies to apply the STEAM into the inclusive education environment. From that, the article gives some conclusions of reviewing published researches and suggests some issues that need to be further researched on the application of STEAM in inclusive education for children with disabilities in Vietnam.

Educators' Attitudes Toward Inclusive Education in Zambia: A Brief Report

ABSTRACT Attitudes towards educating children with disabilities have changed dramatically over the past 25 years in the African Sub-Saharan country of Zambia. Some children with special needs have come to be respected and offered educational opportunities to maximise their potential. These opportunities have included specialised schools and equipment, as well as teachers trained to offer specialised teaching methods. The early practice of educating children with disabilities in schools separate from ‘regular’ children has been re-evaluated and the concept of ‘inclusion’ has been implemented for many. This has resulted in changes in teacher preparation and social acceptance of children with handicaps, but little government support is provided. Some educators remain unconvinced that inclusion is in the best interest of children with and without disabilities. However, most feel that while inclusive practices are helpful, resources are inadequate to maximise the positive effects of inclusion. This brief report details the advancements and current attitudes towards inclusive education of children with disabilities in Zambia.

Inclusive education for children with disabilities in a refugee camp.

Children in refugee camps, and particularly those with disabilities, face unique challenges in accessing education and are at high risk of being marginalised. Best practices suggest that main-streaming is the optimal strategy for serving students with disabilities. This study examines the extent to which mainstreaming in a refugee camp helps to promote children's prosocial behaviours, taking into account their emotional and behavioural problems. In Kakuma Refugee Camp, Kenya, researchers collected data from the parents of children currently enrolled in special needs education centres (n=65) and from those formerly enrolled at these facilities who transitioned to mainstream classrooms (n=81). Children in mainstream schools functioned better in terms of prosocial behaviours, but this relationship disappeared when factoring in children's emotional and behavioural difficulties. In the context of a refugee camp, mainstreaming alone is not likely to help children's psychosocial and educational functioning, which requires dedicated supports, appropriate facilities and infrastructure, and a dual focus on disability-specific and disability-inclusive initiatives.

Stakeholder experiences, attitudes and perspectives on inclusive education for children with developmental disabilities in sub-Saharan Africa: A systematic review of qualitative studies.

Inclusive education is a key strategy in addressing the needs of children with autism and other developmental disabilities in sub-Saharan Africa, who rarely access specialist care or quality education. We aimed to systematically review qualitative research on stakeholder experiences, attitudes and perspectives on inclusive education for pupils with developmental disabilities in mainstream schools in sub-Saharan Africa. We searched five databases and selected relevant studies through a two-stage screening process. We synthesised the papers identified through template analysis of the Results and Discussion sections, guided by the Consolidated Framework for Implementation Research. Thirty-two publications met the inclusion criteria. The studies were conducted in seven countries and explored the experiences of pupils with developmental disabilities, parents, peers without developmental disabilities and teachers. Multiple barriers (e.g. unclear policies, insufficient training and support for teachers) and opportunities (e.g. teachers’ commitment to inclusion, collaboration between teachers, the work of non-governmental organisations (NGOs)) for implementing inclusive education for pupils with developmental disabilities in sub-Saharan Africa were identified, occurring across national and community contexts and school, classroom and individual teacher levels. To effectively implement inclusive education for pupils with developmental disabilities, teachers need access to appropriate training, resources and support. Governments can capitalise on motivated teachers and the relevant work of NGOs.Lay abstractIn sub-Saharan Africa, there are few services for children with developmental disabilities such as autism and intellectual disability. One way to support these children is to include them in mainstream schools. However, currently, African children with developmental disabilities are often excluded from mainstream education opportunities. People involved (e.g. teachers, families and children) can offer information on factors that could ease or interfere with inclusion. This article discusses the findings of published studies that explored the views of relevant groups on including children with developmental disabilities in mainstream schools in sub-Saharan Africa. We systematically searched the literature and identified 32 relevant articles from seven countries in sub-Saharan Africa. We found that unclear policies and insufficient training, resources and support for teachers often blocked the implementation of inclusive education. Factors in favour of inclusive education were the commitment of many teachers to include pupils with developmental disabilities and the work of non-governmental organisations (NGOs), which provided resources and training. This review suggests that motivated teachers should be provided with appropriate training, resources and support for inclusive education, directly and by promoting the work of NGOs.

Understanding child disability: Factors associated with child disability at the Iganga-Mayuge Health and Demographic Surveillance Site in Uganda.

IntroductionThere is scarcity of data on children with disabilities living in low-and-middle-income countries, including Uganda. This study describes disability prevalence and explores factors associated with different disability categories. It highlights the value of using a standardized, easy-to-use tool to determine disability in children and contextualizing disability in children in light of their developmental needs.MethodsA cross-sectional study was conducted between September 2018–January 2019 at the Iganga-Mayuge Health and Demographic Surveillance Site in Uganda. Respondents were caregivers of children between 5–17 years and were administered an in-depth Child Functioning Module (CFM). The outcome variable, disability, was defined as an ordered categorical variable with three categories–mild, moderate, and severe. Generalized ordered logit model was applied to explore factors associated with disability categories.ResultsOut of 1,842 caregivers approached for the study, 1,439 (response: 78.1%) agreed to participate in the study. Out of these 1,439, some level of disability was reported by 67.89% (n = 977) of caregivers. Of these 977 children with disability, 48.01% (n = 692) had mild disability and 15.84% (n = 228) had moderate disability, while 3.96% (n = 57) had severe disability. The mean (SD) score for mild disability was 2.22±1.17, with a median of 2. The mean and median for moderate disability was 5.26±3.28 and 4 (IQR:3–6), and for severe disability was 14.23±9.51 and 12 (IQR:6–22). The most common disabilities reported were depression (54.83%) and anxiety (50.87%). Statistically significant association was found for completion of immunization status and school enrollment when controlled for a child’s age, sex, having a primary caregiver, age of mother at child’s birth, family system, family size and household wealth quintile.ConclusionThis study suggests association between incomplete immunization status and school enrollment for children with disability. These are areas for further exploration to ensure inclusive health and inclusive education of children with disabilities in Uganda.

Inclusive education for children with visual impairments in sub-Saharan Africa: Realising the promise of the Convention on the Rights of Persons with Disabilities

According to the Convention on the Rights of Persons with Disabilities, children with disabilities are entitled to an education that is longitudinally, locationally, pedagogically, environmentally, and consequentially inclusive. The evidence base shows children with visual impairments in various sub-Saharan African contexts are not yet able to access such provision. To improve this situation, development actors need to appreciate the multi-layered educational needs of these children and promote child-centred, contextually appropriate forms of provision. This in turn will require sustained investments in education systems, along with changes to development modalities and mind-sets.

Training a special teacher: Opinions and experience of teachers in the conditions of inclusive education

In the context of the active spread of inclusive education in Kazakhstan, it seems important to modernize their training for work in inclusive schools. Accordingly, the problems of effective preparation of teachers to work with inclusive classes have acquired particular relevance. The aim of the proposed study was a comparative study of the opinions of teachers-defectologists in secondary schools of the region on the organization and implementation of practice in inclusive education. Thus, an interview was conducted with teachers in North Kazakhstan. The development of inclusively oriented professional and personal competencies among teachers largely depends on the success of the inclusion of children with special educational needs in the general educational process. Based on the study of the opinion of special teachers practicing in inclusive organizations, it is argued that inclusive education of children with special educational needs requires a change in approaches to the training of special teachers, modernization of the content, and directions of their training.
 
 Keywords: Defectologists; inclusive education; special educational needs; teacher training.

Socio-pedagogical aspects of inclusive education of children in schools

The article aims at comparison the impact of traditional and inclusive educational processes on the quality of life of children with ASD. All countries observe a tendency to increase the number of children with special educational needs. A special category is children with autism spectrum disorders (ASD). Such children are characterized by a pronounced lack of social interaction and ability to communicate. Therefore, it is important to investigate whether the processes of adaptation of such children in the conditions of inclusion and traditional education in special institutions will be equally effective. Such research remains relevant due to the lack of clear recommendations on how to organize the learning process and content saturation of individual training programs, as well as physical education tools that are effective in treatment and correction to improve the quality of life of program participants. As a result, all the features of the pedagogical process and socio-pedagogical support of children with special needs in schools were studied.