Perspective Of Inclusive Education Research Articles

EDUCATION IN DIVERSITY

Introduction: Students with special educational needs are included in the perspective of inclusive education, which, in recent years, has gained prominence and has been widely discussed Objective: to carry out a survey of some works from the last 6 years that cover the theme of Education and teaching pedagogical practice in the proposal for inclusive education Methodology: This is a descriptive literature review with qualitative characteristics in the Scielo and Google Scholar databases in articles published, in Portuguese, between 2015 and 2021. Conclusions: It is possible to conclude Although educating in diversity is possible, as long as public policies are actually implemented, teacher training requires more investment and attention from schools.

Inclusive education in times of pandemic and the use of digital technologies

This essay focuses on the use of Information and Communication Technologies (ICT) and remote teaching from the perspective of inclusive education in higher education, a necessary topic in the current pandemic situation. Throughout the text, the authors present various approaches to the subject, reporting on related work and their opinions on the matter.

New Model of Inclusive Higher Education Practices in Megacities’ Universities

This study analyzes the problem of higher professional education for people with disabilities in multinational megacities from different countries. The aim of this paper is to investigate the emerging changes and perspectives of educational inclusion in the universities of Moscow, Jakarta, Barcelona, and Cairo and to develop a new model of inclusive educational practice for universities based on an inclusive ideology of understanding the position of people with disabilities in the education system and society overall. To perform this study and verify the new model proposed by the authors, participants were selected from ten universities that indicated parameters such as accessibility, participation, quality, students’ education results, and government funding. The survey aimed to collect participants’ perspectives and experiences from diverse elements of the higher education community in the aforementioned locations. 751 participants were selected for the survey with a balanced gender distribution: 48.6% men and 51.4% women. Age distribution was rather diverse: the age group of 18–24 years was 25,7%, the age group of 25–34 years was 27,3%, the age group of 35–44 years was 25,6%, and the age group of 45 years 21,4%. Another distribution was people without disabilities (N=250) and with disabilities (N=551). The reliability of the research was achieved using several methods, including ANOVA. The results of this research show similarities and differences in implementing inclusive education practices across selected locations, providing a detailed picture of the current state and future perspectives of higher inclusive education. The scientific novelty of this research lies in the theoretical-methodological rationale of the new model of inclusive higher education practices in universities of major megacities and in forming the propositions on this model’s implementation in higher education institutions. Doi: 10.28991/ESJ-2024-SIED1-03 Full Text: PDF

Specialized Educational Assistance (AEE) from the perspective of inclusive education

This article addresses the role of Specialized Educational Assistance (SEA) within the context of inclusive education in Brazil. Since participating in the World Conference on Special Educational Needs in 1994, the country committed to ensuring access to all children to elementary education by 2015, promoting inclusive education that considers the different learning needs of students, including those with disabilities. SEA is a fundamental strategy provided for by the National Policy on Special Education in the perspective of inclusive education, offering support and resources to minimize the difficulties faced by students with disabilities. This article discusses relevant legislation, including Decree No. 7,611/2011, which establishes guidelines for special education, highlighting the importance of integrating SEA into the school's pedagogical proposal and involving family participation. Additionally, it is emphasized that SEA is not intended to replace regular education but to complement it, offering services adapted to the individual needs of students.

The training of pedagogues at the Universidade Federal de Rondônia and their preparation to work from the perspective of rural and in-clusive education

In this article, we present an analysis of the Pedagogical Political Projects of the Pedagogy Degree Courses (PPCs) offered on the campuses of the Federal University of Rondônia (UNIR), focusing on the teacher training of the pedagogue from the perspective of Rural Education. The research is based on the assumption that, according to the 1988 Federal Constitution, everyone has the right to education, which implies the need for adequate teacher training to meet this demand, considering their socio-historical, economic, geographic and cultural singularities. Therefore, the general objective of this article is to analyze the offer of subjects that contribute to the training of professional Pedagogues, within the perspective of Rural Education that includes rural populations. The research uses bibliographic and documentary methods, with a qualitative approach, following the guidelines of Gil (2008) and Stake (2001). The PPCs of the six UNIR campuses were analyzed: Ariquemes, Guajará-Mirim, Ji-Paraná, Porto Velho, Rolim de Moura and Vilhena, which offer the degree course in Pedagogy, using the data available on the page of each course/campus. The results obtained in general, the UNIR campuses include in their curricula subjects referring to one or more groups that make up the rural populations, but they do not offer pedagogical practice subjects with an emphasis on Rural Education.

Inclusion, teacher training and digital technologies: reflections from the ProInclude learning object

Inclusive education refers to all people who have been excluded from formal education or quality formal education, whether for ethnic/racial, cultural, economic and/or social reasons. It is about bringing equality of opportunities to the field of education. Our discussion, in this article, focuses on special education from the perspective of inclusive education, specifically on the education of regular class teachers to include students with disabilities with the support of a digital learning object. We present three fictional scenes based on everyday experiences in common schools. We illustrate three situations in which the inclusion of a student with visual impairment is on the agenda and the way in which, in each scene, the teachers constitute the schooling possibilities for this student. The discussion aims to outline some concepts that support an understanding of the relationship between students with disabilities and inclusion and support a subsequent discussion on teacher education, for which we present a proposal for using the ProIncluir learning object (www.proincluir.org), in dialogue with some concepts of OnLife education.

Continuous training of teachers from the perspective of inclusive education at the European level: models and particulars

The continuing professional training of teaching staff is an essential process in the field of education, with a direct impact on the quality of education. The article presents some models of continuous professional training of teachers belonging to the educational systems of Italy, Spain, Great Britain, Denmark and Germany. In these countries, major changes occurred in the field of inclusive education, which led to the reorganization of teacher training systems. The present study includes information on the decision factors that determine the training needs and training plans for teachers, the benefits offered to teachers who participate in training courses, as well as measures to facilitate teachers’ participation in the courses.

Konsep Pendidikan Islam Inklusif Perspektif KH. Abdurrahman Wahid

Islamic inclusiveness is identical with the attitude of openness, tolerance and the spirit of cooperation both between adherents of Islam and with adherents of other religions. One of the big figures who initiated this is KH. Abdurrahman Wahid. To know the concept of inclusive Islamic education perspective according to KH. Abdurrahman Wahid and learning Islamic Education that is inclusive of current Islamic education. The type of research used in this research is library research. This research is a library research in which a lot of data collection is obtained through collecting data from various literatures. The literature studied is not limited to books or books, but is also obtained through documentation study materials, magazines, journals, and others. Meanwhile, the data analysis method used is content analysis. The results of this study state that the concept of Islamic education naturally should have an inclusive nature because Islam teaches respect for followers of other faiths and religions. Inclusive religion does not mean doubting their beliefs but accepting the existence of people of other religions/beliefs whose rights must be respected in society. With inclusive education, it is hoped that it will be able to foster a comprehensive view of students towards each other, make them aware that they are to cultivate an attitude of tolerance in differences.

TEACHER TRAINING FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION

This article aims to reflect on teacher education in the perspective of inclusive education. To do so, it is anchored in the thinking of Brazil (2001), Glat and Nogueira (2002), Mendes (2006) and Silva (2003), among others, aiming at understanding how the insertion of the disabled student occurs in regular school and how if they give the teacher training to serve this clientele. From this academic production, it is possible to contribute to the reflection on inclusive pedagogical practices that should be privileged in the school and from the need for the continued formation of the teacher who opts for inclusive education for all.

Teachers’ Perspectives on Supportive and Inclusive Practices: A Study of Four Schools With Diverse Literacy Practices

Previous research states that accessibility and participation are prerequisites for students, regardless of ability, to be able to develop in school. The point of accessibility and participation is that everyone should be able to feel included and have access to learning. From an inclusive education perspective, the interest of this study is how teachers work in diverse literacy practices to address a variety of student conditions and needs. By studying how some primary education teachers describe how they design and stage learning environments, we want to contribute new knowledge about inclusive literacy practices. The data collection was carried out through focus group discussions. We analysed the data with Critical Literacy (CL) as a theoretical framework, and the related concepts of domination, access, diversity, and design were used. The general impression that emerges from our study is that teachers design literacy activities based on both supportive and inclusive aspects and with a focus on variation and diversity. In the study, more similarities than differences emerged, for instance a focus on multimodal methods and the importance of didactic flexibility. The teachers also highlighted the importance of producing text, not just consuming and processing existing texts. Sometimes the analysis reveals differences. Even so, the teachers’ intentions to include all students in the classroom education remain significant.

Generations of the Community Perspective in Today’s Inclusive Education

This paper presents an analysis of the emergence and development of the so-called community perspective of inclusive education. Our work aims to provide a conceptual framework where this community perspective is conceptualized, and the traits that characterize it from the viewpoint of researchers and academics that specialize in the subject are identified. To this end, a qualitative documentary review of an interpretative nature has been conducted through a systematic review of the relevant international literature from the last 40 years. This process has enabled us to demonstrate the existence of different generations within this community perspective. In this sense, the first generation that has been identified is supported by the organizational perspective of inclusive education, while the second generation is strongly influenced by what is nowadays known as inclusive research, which incorporates the ethics of inclusion, the voices of those involved and participation as identity hallmarks. While there is an evolution in the perspectives themselves, it is also concluded that they converge towards a common trunk that is defined by the collaboration, support and role played by the community in the articulation of inclusive cultures, policies and practices.

INCLUSION: A CANADIAN PERSPECTIVE

The Canadian perspective of inclusive education is unique to its history and social context. In some ways, Canada has pioneered theories, frameworks and practices that have greatly influenced the ways nations build inclusive educational experiences. While Canadian practices have evolved, a great deal remains to be done. It is the intention of this article to provide a general context from which Canada’s present forms of inclusive education have grown. This is presented as context from which readers may find insights related to their own current practices and future visions of inclusive education. Internationally, Canada reaches out to learn and share practices and principles of learning inclusively with other nations in an effort to improve the practices of all in such partnerships. These partnerships and sharing of information internationally support building better communities of belonging and open intellectual doors of thought not possible if one remains only within one’s own context. Inclusive education is indeed a worldwide effort, the final analysis of which has not yet begun.

Dialoguing teaching for visual impairment from the perspective of inclusive special education

This work provides an opportunity to reflect on the process of inclusion and accessibility of visually impaired students in Basic Education. That said, a bibliographical research was carried out in the scientific and academic literature, through several databases, outlining theoretical and methodological contributions of the literature towards inclusive education. The results obtained from the study allow us to infer that the inclusion of visually impaired children in Basic Education with regard to regular school is still a subject little explored in the literature. as well as, it needs new discussions so that the theme can be developed, providing new perspectives on the adaptation and accessibility of these children. Furthermore, the study points out that students' cognitive and motor development are improved as the teaching and learning process is articulated with a multidisciplinary and multidimensional team.

2015 개정 중학교 체육교과서 삽화 분석: 양성평등 및 통합 교육의 관점으로

본 연구의 목적은 2015 개정 중학교 체육교과서 삽화를 양성평등과 장애학생 통합 교육의 관점에서 분석함으로써, 향후 체육교과서 개정 시 양성평등교육과 통합교육 실현을 위한 기초자료를 제공하는 데 있다. 중학교 체육교과서 12권을 대상으로 전체 남녀 성별 비율 및 영역별 성별 비율을 분석하였다. 또한 장애인 성별 비율 및 장애 유형 조사와 함께 통합교육 관점에서 출현 방법 및 왜곡된 표현을 분석하였다. 수집된 분석자료는 SPSS 27.0을 통해 독립표본 t-test를 실시하여 성별 비율의 유의미한 차이를 알아보았으며, 한국장애인 인권포럼(2013)에 따라 왜곡된 장애용어 및 표현을 분석하였다. 연구 결과는 다음과 같다. 첫째, 전체 교과서 삽화의 성별 비율의 유의미한 차이가 없다. 둘째, 건강 영역을 제외한 도전·경쟁·표현·안전 영역에서 성별 비율의 유의미한 차이가 나타났으며, 도전·경쟁·안전 영역은 남자의 비율이, 표현 영역은 여자의 비율이 높게 나타났다. 셋째, 전체 교과서에 장애인 삽화의 성별 비율의 유의미한 차이가 없으나 전체 출현 빈도가 현저히 낮다. 넷째, 장애인 삽화의 장애유형 중 지체장애의 빈도가 가장 높았으며, 출현 방법은 통합과 비통합 모두 나타났으나 비통합의 비율이 현저히 높았다. 다섯째, 장애인에 대한 왜곡된 언어 표현은 주로 ‘장애인을 초인 또는 감동의 원천으로 과장하는 표현’, ‘ 장애 극복과 재활을 강조하는 표현’ 등이 나타났다. 본 연구의 결과에 따른 제언으로 교과서 지침 개발, 교과서 집필진 구성 등의 측면에서 양성평등 및 통합교육 관점에 부합하는 교과서 편찬을 위한 시사점을 제안하였다.

El currículo como espacio de oportunidades: adaptaciones y comprensión de docentes de Matemáticas sobre la educación inclusiva

This article presents a bibliographical research, of a qualitative nature, which aimed to: a) identify the main curricular adaptations in the teaching of Mathematics to serve students from the perspective of inclusive education; b) analyze how teachers recognize themselves in the curriculum production process, respecting the specificities of students. Data collection was carried out by reading selected works that address the theme of inclusive mathematics teaching. Regarding the examination of the data, we opted for Content Analysis. As a result, we can point out that flexibility in the curriculum is fundamental within the process of school inclusion, and in the teaching of mathematics, adaptations in games, problem solving, as well as contextualization and socialization are indicators that collaborate in the learning process of students, with or without disabilities.

Inclusive education in New Zealand: voices from early childhood teachers

This study reports data on early childhood teachers' perspectives of early childhood inclusive education in New Zealand. A qualitative method was employed for this research. The process included an internet survey questionnaire which was sent out to early childhood teachers across New Zealand. The results indicated that though early childhood teachers believed that in general, early childhood programmes in New Zealand were flexible and welcoming, they found that their programmes did not effectively respond to children with special needs. Teachers also reported the strategies they used and the difficulties that must be overcome for the successful inclusion of young children with disabilities. Implications and suggestions for the implementation of effective inclusive early childhood services are included.

Present status of inclusive education in India

The democratic system of governance around the world is consistent with the philosophy of inclusion. The same policy was introduced in the field of education in the name of Inclusive Education in the world. The purpose of this study is to elaborate the background of inclusive education and enumerate the present status of inclusive education in India. This work evaluates the policies taken by the government regarding Inclusive education. Documentary analysis method of qualitative research has been followed in this present study. On the basis of historical evidences and evaluating the documents about inclusion in education the researchers have tried to fulfill the purpose of the study. The paper also shows the various policies which have been taken by the documents of Indian government in the perspective of Inclusive Education.

Where is Ubuntu in competitive South African schools? An inclusive education perspective

ABSTRACT The African philosophical concept of Ubuntu is the sense of togetherness and collaboration, and viewing people as being one part of a larger whole. In other words, the success of one should be the success of all. The correlation between the concept of Ubuntu dovetails with the cooperative and collaborative values of an inclusive education system, clearly enshrined in our Constitution. However, many South African schools are characterised by a competitive value system encouraging learners to outperform their peers academically, subsequently rewarding the learners' individualistic efforts to do so. These rewarded learners, generally comprising less than ten percent of the school population, experience privilege and distinction; their efforts are valued and celebrated. Their award-winning status allows them opportunities both within and post-school that are not afforded to the rest of the learners. The success of some learners occurs at the expense of other learners. Thus, there is a disjuncture between our sense of Ubuntu in proclaiming inclusivity on paper, yet in practice we continue to promote competitive values at our schools. This paper questions our double standards as educationists and explores ways in which we could reduce academic competitiveness to create schooling contexts that are conducive in realising inclusive education.

Systematic review of the experiences and perspectives of inclusive education in Latin America

In this case, the deployment of policies, the availability of resources and the commitment of the actors in the educational process can be determinant in achieving inclusion, so it was necessary to carry out a comparative analysis to identify the similarities and differences within the framework of this approach. From this perspective, this article was carried out with the aim of learning about the experiences and perspectives of actors (teachers, students, families of children with disabilities) with respect to inclusive education in different Latin American countries. For this purpose, an exploratory and descriptive research methodology was applied under a documentary modality, through which documents were searched in repositories and indexed journals related to the topic analysed, which were subsequently synthesised and discussed in order to establish the relevant conclusions. Inclusion and exclusion criteria were applied for the selection of sources, so that a total of 8 publications were reviewed. The results showed that there is a perception that the measures implemented to promote inclusive education have not been sufficient to eliminate the multiple barriers that still exist, it is also recognised that in many cases there are no clear policies, the resources available to teachers are often insufficient and training and support is required for educators to be able to respond satisfactorily to the needs of children with disabilities.

INCLUSION FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION AND SPECIAL EDUCATION

This article seeks to research the concept of inclusion from the perspectives of inclusive education and special education, and aims to identify the concept of inclusive education and special education and the concept of inclusion through them. I used the descriptive approach to suit the nature of the study, in order to identify the study problem, which is the answer to the study’s question, In order to identify the problem of the study, which is the search for integration through inclusive education and special education. Through the analytical study, I concluded that inclusive education is the education that does not exclude anyone, regardless of the individual differences, difficulties, abilities and disabilities they face and that meets the individual needs of each of them. Special Education also considers the concept of inclusion as the social and academic integration of children with special needs and normal children in regular classrooms, even for a certain period of time in the school day. At the level of the Ministry of Education, since its establishment, it has taken care of students with disabilities, so it established the Special Education Department for them, within the General Administration of Education. Inclusive education is about changing the education system to meet the needs of students, which requires identifying and addressing barriers in the educational environment. As for special education, it expresses that there is a special group that needs care different from the normal group, and the concept of special education tends to look at the problem as if it exists within the child himself and not within the educational system. The needs of inclusive education are the individual needs. Each individual has a distinct personality, different talents, and different ways of learning from others. There are individual differences between individuals. Psychological and social needs are among the most important factors that help a person adapt to society. And the educational needs of students, inclusive education by providing the necessary support for students with learning difficulties. The health needs of students, health services are one of the concerns that many countries give to their residents because of their great impact on community health. There are several difficulties in achieving inclusive education: the difficulty of identifying the educational needs of students with disabilities, the difficulty of achieving their psychological needs, the difficulty of using educational facilities and facilities available for people with special needs, the difficulty of achieving the purpose for students with special needs. In light of the descriptive method that I used in the current study, and the results I reached for each question of the study, I recommend: • Integrating people with special needs into a supportive classroom environment while meeting the educational, psychological and social needs of everyone. • Education must provide the necessary capabilities, programs, and services that are in line with the abilities and capabilities of people with special needs and help them overcome the problems they encounter. • Provide activities and programs continuously for this category to develop their cognitive, emotional and behavioral skills.