Inclusive Education Policy Research Articles

Beyond intentions: Problematising policy-practice challenges for inclusive education and social justice in South Africa

This analysis critically examines inclusive education (IE) policies in South Africa within global frameworks. Drawing on Nancy Fraser's (2008) theory of social justice, which includes recognition, redistribution, and representation, the study explores the thinking and assumptions behind policymaking and how these affect the complexities of implementing IE-particularly regarding diverse student needs and identities. Furthermore, it analyses how the policies aspired to equitable resource allocation and democratic participation (representation) within schools. The study employs Bacchi's (2009) "What's the problem represented to be?" (WPR) approach to trace the evolution of policies for IE from Education White Paper 6 (Department of Education, 2001) to a recent assessment, the Department of Basic Education's progress report on inclusive education (Parliamentary Monitoring Group, 2023). By analysing underlying assumptions in these policies, the WPR approach helps expose the intended goals and their practical implications for schools. This work enriches the discourse on educational equity and social justice by illuminating the challenges of operationalising IE in diverse contexts. It further examines how policy assumptions, as framed by the WPR approach, can hinder or facilitate achieving genuine inclusion. By exploring these complexities, the study offers valuable insights for fostering inclusive educational environments that align with global aspirations while acknowledging unique South Africa realities.

‘Are we qualified enough for this?’: a mixed-methods study of teachers’ attitudes to social communication and interaction differences in autistic students

ABSTRACT Many autistic pupils are educated within mainstream settings, due to positive changes in inclusive education policies and legislation worldwide. It is acknowledged that teachers’ attitudes can be a facilitator and a barrier to the success of an inclusive classroom, and teachers’ knowledge of autism and training received on different educational needs are potential factors influencing attitudes. Few studies have assessed teachers’ attitudes to social communication and interaction (SCI) differences in autistic students, or factors associated with these attitudes, yet SCI differences can significantly impact student-teacher and student-peer relationships in the classroom. The present study examined teachers’ attitudes to SCI differences to understand how these relate to their general knowledge of autism, and the hours of training received on different educational needs. Data were collected via an online survey and semi-structured interviews. The results showed teachers’ attitudes to SCI differences were significantly positively correlated with knowledge of autism, but not with hours of training received. The interviews generated four themes: (1) manifestation of SCI differences in the classroom, (2) inclusive practices and barriers to inclusion, (3) the role of a teacher and (4) the value of training, and highlighted generally positive teachers’ attitudes towards autistic students with SCI differences, while acknowledging challenges.

Overcoming the Challenges of Including Learners with Visual Impairments Through Teacher Collaborations

In this article we report on a study undertaken with 255 teachers working with learners with visual impairments. The focus of our discussion is teachers’ implementation of inclusive education policies with learners with visual impairments in full-service schools in South Africa. We foreground the ways in which the teacher participants relied on teacher collaborations to overcome some of the challenges they faced as a result of limited resource provisions in schools in this country. We implemented an instrumental case study design and followed the approach of participatory reflection and action (PRA). The sample included teachers (n = 255) from seven full-service and ten special schools from five provinces in South Africa. In addition, 50 expert stakeholders who work in the field of visual impairment were involved. For data generation and documentation, we utilised PRA-based workshops, the observation-as-context-of-interaction method, audio-visual techniques, field notes, and reflective journals. The findings of our research confirm that full-service schools face distinct challenges regarding limited resources as well as teachers that are inexperienced to accommodate learners with visual impairments. Even though the teachers in our study were initially reluctant to implement inclusive education practices, their collaboration with fellow teachers and other informed stakeholders enabled them to address some of the challenges they experienced and implement inclusive practices. They subsequently formed a team and learnt from one another to facilitate positive changes through the implementation of inclusive practices, thereby following a socio-ecological approach to inclusive practices in full-service schools in South Africa.

ENHANCING EDUCATIONAL EQUITY: A QUANTITATIVE ANALYSIS OF ACCESSIBLE AND CULTURALLY RESPONSIVE TEACHING MATERIALS

BACKGROUND Inclusive education aims to provide equitable learning opportunities for all students, recognizing the importance of accommodating both students with disabilities and those from diverse cultural and linguistic backgrounds. This study focuses on evaluating teaching and learning materials that are designed to be both accessible and culturally responsive. RESEARCH AIM The research aims to quantify the availability and effectiveness of accessible and culturally responsive teaching materials at GBS and analyse their impact on the academic performance, engagement, and satisfaction of diverse student populations. METHODS The study will employ a quantitative approach, utilising surveys distributed to educators and students to gather data on the use and perceived effectiveness of these materials. Additionally, academic performance data will be collected and analysed using SPSS to identify correlations between the use of inclusive materials and educational outcomes. RESULTS Expected outcomes include empirical evidence supporting the positive impact of accessible and culturally responsive teaching materials on student academic performance and engagement. The study will also identify best practices and recommend specific features of teaching materials that promote inclusivity. CONCLUSION This research is expected to fill a crucial gap in understanding how to support the learning needs of all students effectively, contributing to the development of more inclusive educational practices and policies.

Effectiveness of government policy interventions towards enhancing access to pre-primary and primary education by street children in North Rift Kenya

An estimated 150 million children live on the streets globally, with many not enrolled in school. This growing issue requires urgent attention. UN Sustainable Development Goal 4, Target 5, aims to eliminate educational disparities for marginalized groups like street children, emphasizing the need to address prejudice in education access.The Kenyan government has developed measures to improve all children's access to education, particularly at the pre-primary and primary levels, in light of its signature on the United Nations convention. Government funding for the creation and execution of policy initiatives targeted at improving the access to education for these socially marginalised populations has been consistently large. Many street children still do not go to school though. In this regard a study was conducted to assess the effectiveness of government policy interventions towards enhancing access to pre-primary and primary education by street children. The study used mixed method research and pragmatic paradigm. By using both purposeful and random sampling, a sample size of 322 was selected. The respondents comprised of Street children, county directors of education, quality assurance officers, officers in the Department of Children Welfare, urban primary school teachers, non-governmental organisations, and community-based organisations that assist street children. Data was collected using observation guides, in-depth interviews, and questionnaires. Descriptive and inferential statistics as well as theme analysis were used to analyse the data, respectively. The results showed a statistically significant relationship between government policy interventions and street children's access to pre-primary and primary education in North Rift Kenya; specifically, the national pre-primary education policy had a Pearson correlation coefficient of 0.711, while the inclusive education policy had a coefficient of 1.0. The research additionally demonstrated the necessity of reinforcing the involvement of other relevant parties in improving street children's access to pre-primary and primary education.

Inclusive education policy in differentiated contexts: A comparison between Bosnia and Herzegovina, Cameroon, Greece, India and Sweden.

Inclusive education has animated education policy the last decades especially since the Salamanca declaration. Countries across the world have been putting-in place policies to support the implementation of an inclusive education system. This paper examines inclusive education policies in five selected countries in relation to how it is defined, what values and goals underpinned inclusive education and the framing of multisectoral involvement. The aim is to develop a deeper understanding on how the policy enactments in these different national contexts may converge and diverge in the construction of inclusive education. The results show that national policies on inclusive education are weak, lacking a clear-cut definition of inclusive education, while access, equity and equality are core values and goals that underpin inclusive education. The results also reveal the policies highlight the involvement of different stakeholders albeit in varying ways in the different countries.

‘They don’t even teach you how to make money!’ What insights can marginalised young people provide into developing inclusive education policy?

Using data from a qualitative study exploring the intersections of school exclusion, mental health, and involvement in criminal behaviour, we explore young people’s experience of schools to inform consideration of how schools might be modified to help improve mental health and engagement, and take a more proactive role in safeguarding young people from contextual risks. We draw on sociological theories considering how inequity and disadvantage may be reproduced. Poor experiences of school create disengagement, perpetuate deep structural inequalities, and can act as a motivating force to gain status and money through the illicit economy. Broadening the focus in schools, away from the narrow pursuit of academia, to include more group-based and project-based learning; placing greater priority on life skills and vocational training; and focussing more on developing a sense of belonging through sports and arts may benefit all students, particularly those most at risk of exclusion. If the education system is to build stronger engagement with the most marginalised students, it must actively support them to achieve their priority to find (legitimate) means of earning money.

Peran Status Sosial Ekonomi terhadap Performa Akademik dari Perspektif Peserta Didik di SMK Negeri 1 Tondano

This study aims to analyze the role of students' socioeconomic status on academic performance from the perspective of students at SMK Negeri 1 Tondano, especially in the subjects of Civic Education and Information and Communication Technology. So that it can provide insight for the development of more inclusive and equitable education policies at SMK Negeri 1 Tondano. The method used is qualitative with a case study approach, involving interviews, observation and documentation. Results show that students from high SES families have better access to educational resources and greater support, while students from low economic backgrounds face challenges that hinder their achievement. The research conclusion confirms the importance of considering socioeconomic well-being in designing education policies so that all students have equal opportunities to succeed.

Accessibility in an Inclusive Academic Environment: The Case of Takoradi Technical University

This study examines the extent to which Takoradi Technical University (TTU) in Ghana has achieved an inclusive academic environment for students with disabilities. Despite Ghana's commitment to inclusive education and various policies supporting persons with disabilities (PWDs), there remains a significant research gap regarding the practical implementation and effectiveness of these policies at the university level. This research addresses this gap by evaluating TTU's accessibility measures and support services. The study employs a phenomenological approach to explore the lived experiences of students with disabilities, faculty, and staff at TTU. It investigates the alignment of TTU’s practices with national and international inclusive education policies, such as the Persons with Disability Act (715) and the United Nations Convention on the Rights of Persons with Disabilities. The research focuses on three main objectives: identifying the teaching and learning needs of disabled students, assessing the accessibility of TTU's built environment, and evaluating the satisfaction of students with the available support services. Data were collected through qualitative interviews with 28 participants, including students with disabilities, lecturers, and support staff. Findings reveal that TTU has established various support services, including sign language interpretation, e-learning support, and assistive devices. However, students reported inadequacies in these services, citing needs for additional support such as braille services and extended examination time. Furthermore, the built environment at TTU was found to be largely inaccessible to students with physical disabilities, leading to widespread dissatisfaction among the student body. The study highlights that while TTU has made commendable efforts in providing institutionalized support for disabled students, significant gaps remain in service adequacy and physical accessibility. The findings underscore the need for enhanced strategies to improve inclusivity at TTU and similar institutions, aligning practical implementations with policy frameworks to better serve students with disabilities

Sustainable Development Goals for Developing Malaysia Madani: The Impact of Gender and Residential Area on Student Leadership, Citizenship and Democratisation in Islamic Universities

Introduction: The impact of gender and residential area on student leadership, citizenship, and democratization in Malaysian Islamic universities is a key but underexplored area within the Sustainable Development Goals for advancing the Malaysia Madani agenda. Objective: This study aims to assess how gender and residential area influence student interactions in leadership, citizenship, and democratization activities in Islamic universities. Theoretical Framework: The framework suggests that student gender and residential area may affect their involvement in leadership and civic engagement, exploring the relationship between these factors and student participation. Method: Data was collected from 593 randomly selected students across three Islamic universities using questionnaires. Analysis was conducted using SPSS version 26, with T-tests comparing groups by gender and residential area. Results: No significant gender differences were found in leadership and citizenship, though females rated slightly lower in democratization. Urban students outperformed rural students in democratization, with no major differences in leadership or citizenship by residential area. Implications: These findings can inform policies that promote equitable and inclusive educational experiences in Malaysian Islamic universities. Originality/Value: This study uniquely examines the influence of gender and residential area on student leadership, citizenship, and democratization in Islamic universities, filling a research gap and offering insights for shaping inclusive educational policies.

Integration of displaced students into the culturally and linguistically different school environment

AbstractThe rapid increase in the number of refugees arriving in the last decade and the discussion about the integration of Syrian refugees into Turkish society has received special attention. As an important tool of socialisation in childhood, the educational system and school environment need to be structured using refugee‐friendly and equity‐based methods to meet the needs and expectations of refugee children. Based on the perceptions of school leaders and teachers, this study attempts to understand the challenges faced by Syrian refugee students during their integration into the school environment in Turkey and explore the practices of educators in meeting these challenges. A phenomenological qualitative design explored educators' beliefs, thoughts and experiences regarding the education of Syrian refugee children in Turkish schools. Participants of this research were 21 educators including 4 principals, 3 assistant principals, and 14 teachers working in primary and secondary schools with Syrian refugee students. The results show that Syrian refugee students in Turkey encounter various challenges as they adjust socio‐culturally, psychologically, and academically within the school setting. Although some of the teachers apply culturally relevant methodologies unconsciously, there is a gap in professional training on this. Educators declare the need for more practical and inclusive approaches despite the efforts by the Ministry of National Education. Hence, this study suggests the necessity of targeted training programmes because the purpose is to better equip teachers with effective strategies of integration. Thus, it is recommended that gradual language education and mutual cultural activities are widely applied to make refugee students feel more comfortable and to successfully improve their academic achievement. Context and implications Rationale for the study This research is motivated by the precarious situation of Syrian refugee students residing in Turkey. Why the new findings matter The new findings underline large gaps in culturally responsive pedagogy among educators and call forth the need for all‐round, hands‐on training programmes to better facilitate the academic and socio‐cultural integration of refugee children. The findings also reveal a gap in the familiarity and application of culturally responsive pedagogy among educators, pointing to a need for professional development in this area. Implications for practitioners, researchers and policy makers This paper, therefore, calls for the practical training of practitioners in culturally responsive pedagogy to become more supportive of their refugee students. A call is sent out to the framers of the educational policies, which incorporates comprehensive professional development along with inclusive education policies that address the requirements of refugee children. Building on these findings, researchers might explore systems, strategies, and interventions to effectively integrate displaced students into the classroom. The study thus requires collaborative efforts in the creation of supportive school environments that juxtapose socio‐cultural and academic success for quality education among refugee students.

The Role of the Specialized Educational Care Teacher in Professional and Technological Education at the Federal Institute of Minas Gerais

Objective: The objective of this study is to investigate how ESA professionals can facilitate the academic and social integration of students with Specific Educational Needs (SEN). Theoretical Framework: In relation to the theoretical framework, Decree No. 6,571 will be used, which presents the importance of inclusive education in conjunction with the LBD (Law of Guidelines and Bases), which provides for the necessary adaptations for students with SEN. In addition, it was based on Mendes (2011), who corroborates the discourse that the inclusion of ESA is a significant advance in the educational context. Another important point is CNR/CEB Resolution 4/2009, which standardizes and aligns the work of the EEA professional. In addition to this, another theoretical reference used was the Law of Persons with Disabilities, so that we could analyze the task that should be carried out by the ESL in accordance with the constitutional rights of students with SEN. Finally, Mantoan (2003) stresses that inclusion must not only take place in the classroom but must permeate the student's entire school context. Method: documentary research, which aims to examine the recruitment notices and job descriptions for ESA at IFMG, in order to identify the qualifications required, responsibilities assigned and competencies expected of these professionals. This analysis will allow the construction of a basis for assessing the alignment of IFMG's practices with national and international inclusive education policies. It is important to mention that the documentary research of the public notices followed the following order: 1. pre-analysis; 2. organization of the material and 3. treatment of the data. Results and Discussion: The results obtained revealed that, despite structural and operational challenges, IFMG's inclusion initiatives are largely effective. In this context, the policies and practices observed reflect the commitment to inclusive education, demonstrating well-structured approaches that support the integration of students with SEN, which are based on the analysis of institutional documents that show how IFMG has structured its EEA practices to better serve its students. Research Implications: It is recommended that other institutions consider IFMG's practices when developing or improving their own inclusion strategies, ensuring that ESA professionals are well equipped to respond to students' needs and to promote an inclusive educational environment. The practical recommendations derived from this study are aimed at improving inclusion strategies, strengthening the support offered to students with SEN, and enriching the educational experience of all students. Originality/Value: This study contributes to the literature by presenting the need to optimize the role of ESE professionals in EFA contexts, which are challenging due to special practical and technical requirements. In addition, this study indicates that inclusive educational practices that respond to the needs of students, considering that, at IFMG, the preparation and performance of ESL professionals are fundamental to ensuring that inclusion is more than a policy, but an effective practice that enriches the educational experience of students.

Inclusive Education and Social Inequality: An Anthropological Study of Social Mobility and Access to Education

This research investigates the multifaceted relationship between inclusive education and social inequality, focusing on the potential of inclusive educational practices in Europe, with a specific case study in Bulgaria, to promote social mobility for marginalized populations. Grounded in an anthropological framework, the study seeks to understand how structural and cultural barriers impede access to equitable education for marginalized groups, with particular attention to Roma students, one of the most disadvantaged communities in Europe. By examining the educational landscape in Bulgaria, this research delves into the lived experiences of educators, psychologists, and occupational therapists working to implement inclusive education within a system often fraught with discrimination, limited resources, and institutional challenges. The qualitative research, conducted in Sofia from February to April 2024, draws on interviews, participant observation, and focus groups to capture the nuanced challenges and successes of those involved in delivering inclusive education. Findings reveal that despite national policies aimed at promoting inclusion, significant barriers persist, particularly for Roma students, who continue to face segregation, prejudice, and limited educational opportunities. Educators frequently report difficulties in accommodating the diverse needs of students within under-resourced schools, while psychological and cultural biases further hinder effective inclusion. Moreover, the study identifies a critical gap between policy and practice, where inclusive education policies are often poorly implemented due to a lack of cultural competence and institutional support. This gap has direct implications for the social mobility of marginalized students, as education remains a key determinant of their future opportunities. The findings underscore the urgent need for culturally responsive teaching strategies and support systems that are tailored to the unique socio-economic and cultural contexts of marginalized communities. These strategies must go beyond superficial inclusion to actively dismantle the entrenched inequalities that exist within educational institutions. This study emphasizes the pivotal role of inclusive education in addressing social inequality and promoting social mobility. However, it also highlights the significant work that remains to be done to ensure that inclusive education is truly accessible and effective for all, particularly for marginalized groups like the Roma. By proposing a series of culturally sensitive and contextually informed recommendations, the research advocates for a more holistic approach to inclusive education that can better support the academic and social advancement of marginalized students, ultimately fostering greater equity in educational outcomes and social mobility.

Implementation of the Right to Education for Abandoned Children in Salatiga City

This study was conducted to examine the implementation of the right to education for abandoned children in the city of Salatiga. The main objectives are, first, to explain how Salatiga city government regulations play a role in fulfilling the right to education for abandoned children, and second, to explore how these regulations are implemented. Using a normative legal research method, which employs both statute and conceptual approaches, the study draws on secondary legal materials from literature, legal journals, expert opinions, and official websites. The findings reveal that in Salatiga, the right to education for abandoned children is implemented through both formal and non-formal education. Formal education focuses on basic education, while non-formal education includes vocational training and entrepreneurial coaching. The results of this research show that the application of formal and non-formal education by the Salatiga city government has successfully increased access to education for abandoned children. This study contributes significantly to promoting more inclusive and sustainable educational policies for abandoned children, with recommendations for improved regulations and more targeted vocational education programs.

Effect of Inclusive Education Policies on Students’ Achievement in Inclusive Model Schools: A Case of Nyagatare District

The researcher investigated the effect of inclusive education policies on students’ achievement in inclusive model schools in Nyagatare district, Rwanda. Specifically, this study intended to examine the effectiveness of school training, resources and accessible environment in executing inclusive education policies in inclusive model schools in Nyagatare district, Rwanda, To assess the level of students ‘social integration and students’ achievement in inclusive model schools in Nyagatare district, Rwanda and To determine the influence of inclusive education policies on academic performance among students in inclusive model schools in Nyagatare district, Rwanda. The total population was 979 individuals, with a total sample of 284 respondents from Nyagatare Districts schools. The researcher selected headteachers using purposive sampling approaches while selecting teachers and students using simple random methods while the findings were analyzed through SPSS version 21, and interpretations were made based on results given by respondents. To the first objective, results indicate that 61.4% strongly agreed and 25.6% agreed that adaptive teaching and learning resources indicate inclusive education policies, 81.8% strongly agreed and 18.2% agreed that appropriate teaching and learning environments indicate inclusive education policies, 68.2% strongly agreed, and 20.5% agreed that an inclusive education action plan indicates inclusive education policies. Finally, 63.6% strongly agreed and 22.7% agreed that inclusive education monitoring and evaluation indicate inclusive education policies. To the second objective, the study indicates that 56.8% strongly agreed and 25.0% agreed that Enhancing social skills by my students indicates their level of students’ achievement in inclusive model schools , 79.5% strongly agreed and 18.2 % agreed that Improved academic performance of my students indicates their level of students’ achievement in inclusive model schools, 70.5 % strongly agreed and 18.2 % agreed that Reduced stigma and discrimination among my students indicate their level of’ achievement in inclusive model schools, and finally, 61.4 % strongly agreed and 25.0 % agreed that High tests, classwork, and exams the results for my students indicate their level of students’ achievement in inclusive model schools. For the third objective, the correlation matrix between independent variables (adapted teaching and learning resources, appropriate teaching and learning environment, inclusive education action plan, and inclusive education monitoring and evaluation) and dependent variables (Enhanced social skills, improved academic performance, high tests, classwork and exam results, and improved class participation) can show academic performance among students in inclusive model schools. Finally, they indicate positive significance since the p-value is smaller than 0.05. The study recommends that Schools should promote inclusive education by developing individualized support systems, investing in teacher training, and creating inclusive curriculums. Fair assessment methods, parental and community involvement, equitable resource allocation, policy implementation, student empowerment, and research promotion are essential for creating effective learning environments.

Self-Acceptance of Deaf Students in an inclusive environment at SLB Negeri 1 Padang

This study aims to explore the self-acceptance of deaf students in an inclusive environment at SLB Negeri 1 Padang. Using a qualitative approach, the study involves in-depth interviews with students, teachers, and direct observation in the classroom to understand the factors that affect the self-acceptance of deaf students. The results showed that social support from teachers and peers, inclusive teaching methods, and active participation in extracurricular activities contributed significantly to student self-acceptance. However, deaf students still face challenges in communication and social interaction, which affects their confidence and the way they see themselves. This research provides important insights for educators and stakeholders in designing better educational strategies to support the self-acceptance of deaf students in an inclusive environment. Thus, the results of this study are expected to be a reference for a more inclusive and friendly education policy for all students.

PROMOVENDO ACESSO EQUITATIVO À EDUCAÇÃO PARA COMUNIDADES MARGINALIZADAS E GRUPOS VULNERÁVEIS

Equitable access to education is a global challenge that affects many marginalized communities and vulnerable groups, who often face significant barriers. This article explores the main obstacles encountered by these communities, such as economic barriers, structural inequalities, discrimination, and geographic limitations. Economic barriers include the lack of financial resources to cover educational costs, while structural inequalities reflect disparities in access to quality infrastructure and services. Discrimination can manifest in various forms, such as racial, ethnic, or gender bias, and geographic access issues refer to physical distance and inadequate infrastructure in remote areas. To promote truly equitable access, it is crucial to adopt strategies such as implementing inclusive educational policies, offering scholarship programs, and developing diversity-sensitive education. Additionally, community interventions and the use of educational technologies can play vital roles in overcoming these barriers. These strategies aim to ensure that all individuals, regardless of their socioeconomic background, ethnicity, or location, could access quality education. By addressing these challenges collaboratively and implementing effective measures, we can move towards a more just and inclusive society, where education is genuinely accessible to everyone.

Inclusive Education in Mauritius and Ontario, Canada: An Exploration of Policies and Practices

In this study, we examine inclusive education policies and practices in Mauritius and Ontario, Canada, through a comparative-case-study framework. We assess how policies are experienced by students with disabilities and consider the roles of various stakeholders in implementing these policies. Our research adopts a phenomenological case-study approach, focusing on the personal experiences of six students with different disabilities, supplemented by insights from four parents through interviews and focus-group discussions. The findings revealed a spectrum of experiences influenced by the presence of supportive environments, the availability of individual education plans, and the need for adapted materials and technology. Despite the commitment to inclusive education in both regions, gaps existed in policy awareness and application, suggesting a need for more informed and consistent practice. This study contributes to understanding the lived realities of students with disabilities and underscores the importance of multi-faceted support systems for effective inclusive education.

POLÍTICAS DE INCLUSÃO EDUCACIONAL NA EDUCAÇÃO SUPERIOR

This article discusses inclusive educational policies for students with disabilities in higher education. In methodological terms, documentary research was carried out on the inclusion of public students of special education (PEE) of the IF Goiano, prepared in the period from 2015 to 2022. The focus was to analyze and understand how access, permanence and support has been given to these students enrolled in undergraduate courses. The data were analyzed from a qualitative perspective, establishing axes of analysis based on the research objectives. The results revealed, among other aspects, that the challenges are numerous, among which we can mention the lack of financial and human investments for the support that part of these students need, the absence of effective teachers to act in the support, the lack of clarity of the pedagogical practices accessible to PEE students. Despite these difficulties, the research revealed that the institutional policies aimed at PEE students at the IF Goiano have been translated following the guidelines of federal policies in the area.

Reflective Story on Diversity and Inclusive Education

This reflective article explores the current scenario of diversity and inclusion through the narration of a deaf ethnic child. Self-reflection is taken as an instrument for behavioural modification since the author is aware of its significance in education. This study aims to explore the experiences and implementation of inclusive education through the author's personal teaching experiences. The article employs a reflective narration of the author working as a novice teacher in a school exercising to incorporate deaf children into mainstream courses. The emphasis is on Krishna, a Dalit youngster with hearing difficulties, who had challenges in adaptation owing to cultural, social and educational obstacles. The results showed the obstacles encountered by such children who had to face social isolation, communication obstacles and insufficient educator training. The author's intervention in Krishna's metamorphosis underscores the necessity of helpful learning environments. The article links Krishna's experiences to wider socio-economic and cultural challenges, indicating that inclusive education is necessary for structural reforms in teacher training, cultural sensitivity and familial support. The results underscore the necessity of embracing diversity and enacting effective inclusive education policies to cultivate equal learning environments for all children.