Inclusive Education Policy Research Articles

Implementation of Inclusive Education Policy for the Attainment of Sustainable Development Goal 4 in Junior Secondary Schools in Rivers State, Nigeria

This study investigated “Implementation of Inclusive Education Policy for the Attainment of Sustainable Development Goal 4 in Junior Secondary Schools in Rivers State, Nigeria.” Three research questions and two null hypotheses guided the study. The study adopted descriptive research design. The population comprised all the 258 principals in the 258 junior secondary schools in Rivers State, Nigeria. Out of these schools, 220 are located in the rural areas while 38 are located in the urban areas. A sample of 161 principals (89 males and 72 females), which represents 62% of the population was drawn using the simple random sampling technique. A checklist and a self-structured questionnaire were instruments used to collect data for the study. The checklist was designed to ascertain the adequacy of educational resources in junior secondary schools in Rivers State. The questionnaire, which was entitled: “Implementation of Inclusive Education Policy Questionnaire (IIEPQ),”was used to elicit information on the variables, and was structured after the four-point modified Likert rating scale. The instruments were duly validated by three experts. The reliability of the instrument was tested using the Cronbach’s Alpha method to establish the internal consistency of the questionnaire items, and coefficients of 0.79 and 0.83 were obtained for the two clusters respectively. Frequency counts, percentages, mean scores and standard deviation were used to answer the research questions while z-test was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed, among others, that the dearth and inadequacy of educational resources that can facilitate inclusive practices show that Rivers State is not yet on track to attaining the SDG 4, which centres on education for all (EFA). Based on the findings, it was recommended, among others, that Rivers State Government should double efforts in ensuring that true inclusion is practised in the junior secondary education system by ensuring that there is adequate human, material and financial resources that will enable the principals to effectively implement inclusive education.

The Policy of Inclusive Education in Indonesia

The Policy of Inclusive education plays a crucial role in building an inclusive and equitable society. Quality education obtained by students in general is the same right for children with disabilities. Through Permendiknas No. 70 in 2009, article 1 explains that the education implementation system provides opportunities for all children with disabilities who have the ability and intelligence or have special talents to attend education in an educational environment together with students in general. However, in practice, many schools that organize inclusive education have not fully implemented the policy. This is due to the absence of guidelines for educators in guiding their students. The purpose of this study is to analyze inclusive education policy in Indonesia. This research uses a literature review with documentary techniques as a means of collecting data from trusted sources. The findings of this study are that in implementing inclusive education policies, qualified resources (budget, teaching staff and infrastructure) are needed, interpreting and elaborating policies in the form of regulations to formulate policy implementation, preparing plans for several steps in implementation based on time, place and budget, continuously organizing students, budgets and infrastructure, and providing benefits.

Exploring digital parenting awareness, self‐efficacy and attitudes in families with special needs children

AbstractThis study was conducted to measure the digital parenting awareness, attitude and self‐efficacy perceptions of parents of children with special needs and to determine whether they differ according to the disability status of their children. A total of 180 parents of children with special needs from various regions of Turkey participated in the study. This study was conducted using a relational screening model. Data were collected using digital parenting awareness, attitude and self‐efficacy perception scales and analysed using descriptive and correlational statistical methods. The findings revealed that parents had moderate levels of awareness, positive attitudes and self‐efficacy perceptions regarding digital parenting, but these variables showed significant differences according to the disability status of the children. In particular, parents of children with learning disabilities had higher digital parenting awareness than parents of other disability groups. In addition, a positive and significant relationship was found between parents' digital parenting awareness, attitudes and self‐efficacy perception. The findings of this study are important and contribute to both the practical and theoretical perspectives. In applicable terms, this study revealed the needs and expectations of parents of children with special needs regarding digital parenting. Theoretically, this is a rare study that examines the situation and experiences of parents with children with special needs in digital parenting. This study emphasizes the need for further research on digital parenting.Practitioner notesWhat is already known about this topic Existing research underscores the importance of digital parenting in the contemporary era, highlighting the need for parents to navigate the challenges and opportunities presented by technology in child‐rearing. Parental self‐efficacy in managing digital resources has been identified as a crucial factor in promoting children's effective and safe use of technology. Positive parental attitudes towards technology have been associated with healthier digital habits and development in children. What this paper adds This study contributes to the literature by specifically focusing on parents of children with special needs and recognizing the unique challenges and opportunities they face in the realm of digital parenting. Findings revealed that parents of children with learning disabilities exhibit higher levels of digital parenting awareness, emphasizing the need for tailored interventions and support for different disability groups. The positive and significant relationship identified between digital parenting awareness, attitudes and self‐efficacy underscores the holistic nature of these factors and highlights the potential impact of comprehensive digital parenting programs. Implications for practice and/or policy Develop targeted digital parenting support programmes that address the specific needs of parents with children with special needs, considering the variations among different disability groups. Advocates of inclusive education policies that incorporate digital parenting education as a vital component, recognizing its significance in the overall well‐being. Recognize the role of both mothers and fathers in digital parenting and design interventions that consider the unique perspectives and challenges faced by each gender. Facilitate collaboration between digital parenting experts and special education professionals to create comprehensive resources and training materials that cater to the diverse needs of children with special needs. Conduct longitudinal studies to assess the long‐term impact of digital parenting interventions on the development, well‐being, and digital literacy of children with special needs. This can inform the refinement of future programs and policies in this domain.

Enhancing elementary school teachers’ competence in recognizing and supporting gifted students with learning disabilities in Saudi Arabia

This research investigates the competence of elementary school teachers in Saudi Arabia in recognizing and supporting gifted students with learning disabilities. Two research questions guided the inquiry: RQ1: How do elementary school teachers in Saudi Arabia perceive the impact of professional development, on increasing awareness about students with giftedness and learning disabilities? RQ2: How do elementary school teachers in Saudi Arabia perceive the academic challenges addressed by the series of workshops that created collaborative groups for the discussion of student needs? Using a qualitative approach, in-depth interviews were conducted with 10 certified elementary teachers in Medina City. The study identified two key themes through thematic analysis. The first theme emphasizes the impact of professional development on increasing teachers’ awareness of students with giftedness and learning disabilities. Training provided insights into identifying students with learning disabilities and recognizing those with giftedness, emphasizing the need for ongoing training and collaboration. The second theme emerged from workshops creating collaborative groups for discussing student needs, highlighting the power of recognizing individual differences and collaborative efforts for supporting diverse needs. The findings underscore the importance of ongoing professional development and collaboration in improving the capacity of elementary school teachers in Saudi Arabia. These insights have implications for enhancing teacher training programs and developing inclusive educational policies for twice-exceptional learners.

Exploring the Role of Efficacy of Inclusive Instructions, Efficacy Collaboration, Efficacy Managing Behavior on Inclusive Practice among Teachers

Exploring the Role of Efficacy of Inclusive Instructions, Efficacy Collaboration, Efficacy Managing Behavior on Inclusive Practice among Teachers

Partisipasi Guru Agama Kristen Terhadap Pendidikan Dalam Mewujudkan Visi Misi Indonesia Emas 2045

This research is an in-depth study of the important role of Christian Religion teachers' participation in the Indonesian educational context and their efforts in achieving Indonesia's Golden Vision 2045. Through qualitative methods and library studies, this research explores the impact and contribution of Christian Religion teachers to student character development as well as the implementation of Christian values in the education curriculum. The literature analysis investigated the pattern of Christian Religious teachers' participation in guiding students, emphasizing the importance of ethics and morals in the formation of the next generation. The findings from this study are expected to provide insights into how Christian Religious teachers' participation can significantly contribute to the understanding of Christian values and the achievement of the national goal of creating a just, equitable and highly competitive society by 2045. The conclusion of this article provides a holistic picture of the importance of the role of Christian Religion teachers as pillars in the development of national education in accordance with the ideals of the 2045 Golden Indonesia Vision and Mission. The practical implications of the findings of this study can assist in designing more inclusive and values-oriented education policies to achieve Indonesia's future vision.

CHALLENGES AND PERSPECTIVES OF THE QUALITY OF EDUCATION IN SMALL MUNICIPALITIES IN THE STATE OF AMAZONAS

This article presents a critical analysis of the challenges and perspectives of the quality of education in small municipalities in the State of Amazonas. Initially, the problems faced by Brazilian education are contextualized, with an emphasis on the importance of examining the quality of education in remote regions such as Alto Solimões. The literature review addresses fundamental concepts about education, highlighting the universality and complexity of the educational phenomenon. Next, the indicators and criteria used to evaluate the quality of education are discussed, adapted to the specific context of Tonantins, in Amazonas. Data analysis reveals the main challenges faced by education in this region, such as precarious infrastructure and a lack of qualified professionals. In addition, the prospects for improvement and ongoing initiatives to promote the quality of education are evaluated, such as continuing training programs for teachers and projects to improve school infrastructure. The survey results provide important insights into the obstacles and opportunities for improving education in these municipalities. Finally, implications for educational practice and suggestions for future research are discussed, highlighting the importance of local community involvement in educational management and the need for more effective and inclusive educational investments and policies in these remote regions.

Comparative Analysis of Islamic Education Policies in Indonesia and Russia

This research discusses Islamic education policies in Indonesia and Russia. The importance of this study is based on the Islamic education policy process in countries with a majority Muslim population and countries with a majority non-Muslim population. This research was conducted using a qualitative approach, and data was collected from books, journals and experts' thoughts related to the research theme. Data was obtained with the help of an electronic database site with a Scopus-indexed national and international journal search site, which was then mapped by searching for inclusive and exclusive criteria. The next step was selecting studies, collecting data, and extracting data, and the data was analyzed using comparative techniques. Based on the findings, Islamic education policies have been implemented in Indonesia and Russia, as evidenced by the policies issued by the government for implementing Islamic education from the lowest level of education to the highest level of education. Indonesia implements an integral curriculum policy combining religious and general education. Russia implements a mandatory curriculum policy that requires students to choose their religious education, including Islamic education. Through this research, it is known that there is still room for Islamic education in secular countries, and secular countries believe that Islamic education plays a vital role in creating a generation of character. Thus, this research significantly contributes to the development of Islamic education at the global level by identifying space for Islamic education in secular countries and emphasizing the critical role of Islamic religious education in creating a society with character. This enriches discussions about the relationship between religion and education in the context of multiculturalism and religious pluralism and provides a basis for developing inclusive and sustainable education policies in various countries.

Embracing Inclusion: Private School Teachers' Perspective

Background: The concept of inclusive education, which integrates students with and without special needs, is pivotal for fostering equitable learning opportunities. Teacher attitudes are a significant determinant of the success of inclusive education policies. Objective: To ascertain the perspectives of private school teachers in Peshawar regarding the inclusion of children with disabilities in mainstream educational settings. Methods: A descriptive cross-sectional study was carried out over six months at seven private schools in Hayatabad, Peshawar, following IRB and ethical approval from KMU. The sample of 200 teachers was determined using a confidence level of 95% and a margin of error of 5%. Data were collected using the Attitudes Towards Mainstreaming Scale and analyzed using SPSS Version 25 to provide descriptive statistics, including frequencies and mean±SD values. Results: Teachers generally regarded inclusive education as a favorable practice (mean 2.03±0.89), with a significant number expressing strong agreement to the inclusion of learners in regular classrooms. The acceptance varied based on the type of disability, with physical disabilities (mean 2.40±1.12 for wheelchair-bound learners) receiving more agreement than behavioral issues (mean 2.36±0.95 for learners who stutter). Conclusion: Most private school teachers in Peshawar exhibit a supportive stance towards inclusive education. This positive attitude is crucial for fostering an inclusive environment that benefits all students.

Impacts of neoliberal school reforms policy on students with disabilities in Nepal

This article argues that special and inclusive education policies in Nepal have been influenced by neoliberal policy reforms. The study employs discourse analysis as a theoretical perspective to analyse the effects of market-based schooling practices on students with disabilities in Nepal. The findings of this study are informed to some extent by the outcomes of the doctoral research project (Thapaliya, 2018). Data was collected through policies and documents. A selection of key education policies and documents between 1990 to 2020 were examined and analysed. One core theme and five sub-themes were identified from the data analysis. Disability as a resource management issue was a main theme. (i) Managing resources; (ii) resource allocation criteria; (iii) professional experts deciding resource funds; (iv) competing for limited resources; and (v) competition and school choice were sub-themes. The available evidence signals that the marketisation model of education does not assist students with disabilities adequately. The findings of this study reveal that the current policy and practice signal changes in government structure rather than working to fulfil these commitments in the everyday practice of students with disabilities. The limitations of the study and recommendations of this research are also discussed.

Navigating queer spaces in Australian tertiary STEM Education: a retrospective autoethnopoetic exploration

ABSTRACT This article presents a retrospective autoethnopoetic study exploring a queer student's journey in Australian tertiary STEM education, employing queer research methodologies to illuminate the challenges encountered. Through personal narrative and poetic expression, we identify critical themes: microaggressions, discrimination, identity formation, cisheteronormative navigation, and resilience strategies. Although rooted in the first author's experiences, these insights reflect broader issues prevalent among queer students in STEM, such as the impact of discrimination and microaggressions on academic performance and well-being. This study underscores the significance of queer theory and autoethnopoetic methods in challenging normative assumptions in STEM education research, contributing to a deeper understanding of the queer academic experience. It advocates for the development of inclusive and supportive educational policies aimed at enhancing the learning environment for queer students, emphasising the need for visibility, representation, and support systems within STEM disciplines.

Family and inclusive education: exploring the intersection in contemporary school

This paper examines the fundamental role of the family in contemporary society, with emphasis on its evolution and impact on the psychosocial development of its members, as well as on the promotion of school inclusion. Analyzing the theories of Minuchin, Carter, McGoldrick and others, the text highlights the dynamics of the family as an open system that adapts and responds to social changes and individual needs throughout its life cycle. Through a detailed review, it is discussed how the family faces specific challenges at each stage of development, emphasizing the importance of adaptive strategies to maintain its stability and cohesion. The article also addresses the need for inclusive educational policies that recognize and value the diversity of family structures, promoting welcoming and safe learning environments. Collaboration between schools, families and the community is highlighted as essential to support the integral development of students and to build a more inclusive and equitable society. The aim is to highlight the interconnection between family development and inclusive education, encouraging practices that respect and celebrate the diversity of family experiences.

Knowledge Readiness of Head Teachers to Implement Inclusive Education Policies for Learners with Visual Impairments in Primary Schools of the North West Region of Cameroon

Purpose: This study investigated the Knowledge readiness of head teachers to implement inclusive education policies for learners with visual impairments in primary schools in the North West Region of Cameroon. Given that inclusion, equity and social justice are emerging trends in education, there is need for headteachers and teachers to be ready to change the quality of services they offer in school. The main purpose of this study was: to find out how ready head teachers are in terms of knowledge of inclusive education legislation and its effect on inclusive education practices for learners with visual impairments in primary schools.
 Materials and Methods: Methodology adopted was a mixed research approach, a sequential explanatory design was used in the study, both probability and non-probability sampling techniques were employed to sample a population of 374 teachers and head teachers from different primary schools in divisions of the North West Region of Cameroon. The research instruments were questionnaire and interview guide and the data was analysed using SPSS version 20, while qualitative data was analyzed thematically. Data were presented on tables and charts using frequencies, mean, standard deviation and levels of significance.
 Findings: Findings brought to light that, 56.7% of head teachers have knowledge on inclusive education legislation, 45% of teachers have knowledge on inclusive education legislation and knowledge on inclusive education legislation has a significant effect on inclusive education practices for learners with visual impairments in primary schools at the level of significance of 0.000.
 Implications to Theory, Practice and Policy: From these findings recommendations were made to the government for teacher training to be made inclusive and provide continuous professional development and capacity building for teacher, also financial and material supported should be provided for implementation of inclusive education as stated in the policies.

How “Inclusive” Has the Inclusive Education Been?

The main intent of inclusive education is to include diversity in terms of access to education. Hence, inclusive education is of tremendous significance to a country like Nepal, which has so much diversity. However, the strategies formulated by the inclusive education policies in Nepal still follow a narrow definition of inclusive education, though the policies are progressive. Does inclusive education mean only a scheme for disabled learners? Through a desk review of the policies after 2000 related to inclusive education, this paper argues that the smooth transition to inclusion in education has been challenging. The paper argues that despite policy provisions, Nepal has not been able to actualize inclusion in education because its strategies and actions are not directed toward inclusion. This situation is there mainly because of the lack of uniform understanding of inclusive education, and its present practice will lead towards segregation but not towards integration.

The role of digital information and communication technologies in modern education

This research examined the role and impact of Information and Communication Technologies (ICTs) in modern education, addressing how these technologies transform teaching and learning. The central problem focused on the integration and effectiveness of ICTs in the educational environment. The main objective was to investigate the contributions, challenges, and future trends of ICTs in education. A literature review methodology was employed, examining academic sources and specialized publications. The findings indicated that ICTs offer significant opportunities to personalize learning, enhance interactivity, and facilitate educational access. However, challenges related to infrastructure, teacher training, and access equity were identified as significant barriers. The analysis underscored the need for inclusive educational policies and continuous training for educators. It is concluded that ICTs are fundamental in contemporary education, but their effective implementation requires attention to infrastructure issues, teacher training, and equity.

A Qualitative Study on Dubai’s Inclusive Education Policy from School Leaders’ Perspectives

Inclusive education recognizes the diverse needs of students and ensures that each student has equal opportunities to learn and succeed. The Dubai government has implemented an inclusive education policy aimed at promoting equity and inclusivity in schools. This study aimed to investigate school leaders’ understanding, implementation, and perspectives of the Dubai Inclusive Education Policy Framework (DIEPF). To gather data, a qualitative study was conducted using semi-structured interviews with ten school leaders from private schools located in Dubai, United Arab Emirates (UAE). The findings show that school leaders have a strong understanding of the policy and deem it significant. This study also found evidence of effective strategies implemented by school leaders to promote inclusive education. However, challenges in the UAE resonate with those worldwide, such as inadequate funding, high student–teacher ratios, a shortage of specialized staff, and limited training opportunities for teachers. These findings emphasize the significance of ongoing professional development and training of educators involved in inclusive education. Implications for practice and suggestions for future research are provided.

EXPLORING ACADEMIC PERFORMANCE: A COMPARATIVE STUDY OF THARU AND NON-THARU STUDENTS IN BIHAR

This study examines the academic achievement of Tharu and Non-Tharu adolescents in the Bagaha (sub division of west Champa ran) Bihar, with a particular focus on gender differences and tribal identity. The educational landscape in India is marked by significant disparities, especially among marginalized communities, where socio-economic factors and cultural influences play crucial roles in shaping academic outcomes. This paper aims to explore the academic performance of Tharu and non-Tharu adolescents’ students of Bagaha (sub division of west Champaran) Bihar. Sample consisted of 400 adolescent’s students randomly selected from the school. Academic achievement was obtained from the schools. Gender wise and category wise comparisons were done using, Mean, S.D. and independent t-test. The results indicate that Tharu students, despite facing cultural and infrastructural challenges, perform relatively well compared to non-Tharu students. Additionally, female adolescents consistently outperform their male counterparts in both tribal and non-tribal categories. This finding aligns with existing literature that suggests gender dynamics significantly impact educational performance, with girls often exhibiting higher academic motivation and support. Furthermore, the study reveals a substantial difference in academic achievement between tribal male and female students, highlighting the need for targeted interventions that address the unique challenges faced by tribal communities.By contributing to the understanding of educational disparities in the Bagaha, this research underscores the importance of inclusive educational policies and culturally relevant curricula. The findings call for increased community engagement and support systems to enhance academic outcomes for all students, particularly those from marginalized backgrounds. Ultimately, this study aims to inform policymakers and educators about the necessity of addressing the intersectionality of gender and tribal identity in educational planning and implementation.

The Impact of Socioeconomic Factors on Educational Management: Comparative Analysis of International Policies and Practices

This study investigates the influence of socioeconomic factors on educational management through a comparative analysis of international policies and practices. Utilizing qualitative methods, including literature review and library research, the study examines the correlation between socioeconomic status and educational outcomes across diverse contexts. The analysis encompasses various dimensions of educational management, including resource allocation, curriculum development, teacher training, and student support systems. By exploring the policies and practices implemented in different countries, the study aims to identify common trends and unique approaches in addressing the impact of socioeconomic factors on educational management. Findings reveal that socioeconomic disparities significantly affect educational opportunities and outcomes, influencing access to quality education, student performance, and educational equity. Moreover, the study highlights the importance of tailored interventions and policy reforms to mitigate the negative effects of socioeconomic factors on educational management. The comparative analysis underscores the need for context-specific strategies that consider the socioeconomic landscape, cultural norms, and institutional capacities of each country. The study concludes by advocating for collaborative efforts among policymakers, educators, and stakeholders to develop inclusive educational policies and practices that foster equitable learning environments and enhance educational outcomes for all students.

NAMIBIAN TEACHERS’ MULTIDIMENSIONAL ATTITUDES TOWARDS TEACHING STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN INCLUSIVE SETTINGS

The success or failure of inclusive educational practices is significantly influenced by teachers’ attitudes towards teaching students with special educational needs (SEN). This research explores the multidimensional attitudes of teachers in Namibia towards teaching students with SEN in inclusive educational settings. We explored teachers’ multidimensional attitudes and how teachers’ cognitive and affective dimensions of attitude influence their behavioural stance regarding teaching students with SEN. The study is grounded in the theory of planned behaviour. Data were collected from 300 teachers in the Omusati, Oshana, Kunene, and Khomas educational regions of Namibia through a self-administered electronic questionnaire. Data were descriptively and inferentially analysed using Jamovi Statistical Software Version 2.3.18.0 and Statistical Package for the Social Sciences IBM Amos. The inferential analysis involved exploratory factor analysis, extracting three attitude components: cognitive, behavioural, and affective, comprising 10 items. The structural equation modelling analyses included confirmatory factor analysis to validate the measurement model and multiple regression analysis to confirm the structural model’s fitness with latent variables. The results revealed that cognitive attitude attained the highest overall mean score, followed by behavioural attitude and affective attitude. This suggests that although participants hold positive beliefs, ideas, and perceptions and are willing to teach SEN in inclusive settings, they displayed moderate emotions towards the practice. Furthermore, the findings indicated that teachers' cognitive attitude has a significantly positive influence on their behavioural attitude, whereas affective attitude was statistically insignificant, implying a negative influence. These findings bear significant relevance to education ministries, curriculum developers, education practitioners, teacher training institutions, and policymakers. They underscore the importance of considering teachers’ multidimensional attitudes in formulating and implementing inclusive education policies. Additionally, the results offer valuable insights for teachers, elucidating the impact of their cognitive and affective attitudes on their behavioural attitude towards teaching students with SEN in inclusive settings.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0601/a.php" alt="Hit counter" /></p>

Implementation and Effectiveness of Inclusive Education Policies: A Case Study of Jigawa State College of Education and Legal Studies Ringim

This article presents a case study conducted at Jigawa State College of Education and Legal Studies Ringim to examine the implementation and effectiveness of inclusive education policies. The study employed a qualitative research design, including interviews, focus group discussions, and document analysis, to gather data from educators, administrators, and students. The findings highlight the challenges faced in implementing inclusive practices and the impact of inclusive education policies on student learning outcomes. The article concludes with recommendations to enhance the implementation and effectiveness of inclusive education policies at the college.