Inclusive Education Policy Research Articles

Fostering Exceptional Entrepreneurial Spirits: Unveiling Parental Strategies For Children With Disabilities

Education plays a central role in shaping children's values, norms, and character. For deaf children in Mojokerto Regency, double challenges such as job uncertainty and limited access to entrepreneurship education stand out. This descriptive qualitative research aims to explore the role of parents in instilling entrepreneurial spirit in deaf children, filling knowledge gaps, and providing practical guidance. Involving learners with disabilities, data was collected through observation, interviews, and documentation in several inclusion schools. Data analysis uses data reduction, display, and inference, with triangulation for validity. Results show parents create an inclusive environment, encouraging children's independence and creativity. The documentation describes the implementation of entrepreneurial parenting. These findings support the effectiveness of parents in shaping the entrepreneurial spirit of deaf children, contributing to the understanding of inclusive education practices and fostering the talents of children with special needs. The implication is to support holistic and inclusive education policies..

Accommodating Students with Special Needs in Puntland, Somalia: An Examination of the Current State, Existing Legal Frameworks, and Adaptable Accommodation Strategies

The right to education is one of the critical human rights, and all governments have obligations and commitments to ensure every child has access to and enjoys the right to quality education. In Somalia, children with disabilities have minimal access to education and are disproportionately affected. This qualitative study aimed to explore the current state, access constraints, and accommodation strategies of students with special needs and disabilities in the education system in Garowe, Somalia. Seventeen key informant interviews have been conducted with parents, school headteachers, students with special needs, community members, officials from the Ministry of Education, and education experts. Nine themes have emerged from the interviews through an inductive approach. The study identified several constraints faced by students with special needs. These included academic difficulties, limited teacher training on special needs, teaching and learning materials shortage, financial constraints, inadequate inclusive school infrastructure, and negative social-cultural attitudes. The study emphasized the importance of school support, parental and community involvement, and inclusive strategies to promote the inclusion and well-being of students with special needs. Further efforts are needed to address the identified constraints and improve the implementation of inclusive education policies in Somalia

HISTORY OF SPECIAL EDUCATION IN UZBEKISTAN IN 1925-1990 (IN THE CASE OF BLIND CHILDREN)

This article discusses the history of special education in Uzbekistan in 1925-1990 (in the case of blind children). The period from 1925 to 1990 marked a transformative era in the history of special education for blind children in Uzbekistan, characterizedby significant developments and milestones that shaped the landscape of educational opportunities for visually impaired students. The establishment of specialized institutions, development of educational materials, professional development of educators, emphasis on vocational training, and the promotion of inclusive educational policies and practices during this period underscored Uzbekistan’s commitment to providing inclusive, supportive, and enriching educational opportunities for blind children. These developments not only laid the foundation for the subsequent evolution of special education in Uzbekistan but also reflected a progressive and forward-thinking approach to addressing the unique needs of visually impaired students

A Critique of Inclusive Education Policy and the Extent of Its Implementation in Nigeria

A Critique of Inclusive Education Policy and the Extent of Its Implementation in Nigeria

Quality Improvement in Inclusive Education for Support Systems and Attitudes - Evidence form the Sichuan Province of China

The global trend of inclusive education has accelerated the process of education inclusion worldwide. China has embraced this trend through the practice of inclusive education in regular classrooms. Using the quantitative methods of descriptive analysis and regression analysis, this paper examines the relationship between the quality of inclusive education and the supporting environment and attitudes in Sichuan Province, China. A total of 6,000 respondents from 21 cities and prefectures in Sichuan Province participated in the survey and completed questionnaires. The collected data were analyzed using IBM SPSS Statistics 29.01 software. The study analyzes public perceptions of inclusive education, views on the quality of inclusive education, evaluations of student participation, and perceptions of the supporting environment. The results indicate that the quality of inclusive education is influenced by attitudes towards inclusive education, teacher support, societal and environmental support, and parental support. To enhance the quality of inclusive education, the focus should be on cultivating positive attitudes toward inclusive education, developing inclusive education policies, and strengthening support systems. Furthermore, the analysis reveals that increasing student participation in school activities, enhancing knowledge and teaching strategies related to inclusive education, and improving support resources can effectively enhance the implementation quality of inclusive education.

Innovation in Smart Marketing: The Role of Technopreneurs in Driving Educational Improvement

This study explores the influence of marketing strategies, technology utilization, inclusive education policies, and collaboration with the industry sector on the positive image of educational institutions. Employing the SmartPLS approach and statistical analysis, the findings indicate that responsive marketing strategies, effective technology utilization, inclusive policies, and partnerships with the industry sector significantly impact the institution's image in education. In this research, it was found that market-responsive marketing strategies significantly affect the positive institutional image (T-statistics: 13.197), followed by technology utilization playing a crucial role in building a positive image (T-statistics: 11.735). Inclusive education policies and collaboration with the industry sector also have a significant impact on enhancing the institution's image (Inclusive Education Policy - Positive Image, T-statistics: 5.928; Collaboration with Industry Sector - Positive Image, T-statistics: 8.834). The research results affirm the importance of implementing adaptive marketing strategies and advanced technology in constructing a positive image of educational institutions in the eyes of the public. By strengthening these factors, educational institutions have the opportunity to meet stakeholders' expectations regarding the provided educational services. This study contributes significantly to understanding the factors influencing the reputation of educational institutions and provides strategic guidance for developing the educational institution's image towards a more positive and ad aptive direction.

A Descriptive Analysis of Social Media Usage as Predictors of Study Habits among Students with Intellectual Disabilities in Calabar Metropolis: Implications for Inclusive Education

Aim: This study is a descriptive analysis of Facebook and WhatsApp as predictors of study habits among SSII students with disabilities in Public Secondary Schools of Calabar Metropolis of Cross River State, Nigeria: Implications for inclusive education. Two study objectives were stated to guide the study and achieve its goals. Two research questions were formulated. A literature review was carried out based on the variables under study, as research gaps were also stated.
 Method: The study utilised the descriptive survey research design. The population of Senior Secondary School II (SSII) students with disabilities in Calabar Metropolis comprises 3,814 from 24 public Secondary Schools. The study used a stratified random sampling technique. Out of 3,814 respondents, 763 respondents were sampled for the study. A validated 15-item four-point modified Likert scale questionnaire was the instrument used for data collection. The face and content validity of the instrument was established by experts in Test and Measurement from the University of Calabar, Calabar-Nigeria. The reliability estimates of 0.82 for the instruments were established using the Cronbach Alpha method. A descriptive analysis of frequency, percentages, mean, and standard deviation was used to test the research questions posed for the study.
 Results: The results obtained from the data analysis revealed there is a high extent of the impact of Facebook on study habits among SSII students with disabilities, and there is also a high extent of the impact of WhatsApp on study habits among SSII students with disabilities in Public Secondary Schools of Calabar Metropolis of Cross River State, Nigeria
 Conclusion: Based on the study's findings, it was concluded that Facebook and WhatsApp utilisation significantly impact study habits among SSII students with disabilities in Public Secondary Schools in the study area.
 Recommendation: Based on the result of the study, it was recommended that there should be a continuity of inclusive education policies and social media usage in Cross River State and Nigeria at large.

Barriers to Early Identification and Intervention for Children with Special Education Needs (SEN) in Public Kindergartens (KGs) in the Sagnarigu District of the Northern Region, Ghana

This descriptive study examines the barriers to early identification of pupils with Special Education Needs (SEN) and its related intervention in 25 public Kindergartens (KGs) randomly selected within the Sagnarigu District of Northern Ghana. A total of 50 KG1&2 teachers and 25 Headteachers answered our questionnaires. The data collected were cleaned, presented in a tabulated form, and analysed using descriptive statistics and thematic analysis. The study revealed that only 12 learners with SEN were identified and supported in 7 schools out of a total of 25 schools. This shows that there were more children with SEN in those schools. Yet, they were not identified because most teachers had inadequate knowledge of special education and relied mostly on observational techniques to identify such children in their classes. Also, most Heads of schools and teachers were unconcerned. They had no plan to identify SEN children in their schools because the inclusive education policy in Ghana only proclaims the rights of SEN children but does not make any provision for their identification and integration in the regular classroom. The study recommended, among others, that the National Teaching Council (NTC) should review the teacher education curriculum in Ghana to include some core courses in SEN in order to equip all teachers with the needed knowledge to identify and handle learners with SEN at all levels in Ghanaian basic schools. Also, the Ministry of Education and Ghana Education Service should provide sustainable funding for early identification and support systems for SEN learners in public KGs.

Achieving Education for All: A Comparative Study of Educating Disabled Children in the UK and China

Educating disabled children is a vital part to reach universal education, as well as social equality and justice. This study conducts a comparative analysis of inclusive education policy practices for disabled children in the UK and China. The research investigates the policies employed in both countries to provide equitable educational opportunities for disabled students. Key similarities and differences in the two systems are identified, involving how cultural, societal, and policy factors influence the design and effectiveness of inclusive education. The research findings indicate that while the UK emphasizes inclusive practices and individualized support, China focuses on integration within mainstream classrooms. Challenges were observed in both systems, including a lack of professional training and teacher resources. By comparing and evaluating successful strategies, though from the lens of human development, students in China may benefit more from the UK’s inclusive policy, however, policy needs to be localized to combat country-specific barriers such as low social acceptance. This research contributes to the global discourse on inclusive education, facilitating cross-cultural learning and policy enrichment to ensure all children regardless of disability receive an equitable and quality education.

The Challenges and Factors Facilitating the Inclusive Education Policy Implementation in Ghana: Policy Stakeholders’ Perspectives

ABSTRACT Research has shown that people with disabilities (PWDs) are significantly disadvantaged within the areas of school enrolment, educational attainment, and learning, particularly in developing countries. In Ghana, the Inclusive Education (IE) Policy was established in 2006 to ensure the full participation of all PWDs in schools. The purpose of this study was to document the barriers and facilitators to the implementation of the IE Policy of Ghana. The research employed a case study in which eight education professionals and leaders (major stakeholders) were selected for their key roles in forming and implementing the IE Policy of Ghana and individually interviewed. The transcript of each participant’s interview was coded and thematically analysed, after which a cross-case analysis was conducted to identify common themes. The findings of this study point to a number of implications for future policy and practice, including the critical need for accurate data on PWDs in the Ghanaian school system that policymakers, faculty, and administrators can use to better support PWDs.

Inclusive Education and National Educational Policy (2020)

Inclusive Education and National Educational Policy (2020)

Challenges and Barriers in Implementing Inclusive Education Policies

Challenges and Barriers in Implementing Inclusive Education Policies

Inclusive Education in NEP 2020

The NEP 2020 released by the Government of India makes along way in the form of Inclusive Education. The different techniques, methods and strategies paved the way towards Inclusive Education. The well-defined policies are essentially required to provide proper education to underprivileged and disabled children. It is an acceptable fact that education is compulsory for all irrespective of any status of Socio-economically Disadvantaged Groups and it is no longer a privilege in our country. This is the most important aspect of providing alternative and accessible education to all needy persons. The Inclusive Education policies ensured the platform for the development of education for all for further development and growth in all walks of life. The reasons for the requirement of the introduction of inclusive education were analyzed in detail by the expert committee of NEP 2020 and suggested a good amount of measures to reach the needy.

Implications of Inclusive Education Policy in Guaranteeing the Rights of Children with Special Needs

The goal of this research is to look into the effects of inclusive education policy in Indonesia in order to protect the rights of children with special needs. A systematic literature review was conducted to synthesize the kinds of literature pertaining to inclusive education policy on children with special needs. The kinds of literature were attained from several article search engines, namely Google Scholar and ScienceDirect, published from 2011 to 2023. The data collected includes the rules and regulations, policies, guidelines, and instructions linked with inclusive education. The study's findings reveal that inclusive education policies substantially impact the issue of ensuring that children with special needs are given their rights. Specialized educational services will be provided to children with special needs, and efforts will be made to strengthen the overall inclusive education system and make education more accessible to all children. Improving the quality of human resources, guaranteeing that all students have equal access to special education services, and raising public awareness about the significance of inclusive education are all crucial if we want to see an increase in the effectiveness of inclusive education policies. Therefore, it is desired that all children, including those with special needs, would have equal and adequate educational opportunities.

Exploring disproportional use of exclusionary punitive practices by disability group: Evidence of higher disproportionality in low‐SES Chilean students with ADHD

AbstractAlthough inclusive education policies conflict with punitive discipline measures, inclusion in mainstream schools may coexist with or allow such exclusionary punitive discipline. In Latin America, however, there is scarce research on how punitive measures are distributed, and if and how they affect students with disabilities enrolled in regular school settings. The purpose of this study was to characterize the occurrence of punitive exclusionary practices among students with disabilities enrolled in mainstream schools. We analysed reports from a national sample of Chilean students (N = 447,697) and parents on the frequency of punitive exclusionary discipline practices to identify the contribution of individual, classroom and school factors to student exclusion from general education settings. Individual characteristics included different disability groups. Multilevel logistic regression results consistently showed that students with ADHD were more likely to receive disciplinary exclusions, both in primary and in high school, with an odds‐ratio increase from 30% to nearly 150%, with higher rates for low‐SES students with ADHD. These findings suggest that in Chile, student‐level factors of gender, class and disability are strongly associated with exclusionary punitive discipline in schools. We discuss the intersectional dynamics of gender, class, race and disability in disciplinary processes of exclusion.

Integrated School Teachers’ Experiences on Implementing Inclusive Education Policy of Nepal

This study entitled “Integrated School Teachers’ Experiences on Implementing Inclusive Education Policy of Nepal” was carried out to investigate the experiences of integrated school teachers in implementing inclusive education policy of Nepal. The study had been carried out by selecting ten integrated schools of Kathmandu valley by convenience sampling method. Ten special education teachers and ten physical education teachers from each schools were selected by purposive sampling method. Semi-structured interview schedule was prepared and administered to the participants through telephonic interview. The interview questions were reviewed by a physical education and special education experts to maintain its reliability. The study found that teachers have been experiencing low self-awareness about educating students with disabilities. They also experienced serious lacking in their knowledge and skill in them and also their perceptions towards inclusion was immature. They want their school administration to be more responsible and active in developing inclusive culture inside the school and also urged to provide them the opportunities of their professional development through training and exposures.

Democracy and Inclusive Education Policy in Post-1994 South African Schools: Goal, Tension, and Struggle

Globally, the idea of inclusive democracy is synonymous with the participation, deliberation, and representation of citizens in the management of the affairs of nation-states. In the light of this global picture, South Africa's constitutional democracy and its inclusive education policy ensure the right to education for school-going children (from foundation, to the intermediate and senior phases). Unfortunately, the zones of exclusion (i.e. difficulties to exercise the right to education) have shown that in post-apartheid South African schools, inclusive education gains have not been enjoyed by the intended recipients-the learners. This means that despite the formalisation of inclusive education policies by the state, substantive inclusion (i.e. active participation, deliberative engagement, and participatory representation) remains a distant dream for many school-going children in South Africa. Against this backdrop, the authors show that formal inclusive policy in schools in South Africa is split between social changes on one hand, and political democracy on the other. Consequently, the authors support the call for a continual struggle by (or for) educable learners who fall within the zones of exclusion in post-1994 South Africa. Ultimately, the authors argue that the realisation of substantive inclusive education depends on the protests of the excluded, who struggle in the interstices of zones of exclusion that have created and deepened the gulf between the ideal and the achievement because democratic inclusive education is at a crossroad; it is extended and dragged in opposite directions in post-1994 South Africa schools.

A REVIEW OF INDONESIAN INCLUSIVE EDUCATION RESEARCH IN ELEMENTARY SCHOOL : FROM 2015-2022

This study utilizes a systematic literature review to (1) identify research subjects, (2) research subthemes, (c) research methodologies, and (d) research results in Indonesian primary schools. The PRISMA methodology was used to examine numerous literatures with similar topics in this study. The SINTA database is used for the article search. The PRISMA paradigm is implemented in four stages: identification, selection, classification, and inclusion. 37 papers were analyzed from these stages to get ready an overview of the findings. The study's findings show that the three primary themes that have emerged as the focus of inclusive research in Indonesia are the implementation of inclusive education, inclusive education policy, and the teaching and learning process in inclusive education. In general, the analysis of the literature shows that the implementation of inclusive education is proceeding as expected, with public schools beginning to accept the presence of children with disabilities in one moment of learning, with no discrimination against them by the teacher or the students themselves. However, the implementation of inclusive education is hampered by a shortage of competent human resources in dealing with children with special needs, therefore, instructors must be able to seek assistance and increase competency to enable better learning.

Parental perception of inclusive education: mothers’ narrative construct of the school space

ABSTRACT For many decades the emphasis of inclusive education policies in England and Western countries has been on schools and educational professionals. Recent research on the concepts of family and parents’ involvement in their children’s education emphasises reciprocity and shared responsibility between family and school programmes and recognises that schools play an important role in supporting families and encouraging them to become actively involved in schools. This approach requires further empirical knowledge about parents’ experience of school space, the cultural and linguistic resources in families, parental aspirations and expectations and, significantly, their own biographical experience of education. This article focuses on perceptions of school space as described by mothers of primary and pre-primary school children who participated in the EC H2020 Inclusive Education and Social Support to Tackle Inequalities in Society (ISOTIS) project qualitative study (2017–2019) in England. The variety of local and personal contexts within these cases allowed for comparative analyses that reveal the impact of mothers’ experiences on their perception of school space. The article addresses a wide range of ways for parents’ involvement in their children’s schooling, such as individual, social and cultural.

An Inclusive Early Childhood Education Setting according to Practitioners’ Experiences in Yogyakarta, Indonesia

In Indonesia, the definition of inclusive education tends to be a narrow one. Even though the goal of the national policy on inclusive education underlines non-discrimination for all learners, early childhood education (ECE) practices still do not accommodate every child’s needs. This study focuses on inclusive practices in ECE by exploring the provision of inclusive ECE in Yogyakarta, one of the big cities in Indonesia, where ECE inclusive pedagogy has been implemented for more than five years. By exploring ECE practitioners’ experiences, this study aims to discuss the (mis)alignments between inclusive education policy and practices. The data sources are two-fold. First, we conducted online interviews with ECE manager and teachers (N = 5). The second form of data comprised ECE teachers’ online discussions on the topic of inclusion. The data collected were analysed using a thematic analysis method. The results indicate that distributed leadership, an organisational culture that respects diversity, and inclusive ECE pedagogy are the main aspects that need to be developed to enable inclusive ECE.