Inclusive Education Practices Research Articles

Inclusive Change in Saint Vincent and the Grenadines: A Collaborative Autoethnography

In many countries, including those in the Caribbean, there has recently been an increasing demand for professional development on inclusive educational practices This need for high-quality professional development is in line with the United Nations Educational, Scientific and Cultural Organization’s (2016) call for inclusion of all children by 2030. Recently, our team was asked to provide professional development to educators in Saint Vincent and the Grenadines that focused on evidence-based practices for students with special education needs. Over the course of 3 years, this service work evolved into a multi-faceted pilot of inclusive education, whereby students with special education needs transitioned from a segregated school into mainstream schools. In this article, we present a collaborative autoethnography that highlights our collective experiences. Our self‑reflections chronicle our experiences and accompanying perceptions gained through providing support and education to educators, students, schools, community, and families in Saint Vincent and the Grenadines over a 3-year period, as they prepared for this transition to inclusion. In collectively reviewing our self-reflections, we discovered three major themes at the heart of our service work: (a) “barriers to inclusion,” (b) “the importance of relationships,” and (c) “transformation.” In discussing these three themes, we explore the successes and challenges we experienced throughout these service projects. What follows is a discussion of our reflective musings related to these experiences as shared critical knowledge for sustainable inclusion work within the Caribbean and beyond.

Investigating Inclusive Education Practices of Teachers in Selected Primary Schools in the Wassa Amenfi West District, Ghana

This article presents findings on the current status of inclusive education practices in Wassa Amenfi West District in the Western Region of Ghana.The population comprised in-service teachers in the country.The key objective of the study was to survey the views of teachers on the extent to which the pilot inclusive education project has been implemented in the District after the implementtion of Inclusive Education in the country.The approach to the study is quantitative with the cross-sectional descriptive as its design. We collected data from 50 teachers of inclusive primary schools in the Wassa Amenfi West District. Data analysis involved percentages and frequencies of multiple-scaled items. Findings revealed that teachers adapt the curriculum in diverse ways. The schools’ environments somewhat promoted access for learners with disabilities. Teachers had knowledge in identifying learners with special needs in the classroom but admitted that they were deficient in skills in Individualised Education Plans (IEP).It can be concluded a lot more needs to be done in terms of infrastructural modification as well as training of teachers, especially, in IEP preparation. It is suggested solutions to improve the current practices will require whole-school professional development and the provision of specialised equipment and materials.

LIVED EXPERIENCES OF RECEIVING TEACHERS IN HANDLING BEHAVIORAL ISSUES OF STUDENTS WITH SPECIAL NEEDS

This qualitative phenomenological study provides a comprehensive exploration of the challenges, strategies; coping mechanisms, and insights experienced by receiving teachers in addressing behavioral issues among students with special needs in inclusive education settings. Through in-depth focus group discussions with five receiving teachers from Island Garden City of Samal, Davao Del Norte, the study exposes the real struggle and complexities of managing diverse behavioral concerns. The thematic analysis uncovers the intricate web of both academic obstacles and behavioral manifestations, prompting the development and implementation of tailored strategies, including individualized behavior plans and collaborative problem-solving approaches. Moreover, the study highlights the vital role of coping mechanisms, such as seeking support from colleagues and prioritizing self-care practices amidst the demanding educational landscape. The insights gleaned from teachers lived experiences underscore the transformative potential of empathy, adaptability, and inclusive teaching methodologies. Ultimately, the research advocates for targeted professional development initiatives and collaborative support networks to empower receiving teachers to effectively navigate the unique challenges presented by students with special needs, especially students with behavioral issues. By promoting inclusive and supportive learning environments, this study contributes significantly to the enhancement of special education practices and resources. KEYWORDS: Special Education, Behavioral Issues, Receiving teachers, research, teaching, Inclusive Education, and special education practices.

Examining teachers' perceived competence in implementing inclusive education practices in the United Arab Emirates

AbstractInclusive education in the United Arab Emirates (UAE) is evolving with ambitious policies and strategic plans. The extent to which these policies and plans are being embedded into practice in mainstream schools across the country has not been fully captured. This research used an online survey to investigate teachers' perceived competence in implementing inclusive education practices with students with disabilities in mainstream schools and explore its relationship with demographic variables. Participants included 999 teachers from public and private schools across the seven Emirates of the UAE. Greater competence was reported in implementing practices that create an environment conducive to effective learning and less competence in implementing practices that use knowledge of the student. Differences were found between demographic variables and teachers' perceived competence in implementing inclusive education practices with recent professional development in inclusive and/or special education emerging as the most significant predictor. Implications for practice and further research are considered.

DIGITALIZATION OF EDUCATION IN RURAL SCHOOLS: A STUDY OF ACCESS, UTILIZATION, AND IMPACT TOWARD DIGITALIZATION IN BANGLADESH

Digitalizing education in rural areas, particularly in countries like Bangladesh, presents challenges and opportunities. With the increasing availability of technology, there is a growing interest in understanding how digital education can be effectively implemented in rural schools to enhance learning outcomes. This study explores the impact of digital technologies on education in rural schools in Bangladesh, focusing on Access and utilization. Understanding the implications of digitalization for rural schools is important for informed policy-making. This study investigates the current status of digital education and its prospects in rural Bangladesh. It aims to explore the Access, utilization, and impact of digitalization in educational settings, focusing on rural schools. The study uses a mixed-methods approach to assess digitalisation in rural education, including surveys, interviews, focus groups, and observation. It examines Access to digital resources, identifies barriers to integrating technology in learning, and explores the use of digital tools and platforms in teaching and learning from both teacher and student perspectives. This study analyzes the impact of digitalization on education in rural schools in Bangladesh. It aims to uncover the benefits and challenges of digital transformation and assesses the role of government initiatives, educational policies, and community involvement. The findings of this study highlight the need for targeted interventions to address the digital divide in rural education. While digitalization shows promise in enhancing educational experiences, there is a call for comprehensive strategies that consider infrastructure development, teacher training, and curriculum integration to realize its full potential in rural schools. This study sheds light on technology in rural Bangladesh education, providing insights for policymakers and educators. It aims to enhance digital literacy and promote inclusive educational practices.

Performance Analysis of Inclusive Learning Support System and Adaptive Curriculum Development on Academic Success and Independence of Students with Disabilities in Central Java

This study investigates the performance of inclusive learning support systems and adaptive curriculum development on the academic success and independence of students with disabilities in Central Java, Indonesia. A quantitative research approach was employed, with data collected from 125 participants representing students, teachers, parents, and educational professionals involved in inclusive education programs. Structural Equation Modeling (SEM) with Partial Least Squares (PLS) path modeling was utilized to analyze the data. The measurement model demonstrated strong reliability and validity, while the structural model revealed significant positive relationships between inclusive education strategies, academic success, and independence of students. Discriminant validity was established, and the estimated model demonstrated acceptable fit and predictive relevance. Regression results further supported the positive impact of inclusive learning support systems and adaptive curriculum development on the academic success and independence of students. Overall, the findings highlight the importance of inclusive education practices in promoting positive outcomes for students with disabilities and underscore the need for continued efforts to enhance the inclusivity and effectiveness of educational programs in Central Java.

Inclusive educational practices: Psychological challenges in South Africa

This study examines the specific challenges faced by practitioners in the field of psychology directly related to inclusive educational practices in South Africa. Intern psychologist, psychologists, psychometrist and other practitioners in the field of mental health provide crucial support to the Department of Basic Education in terms of Inclusive Education. These practitioners are situated in various fields for example, within Government Departments (Health, Education, Social Development, etcetera), private practice and Non-Government Organisations or Community-Based Organisations. The practitioners usually work within a multi-collaborative framework and often from a multi-systemic perspective to provide support to a network of colleagues and teachers, parents and learners who require intervention at schools within an inclusive education environment. A group of mental health practitioners who worked directly in inclusive educational practices (non-probability - purposive sampling), in a variety of sectors, were interviewed to determine the challenges they faced related to inclusive educational practices in South Africa. A variety of practitioners (n = 5) from each group of participants were approached (psychologists, intern psychologists, social workers) and interviewed. The total number of participants is n = 20. The participants completed a consent form, offered complete anonymity and confidentiality if they so desire and provide consent to complete the questionnaire. All institutional ethical procedures were followed. The findings revealed that South African practitioners in the field of psychology who worked directly in inclusive educational practices experienced challenges, and these are sometimes based on the setting in which they practiced. The study provided possible recommendations that may be implemented.

Publication performance and trends in virtual reality research in education fields: a bibliometric analysis

AbstractVirtual Reality (VR) technology has the potential to enhance education by providing immersive and engaging learning experiences that can improve teaching and learning outcomes. While there is a growing interest in utilizing VR in education settings, further research is needed to understand its pedagogical effectiveness and address associated considerations and challenges. This bibliometric study comprehensively analyzes 1,157 relevant articles from the Social Science Citation Index (SSCI) and the Science Citation Index Expanded (SCI-EPANDED) to gain insights into the current state of VR integration in education. The analysis revealed variation in VR adoption and research output across countries and institutions, underscoring the importance of collaboration and knowledge-sharing in the field. Key research areas and trends, such as the use of VR for skill development and training, were identified. Additionally, the study highlighted the need for more research on the pedagogical effectiveness of VR. The findings carry practical implications for guiding future research shaping policy decisions and advocating for a concerted effort to harness VR’s capabilities in education. This study serves as a practical roadmap, promoting the implementation and improvement of VR technology and fostering equitable and inclusive educational practices.

Inclusive Education Practices: A Review of Challenges and Successes

Inclusive Education Practices: A Review of Challenges and Successes

Implications of Philosophical Thinking on the Practice of Inclusive Education in a Social Context

Inclusive education refers to an education system that allows all children without exception to learn together in one classroom. Inclusive education is based on philosophical thinking that emphasizes equality, social justice, and respect for diversity. The purpose of this study is to analyze the implications of philosophical thinking for the practice of inclusive education in a social context. This study applies a qualitative research approach, using a literature study as a data collection technique. The collected data were analyzed through three stages, namely data reduction, presenting data, and drawing conclusions. The results show that philosophical thoughts on equality, social justice, and respect for diversity form the basis for inclusive education practices. Philosophical thinking has significant implications for inclusive education practices. Inclusive schools that are based on strong philosophical thinking have greater potential to achieve their goal of providing quality and equitable education for all children

Assessment of Reasonable Accommodations and Adaptations for Learners with Autism Spectrum Disorders in Inclusive Elementary Schools of Tanzania

This study investigated the reasonable accommodations and adaptations for learners with Autism Spectrum Disorders in inclusive education settings. The study employed multiple case study design, with unstructured interviews, non-participant observation and focus group discussions as data gathering tools. A total of 24 respondents participated in the study. Data were thematically analysed method with the aid of Nvivo12 computer software. The study revealed that learners with autism spectrum disorders do not have the right support structures and appropriate reasonable accommodations and adaptations. The findings also earmarked the use of different materials and methods for learners with Autism spectrum disorders. Insufficient sensory stimulation and the shortage of trained teachers compromised effective learning for autism disorder individuals. The study concludes that the practice of inclusive education for learners with autism spectrum disorders in Tanzanian elementary schools has a long way to go. The need to have clear guidelines and directives on the appropriate implementation of the National Strategy for Inclusive Education (NSIE), particularly for learners with ASD in elementary schools, is highly recommended.

Humanizing assessment: decolonizing, historicizing, and communing with language-minoritized communities

ABSTRACT Drawing from humanizing pedagogies (Bartolome, 1994; del Carmen Salazar; Freire & Ramos, 1993) and humanizing research (Paris & Winn, 2013), in this article I propose an approach to humanizing assessment that begins with the position that inclusive and equitable educational opportunities and assessment practices that meet the needs of culturally and linguistically diverse learners from minoritized communities serve to improve the quality of education for all learners . Humanizing assessment works toward assessment approaches that are (1) decolonizing; (2) historicizing; and (3) communing to counteract decades and centuries of harmful testing consequences . This paper focuses on ways to move forward if or when assessment is necessary through participatory, community-building efforts.

The Educational Journey of Students With Disabilities in Saudi Arabia: From Isolation to Inclusive Education

In recent years, the Kingdom of Saudi Arabia has put considerable effort toward improving justice and equity for people with disabilities in education. One of the three main dimensions of Saudi Arabia’s Vision 2030 program is to support all citizens, especially those with disabilities. However, more efforts are still needed to achieve meaningful inclusive education. This analysis sheds light on the challenges, successes, and important factors that have affected the educational landscape for individuals with disabilities in Saudi Arabia and offers recommendations for improving and sustaining inclusive educational practice. In particular, technology solutions need to be implemented to provide effective training for special education professionals, and the current curriculum should be reevaluated to suit special education standards. Preparing special education teachers and other personnel to adapt the curriculum to suit students with disabilities is an important step toward full inclusion in Saudi Arabia.

ESTRATEGIAS DE ENSINO PARA ALFABETIZAR ESTUDANTES COM DEFICIÊNCIA VISUAL

This study addressed the challenge of identifying effective teaching strategies for literacy education of students with visual impairments. The main objective was to analyze and discuss various pedagogical approaches and the use of assistive technologies to facilitate the learning process for these students. The methodology consisted of a literature review, focusing on works that explore inclusive educational practices and the use of adaptive and technological resources in teaching for people with visual impairments.The findings indicated that adaptive strategies, including the use of tactile materials such as Braille books and three-dimensional models, as well as the integration of assistive technologies, like educational software and screen reading devices, are importante for promoting inclusion and accessibility. The analysis highlighted the significance of educator training for the effective implementation of these strategies and the continuous need for the development of accessible assistive technologies.The final considerations emphasize the need for genuinely inclusive educational practices, allowing students with visual impairments to fully participate in the educational process. The importance of public policies and initiatives that encourage research and innovation in assistive technologies, as well as the training of educators qualified to meet the specific needs of these students, was underscored.

Developing Classroom Community Agreements to Cultivate a Critically Compassionate Learning Community

A classroom community agreements activity is described to cultivate a critically compassionate learning community. Reflections on co-developing and implementing these agreements in collaboration with college students are described. By facilitating opportunities for critically reflexive dialogues with students, a set of agreements are developed and incorporated into the learning environment. Thus, the agreements can help inform values and practices for critical consciousness learning among students, and can help educators engage inclusive teaching practices. When developed with students, these agreements can support the diverse, equitable, and humanizing learning spaces that are necessary to support student academic thriving.

Learner Engagement and Demographic Influences in Brazilian Massive Open Online Courses: Aprenda Mais Platform Case Study

This paper explores the dynamics of student engagement and demographic influences in Massive Open Online Courses (MOOCs). The study analyzes multiple facets of Brazilian MOOC participation, including re-enrollment patterns, course completion rates, and the impact of demographic characteristics on learning outcomes. Using survey data and statistical analyses from the public Aprenda Mais Platform, this study reveals that MOOC learners exhibit a strong tendency toward continuous learning, with a majority re-enrolling in subsequent courses within a short timeframe. The average completion rate across courses is around 42.14%, with learners maintaining consistent academic performance. Demographic factors, notably, race/color and disability, are found to influence enrollment and completion rates, underscoring the importance of inclusive educational practices. Geographical location impacts students’ decision to enroll in and complete courses, highlighting the necessity for region-specific educational strategies. The research concludes that a diverse array of factors, including content interest, personal motivation, and demographic attributes, shape student engagement in MOOCs. These insights are vital for educators and course designers in creating effective, inclusive, and engaging online learning experiences.

Accessibility and Inclusion of Students with Disabilities in University of Dhaka: Transforming the University in Line with Sustainable Development Goals

This study aimed to explore what constitutes an accessible and supportive environment for promoting inclusive education for all students with a particular focus on students with disabilities (SWDs) aligning with the plea of SDGs in the University of Dhaka. Thus, the general objective was to come up with a holistic understanding of inclusive education practices by comprehensive analysis of features related to accessibility, reasonable accommodation and Universal Design for Learning (UDL) for SWDs, also of exploring the scopes, limitations and challenges prevalent in the process. The objectives of the study required both confirmatory and exploratory approaches, thus demanding to adopt a mixed-method research approach that allowed researchers to choose a flexible ‘within- stage-mixed model design’ with emphasis on qualitative approaches of data collection and analysis. Semi-structured interview schedule as data collection instrument yielded qualitative data that was analyzed using descriptive and thematic analysis framework (Braun & Clarke, 2006). The findings shed light on the existing scopes, limitations and challenges in the learning environment of the university in addressing the learning needs of SWDs. The findings also produced valuable information for transforming University of Dhaka towards a recognized disable-friendly university with an impact ranking, as well as with a QS Star University Rating on Inclusiveness. Teacher’s World: Journal of Education and Research, 49 (1), 205-225

Gender Dynamics in High School Mathematics Education: Impact of Teachers and School Environment on Female Students Attitudes and Achievement

This study investigates the impact of teacher gender and school type on the attitudes and academic performance of female high school students in mathematics. Utilizing a sample of 262 final-year high school girls and 10 mathematics teachers from both mixed-gender and single-sex schools in the Sunyani West District located in Ghana, the study employs surveys and achievement tests to gather quantitative data. Statistical analyses reveal several key findings. Male and female teachers shared similar beliefs regarding female students in general. Significant differences emerged in perceptions of students' mathematical abilities. Girls taught by male teachers exhibited lower anxiety levels (t (260) > 1.96, p < 0.05) and higher self-confidence (t (260) > 1.96, p < 0.05) in mathematics compared to those taught by female teachers. Additionally, mixed-gender schools fostered more positive attitudes towards mathematics among female students compared to single-sex schools (t (260) > 1.96, p < 0.05). There were positive correlations observed between students' attitudes towards mathematics and their academic performance, highlighting the importance of teacher-student relationships in shaping students' perceptions and achievements in mathematics. These findings underscore the need for inclusive teaching practices and the recruitment of qualified mathematics educators to support the academic success of female students in mathematics. Future research could explore the disparate treatment of male and female students in mathematics classrooms and investigate effective pedagogical strategies to promote equitable learning outcomes.

Elementary teachers’ pedagogical competencies in supporting students with learning difficulties

<span lang="EN-US">Pedagogical competency is one of four competencies that all teachers need to be proficient within the Indonesian National Teaching Standards. Yet, there is limited understanding of how these competencies relate to inclusive education practice. This study used a combination of survey and interview data to explore the pedagogical skills of elementary teachers working in inclusive schools. Survey data showed that teachers utilized a range of accommodations and modifications within their classrooms to assist them to be inclusive of all students. These accommodations and modifications were often associated with support from other persons (e.g., shadow teacher, parents, peers). While teachers expressed frustration with the learning of students, interview data found that teacher frustration was more about their perceived inability to meet the needs of students. Directions for on-going work to investigate and enhance teacher pedagogical competence within the context of inclusive education Indonesia are discussed.</span>

Геймификация в образовании как фактор формирования актуальных профессиональных компетенций

The article considers aspects of the use of gamification in education as a factor in the formation of professional competencies. In the context of learning, gamification is understood as a certain technology associated with the introduction of game components into the educational process based on the use of algorithms that were previously used in various computer gaming programs. Such trends in educational practice, in the context of the use of gamification, as the systematization of practical experience in the use of gamification and the development of its theoretical and methodological foundations are highlighted; the focus on achieving certain educational results is the formation of professional competencies within the framework of educational activities; the use of gamification in teaching various disciplines of the curriculum: foreign languages, engineering specialties, in inclusive educational practice, in management, in marketing, etc. In the context of digital transformation of education, the implementation of gamification forms the necessary motivation for educational activities, expands the boundaries of professional and personal development for all subjects of educational activity. Gamification allows you to implement various psychological and pedagogical techniques and methods to achieve learning goals, including the differentiation of strategic and tactical goals when completing course assignments, maintaining the necessary level of attention and concentration of students, combining various options for the complexity of tasks performed and on this basis identifying the abilities of participants to solve these tasks in a timely manner, modeling and implementing various game situations for the formation and development of certain professional competencies, etc. In the context of the development of the digital economy, globalization and informatization of educational activities, gamification optimally complements the already existing traditional training, with an emphasis on the use of game techniques in education, the involvement of gamification participants in solving collective tasks, achieving personal and group goals when completing the course in the form of a game, revealing their abilities precisely within the framework of team tasks and, thus, forming the necessary relevant professional competencies within the framework of educational activities.