Inclusive Education Practices Research Articles

INCLUMUSIC - NEW SKILLS FOR INCLUSIVE HIGHER MUSIC EDUCATION INSTITUTIONS

IncluMusic is a project aimed at promoting the inclusion of students with special educational needs (SEN) and disadvantaged backgrounds in Higher Music Education. Starting from the analysis of the „state of the art” that shows a lack of specialised support and a poor practical implementation of inclusive policies for these students in most EU countries, the IncluMusic project envisages the creation of a pilot programme to train music teachers, administrative staff and tutors specialised in inclusive music education. The ultimate goal is to develop new approaches for the education of students with special educational needs in higher music education institutions and to create a community committed to inclusive teaching practices within the AFAM sector.

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>

Innovative teaching methodologies in the era of artificial intelligence: A review of inclusive educational practices

Artificial intelligence (AI) is revolutionizing the field of education, offering new opportunities to enhance learning experiences and promote inclusive educational practices. This review explores the impact of AI on teaching methodologies and its role in creating inclusive learning environments. By examining current research and practices, this review highlights the potential of AI to address diverse learning needs and promote equity in education.The review begins by discussing the role of AI in personalized learning, where AI algorithms analyze student data to provide tailored instruction and feedback. This approach allows educators to cater to individual learning styles and preferences, ensuring that all students have access to high-quality education. Additionally, AI-driven adaptive learning systems can identify and address learning gaps, providing targeted interventions to support students who may be struggling. Furthermore, the review explores the use of AI in facilitating collaborative learning environments, where students work together on projects and tasks. AI technologies can enhance collaboration by providing tools for communication, coordination, and knowledge sharing. This approach promotes inclusivity by allowing students to contribute their unique perspectives and skills to group projects. The review also discusses the potential of AI in promoting accessibility and inclusivity for students with disabilities. AI-powered assistive technologies can provide additional support and accommodations, allowing students with disabilities to fully participate in educational activities. Additionally, AI-driven captioning and translation tools can improve accessibility for students who are deaf or hard of hearing, as well as those who speak languages other than the primary language of instruction. Overall, this review highlights the transformative potential of AI in education and its ability to promote inclusive educational practices. By leveraging AI technologies, educators can create more personalized, collaborative, and accessible learning environments, ensuring that all students have the opportunity to succeed.

Parental and Community Involvement in Promoting Inclusive Education: A Focus on Pakistan

Parents and community play a central role in developing inclusive educational practices, with parental involvement being a key driving force. This discussion paper critically examines global research on parental and community involvement, understanding its various dimensions in line with inclusive education. It highlights the significance of collaboratively developing and implementing educational plans through working with schools, parents, and communities. The importance of synergic collaboration among stakeholders is emphasised, providing a conducive learning environment for all students, including those with special needs. Various models, and strategies for parental and community involvement are discussed, considering cultural and contextual factors. Building trust, open communication, and mutual respect are crucial for greater parental involvement. This paper explores using schools as a means of negotiating conflicts between home and school, draws benefits of increasing parent and community involvement, and provides recommendations to policymakers and practitioners for enhancing their involvement in addressing Pakistan’s crucial educational challenges.

The missing study groups: Liminality and communitas in the time of COVID‐19

AbstractWe examine the impact of the coronavirus pandemic on teaching and learning in an Engineering School of a large US research university. We focus on the adjustment of instructors as they converted their courses to distance teaching and learning formats (e.g., virtual sessions, online forums) and on bachelor student experiences with those changes. While both instructors and students experienced liminality, the pandemic affected these groups differently. Instructors attempted to form communitas with their students by prioritizing their teaching responsibilities, increasing the accessibility of course materials, and being more available to students compared to pre‐pandemic times. However, students struggled to adapt to online learning contexts which lacked the sense of togetherness previously offered by in‐person classes, study‐groups, tutorial sessions, and communal study spaces. Unable to interact with their peers and create communitas, learning online proved to be an ineffective “solution.” Interacting with classmates and working in study groups are among the practices that can help students adjust to course delivery changes, even if it means those cultural practices go virtual. We argue that higher learning institutions, regardless of type (e.g., R1, R2, liberal arts, community colleges), should strengthen their remote teaching approaches. However, those strategies should incorporate: building strong relationships within and across roles, designing inclusive teaching and learning practices that take the contexts in which students learn into account, increasing spaces for peer‐to‐peer learning, and becoming proficient in the technologies needed to teach virtually.

Interventions for challenging behavior of autistic students in general education settings: A systematic literature review

BackgroundAs the prevalence of autism spectrum disorder (ASD) increases, the number of students with ASD receiving their education in general education settings continues to rise. Yet, teachers are often underprepared to address the behavioral needs of autistic students in inclusive settings, which often leads to negative school outcomes. Currently, no review has systematically examined the characteristics and effects of behavioral interventions specifically for autistic students in general education settings. The purpose of this systematic literature review was to identify and synthesize empirical studies of interventions aimed at reducing the challenging behavior of students with ASD in general education settings. MethodA literature search was conducted across three academic databases, yielding 9561 articles that were screened for eligibility against a set of inclusion criteria. Additionally, an ancestral search of included articles and a pearling search of recent systematic reviews and meta-analyses on similar topics were conducted. Finally, 12 articles were descriptively synthesized. ResultsA lack of participant diversity in relation to disability, age, and race was found across the studies. Majority of the interventions were effective and interventions informed by functional behavioral assessments consistently yielded strong effects. Joint implementation of interventions was the most common form of researcher-practitioner collaboration, with a relative lack of studies involving practitioners in designing interventions. ConclusionsFindings of this review imply a broader issue of restrictive educational placement policies for autistic students who engage in challenging behavior and a critical need to support educators to implement more inclusive educational and behavior management practices.

FACULTY ENGAGEMENT IN INTERNATIONAL STUDENT SUCCESS: A REVIEW OF BEST PRACTICES AND STRATEGIES

This review investigates the pivotal role of faculty engagement in enhancing the success of international students within higher education settings. Recognizing the increasing diversity of student populations globally, the study aims to synthesize existing research to discern effective strategies for supporting the academic, social, and cultural integration of international students. By examining the impact of faculty involvement both inside and outside the classroom, this review sheds light on best practices that contribute to the broader discourse on internationalizing higher education. The review explores the multifaceted dimensions of faculty engagement and its correlation with international student success. Within the classroom, effective teaching methodologies, inclusive pedagogical approaches, and culturally responsive practices are identified as key factors influencing the academic achievement and retention of international students. Moreover, fostering an inclusive learning environment that embraces diverse perspectives and encourages active participation is crucial for promoting student engagement and satisfaction. Beyond the classroom, the review delves into the importance of faculty involvement in co-curricular activities, mentorship programs, and community engagement initiatives. By actively participating in extracurricular events, faculty members can facilitate cross-cultural interactions, provide social support networks, and promote a sense of belonging among international students. Additionally, mentorship programs led by faculty mentors offer personalized guidance, academic advice, and cultural adjustment assistance, thereby nurturing the holistic development of international students. Furthermore, the review highlights the significance of faculty training and professional development in preparing educators to effectively support diverse student populations. Cultivating intercultural competencies, understanding the unique challenges faced by international students, and adopting inclusive teaching practices are essential components of faculty development initiatives. This review underscores the critical role of faculty engagement in fostering academic success, social integration, and overall well-being of international students. By synthesizing research findings and identifying best practices, this study contributes to the advancement of strategies for internationalizing higher education institutions and promoting inclusive excellence.
 Keywords: Faculty Engagement; International Student; Success; Best practices; Strategies.

Mapping Teachers’ preparedness to Teach and Support Children on the Autism Spectrum in Ras Al Khaimah

According to the World Health Organization, autism is one of the most common disabilities in the world. The number of children with a diagnosis of autism continues to rise globally, including in the United Arab Emirates (UAE). Research has established that appropriate educational provision is one of the best ways to support children and young people on the autism spectrum and that teacher attitudes have a significant influence on the inclusion of these students in school. However, very little research has been undertaken in the UAE. To address this gap, this study was conducted in Ras Al Khaimah to understand teachers' current knowledge and attitudes toward students on the autism spectrum. Using an online questionnaire, thirty-nine responses were collected from Ras Al Khaimah teachers. The results show that teachers have a mixed knowledge of autism; they demonstrate a good understanding of autism in some areas but also lack information or knowledge in others. Similarly, while they are in favor of inclusive education as a concept, they also expressed concerns about including students who may need additional support because of their communication or behavioral differences. Based on the research findings, this paper recommends steps that can be taken to increase inclusive educational practices for students on the autism spectrum in the emirate.

Who is taking dance electives, when, and for how long? Adolescents’ dance participation and persistence in middle and high school

ABSTRACT Inclusive and equitable dance education practices remain an important issue in United States public school settings. We explore adolescents’ participation in public school dance electives through the examination of an ethnically diverse, longitudinal sample of students living in Miami, Florida (N = 24,368), as they progress through secondary school between the 2009–2010 and 2015–2016 academic years. We describe participation rates in dance electives and give results from linear probability regression models showing the characteristics (demographics, school readiness skills, prior school suspension, attendance, and academic achievement) of adolescents who enroll and persist in dance electives between middle and high school. We found that 14% of students enrolled in a dance elective during middle school and only 2% of students did so in high school. The highest levels of uptake in dance electives occurred in 7th and 9th grade. Most adolescents enrolled in a dance elective for only one academic year. Ethnicity, gender, disability status, and prior academic performance were significant predictors of initially selecting into a dance elective in middle school, and for persisting in a dance elective in high school. These results prompt further discussion of the integration of inclusive dance pedagogy in public school contexts.

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

Inclusive Education Practices: Fostering Diversity and Equity in the Classroom

This journal article examines inclusive education practices with a focus on fostering diversity and equity within the classroom. Recognizing the importance of accommodating diverse learning needs, the study explores strategies and approaches to create an inclusive educational environment. The research underscores the significance of adopting a student-centered approach that acknowledges and respects individual differences. It delves into the implementation of flexible instructional methods, personalized learning plans, and varied assessment strategies to cater to a broad spectrum of learners, including those with diverse abilities and backgrounds. Furthermore, the article investigates the role of teacher professional development in promoting inclusive practices. It explores how educators can enhance their skills and knowledge to create inclusive classrooms that embrace diversity. The study emphasizes collaborative efforts among educators, support staff, and administrators to create a cohesive and inclusive learning community. The examination of curricular adaptations and the incorporation of universal design principles are also key focal points. The article assesses how modifying curricula to be more accessible and designing learning materials that accommodate diverse learning styles contribute to an inclusive educational experience. In conclusion, this article contributes valuable insights into inclusive education practices, shedding light on the importance of fostering diversity and equity in the classroom. By adopting student-centered approaches, promoting teacher professional development, and implementing inclusive curricular adaptations, educators can create environments that celebrate differences and provide equal opportunities for all learners. The findings have implications for educators, policymakers, and stakeholders committed to advancing inclusive education on a broader scale.

‘How can I do it?’ Inclusive faculty members make recommendations for carrying out inclusive teaching practices

Inclusive education at the university requires a commitment from staff and faculty to guide higher education towards equality and equity. The scientific literature suggests that the success of students with disability depends, to a large extent, on the attitude of faculty members and their willingness to make adjustments. Faculty who carry out inclusive practices are characterised by being accessible, making adjustments and adaptations and providing adapted materials and flexible assessment. Therefore, the learning context is basic to the educational inclusion of these students and depends largely on the role played by the faculty. The aim of this study was to provide recommendations made by 42 inclusive Education Science faculty members to other faculty members who have students with disability in their classrooms for the first time. A qualitative methodology was followed. Specifically, the biographical-narrative methodology was used, and the analysis of the data was defined by its narrative nature. The faculty recommended their colleagues to interact constantly with their students, adjust their teaching to respond to their needs, be interested in training, gather information about disability issues and learn about certain characteristics related to the teaching role that favour the educational and social inclusion of students with disability. This study allowed identifying several keys related to inclusive teaching practices in higher education.

Design of Independent Curriculum Implementation for Migrant Students with Autism in Taiwan

Purpose: This research aims to develop a curriculum implementation design tailored specifically for Indonesian migrant students with autism residing in Taiwan. Recognizing the unique needs and challenges faced by this population, the study seeks to address the gap in educational support for migrant students with autism in an international context. By focusing on curriculum development, the research endeavors to enhance the educational experiences and outcomes of Indonesian migrant students with autism in Taiwan. Methods: The research methodology employed is research and development, utilizing the ADDIE (Analysis, Design, Development, Implementation, Evaluation) concept as the framework. This approach allows for a systematic and iterative process of curriculum development, ensuring that the curriculum design is informed by thorough analysis of needs, effective in addressing identified challenges, and responsive to the specific context of Indonesian migrant students with autism in Taiwan. Results and Discussion: The outcomes of the research include the formulation of a comprehensive curriculum design, encompassing the school's vision and mission, learning objectives tailored to the needs of students and the school, and considerations for addressing cultural adaptation and potential challenges such as culture shock. With a focus on student development aspects, particularly tailored to the needs of students with autism, the curriculum design aims to provide a supportive and inclusive learning environment conducive to their growth and development. Implications of the Research: The research findings have significant implications for educational practice and policy, particularly in the context of supporting migrant students with autism in international settings. By developing a curriculum implementation design specifically tailored to the needs of Indonesian migrant students with autism in Taiwan, the research contributes to enhancing the educational experiences and outcomes of this underserved population. Furthermore, the insights gained from this study may inform the development of similar initiatives targeting migrant students with special needs in other international contexts. Originality/Value: This research contributes to the field by addressing a gap in the literature and practice surrounding the educational support for migrant students with autism in international settings. By focusing on curriculum development and implementation, particularly for Indonesian migrant students in Taiwan, the study offers a novel approach to enhancing educational inclusivity and support for this population. The research provides valuable insights and knowledge about the implementation of independent curricula abroad, particularly for migrant students with autism, thereby contributing to the advancement of inclusive education practices in international contexts.

Professional competence of primary education teachers to educate pupils with disabilities

Developments in the practice of inclusive education have led to significant increase of the expectations of a teacher having professional competence. The hitherto ‘two-track’ professional preparation of teachers for their professional role in mainstream and special schools should be replaced by the preparation that enables each teacher to achieve high educational outcomes for all students, including students with disabilities. The aim of the study was to analyze early education teachers’ assessment of their own professional competence to educate students with and without disabilities. A total of 130 teachers participated in the study, in which a diagnostic survey method (Perceived Teacher Professional Competence Questionnaire and Sociodemographic Questionnaire) was applied. The results indicate that both having a background in special education and having experience working with students with disabilities were associated with higher levels of evaluation of a teachers’ perceived competence to work with students with disabilities.

INNOVATIVE SOLUTIONS FOR LEARNERS WITH VISUAL IMPAIRMENTS

This paper explores the integration of innovative solutions in education to address the unique needs of learners with visual impairments. Despite education being a fundamental right, traditional methodologies often overlook this demographic, leading to significant learning barriers. The study examines the impact, efficacy, and potential improvements of assistive technologies (AT) and inclusive educational practices through a detailed review of recent literature. Key findings include the effective use of IT network programs, digital interface augmentation, haptic technology, and collaborative tools that support both visually impaired and sighted learners. By analyzing these technological interventions and educational strategies, the paper aims to highlight best practices, identify existing gaps, and propose directions for future research and development in making education more accessible and inclusive for visually impaired students.

Staff perception on including students with physical disabilities at a South African university.

International and local policy frameworks on disability promote inclusive higher education practices for students with disabilities (SWD). However, the actual application of these frameworks concerning students with physical disabilities (SWPD) in any School of Health Care Sciences (SHCS) is uncertain in South African universities. This study aimed to explore the perceptions of academic and admission staff on the inclusion of SWPD in SHCS at a South African university. The study was carried out at a University of Health Sciences in South Africa. A qualitative study in which respondents (n = 12) were interviewed in depth about their perceptions on the inclusion of SWPD in the SHCS. Thematic analysis was used in the data assessment. The results revealed three main themes: policy discourse, environmental effects on inclusion and SWPD enrolment. Respondents reported the lack of a disability inclusion policy and disability unit to support SWD in general. The respondents also noted that there were environmental challenges that could potentially affect the inclusion of SWPD in SHCS study programmes. Respondents also indicated that there was no SWPD enrolment as the university's current inclusion and/or quota system does not include SWD. The findings of the study showed a lack of disability inclusion policy, environmental challenges and lack of SWPD enrolment. Based on the study findings, it can be concluded that inclusion of SWPD at this university may be negatively influenced. The study findings contribute to the field of disability and the inclusion of SWPD in higher education institutions (HEIs).

Project-based teaching of computer science in inclusive education using digital technologies

Relevance. The relevance of the research is due to the rapid development of information technologies and the digital environment, which requires constant updating of educational methodologies and their adaptation for inclusive educational practices. Purpose. This article aims to research and develop a methodology that would contribute to the effective implementation of project-based learning using digital technologies in inclusive education in the field of computer science. Methodology. The leading method of researching this problem was system analysis. The following methods of scientific cognition were also applied: logical analysis, comparison, synthesis, deduction, and classification. Results. The study reveals the indicators of inclusive education, including student involvement, accessibility, indicators of student achievement, and professional competence of teachers. It also highlights barriers and discrimination, funding, and cooperation. The concept of project-based learning, its functions, and aspects are disclosed. The relationship between project-based learning and inclusive education and the prospects for its application in inclusive education are explored. Four types of approaches in project-based learning that can be applied in teaching computer science are presented. Additionally, a methodology to improve the teaching of computer science is developed. Conclusions. The study considered in detail the main principles, methodologies, and practices that affect the effectiveness and accessibility of inclusive education for diverse groups of students. It justified the prospects of project-based learning methodology as part of an effective strategy for inclusive education. The materials from the study can be used to improve curricula for inclusive classes, providing more effective teaching of computer science through the use of digital technologies. Keywords: educational methodology; personalization; special educational needs; active participation; educational plans; computer literacy

Challenges and Opportunities in Inclusive Education with ICT: Teachers’ Perspectives in the Canary Islands during the COVID-19 Pandemic

This study intends to explore the challenges and opportunities in inclusive education using Information and Technologies (ICTs) during the COVID-19 pandemic from the perspective of teachers based in the Canary Islands. It focuses on the digital division and the implications involved while examining the impact of health on students with special needs (SEN) and Specific Educational Support Needs (SENS). For this research, a validated questionnaire was used to assess educators’ perceptions and attitudes toward the use of ICT in inclusive education practices. It reveals insights into the need for enhanced ICT training, age and gender disparities perceived in ICT proficiency, and the essential role of continuous professional development for teachers. The study highlights the importance of developing inclusive and comprehensive training strategies, as well as the need for educational institutions to provide effective digital resources and platforms. The findings show that students perceive both their ICT skills and the effectiveness of remote teaching methods as moderate, thus emphasizing the necessity for strategic interventions and collaborative efforts to enhance digital competencies in this educational sector.

Cultural-linguistic diversity in Italy and Sweden? A sociomaterial analysis of policies for heritage language education

ABSTRACT In this paper, we critically discuss the impact of policy documents on the construction of national narratives on the provision of support for cultural-linguistic diversity in education systems in two European countries. The analysis focuses upon a selection of national policy documents that deal with the planning and provision of HLE since the 1990s. We take critical pedagogy and sociomateriality as theoretical lenses to investigate educational policies on HLE. Thus, this study critically traces the ways in which language ideologies are enmeshed with legislative, political and educational discourses by following an inductive and retroductive process, wherein key-concepts, themes and critical configurations of HLE are mapped, compared, re-assembled and discussed in terms of a complex system. The analysis shows that the (non-)provision of HLE shapes the educational space and the value references and world views that prevail and are (re)produced in it. Emerging deficit perspectives, linguistic assimilation and marginalisation processes limit the path towards more inclusive and equitable educational institutions and practices.

Review on Inclusive Education Teachers’ Digital Professional Development

Inclusive education teachers need to be digitally competent. However, there is little research on digital professional development for inclusive education teachers. The purpose of this study was to review systematic analyses of digital professional development for inclusive education teachers to improve inclusive education. Using the reporting standards for systematic evidence syntheses’ review method and following certain exclusion and inclusion criteria, this study conducted a systematic review of digital professional development for teachers in inclusive education by selecting 12 high-quality studies published after 2013 from 2 reputable databases (Web of science and Scopus). The analysis revealed the three themes of necessity, barriers, and future trends in the digital professional development of inclusive education teachers. The digital professional development of inclusive education teachers is of great significance to the success of their practice of inclusive education and should be taken seriously by the education community. Despite the limited number of retrieved articles, this study is still significant for the digital professional development of inclusive education teachers. This review can draw the attention of inclusive education education stakeholders to the digital professional development of inclusive education teachers, which will contribute to the improvement of inclusive education. It is essential to continue to deepen research in this area in the future.