Inclusive Educational Environment Research Articles

Multilingual education and social equity: A comparative study of integration policies in multicultural societies

This paper examines the intersection of multilingual education and social equity in multicultural societies, focusing on implementing integration policies and multilingual education practices. Through case studies, policy analysis, and literature review, the study identifies common challenges multicultural societies face in promoting educational and social equity, such as language barriers, cultural differences, and socioeconomic disparities. It highlights the importance of comprehensive integration and multilingual education policies in addressing these challenges and fostering inclusive learning environments. The paper also provides recommendations for improving integration policies and multilingual education practices, including equitable funding, culturally responsive pedagogy, language support services, community engagement, and anti-discrimination measures. The study underscores the significance of multilingual education and social equity in creating more equitable and inclusive societies, emphasizing the value of linguistic diversity, cultural understanding, and equal opportunities for all students. The paper highlights the significance of understanding and addressing the complexities surrounding multilingual education and social equity in multicultural societies. It emphasizes the importance of comprehensive policies and practices that promote inclusive education environments while acknowledging the challenges faced in their implementation. The abstract sets the stage for further exploration into these crucial areas of education policy and practice by providing recommendations for policy improvement and emphasizing the value of linguistic diversity and cultural understanding. Multilingual education and social equity are critical components of inclusive education systems in multicultural societies. This paper focuses on the necessity of considering both educational policy and practice aspects. Acknowledging the challenges faced in implementing integration policies and multilingual education practices, the study encourages policymakers and educators to prioritize developing and implementing comprehensive strategies.

Exploring factors shaping library engagement and satisfaction: A study of students with visual impairment in South-Eastern Nigeria

Libraries in Nigeria have long struggled to adequately serve the information needs of visually impaired individuals, particularly those who are literate. Despite this, scholarly research addressing these issues in South-Eastern Nigeria is lacking, highlighting the urgency of investigating predictors of user satisfaction among visually impaired students in SLMCs. The research design utilizes a survey methodology across four states in South-Eastern Nigeria, encompassing a total population of 95 individuals. Data collection involves administering questionnaires to visually impaired students and SLMC personnel, followed by comprehensive data analysis using descriptive and inferential statistical techniques. Findings reveal a positive correlation between information needs, library accessibility, and user satisfaction, while library services and media-format availability did not significantly influence user satisfaction. Impediments to user satisfaction include inadequacy of media formats, contents, outdated materials, lack of equipment, and recording studios. Addressing these challenges is crucial to improving library engagement and user satisfaction among visually impaired students in South-Eastern Nigeria, ultimately fostering more inclusive and supportive educational environments.

An Advance Learning Platform for Slow Learners

LearnIt is an innovative educational system crafted to identify and support slow learners through advanced technological solutions. It employs the MERN stack (MongoDB, Express.js, React.js, Node.js) to offer a personalized learning environment tailored to meet individual student needs. This system not only enhances the educational experience for students but also provides tools to facilitate effective communication between teachers and parents, ensuring a cohesive support network for the learner. Additionally, LearnIt empowers educators with data-driven insights, allowing for informed decision-making and targeted interventions. The traditional educational model often overlooks the unique needs of slow learners, resulting in disengagement and poor academic performance. LearnIt addresses this challenge by integrating comprehensive assessment tools and personalized learning strategies within its platform. By identifying slow learners early, the system provides timely interventions that can significantly improve their learning trajectory. The use of the MERN stack ensures that LearnIt is both scalable and responsive. The assessment and monitoring module is at the core of LearnIt’s functionality. The development of LearnIt involved a detailed analysis of the educational needs of slow learners, incorporating feedback from educators, parents, and the students themselves. This user-centered approach ensured that the system's design and functionality were closely aligned with real-world requirements. Key modules of LearnIt include user management, assessment and monitoring, and communication tool. The user management module handles registration, authentication, and role-based access control, ensuring secure and personalized experiences for all users. The assessment and monitoring module is at the core of LearnIt’s functionality. It includes tools for creating and administering assessments, tracking student performance, and generating detailed reports. This module helps in identifying slow learners by analyzing their performance data and providing actionable insights to educators. With these insights, teachers can develop customized learning plans that address the specific needs of each student, fostering an inclusive and effective educational environment. Communication is another critical component of LearnIt. The platform includes features that facilitate seamless communication between teachers, parents, and students. This ensures that parents are kept informed about their child's progress and can collaborate with teachers to provide consistent support. Effective communication helps in building a supportive learning ecosystem, which is essential for the success of slow learners. The implementation of LearnIt has shown promising results. Preliminary studies indicate that the system significantly improves the identification and support of slow learners. LearnIt represents a significant advancement in the field of educational technology. By focusing on the needs of slow learners and leveraging the capabilities of the MERN stack, it offers a comprehensive solution that enhances learning outcomes. The system's personalized approach, combined with robust data analytics and effective communication tools, ensures that every student receives the support they need to thrive. As we continue to refine and expand LearnIt, its impact on educational equity and student success will undoubtedly grow, offering new opportunities for learners who have been historically underserved by traditional educational models. Keywords: Slow learners, education, literacy, mental development, intelligence.

The Dialectics of Modernity and Tradition: A Decolonial Critique of University’s Role in Shaping Social Consciousness

Positioned at the intersection of reason and practical life, the study dissected the university system’s dual role in upholding and contesting the hegemonic narratives of modernity. Through a dialectical analysis, the paper argued how universities have unconsciously perpetuated modern Western concepts of progress and rationality, often overshadowing traditional and indigenous ways of understanding. The article highlighted the imperative for universities to undergo a decolonial transformation, integrating contemporary and traditional epistemologies in a dynamic synergy fostering a more encompassing and inclusive societal awareness. The article recommends that academic institutions actively integrate and value diverse epistemologies, challenging long-held Western-centric pedagogies for a more inclusive educational environment. Therefore, dissecting the nuanced interplay between modernity and tradition within universities, this argument contributes to a deeper understanding of decolonial processes in shaping more holistic and representative knowledge systems in academia.

Профессиональная позиция педагога-психолога в проектировании инклюзивной образовательной среды

<p style="text-align: justify;"><span lang="EN-US">The article discusses the problem of professional involvement of a teacher-psychologist in the inclusive educational process of a school and his role in creating an inclusive educational environment (IEE). The results of federal monitoring of the state of the inclusive educational environment in schools of the Russian Federation and indicators related to psychological and pedagogical support for students with special educational needs in educational organizations (EO) are considered, namely: 85% of OOs provide socio-psychological support to children who find themselves in difficult life situations situations, consultations with a teacher-psychologist account for 84%, and 78% of educational institutions conduct individual correctional classes, which indicates a high level of support. 76% of public organizations have Regulations on psychological services, 85.2% of public organizations have Regulations on psychological and pedagogical council; Offices of educational psychologists are provided in 71% of schools. Based on a discussion of the data, conclusions are drawn about the need for professional development of educational psychologists and the formation of their inclusive competencies and role in building an inclusive educational environment.</span></p>

Exploring English language Related Anxiety in Higher Education Context of Pakistan: Teachers’ Perspective

Language-related anxiety is a psychological phenomenon that occurs either during the process of language acquisition or the academic process of an individual’s life. The usage of English as the medium of instruction leads to this anxiety in higher education context of Pakistan. Students’ poor performance and heightened anxiety remain significant concerns in the field of language education. This qualitative paper through in-depth interviews from the faculty members investigates the manifestations of English language anxiety in classroom settings, particularly focusing on variations across educational streams, distinguishing between students from the matriculation and those educated in the Cambridge system. The findings reveal a multifaceted landscape of language anxiety, influenced by educational backgrounds, unfamiliar teaching methodologies, fear of evaluation and educational trajectories. Moreover, the research identifies recommendations and steps taken by faculty to lessen this anxiety. The findings support the importance of tailoring conducive mechanisms to address these disparities. This may result in the facilitation of a more inclusive educational environment that empowers students to overcome language anxiety and excel academically.

Collaborative Action Research As an Approach to School Improvement to Develop Inclusive Education in Pakistan

ABSTRACT Education in Pakistan continues to be underfunded and only one in three children complete primary education. Children with special needs face further barriers to access good quality education, with an estimated less than one in ten disabled children attending any school. In this situation, mainstream schools struggle to provide an inclusive education environment. Given these multiple challenges, Collaborative Action Research (CAR) was used to attempt to improve educational services, by facilitating teachers, school management, and families and parents to work together to promote inclusion. A research team consisting of occupational therapists and teachers worked with five local primary schools, using the Action Research cycles of plan-act-observe-reflect to develop practical strategies, materials, and inclusive lesson plans to facilitate the participation of all children in all school-based occupations. Support from school management as well as interdisciplinary collaboration were crucial factors for implementing Action Research and the innovations resulting from this process. Resulting strategies were found to benefit all children in class, leading to enhanced engagement and attainment of children with special needs as well as their peers. Both occupational therapists and teachers discovered the value of interprofessional collaboration through this process. A Resource Guide has been produced and is freely available.

Practical training of future teachers as prevention of psychological barriers in inclusive education

Introduction. Currently, international organizations pay special attention to the development of inclusive education system, which, taking into account the special educational needs of everyone, provides quality education at the place of residence and full socialization of people with disabilities. Inclusiveness has become one of the main components of the modern educational system, but at the moment there is a problem of occurrence of psychological barriers in teachers, which is poorly studied and requires detailed research. The aim of the article is to consider the problem of preventing the emergence of psychological barriers in inclusive education in students of pedagogical directions through practical professional training, including the development of their communicative and organizational abilities. Materials and Methods. The study was conducted on the basis of the North-Eastern Federal University named after M.K. Ammosov (NEFU) among students studying in the following fields of training: "Special (defectology) education", "Pedagogical education", "Psychological and pedagogical education", in the number of 122 people, aged from 18 to 23 years. The following methods were used: analysis of sources, regulatory and educational-methodical documents of the North-Eastern Federal University on practical training of students, observation and surveys using the method of E.S. Slyusareva "Psychological barriers of teachers in the process of interaction in an inclusive educational environment" and the method "Assessment of communicative and organizational abilities" (V.V. Sinyavsky, V.A. Fedoroshin), statistical processing of the results by U-Manna-Whitney test. Results of the research. The system of practical training of higher education students for pedagogical activity in inclusive education of future teachers, including practice-oriented educational process, socially significant public activity is developed. A separate aspect of this training is the prevention of psychological barriers in inclusive education in future teachers. The application of the developed system of training contributed to the effective development of communicative and organizational abilities of students, and also demonstrated reliably significant reductions in the criteria "barrier of mental tension (anxiety, inability to initiate contact with a child with disabilities, etc.)" Uemp=178,5; p<0,001, and "difficulties of choice and transfer of knowledge about the psychological characteristics of children with disabilities in the process of inclusive education", Uemp=248; p<0,043, which indicates that the conducted preventive and developmental work contributed to a decrease in the expression of the presence of difficulties of choice and transfer of knowledge about the psychological characteristics of children with disabilities in the process of inclusive education. Conclusion. The results of the study indicate the need to rethink the organization and content of the practical component of higher pedagogical education in the aspect of preventing the emergence of psychological barriers in inclusive education in future teachers through the development of their communicative and organizational abilities in the system of practice-oriented learning.

ATTITUDES OF TEACHERS TOWARDS LEARNERS WHO ARE MENTALLY CHALLENGED IN NYAMAIYA DIVISION NYAMIRA COUNTY, KENYA; A CROSS SECTIONAL STUDY.

Background: This study aims to find out the attitudes of teachers toward learners who are mentally challenged in Nyamaiya division of Nyamira County, Kenya. Methodology: This study adopted a cross-sectional survey research design. The study was conducted in Nyamira Township, Nyamira County Kenya. The target population needed all countries in the continent as they served less than 1% of the population with special needs consisting of head teachers and teachers of public primary schools. The total number of teachers was 260. The study adopted proportionate random sampling to select (30%) of public primary schools from the township. The data was generated using questionnaires and observation schedules. Results: The gender distribution of the respondents shows that 48 (61.5%) are males, while 30 (38.5%) are females. data reveals that teachers in Nyamaiya Division generally have mixed attitudes towards learners who are mentally challenged. Only 12.8% strongly agree, 19.2% agree, 2.6% are neutral, 51.3% disagree, and 14.1% strongly disagree. The majority of teachers either have negative attitudes or are unsure about their stance. There was a pessimistic view among teachers regarding the academic potential of mentally challenged learners. Only 7.7% strongly agree, 7.7% agree, while a significant 33.3% strongly disagree. Conclusion: The identified gaps in attitudes underscore the urgency of a multifaceted approach involving targeted interventions, resource allocation, and collaborative efforts among stakeholders. The study emphasizes the need for strategic investments in training, infrastructure, and awareness programs to create an inclusive educational environment conducive to the holistic development of all learners. Recommendation: Awareness Campaigns: Launch awareness campaigns targeting both teachers and regular students to foster a positive and inclusive mindset, reducing negative attitudes towards mentally challenged learners.

Establishment and Optimization of the Early Warning System for Student Academy:multimodal data fusion based on deep learning

In the realm of education, the establishment of effective Academic Early Warning Systems (AEWS) holds significant promise for improving student outcomes and institutional efficacy. This paper proposes a novel approach to AEWS, leveraging multimodal data fusion and deep learning methodologies to provide a holistic understanding of students' academic trajectories. By integrating diverse data modalities including academic performance records, student engagement metrics, and socio-economic factors, our AEWS offers a comprehensive view of students' experiences. Deep learning techniques facilitate the fusion of heterogeneous data sources, enabling the extraction of meaningful patterns and predictive insights. Through iterative refinement and validation, our system aims to deliver actionable insights for educators and administrators, fostering timely interventions and personalized support strategies. The proposed AEWS represents a significant step towards enhancing student success rates and fostering a more inclusive educational environment.

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.

Research of the Problems of Professional Support for Teachers in the Implementation of Inclusive Education

Professional support for teachers plays a crucial role in the implementation of inclusive education. In the study, the concept of “professional support for teachers” refers to the existence of close social ties between the administration (school principal and his deputies), colleagues, parents of children with SEN, and teachers of postgraduate pedagogical education institutions, who are the main resource for professional support. The aim of the study was to identify current problems of professional support for teachers of inclusive education in a general secondary education institution. It is established that the administration of the institution is mainly interested in the formation of additional competencies of teachers. The problems in which teachers need professional support are identified, in particular: increasing incentives to work with children with SEN; involving special educators in the provision of correctional and developmental services; providing funding for institutions to create an inclusive educational environment; conducting educational work with parents to form adequate expectations of their children; providing teachers with practical advice on minimizing unwanted behavior and modifying educational material for children with intellectual difficulties and autism spectrum disorders. It was found that the activity and motivation of parents of children with SEN to cooperate plays an exceptional role in providing support to teachers.

Integrating social media-based community of inquiry with theory of planned behavior to promote equitable educational intentions among pre-service teachers in Gilgit Baltistan, Pakistan.

An equitable education system is essential for all students to acquire the knowledge and skills necessary to become productive members of society. Pre-service teachers in education play a vital role in fostering equitable educational practices. This study aimed to measure the association between the social media-based community of inquiry and pre-service teachers' intentions toward social justice and equity in education. It focused on pre-service teachers enrolled in the education departments of universities in Gilgit Baltistan (GB), Pakistan. Census sampling was used to include all students enrolled in teacher education departments across universities in GB. The research utilized a multi-wave survey design, beginning with a baseline survey to assess pre-service teachers' presence on social media. This information guided the design of a community of inquiry on social media centered on the theme of social justice and equity in education. After 4 months, a second survey was conducted to measure the association between the community of inquiry and pre-service teachers' intentions toward social justice and equity. For data analysis, the study employed the partial least squares-consistent structural equation modeling (PLSc-SEM) approach. The novelty of the study lies in integrating the community of inquiry framework with the theory of planned behavior. We found a significant and positive association between the social media-based community of inquiry and pre-service teachers' attitudes, subjective norms, and perceived behavioral control regarding their intentions to implement social justice and equity in education. These findings hold the potential for developing prospective teachers and educational leadership with a strong focus on equity. Future research could explore creating a community of inquiry for pre-service teachers to enhance their mindset and skills for inclusive education. This aligns with the broader objective of achieving Sustainable Development Goal 4 (SDG 4) on fostering a more inclusive and equitable educational environment.

Gender Responsiveness in the Philippine Basic Education Context: Priority Thrusts and Initiatives in the Schools Division of Batangas City

In 2017, the Department of Education (DepEd) issued the Gender Responsive Basic Education Policy mandating schools to pursue initiatives to address enduring and emerging gender issues and to promote gender equality. This explanatory-sequential research explored and analyzed the gender-mainstreaming initiatives implemented in the Schools Division of Batangas City. Based on the Gender Mainstreaming Evaluation Framework (GMEF), the assessment of 255 basic education personnel reveal that the gender-mainstreaming in their Schools Division of Batangas City is currently at the GAD application (Level III). The basic education personnel know the various GAD initiatives institutionalized within the organization and the strategic approach to implementing GAD-related activities. The results and findings from the real-time Delphi survey and focus group discussion underscore the importance of targeted interventions in curriculum development, pedagogy, learning environments, research, capacity building, and knowledge management. The study recommends strengthening awareness programs, addressing knowledge gaps, implementing real-time monitoring and evaluation mechanisms, and fostering collaborative partnerships to enhance gender responsiveness within the Schools Division of Batangas City. These recommendations aim to foster an inclusive and equitable educational environment that supports the holistic development of all students, aligning with the principles of the Gender Responsive Basic Education Policy.

Strategies for Creating Inclusive Schools

This manuscript explores the critical need for creating inclusive educational environments amidst the shifting demographics of the U.S. student population. By 2026, students of color are projected to comprise over half of the school population, presenting a stark contrast to the demographic composition of teachers and principals. This disparity underscores the necessity for schools to be responsive to the educational, cultural, and social needs of an increasingly diverse student body. The manuscript introduces a School Inclusion Model (SIM) developed and implemented to address these challenges. The SIM focuses on leadership, organizational justice, and school outcomes as core elements for fostering inclusivity. Through a multi-phased project involving planning, implementation, and evaluation in a district experiencing significant demographic shifts, the SIM demonstrated positive outcomes in changing teacher and leader perceptions towards inclusivity, enhancing parent engagement, and improving school climate. The findings underscore the importance of intentional, coordinated efforts in cultivating inclusive school environments where students of all backgrounds feel a sense of belonging and equity.

Electronic Dictionary System of Terminology for School Textbooks with Speech Synthesis Function

This research, funded under the BR11765535 “Development of Scientific and Linguistic Foundations and IT Resources to Expand the Functions and Improve the Culture of the Kazakh Language” project. The article introduces an electronic dictionary allowing users to look up definitions of terms found in school textbooks. The system accommodates the age characteristics of students, providing a voice-guided interface for primary school students. Users include administrators, specialists with database access, and general users. The article details the algorithm for creating terminology, the user interface, and functionalities for guests, experts, and administrators. The proposed system facilitates equal access to education and aligns with inclusive educational environments.

The role of the psychologist in promoting school inclusion

This work addressed the psychologist’s role in promoting school inclusion, an increasingly relevant theme in contemporary educational contexts. The main objective was to analyze how psychologists contribute to the effective inclusion of students, particularly those with special needs, in educational environments. The methodology consisted of a literature review, analyzing previous studies, legislation and public policies, as well as examples of effective inclusive practices. The findings highlighted the importance of comprehensive psychological assessment, ongoing training for psychologists, and interdisciplinary collaboration with educators and families. The analysis showed that despite challenges, there are promising perspectives for the advancement of school inclusion and the psychologist’s role in this context. The final considerations emphasized the need for continuous and collaborative efforts to create truly inclusive educational environments.

ESTRATÉGIAS DE ENSINO ADAPTADAS PARA ALUNOS COM BAIXA VISÃO

This bibliographic review addressed the challenge of implementing teaching strategies adapted for students with low vision, aiming to promote an inclusive and effective education. The general objective was to explore and analyze pedagogical strategies, assistive technologies, and curricular adaptations that facilitate learning for these students. The methodology consisted of a literature review, involving the analysis of relevant documents and studies on the subject. The results highlighted the importance of specific teacher training, the implementation of assistive technologies such as augmented reality and Soroban, and the need for curricular adaptations to meet the individual needs of students. The analysis indicated that, although there are significant advances in inclusion policies and assistive technologies, challenges such as teacher training and accessibility of educational resources persist. The final considerations emphasized the need for continuous efforts to overcome these obstacles, promoting an inclusive and accessible educational environment.

Thriving In College: A Qualitative Exploration of High-Functioning Autism Spectrum Disorder in the Philippine Higher Education Landscape

This study explored the experiences of students diagnosed with High Functioning Autism Spectrum Disorder (HF ASD) in higher education. It also investigated academic challenges in the mainstream, learning the coping strategies and opportunities of the existing special support programs. Data were analyzed through the integration of Yin's five phases of analysis, ensuring that it complements the stages of the multiple case study methodology and a structured, in-depth exploration of the data. The study enlisted a diverse group of participants across the Philippines. Findings underscored the resilience and adaptability of the participants to enhance a transformative impact of education for the special student population. Relevant concerns related to social interactions, the importance of inclusive environments, and the significance of self-advocacy, empowerment, and familial and peer support for academic success are highlighted. In conclusion, the study recommends the establishment of on-campus counseling services tailored to HF ASD students and advocates for the fostering of inclusive and supportive higher education environments. This research contributes valuable insights for developing targeted interventions and support systems to enhance the overall well-being and success of HF ASD students thriving in the college setting.

Intelligent Construction of University Music Education Teaching System Based on Artificial Intelligence Technology

The university music education teaching system plays a vital role in nurturing aspiring musicians and music enthusiasts by providing a comprehensive framework for musical learning and development. This system typically encompasses a diverse range of courses, workshops, and performance opportunities designed to cultivate students' musical talents, theoretical knowledge, and practical skills. Through a combination of classroom instruction, ensemble rehearsals, private lessons, and hands-on experiences, students receive a well-rounded musical education that covers various genres, styles, and traditions. Moreover, university music education teaching systems often incorporate state-of-the-art facilities, including rehearsal rooms, recording studios, and performance venues, to support students' artistic growth and creative expression. This paper presents an innovative approach to the intelligent construction of university music education teaching systems, leveraging artificial intelligence (AI) technology with Intelligent Fuzzy Regression Classification (IFRC). Recognizing the complexity and diversity of music education, this research aims to optimize teaching methodologies and enhance learning outcomes through AI-driven strategies. The proposed approach integrates AI technology, particularly IFRC, into the design and implementation of university music education teaching systems. IFRC combines fuzzy logic with regression analysis and classification techniques to model and predict complex relationships within music education datasets, enabling the system to adapt and respond dynamically to student needs and preferences. The IFRC-enhanced teaching system can generate personalized learning pathways, recommend tailored resources, and provide real-time feedback to students and instructors alike. This intelligent adaptation to individual learning styles and progress fosters a more engaging, effective, and inclusive music education environment. The IFRC-enhanced teaching system achieves an average improvement of 25% in student performance compared to traditional teaching methods. Moreover, specific musical skills, such as sight-reading, ear training, and music theory comprehension, exhibit notable enhancements, with average score increases of 30%, 20%, and 35%, respectively.