Inclusive Educational Experiences Research Articles

Perspectives from Undergraduate Life Sciences Faculty: Are We Equipped to Effectively Accommodate Students With Disabilities in Our Classrooms?

Higher education has evolved in ways that may increase the challenges life science faculty face in providing accommodations for students with disabilities. Guided by Expectancy-Value Theory, we interviewed 34 life sciences faculty instructors from institutions nationwide to explore faculty motivation to create disability-inclusive educational experiences. We found that faculty in our sample perceive that providing most standard accommodations is a manageable but often challenging task. Further, faculty in our sample feel that improving accommodations necessitates additional support from their institutions. Most faculty had high attainment value for providing accommodations, in that they strongly believed that supporting students with disabilities is the fair and right thing to do. However, faculty did not perceive much utility value or intrinsic value in their task of providing accommodations, and most reported that providing accommodations can be a substantial burden on faculty. These findings imply that current approaches to providing inclusive educational experiences for students with disabilities rely primarily on the personal belief that providing accommodations is the right thing to do, which likely results in a flawed and inequitable system given that not all faculty equally share this conviction.

Optimizing Assessment Techniques for Students with Diverse Special Needs in Schools

This study investigates effective assessment techniques for students with diverse special needs in school settings. Background research highlights the importance of individualized assessment strategies to ensure equitable education opportunities. The study aims to identify optimal methods and practices that enhance the evaluation process for these students. The research utilizes a mixed-methods approach, combining qualitative and quantitative data from observations, surveys, and interviews with educators and specialists. Analysis focuses on assessing different techniques' impact on student engagement, academic performance, and adaptive skills. Findings indicate that tailored assessments, incorporating a variety of methods such as adaptive testing and alternative response formats, significantly benefit students with special needs. These techniques enhance understanding and provide actionable insights for personalized education plans. The study concludes that a multifaceted approach to assessing students with special needs is essential for their success. Emphasizing the implementation of individualized assessment practices can lead to more inclusive and effective educational experiences. Readers are encouraged to consider the potential benefits of adapting their assessment methods to better support diverse learning needs.

Psychological and pedagogical conditions for training a future educational psychologist in inclusive education

Relevance. In general education institutions and classrooms, it is often possible to meet children with disabilities who need a special approach to learning. In order to make it easier for such children to adapt, special methods and technologies are needed that will help children study educational material. This is the job of a teacher, who must have a number of properties and qualities to create a comfortable inclusive education.Purpose. The purpose of the article was to determine the qualities and conditions that future teachers should have in the process of inclusive education.Methodology. In this study, questionnaires were used to determine the level of tolerance, psychological stability, empathy, and communication skills to achieve the goal. The first of these questionnaires helped identify the level of pedagogical and psychological readiness for inclusive education, and the findings showed that students of the 1st and 2nd years of the speciality �Psychology� are not ready for such education, especially through low motivation.Results. The study showed that professional qualities in inclusive education are better demonstrated by senior students (3rd-4th year), rather than junior students (1st-2nd year). The characteristics of such personal components as the level of motivation, the level of social adaptation and the level of psychological stability depend on the level of informativeness of students and their experience in inclusive education. In addition, the study highlighted the level of empathy and tolerance that develop students� ability to communicate correctly and competently with children, understand their condition, and contribute to the learning process. As in previous questionnaires, these qualities are at a high level among undergraduates.Conclusions. This study identified the main components of psychological and pedagogical training of students, which will allow them to work with children with special needs, and help them quickly adapt to a different type of learning.

Experience of inclusive education in Hungary

In comparison with the trends of the previous decades, the educational process in state educational institutions has witnessed a significant increase in the number of children with special educational needs and features of psychophysical development. The military situation in Ukraine has made the issue of inclusive education more urgent. In Hungary, the emergence of two laws in the 1990s, namely Law LXXIX "On Education" of 1993, and Law XXVI "On the Rights of Persons with Disabilities and Ensuring Their Equal Opportunities" of 1998, opened new possibilities and posed new challenges to the teaching profession. Consequently, when making decisions and taking measures related to children, educators are required to treat them equally. The demand for equal treatment of all children enhances the quality of life for individuals with disabilities, enabling them to become active members of society, just like their healthy peers. Our research is not representative, and the obtained results are indicative. The purpose of the research was primarily to gain an understanding of the state of inclusive education in Hungary and lay the foundations for a more comprehensive research to borrow experience. Tasks. Based on interviews with researchers who work in the field of inclusive education in preschools and practicing educators and heads of preschool institutions with inclusive groups, we tried to cover the experience of working with children with special educational needs and their parents in Hungarian preschools. Brief Description of Research Results. Social circumstances that are constantly evolving prompt all members of the educational process, particularly educators in preschool institutions, towards adaptability, resilience, self-reflection, the renewal of educational practices and approaches, partnership among all members, and the utilization of new methods and tools. The research indicated that, from both a social and economic perspective, "investing in early childhood is a 'return on investment' in the literal sense of the word," significantly impacting their future beyond school preparedness. However, while adapting to the changing demands of society, it is crucial for preschool institutions to maintain their child-oriented focus and traditional pedagogical practices. Conclusions. In terms of the obtained results, it can be stated that for inclusive education to work successfully and yield desired results, awareness, collaboration, and receptiveness of all members of the educational process – parents, children, and educators – are essential.

Cambodian Teachers’ Experiences of Inclusive Education for Students with Neuro-developmental Disabilities

As the educational system recovers from destabilization following the Khmer Rouge, Cambodia gradually progresses toward sustainable and equitable education. Yet, inclusive educational access remains challenging for many rural Cambodian students with disabilities, especially those with neuro-developmental disabilities (NDD) (e.g., autism spectrum disorder [ASD], Down syndrome [DS]) due to lack of resources, teacher attainment and retainment, insufficient professional development in disability and inclusive education, teacher efficacy, and shortage of professionals specializing in inclusive and disability education. This paper explores how 19 general and special education teachers support ASD and DS students’ learning and sense of belonging across five rural primary schools in Kampot, Cambodia. Employing a qualitative phenomenological approach with in-depth focus group interviews, participants shared understandings and experiences of working with ASD and/or DS young people, shedding light onto the essence of school belonging within the phenomenon of inclusive education. Emerging thematic findings highlighted (1) cultivating a climate of inclusion within schools; (2) ways of enhancing inclusive education; (3) navigating dilemmas of inclusion. Within this particular Southeast Asian context, participants conveyed insights regarding the complex terrains of inclusive education, raising questions about suitability of inclusion ideals in light of Cambodia’s socio-cultural/political/historical context.

Museum Education Using XR Technologies: A Survey of Metadata Models

Museum education is a constantly evolving field that adapts to the changing needs and expectations of learners. By combining the unique assets of museums with innovative educational practices, the field continues to create enriching and engaging learning experiences. eXtended Reality technologies play a key role in this evolution, allowing museums to extend their reach and create more immersive, inclusive, and accessible educational experiences for a broader audience beyond their physical walls. Embracing well-structured and standardised metadata modelling is vital in achieving this vision. It can serve as the foundation that enables widespread interoperability and seamless integration of systems as well as in fostering synergies among the domains of cultural institutions, education, and XR technologies. This work surveys the historical and current state-of-the-art advancements in metadata models for each pillar of the work’s theme, namely the domains of education, cultural institutions, and XR while also detailing the key steps of metadata model amalgamation as a promising direction towards creating robust metadata frameworks from constituent models.

Adapting Assessment for Diverse ELT Learners

This article comprehensively addresses the significance and complexities of adapting assessment for diverse ELT learners. The research design employs a literature review approach, systematically analyzing academic articles, reports, and case studies.The study identifies key concepts and patterns related to adapting assessment for diverse ELT learners. Diverse learners in ELT encompass individuals with varying identities, motivations, and language proficiency levels. Strategies to adapt assessment include incorporating culturally diverse materials, providing multiple assessment formats, considering individual language proficiency levels, and accommodating learners with disabilities. Clear assessment instructions and rubrics are also crucial for effective evaluation. Implementing adapted assessment faces challenges such as diverse academic abilities, linguistic backgrounds, and the need for collaboration with families and communities. Strategies to overcome these challenges include building trust, employing communication strategies, integrating digital storytelling, adapting assessments to online environments, and framing language learning as critical engagement. recognizing and accommodating diverse learners in ELT assessment is vital for creating equitable and inclusive educational experiences. This article provides educators with valuable insights and strategies to meet the diverse needs of their students

School teachers' knowledge and perceptions of inclusive education in Fiji

AbstractThis study examines teachers' level of knowledge of inclusive education as well as their perceptions of the practice. Participants were a sample of 162 teachers in Fiji. Results indicate that the participants demonstrated professional knowledge of inclusive education, with a good understanding of inclusive education as indicated by their high level of understanding of the important processes involved in its implementation. Significant relationships were found between the demographic variables of school level, years of work experience and participants' knowledge of inclusive education. These findings offer valuable insights into the status of inclusive education in Fiji. Recommendations and implications for practice and future research are provided.

INCLUSION: A CANADIAN PERSPECTIVE

The Canadian perspective of inclusive education is unique to its history and social context. In some ways, Canada has pioneered theories, frameworks and practices that have greatly influenced the ways nations build inclusive educational experiences. While Canadian practices have evolved, a great deal remains to be done. It is the intention of this article to provide a general context from which Canada’s present forms of inclusive education have grown. This is presented as context from which readers may find insights related to their own current practices and future visions of inclusive education. Internationally, Canada reaches out to learn and share practices and principles of learning inclusively with other nations in an effort to improve the practices of all in such partnerships. These partnerships and sharing of information internationally support building better communities of belonging and open intellectual doors of thought not possible if one remains only within one’s own context. Inclusive education is indeed a worldwide effort, the final analysis of which has not yet begun.

BOTTLENECKS OF INCLUSIVE HIGHER EDUCATION: THE ANALYSIS OF GLOBAL AND BEST DOMESTIC EXPERIENCE IN TEACHING VISUALLY IMPAIRED PEOPLE

The article reveals the problems and shortcomings of inclusive education in Russia, also providing positive examples of visually impaired students’ tuition. The main issues related to higher education for people with disabilities are considered. The review of the international experience of inclusive education is presented.

Preschool Teachers’ Experiences of Inclusive Education in Developing Children’s Communication Competence

Processes of inclusiveness in the implementation of education, trends, and the prevailing experiences of creating inclusion in educational institutions, in the life of an institution’s community, and in educational practice, have created new challenges and opportunities for teachers. The following article shows preschool teachers’ experiences of inclusive education in developing children’s communication competence. A qualitative research strategy was chosen for the empirical study. Preschool teachers, who work in the inclusive education group and have experience of working with children with autism spectrum disorders, participated in a semi-structured interview. Teachers’ experience of inclusive education has been analysed on the basis of the following aspects: an assessment of the situation in the context of inclusive education; the organisation of children’s communication competence activities in inclusive education; preschool teachers’ feelings and their experiences; and the advantages and disadvantages of inclusive education experiences in developing children’s communication competence. The research findings show that it is difficult for teachers to work in inclusive education groups, because educational institutions lack specialists, teachers lack competencies, motivation and educational tools, and parents are not satisfied with the educational situation.

Systematically Planning Supports to Promote Access to and Meaningful Participation in General Education Settings for Students With IDD

Research supports the benefits of inclusive education for all students, including those with intellectual and developmental disabilities (IDD). Additionally, educators are supportive of the idea of including students with IDD in general education classrooms. However, they report many barriers to doing so, including a lack of a systematic process to plan for successful inclusive experiences. In this article, we present a systematic process for identifying and arranging supports for successful inclusive educational experiences for students with IDD.

Encountering disability in music: Exploring perceptions on inclusive music education in higher music education

This research study evaluated an Artist-in-Residence-project (AIR-project) at the Conservatory of Amsterdam, focusing on inclusive music education. For this project, the Conservatory invited the organization Drake Music Scotland to work with its students. The project’s aim was to provide students with practical skills regarding music technology, to discuss the social model of disability, and to play in an inclusive music ensemble with a musician with a severe physical disability. The perceived learning experiences of students, the experienced value of the project, and recommendations for its improvement were explored through online questionnaires with the students and online semistructured interviews with the AIR-project leader, the musician with a disability, and the two workshop leaders of Drake Music Scotland. Findings suggest that alongside learning practical skills regarding music technology, students changed or broadened their perceptions about people with disabilities and inclusive music-making in positive ways. Furthermore, participants valued that the project created a space in which “taking enough time” and “belonging” could be experienced; these values are important in inclusive music environments as they can empower musicians with disabilities. The main recommendation for similar projects was that students wanted to gain hands-on experience in inclusive music education.

School inclusion at the crossroads Modern Post: ensuring access, permanence and learning for students with Special Educational Needs

This qualitative article aims to analyze how the guarantee of access, permanence and learning of students with special educational needs in regular schools has taken place. In the introduction, the perception of the problem, the specific objectives and the justification of the study are discussed. In the methodology, a qualitative approach and field research were used, as instruments for data collection, semi-structured interviews and data diagnostic activity, which were categorized based on Bardin's content analysis (1977). In the results and discussions, the following analysis categories were listed: (Re)thinking Inclusive Education: The voices of management; Teacher training: Pillars for Inclusive Education; The experiences of Inclusive Education: Participation of the family in the permanence and learning of the child; and Student knowledge: The theory and practice connection. In the final considerations, it appears that the school alone will not be able to organize inclusive education. It is necessary for families to join the school, for there to be greater commitment and political will to the issue of inclusion, which involves investment in the organization of physical, material and human conditions.

An Assessment of Inclusive Education Experiences of Teacher-Trainees with Sensory Impairment in Colleges of Education in Ghana

Effective Inclusive education experiences can be built through structured interventions. The purpose of the study was to assess the impact of inclusive education experiences on teacher-trainees with sensory impairment in the Ghana Colleges of Educations of Ghana. The study was based on pragmatist philosophy. The study adopted convergent parallel mixed-methods approach. The population involved all 66 students with sensory (visual and hearing) impaired in the three (3) CoEs (PCE, Akropong Akwapim, WESCO, Kumasi and NJA, Wa) that practice inclusive education (IE) during the 2018/19 academic year. Purposive and census sampling techniques were used to select the three (3) colleges of education and sixty-six students for the study. The main instruments for data collection were questionnaire and focus group discussion. The quantitative data items were coded for input into the Statistical Product and Service Solutions (SPSS) version 23 software and analysed using means and standard deviations. The qualitative extracts collected into themes that were coded, analysed and interpreted. The study revealed that teacher-trainees had varied experiences on campus, while they felt welcomed into the inclusive institution; they also felt the Colleges were not well prepared to meet their needs. The physical environment was not conducive for the VI on campus. It is recommended that, College authorities should work with the MoE and agencies concerned with disability issues in the society to provide comfortable environment on College campuses for TTSI. It is also recommended that, providing a comfortable environment should include facilities and resources needed for the TTSI to learn effectively. It also involves physical arrangement of the campus environment. The TTSI, regardless of their disabilities, should be provided with an environment where their movement, their studies, their interactions with their peers and tutors are made easier to help them graduate successfully.

Issue Information

European Journal of EducationVolume 58, Issue 2 ISSUE INFORMATIONFree Access Issue Information First published: 05 May 2023 https://doi.org/10.1111/ejed.12510AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. Volume58, Issue2Special Issue: Inclusive education policy and experiences: Global and local perspectivesJune 2023 RelatedInformation

Inclusive education policy and experience: Global and local perspectives

European Journal of EducationVolume 58, Issue 2 p. 181-184 EDITORIAL Inclusive education policy and experience: Global and local perspectives Marie-Christine Deyrich, Corresponding Author Marie-Christine Deyrich [email protected] Cultures, Education and Societies Laboratory (LACES, UR 7437), National Institute for Education and Teaching (INSPÉ), Bordeaux University, 160 av. de Verdun, 33700 Mérignac, France Correspondence Marie-Christine Deyrich, Cultures, Education and Societies Laboratory (LACES, UR 7437), National Institute for Education and Teaching (INSPÉ), Bordeaux University, 160 av. de Verdun, 33700 Mérignac, France. Email: [email protected]Search for more papers by this authorMagdalena Kohout-Diaz, Magdalena Kohout-Diaz Bordeaux University, Mérignac, FranceSearch for more papers by this author Marie-Christine Deyrich, Corresponding Author Marie-Christine Deyrich [email protected] Cultures, Education and Societies Laboratory (LACES, UR 7437), National Institute for Education and Teaching (INSPÉ), Bordeaux University, 160 av. de Verdun, 33700 Mérignac, France Correspondence Marie-Christine Deyrich, Cultures, Education and Societies Laboratory (LACES, UR 7437), National Institute for Education and Teaching (INSPÉ), Bordeaux University, 160 av. de Verdun, 33700 Mérignac, France. Email: [email protected]Search for more papers by this authorMagdalena Kohout-Diaz, Magdalena Kohout-Diaz Bordeaux University, Mérignac, FranceSearch for more papers by this author First published: 05 May 2023 https://doi.org/10.1111/ejed.12559Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL REFERENCES UNESCO. (2015). Incheon declaration and framework for action, for the implementation of sustainable development goal 4. Ensure Inclusive and Equitable Quality Education and Promote Lifelong Learning Opportunities for all. Education 2030, ED-2016/WS/28. https://unesdoc.unesco.org/ark:/48223/pf0000245656 UNESCO. (1994). The Salamanca statement and framework for action on special needs education. Adopted by the world conference on special needs education: Access and quality. UNESCO https://unesdoc.unesco.org/ark:/48223/pf0000098427 Warnock, M. (1978). Special educational needs. Report of the committee of enquiry into the education of handicapped children and young people. Her Majesty's Stationery Office www.educationengland.org.uk/documents/warnock Volume58, Issue2Special Issue: Inclusive education policy and experiences: Global and local perspectivesJune 2023Pages 181-184 ReferencesRelatedInformation

Elementary preservice teachers’ navigation of dilemmatic spaces in linking critical pedagogical thinking with practice during practicum

ABSTRACT In order to create equitable and inclusive educational experiences, preservice teachers need to learn how to exercise their critical thinking to make critical pedagogy a part of their practice. However, preservice teachers often encounter dilemmatic tensions when they attempt to experiment with and enact critical pedagogical thinking during their practicum. Informed by the concept of dilemmatic spaces, this study examined the processes by which six preservice teachers identified and responded to dilemmatic tensions as they worked to understand and practice critical pedagogical thinking across three practicum spaces: a community inquiry project, onsite coursework, and classroom teaching. The findings reveal that preservice teachers often use one (or several) of three tactics to respond to dilemmatic tensions in engaging in critical pedagogical thinking and practice within and across these practicum spaces: (a) wait and see; (b) improvise and see; and (c) implement and see. The participants thus negotiated the emergent tensions and dilemmas across practicum contexts and professional relationships in varying ways, and with differing degrees of success. This study argues for explicit attention to dilemmatic tensions in practicum to better support preservice teachers’ critical pedagogical thinking-practice within and against the spatial, interactional, and contextual complexities of practicum.

How to facilitate the educational inclusion of students with autism: learning from the experience of teachers in Spain

PurposeThis study analyses the barriers and facilitators for the educational inclusion of students with autism spectrum disorder (ASD) from the perspective of their teachers.Design/methodology/approachA qualitative methodology was applied, specifically a multiple case study from which 24 in-depth interviews were conducted with teachers who had worked previously with students with ASD. The participants were Spanish teachers from different educational stages (from early childhood education to baccalaureate) and with different roles (ordinary classroom teachers and support teachers).FindingsThe results show that collaboration amongst teachers, their attitudes, the way of understanding the supports, the creation of collaboration between students and the organisation of both the school and the classroom are important for the inclusion of students with ASD. The analyses and discussion of the facilitators for the inclusion of these students are especially relevant, since they provide useful guidance for teachers who want to respond to the right of these students to an inclusive education.Research limitations/implicationsThe limitations and future research lines of this study are related to the logic of amplitude and depth, respectively. Regarding amplitude, the authors highlighted the importance of gathering the voices of professionals committed to the development of more inclusive practices; however, the authors also identified the need to expand the listening to the voices of teachers who do not have such experience. This raises a possible future research line: to explore how to reach teachers with no experience in inclusive education in order to contribute to the transformation of their practice.Practical implicationsThere is extensive knowledge within the classrooms, which the authors aimed to demonstrate in this study, with the hope that others can learn from it. The obtained results are useful to every teacher who wishes to create an inclusive school. In agreement with the consideration of inclusive education as a process, this investigation identified strategies and resources that facilitate the learning and participation of students with ASD, as well as barriers that must be tackled to advance in this regard.Originality/valueThe authors aimed to contribute to understanding the advances in the development of the right to inclusive education. To this end, the authors gathered the voices of teachers (those from the ordinary classroom and those considered “support teachers”) from regular schools that welcome students with ASD and which had a history of commitment to the development of more inclusive education. There is extensive knowledge within the classrooms, which the authors aimed to demonstrate in this study, with the hope that others can learn from it. The obtained results are useful to every teacher who wishes to create an inclusive school.

Students with Special Needs Online Learning Experiences during the COVID-19 Pandemic at the University of Ghana

Since the upsurge of online learning in higher educational institutions due to the COVID-19 pandemic, it is imperative to explore students’ active involvement, their challenges encountered, and how these challenges were resolved in the online environment. Using semi-structured interviews, we thus explored the online experiences of 17 Students With Special Needs (SWSNs) at the University of Ghana during the Covid-19 pandemic. Findings show that all participants were actively involved in online learning during the pandemic as they participated in scheduled online lectures and were self-directed in their learning. However, there were challenges met that include an uncustomised LMS platform, a struggle to meet online task deadlines and a lack of relevant digital skills. The lecturers’ collaboration and negotiation with SWSNs curtailed some of the challenges for the visually impaired as resource persons were asked to convert reading materials into braille for them. In addition, SWSNs had preferential treatment and recognition by lecturers to fully benefit from the online learning environment. The study recommends the provision of well-trained online technical support staff at the university to assist SWSNs and introduce a blended learning model to address these challenges. Such a step will lead to a positive experience of blended learning and inclusive education for all students, consequently, giving rise to a successful online learning environment.