Model Of Inclusive Education Research Articles

The Finnish Model of Inclusive Education – an Unmatched Ideal or a Viable Model of Good Practice?

RESEARCH OBJECTIVE: The research presented here was aimed at finding out Polish teachers’ perspectives on the Finnish education model, which is widely regarded as exemplary, and to assess the feasibility of applying its principles to the Polish education system, particularly in relation to inclusive education. THE RESEARCH PROBLEM AND METHODS: The study focused on three main questions: What factors characterizing the Finnish education system are relevant to the quality of inclusive education? Which of these factors are already present in the Polish education system? Which factors from the Finnish model should be implemented in the Polish education system? The study involved 258 Polish teachers and utilized a quantitative approach, employing a diagnostic survey method, a questionnaire technique, and a self-developed survey questionnaire. THE PROCESS OF ARGUMENTATION: The analysis focused on identifying the barriers to inclusive education based on recent research and the changes needed to improve the effective- ness of the Polish education system. This evaluation was grounded in a comparison with the key characteristics of the Finnish system and its relevant solutions. RESEARCH RESULTS: The results indicate that the key areas for improvement, according to the respondents, are the professional preparation of teachers, efforts to raise the prestige of the teaching profession, and improvements in working conditions, particularly those related to school climate. CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: The Finnish education system is not only effective but also inclusive of all students. As such, its solutions can serve as a model for Polish teachers and policymakers as they work towards making the Polish education system more inclusive. Implementing the study’s findings may contribute to improving the Polish education system and fostering its inclusiveness.

The Management of Inclusive Early Childhood Education: A Literature Review on Strategies and Evaluation in Various Countries

The management of early childhood education (ECE) is a crucial aspect of child development that requires serious attention to enhance the quality of inclusive education. This article aims to present a literature review on various aspects of ECE management from different countries, focusing on policies, evaluation, and management that support inclusivity. The study examines literature on policy implementation in Kenya, the effectiveness of ECE experiences in Australia, and various studies from Indonesia that evaluate holistic, inclusive education models and ECE management. The research methodology includes an in-depth review of relevant sources to identify key themes, challenges faced in ECE management, and how inclusivity is applied in policy and practice contexts. The findings indicate the importance of effective policies, standards-based management, and systematic and inclusive evaluation to improve the quality of early childhood education for all children. The discussion addresses the challenges encountered in implementing inclusive policies, the need for innovation in management, and recommendations for improvements that consider the diversity and special needs of children. In conclusion, effective ECE management requires a holistic, integrative, and inclusive approach, strong policy support, and continuous evaluation to ensure optimal education quality for all children, without exception.

Transforming Education for Juvenile Offenders in Child Special Guidance Institutions

Problems faced by juvenile offenders in the Special Child Guidance Institution (LPKA) include limited educational facilities, lack of qualified educators, and lack of external support. These problems are exacerbated by the psychological challenges experienced by these children, which have a negative impact on their learning process. Therefore, the transformation of education in LPKA is an urgent need to support their rehabilitation and social reintegration. This study aims to analyze the implementation of education for juvenile offenders in LPKA by mapping the challenges faced and evaluating the efforts that have been made to overcome them. The main focus includes the development of an adaptive, inclusive, and technology-based education model to create a learning environment that supports children's holistic development. The method used is a normative legal approach with policy analysis. Data were collected through literature studies, analysis of related regulations, and studies of educational practices in LPKA that have been implemented. The results of the study indicate that the implementation of education in LPKA still faces significant obstacles, especially related to facilities, human resources, and less than optimal policy support. However, there is potential for improvement through strengthening collaboration between institutions, providing training for educators, and developing relevant life skills-based programs. The implications of this study emphasize the importance of education policy reform that is more responsive to the needs of adolescents in LPKA. Regulations are needed that strengthen the guarantee of equal and quality education, intensive training for educators, and curriculum development that emphasizes character education and life skills. Thus, it is hoped that adolescents in LPKA can obtain decent education and have the opportunity for better social reintegration.

Eksistensi Sistem Pendidikan di Negara Denmark sebagai Salah Satu Negara dengan Pendidikan Terbaik Dunia

The Danish education system is an example of an inclusive and individual development-oriented education model, with an emphasis on active and collaborative learning. Primary education in the country is compulsory and free of charge, allowing all children to have equal access to quality education. One of the main strengths of this system is the pedagogical approach that emphasizes creativity, critical thinking, and social skills, which prepares students to face the challenges of the modern world. However, behind these successes, there are some shortcomings, such as inequities in academic achievement among different socio-economic groups and criticism of the evaluation system as lacking transparency. Improvement efforts are ongoing to address these issues, including increased training for educators and the development of a curriculum that is more responsive to student needs. Thus, although the Danish education system has many strengths, challenges remain and require attention to ensure equality and fairness in education for all children.

Enhancing Access and Success for Disadvantaged Students through Student Ambassadors

Higher education has become much more accessible to people from disadvantaged groups due to advocacy and legislative changes. But even with this support, students from disadvantaged groups still face barriers at all stages of their academic and professional careers. Higher education institutions continue to view students from disadvantaged groups as less academically prepared, less interested, and with high dropout potential, providing financial rather than academic support services. Student ambassadors are a widely used outreach and support intervention in some higher education institutions. Furthermore, researchers consider it an effective strategy for expanding access, placing considerable emphasis on analyzing its effects on the individuals receiving support. This work illustrates a model of inclusive higher education (IHE), successfully implemented at the University of Bucharest, through a student ambassador program. Student Ambassadors offers university students from disadvantaged groups the opportunity to learn and develop alongside peers in an accessible and diverse academic environment. This paper provides an insight into inclusion in higher education and strategies that can be applied on a university campus to ensure access to non-traditional learners or students from disadvantaged groups. Also, suggestions for implementing inclusive university practices are presented. This article, conceived and co-written with the student ambassadors, is their reflective account of their experience as student ambassadors in supporting students from disadvantaged groups, as well as their fellow undergraduate peers who are considered underrepresented students. Their reflections remind us that they have huge potential for supporting inclusion in higher education and facilitating access to the labour market.

Layanan Pendidikan Berkualitas Bagi Siswa Berkebutuhan Khusus Melalui Aplikasi Informasi Terpadu SLBN 25 Sintang (INTERTANG)

Inclusive education in Indonesia faces challenges in ensuring accessibility, efficient education management and effective communication, especially for students with special needs. SLBN 25 Sintang developed the Integrated Information Application (INTERTANG) as a technology-based solution to overcome these challenges, but its implementation has not been fully optimised. This research identifies knowledge gaps related to the effectiveness of the INTERTANG application in supporting inclusive education services through information access, data management and communication. The methodology used is a literature review with a qualitative descriptive approach, which examines literature sources related to inclusive education, information technology and education management. The results showed that INTERTANG significantly improved information access through a transparent and easily accessible data-driven platform, improved education management through efficient data management features and enhanced communication between students, parents and teachers. In addition, the app contributes to improving the quality of education services and becomes a strategic tool in supporting an inclusive curriculum. The implication of this research is that INTERTANG can be a model to be implemented in other schools and strengthen technology-based inclusive education management. This research recommends further development in educator training and expansion of the app's implementation in a broader context to improve the quality of inclusive education in Indonesia. This research contributes to the development of a technology-based inclusive education model that can be applied in Indonesian schools, as well as providing directions for improving the effectiveness of technology app implementation in the context of special needs education

La identidad y formación académica de mujeres musulmanas en el País Vasco

Objective.This research aimed to investigate the experiences of Muslim female students in higher education, with a focus on the categories of inclusion, intersectionality, identity, and interculturality. Method. Six Muslim women from different parts of the Basque Country were interviewed. Results. The results reveal that all participants possess a mixed identity, yet they have not seen their condition transferred to the classroom in terms of inclusion and interculturality. The results also suggest that these students have been affected by other forms of discrimination derived from their gender condition. Similarly, results indicate that they have been affected by the low expectations for academic success that teachers have projected on them across various educational stages, conditioning, to some extent, the construction of their academic biographies. Conclusions. These findings highlight the need to rethink how to build a more inclusive educational model in which interculturality is truly worked on.

Epilogue: towards a more comprehensive understanding of inclusive and special education

ABSTRACT This epilogue to the special issue entitled ‘The Nordic experience of inclusive and special education’ reflects on the eight articles included in the special issue. The analysis is centred around two specific questions 1) can distinctive Nordic conceptualisationHs of inclusive and special education be identified? 2) what insights can be gained from this special issue for research and practice in the field of inclusive and special education beyond the Nordic community? The findings indicate a degree of consistency across the Nordic countries, yet also highlight significant variations at the national, regional, and local levels, which contrasts with the perception of a distinctive Nordic model of inclusive and special education. The greatest commonality is that all Nordic countries (like other European countries) are striving to advance inclusive education and still have a lengthy journey ahead of them in reducing educational inequalities. However, the definition of special educational needs, the implementation of inclusive and special education, and the professionalisation of teachers, could not be characterised by a universal, uniform Nordic approach.

Micro-Credentialing: The Janus of Higher Education

The use of micro-credentials holds immense potential to address the challenges of traditional higher education, particularly in terms of accessibility, employability, and inclusivity. This study delves into the rise of micro-credentialing and its evolution in the digital learning landscape post the COVID-19 pandemic. With many people owning cell phones and a tech-savvy younger generation, micro-credentials are poised to pave a promising pathway for education and career advancement. The research explores the potential, benefits, and possible future of micro-credentials. Using an integrative literature review approach, this study uses a qualitative approach to analyse policy documents, published articles, and case studies of micro-credentialing initiatives. According to initial research, micro-credentials have the potential to provide adaptable and targeted learning opportunities. These can be combined and aligned with industry standards, bridging the divide between traditional education and the evolving requirements of the job market. This adaptability instils confidence in the relevance of the education system. Micro-credentialing is a new way of recognising and certifying skills. It is more inclusive and challenges traditional education models, offering a lifelong learning and employability framework.

Supporting kindergarten staff’s agency in inclusion through long-term in-service training

ABSTRACT Supporting teachers’ agency is essential for implementing inclusive education, as agentic teachers tend to take more responsibility for making a change and focus more on activities that benefit the children they teach. Lack of teacher agency might be one of the reasons why inclusive education has not been applied successfully in kindergartens. In our study, we focused on supporting teacher agency for inclusive education according to the ecological model of agency. Our approach to inclusive education was drawn from the holistic model of inclusive education. We developed an in-service training program to support the three dimensions of agency across different levels outlined in the model of the implementation of inclusive education. The aim of this study was to explore the improvement in participants’ agency during the in-service training program. We applied pre- and post-questionnaires to explore the agency of kindergarten staff members who attended the in-service training program. The results showed statistically significant changes in kindergarten staff’s agency in the iterational and projective dimensions of agency in implementing inclusion. Therefore, we can conclude that a long-term team-based in-service course is effective in supporting teacher agency related to inclusion.

Inclusive Higher Education in Kyrgyzstan for People with Physical and Intellectual Disabilities

Considering the importance of education as a socio-cultural human right, the issue of implementation of inclusive higher education for persons with disabilities is relevant, determined by a set of legal, socio-pedagogical, technical, and financial problems. The study aims to investigate specific organizational and pedagogical factors facilitating the implementation of an inclusive higher education model in the Kyrgyz Republic. The study employed methods that included questionnaires of the subjects of the educational process and statistical analysis of the data obtained in the course of the questionnaire. Including the understanding of inclusion, the role of educational institutions, and effective methodologies for implementing inclusive practices in the educational process, key theoretical aspects were identified as a result of the analysis of modern theoretical concepts and methodological approaches to inclusive higher education. Furthermore, challenges such as the lack of adaptive infrastructure required for students with disabilities, as well as the insufficient preparation of teaching staff to work with the diverse needs of students, were highlighted. The study also covered the social and legal aspects of inclusive higher education in Kyrgyzstan. The legislative framework regulating the rights of students with disabilities was analyzed, and public support and awareness of inclusion in education were assessed. Based on the findings, specific recommendations and strategies were developed to improve inclusive higher education in Kyrgyzstan. These recommendations cover various areas, including educational programs, the training of educators, the creation of accessible infrastructure, and the development of social support programs. The practical relevance of this work lies in the possibility of implementing the recommendations and strategies proposed in this work to improve inclusive higher education in Kyrgyzstan, which contributes to a more accessible and equitable educational environment for all students.

Enhancing Support for Slow Learners Evaluating Inclusive Education Models in Contemporary Classrooms

Present study assesses the effectiveness of inclusive education frameworks in supporting slow learners, a student needs extra time and resources to achieve academic success. The objective is to include these students in regular classes to promote fairness and social unity. Qualitative research study supported by six teachers working in primary, elementary, and secondary institutions in Karachi. The data collected provided thematic analysis identifying key challenges, strategies, and impacts in the implementation of inclusive education toward children with learning difficulties. Findings also show that though the models of inclusive education may uplift the slow learners both in academic performance and self-esteem, their effectiveness depends on adequate resources, flexible curriculum, and comprehensive training for teachers. Individual education plans and differentiated instruction are also identified as important. Future research has to be based on longitudinal studies and comparative studies across different cultural contexts of inclusive education models with specific attention to teacher preparation and the perspectives of slow learners.

Collaborative Design of an Inclusive Education Model for Students with Emotional Disabilities: A Research-Practice-Policy Partnership

Collaborative Design of an Inclusive Education Model for Students with Emotional Disabilities: A Research-Practice-Policy Partnership

Inclusive Education in Latin American Universities: Proposal for A Care Model

In Latin America, policies on inclusive education in the university are implemented in an irrelevant way, despite the foundations that seek a university that guarantees in all students the learning, skills and competences they need. To try to provide solutions, the Social Model of Inclusive Education (MSEI) is proposed, which allows identifying management in inclusive education, by calculating the effectiveness index, using the cause-effect structure among three variables: i) policies in inclusive education, ii) conditions presented by students and iii) attitudes towards students. The variables are derived into indicator variables, developing items that allow the collection of information with all the members of a higher education institution; thus formalizing a mathematical model of structural equations. The MSEI was applied as a pilot plan in a higher education institution in Ecuador, showing that the management effectiveness index in inclusive education is 60.3%, related to a work of greater weight in indicator variables such as: support that provides the educational institution to the students, the socio-economic situation of the students and the differentiated assessment of learning.

Using Special Physical Education Curriculum-Based Measurement to Improve Student Motor Development in Both General and Special Needs Population: Review of Early Research Lasting More than Five Decades

The main goal of this study is to acquaint experts in the field of education with the results of early research, which are related to the problems they face even now when it comes to sensitive groups with special needs. Previous experiences can be a good indicator of different models of action for pedagogues and managers within the modern education system. Inclusive education has become a reality faced by all participants in the process. Effective action models have been adopted in developed countries, primarily Western countries. However, in less developed countries, it is evident that the problem of inclusion is faced later, primarily due to legal regulations and the need for more funds for specific training of all participants. This issue is especially neglected when it comes to inclusion in the physical education of children with various disorders in motor development. Examples from practice in earlier research can be a good guide for overcoming various obstacles that all participants face today, both in special and inclusive physical education. Controversies are still occurring between supporters of the traditional particular education approach versus the modern, inclusive education model. A better familiarity with the issue can contribute to overcoming prejudices, which this overview study of earlier research can contribute.

Design for the development of a comdyslexic model of inclusive education for dyslexic students

The aim of this study is to obtain expert agreement on the requirements of the main components, the elements within the main components, and the order of priority of the main components for each construct in the design and development of the Comdyslexic model of inclusive education for dyslexic students. In this study, the Fuzzy Delphi method, using seven Likert scales, was employed to gather 19 experts in the field of special education as respondents. The research questionnaire comprises 42 items related to the design and development of the Comdyslexic model, which is divided into three components: the level of teacher knowledge, the teacher's skills and experience, and the level of teacher understanding. Data were analyzed using fuzzy triangle numbering (Triangular Fuzzy Numbers), and the ranking of each variable was determined using the Defuzzification Process. The findings of the study indicate that expert feedback and consensus regarding the elements in the main components of the Comdyslexic model are at a good level. The overall results of the study, through expert consensus, are over 75%, with a threshold value (d) < 0.2 and α-cut over 0.5. Overall, this study is expected to provide benefits and guidance to special education teachers. The presence of the main elements and components in the model is anticipated to have a positive impact on special education teachers in terms of the level of mastery, knowledge, and awareness of the Inclusive Education Program (IEP). The IEP is considered a good long-term strategy to improve the education level of special needs students in our country.

Инклюзивное образование в современном китайском обществе: социологический анализ

This article delves into the analysis of inclusive education in modern Chinese society using sociological methodology. It explores the key factors influencing the development of this educational approach in the People’s Republic of China (PRC), including state policies, social attitudes, cultural characteristics, and economic conditions. Particular attention is paid to the specifics of the development of inclusive education at the present stage and the prospects for its transformation in the near future. The study critically evaluates the effectiveness of existing models of inclusive education and offers recommendations for improving the system. These recommendations include revising principles governing the classification and ranking of disability forms to align them with standards established by the World Health Organization, introducing amendments to China’s current legislation pertaining to educational policies in both schools and universities, improving the accessibility of inclusive education through enhancements in educational infrastructure, increasing the number of professionally trained teachers whose pedagogical preparation meets the demands of inclusive education, and augmenting financial investments in the education of children with special educational needs.

Analysis of The Implementation of Inclusive Education Policy in Indonesia : A Literature Review

This literature review aims to analyze the implementation of inclusive education policies from early childhood education to higher education in Indonesia. Articles were selected through a screening process from 2015-2022. The review was conducted on an online database found on Google Scholar. There were 9 articles reviewed based on the inclusion criteria. Based on the results of the literature review, it was found that inclusive education is an innovative and strategic educational approach to expand access to education for all children with special needs at all levels of education. The inclusive education model has been supported by stakeholders, but in practice there are still various barriers that come from teachers, schools, parents, special education experts and the government. However, the evaluation of inclusive education revealed positive impacts such as increased public awareness and understanding of inclusive education, government efforts to increase the number of educators and improve their quality, and improved accessibility of public facilities for people with disabilities. Recommendations are also provided, especially regarding regulations governing the improvement of educators' competencies, socialization for subject teachers, community support and arrangements for funding the implementation of inclusive education in Indonesia.

INCLUSIVE MUSIC EDUCATION: OPPORTUNITIES FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

This research explores the impact of musical activities on at-risk children with special educational needs. The study uses qualitative research methods. The findings point to the inclusive potential of music education, especially for children with special educational needs, and highlight the benefits of music education. The research addresses communication barriers in music education and the need for specialized training of teachers. By presenting the positive results of including children with special educational needs in music education, the paper advocates for an inclusive educational model that values creativity and encourages equal access to the arts, emphasizing the essential role of music in education and its universal accessibility.

Building a Dream School: Integration of Alternative Inclusion Natural Schools Education centered on Children With Special Needs Based on the Quran and the Sunnah of the Prophet

Education in Indonesia is still not fully inclusive for children with special needs. Forest schools and inclusive schools offer alternative approaches that focus on holistic and inclusive learning. This research aims to explore the concept of forest school and inclusive school integration to create an innovative dream school. The research method used was qualitative with an analytic descriptive approach. Data collection involved direct observation as well as literature study from books, documents and reputable journals. After the data is collected and grouped according to the data, data analysis will be carried out by applying an analytical descriptive approach, this is to get a comprehensive and in-depth understanding of the phenomenon or concept that is the focus of this research. The results of this study indicate that the integration of forest schools and inclusive schools based on the Al-Quran and Sunnah of the Prophet offers a holistic and inclusive education model. By combining outdoor learning and an inclusive approach, children with special needs can experience a supportive and motivating learning environment, in accordance with the principles of justice and compassion taught in Islam.