Inclusive Education Policy Research Articles

EXPLORING ACADEMIC PERFORMANCE: A COMPARATIVE STUDY OF THARU AND NON-THARU STUDENTS IN BIHAR

This study examines the academic achievement of Tharu and Non-Tharu adolescents in the Bagaha (sub division of west Champa ran) Bihar, with a particular focus on gender differences and tribal identity. The educational landscape in India is marked by significant disparities, especially among marginalized communities, where socio-economic factors and cultural influences play crucial roles in shaping academic outcomes. This paper aims to explore the academic performance of Tharu and non-Tharu adolescents’ students of Bagaha (sub division of west Champaran) Bihar. Sample consisted of 400 adolescent’s students randomly selected from the school. Academic achievement was obtained from the schools. Gender wise and category wise comparisons were done using, Mean, S.D. and independent t-test. The results indicate that Tharu students, despite facing cultural and infrastructural challenges, perform relatively well compared to non-Tharu students. Additionally, female adolescents consistently outperform their male counterparts in both tribal and non-tribal categories. This finding aligns with existing literature that suggests gender dynamics significantly impact educational performance, with girls often exhibiting higher academic motivation and support. Furthermore, the study reveals a substantial difference in academic achievement between tribal male and female students, highlighting the need for targeted interventions that address the unique challenges faced by tribal communities.By contributing to the understanding of educational disparities in the Bagaha, this research underscores the importance of inclusive educational policies and culturally relevant curricula. The findings call for increased community engagement and support systems to enhance academic outcomes for all students, particularly those from marginalized backgrounds. Ultimately, this study aims to inform policymakers and educators about the necessity of addressing the intersectionality of gender and tribal identity in educational planning and implementation.

The Impact of Socioeconomic Factors on Educational Management: Comparative Analysis of International Policies and Practices

This study investigates the influence of socioeconomic factors on educational management through a comparative analysis of international policies and practices. Utilizing qualitative methods, including literature review and library research, the study examines the correlation between socioeconomic status and educational outcomes across diverse contexts. The analysis encompasses various dimensions of educational management, including resource allocation, curriculum development, teacher training, and student support systems. By exploring the policies and practices implemented in different countries, the study aims to identify common trends and unique approaches in addressing the impact of socioeconomic factors on educational management. Findings reveal that socioeconomic disparities significantly affect educational opportunities and outcomes, influencing access to quality education, student performance, and educational equity. Moreover, the study highlights the importance of tailored interventions and policy reforms to mitigate the negative effects of socioeconomic factors on educational management. The comparative analysis underscores the need for context-specific strategies that consider the socioeconomic landscape, cultural norms, and institutional capacities of each country. The study concludes by advocating for collaborative efforts among policymakers, educators, and stakeholders to develop inclusive educational policies and practices that foster equitable learning environments and enhance educational outcomes for all students.

NAMIBIAN TEACHERS’ MULTIDIMENSIONAL ATTITUDES TOWARDS TEACHING STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN INCLUSIVE SETTINGS

The success or failure of inclusive educational practices is significantly influenced by teachers’ attitudes towards teaching students with special educational needs (SEN). This research explores the multidimensional attitudes of teachers in Namibia towards teaching students with SEN in inclusive educational settings. We explored teachers’ multidimensional attitudes and how teachers’ cognitive and affective dimensions of attitude influence their behavioural stance regarding teaching students with SEN. The study is grounded in the theory of planned behaviour. Data were collected from 300 teachers in the Omusati, Oshana, Kunene, and Khomas educational regions of Namibia through a self-administered electronic questionnaire. Data were descriptively and inferentially analysed using Jamovi Statistical Software Version 2.3.18.0 and Statistical Package for the Social Sciences IBM Amos. The inferential analysis involved exploratory factor analysis, extracting three attitude components: cognitive, behavioural, and affective, comprising 10 items. The structural equation modelling analyses included confirmatory factor analysis to validate the measurement model and multiple regression analysis to confirm the structural model’s fitness with latent variables. The results revealed that cognitive attitude attained the highest overall mean score, followed by behavioural attitude and affective attitude. This suggests that although participants hold positive beliefs, ideas, and perceptions and are willing to teach SEN in inclusive settings, they displayed moderate emotions towards the practice. Furthermore, the findings indicated that teachers' cognitive attitude has a significantly positive influence on their behavioural attitude, whereas affective attitude was statistically insignificant, implying a negative influence. These findings bear significant relevance to education ministries, curriculum developers, education practitioners, teacher training institutions, and policymakers. They underscore the importance of considering teachers’ multidimensional attitudes in formulating and implementing inclusive education policies. Additionally, the results offer valuable insights for teachers, elucidating the impact of their cognitive and affective attitudes on their behavioural attitude towards teaching students with SEN in inclusive settings.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0601/a.php" alt="Hit counter" /></p>

Implementation and Effectiveness of Inclusive Education Policies: A Case Study of Jigawa State College of Education and Legal Studies Ringim

This article presents a case study conducted at Jigawa State College of Education and Legal Studies Ringim to examine the implementation and effectiveness of inclusive education policies. The study employed a qualitative research design, including interviews, focus group discussions, and document analysis, to gather data from educators, administrators, and students. The findings highlight the challenges faced in implementing inclusive practices and the impact of inclusive education policies on student learning outcomes. The article concludes with recommendations to enhance the implementation and effectiveness of inclusive education policies at the college.

THE IMPLEMENTATION OF INCLUSIVE EDUCATION POLICY IN INDONESIA: A LITERATURE REVIEW

This study seeks to gain a thorough understanding of the essential elements of inclusive education policy in Indonesia, as well as the obstacles faced in putting inclusive education into practice. This study used the Systematic Literature Review (SLR) method to collect and analyze data from 25 relevant articles on the topic under study and then selected 5 articles per topic. The findings show that there are several key components to ensuring equitable access to education for all children, including those with disabilities or special needs. However, the implementation of this policy is faced with various challenges, such as limited community involvement, lack of infrastructure and experts, inadequate teacher competence, limited teaching time, and policy misunderstandings and inconsistencies.

A Comparative Analysis of Inclusive Education Policies in China and the United States

Inclusive education has become popular to ensure equal educational opportunities for students with specific educational requirements or disabilities (SEND). This research paper compares the inclusive education policies in China and the United States with a comprehensive review of relevant literature, examining the conceptual framework, legal framework, and practices. This paper found that China adopts a pragmatic model to practice its policies while the U.S. uses an idealistic model. Furthermore, both countries are working towards attaining UNESCO's definition of inclusive education, facing conflict with neo-liberal education policies. Building on these findings, policymakers and stakeholders in both countries can draw insights to emphasize their country's high priority and foster greater inclusion in education accordingly.

INSERLAB -Pathways to Inclusion through Work-Integrated Learning

This paper presents a comprehensive analysis of a university training program aimed at enhancing the socio-labour integration of individuals with intellectual and developmental disabilities. The program employs a holistic methodology that incorporates work-integrated learning, personalized tutoring, and competency development. The results of this study indicate a significant positive impact on participants, notably improving their employability and dismantling social stereotypes about their capabilities in the workforce. Employers engaged in the program were more inclined to hire individuals with disabilities, highlighting the benefits of active participation and exposure. The implications of these findings reinforce the importance of lifelong learning and inclusive education policies in facilitating the labour integration of individuals with intellectual and developmental disabilities.

Inclusive education and related policies in special needs schools in South Africa.

Post-apartheid, the education system shifted its focus from a segregated education system to an inclusive education system, which resulted in greater consideration of the role and function of special needs schools. In 2014 the National Department of Basic Education developed and implemented an inclusive approach and policies to provide guidelines on the running of special needs schools (SNS). The study was conducted in six SNS in Ekurhuleni South District, South Africa. The study explored the experiences of teachers and healthcare workers when implementing policies in SNS in the study area. This exploratory qualitative study used purposive sampling to select 13 teachers and healthcare workers for in-depth interviews. Collected data were analysed using inductive thematic analysis and ATLAS-ti version 23. Teachers and healthcare workers had different working experiences and understandings about inclusive education and policies, as well as their role in implementing these policies. Experienced challenges included lack of training, limited resources, lack of parental support, issues with differentiated curriculum, an unacceptable teaching environment; and poor referral systems. These challenges evoked strategies such as improvising, collaborating, and referring. Participants indicated that they required further training, resources, and support to successfully implement inclusive policies. Both teachers and healthcare workers agreed that resources were lacking at all SNS represented. Staff training was urgently needed as the current curricula at SNS were differentiated for learners with physical and intellectual disabilities. Findings may inform policy implementation and change in SNS.

Exploring the role of economic of education in promoting intergenerational mobility and equality of opportunity

Intergenerational mobility and equality of opportunity are essential for achieving inclusive and sustainable economic growth. However, disparities in education access, quality, and outcomes persist, hindering social mobility and perpetuating inequality. This study employs data mining techniques to investigate the role of economics of education in promoting intergenerational mobility and equality of opportunity. Our findings highlight the importance of addressing these disparities through targeted policies and interventions. Investing in teacher training, technology access, and parental education initiatives can enhance education outcomes and intergenerational mobility. Implementing inclusive and equitable education policies, such as need-based scholarships and affirmative action programs, can promote equal opportunities for marginalized groups. The economics of education plays a vital role in shaping individual and societal outcomes. Education expenditure, access, and quality significantly influence human capital development, labor market outcomes, and social mobility. However, inequities in education systems and policies exacerbate existing socioeconomic disparities, limiting opportunities for marginalized groups.

Teaching National Identity in Multicultural Classrooms: A Study on Social Studies Education and Sociological Perspectives of Inclusion

This study investigates the challenges and strategies associated with teaching national identity in multicultural classrooms, emphasizing the need to balance national unity with cultural diversity. As classrooms become increasingly diverse, educators face difficulties in promoting a cohesive national identity while respecting students’ varied cultural, ethnic, and linguistic backgrounds. The study examines these challenges through the lens of sociological theories such as Social Identity Theory, Critical Race Theory (CRT), and Social Integration Theory, which provide frameworks for understanding how to foster inclusion and address historical inequalities. The research highlights key issues, including the risk of marginalizing minority perspectives, ensuring culturally sensitive representation, and overcoming linguistic barriers. It also explores effective strategies for teaching national identity, such as adopting culturally responsive pedagogy, encouraging critical engagement with national narratives, and incorporating multilingual approaches. Recommendations for policymakers and curriculum developers include supporting inclusive education policies, investing in teacher training, and designing curricula that reflect diverse perspectives and address social justice issues.

Strategies Used by the Teachers who are in Inclusion Classrooms Regarding the Students with Special Educational Needs

Integrating children with special educational needs in ordinary schools has been a central aspect of providing educational rights to every child. Sri Lanka is a country that values education, and the government schools provide free education facilities to every student concerning special educational opportunities for disabled students as well. Children with disabilities in Sri Lanka are educated through inclusion in mainstream or specialized schools. Teachers are the most important persons contributing to achieving the expected outcomes of inclusive education policy. They are the people who take action and implement educational reforms at the school level. A key element in the successful implementation of inclusive education is teachers’ ability to maintain and teach a classroom with an inclusive background. Therefore, the present research inquired about the strategies used by teachers in inclusive classrooms regarding students with special educational needs. The main objectives of the study are to find out the awareness about inclusive education among the teachers who are in inclusive classrooms, to identify the motivational strategies used by the teachers who are in inclusive classrooms, and to find out the teaching methods used by the teachers who are teaching in inclusive classrooms. Qualitative methods were used to collect data with classroom observations and semi structured interviews. A purposive sampling method was used to select the sample, and gathered data were analyzed thematically. Evidently, the teacher’s awareness of inclusive education was insufficient, and they were not provided with proper training regarding teaching in an inclusive classroom. Teachers used motivational strategies like reinforcement methods, assisting the issues of the SEN students, arranging the classroom environment according to the needs, and giving equal opportunities to the students. Most teachers used the lecture method in the classroom. Brainstorming and role-play were also visible. Less use of student-centred methods was visible. Proper awareness and training are needed to uplift the quality of teaching in inclusive classrooms in Sri Lanka.

Dilemas da Classificação da Diferença: as Promessas e as Rupturas da Educação Inclusiva em Contextos Culturais

ABSTRACT The call for expanding educational opportunities for all (including the most vulnerable groups) has been both promising and disruptive, particularly as inclusive education policies spread across the globe. Notably, inclusive education embodies a transformative promise for contexts where inequality is ubiquitous. However, different perspectives on the categorization of vulnerable groups are emerging around the globe, which influences the way Inclusive Education is designed and implemented. Thus, in this paper, we reflect on the differences among countries in their approach to implementing Inclusive Education, we discuss the hierarchies of difference that are created, and we set an initial discussion to foster the analysis of categories of difference and their implications for Inclusive Education in future research.

The emergence of a large disadvantaged group after the earthquake disaster in turkey on february 6, 2023, and investigation of inclusive education policy

The aim of this study is to examine the precautions and policies of the Ministry of National Education (MoNE) in the preearthquake period for disadvantaged groups that may be affected by earthquakes. One out of five students in Turkey was affected by the February 6, 2023, earthquake in the country. In terms of the education system, the earthquake caused psychological problems, difficulty accessing education, and economic issues. MoNE has not provided inclusive training for teachers for the education of children directly affected by earthquakes in the last five years. There is a teacher module for inclusive education for children affected by disasters, but there is no educational content for students directly affected by the earthquake.

Cartografias da Educação Inclusiva na Educação Especial: Produção Científica, Políticas e Práticas

ABSTRACT In this paper, we present a portrait of inclusive education policies in Special Education. We analyze the scientific production, education policies and the current educational reality, considering the 16 years of the National Special Education Policy from the Perspective of Inclusive Education. In methodological terms, we analyzed federal documents and the School Census produced by the National Institute of Educational Studies and Research Anísio Teixeira (INEP), as well as the scientific production of the Revista Brasileira de Educação Especial (RBEE). The findings were compared with qualitative data produced in education networks that are part of the Permanent Special Education Forum from the perspective of Inclusive Education in Baixada e Sul Fluminense, Rio de Janeiro, Brazil. The results indicate a set of challenges in guaranteeing Inclusive Education within the scope of Special Education: setbacks in offering educational support, weaknesses in intersectoral policies/programs, educational inequity and theoretical and practical problems in the conception of Inclusive Education in Special Education.

Examining Inclusive Education Policies of Nepal: A Comprehensive Review Analysis

This study seeks to interpret inclusive education policies in Nepal to ensure they align with constitutional rights, particularly for individuals with diverse learning needs. Nepal has conducted a thorough evaluation of its inclusive education policies. An analytical research approach has been used to analyze the policy provisions that protect constitutional education rights. Every child in Nepal is entitled to receive a fundamental education according to the constitution established in 2015. This study provides a comprehensive analysis of the acts, policies, and educational documents that were relevant to the study. The findings highlight the successes and challenges of Nepal's inclusive education policy. The study also explores the connection between constitutional rights and practical scenarios, while highlighting the importance of considering cultural and socio-economic factors for fostering inclusivity. Improving inclusive education policies involves recognizing and building upon strengths while also addressing areas for improvement. This study intend to harmonize constitutional ideals and educational practices to provide insights for policy changes and foster inclusive and equitable education in Nepal and beyond.

Teachers’ Attitudes and Intention Regarding Inclusive Practice in Hong Kong Higher Education

The policy of inclusive education (IE) aims to build an inclusive society that provides educational opportunities for all students regardless of learning disabilities or special educational needs. However, the outcomes of IE reported in the literature were rather inconsistent, with no solid evidence to confirm the effectiveness of IE. Among the many factors associated with the effectiveness of IE, teachers’ attitudes and intention regarding teaching inclusive classrooms play an important role. Previous studies on IE were conducted mainly in primary and secondary schools. This study examined factors associated with teachers’ attitudes and intention about teaching IE in a higher education setting. A questionnaire containing items on sociodemographic characteristics and instruments measuring IE was designed for data collection. The questionnaire was put online in an institution of higher education and teachers were invited to participate in the study. A total of 107 teachers (mean age = 49.9 years, SD = 11.4, 49.5% were males) responded. The data revealed that teachers hold positive attitudes towards IE and they showed fairly high intention to engage in inclusive practice, which provides a fertile ground for the implementation of IE. However, teachers’ self-evaluation of confidence, experience, knowledge, and training regarding inclusive practice were rather poor, suggesting that they were not well-prepared for teaching IE. It constituted a potential barrier to the effective implementation of IE. In-service training is recommended to prepare teachers for their engagement in inclusive practice.

Inclusive Education Topics Teachers Learned at Teacher Professional Development Programmes: How Did They Benefit?

This study employed a single case study design involving twenty-two basic schoolteachers from the Ga East Education Directorate in Greater Accra, Ghana. Through interviews, we examined the inclusive education (IE) topics covered in professional development (PD) programmes and the resultant benefits for teachers. The findings demonstrate that IE PD programmes focused on sensitising teachers to IE policies and practices, identifying students with Special Education Needs (SEN), and fostering collaboration among teachers, headteachers, and special education (SPED) coordinators. Notably, participants derive substantial benefits from these programmes, acquiring knowledge on SEN identification, developing a willingness to embrace students with SEN, enhancing teacher agency, and fostering collaborative partnerships among teachers, headteachers, and SPED coordinators to better support students with SEN. The study’s findings underscore the imperative for comprehensive support from diverse education stakeholders in organising ongoing, practical, and hands-on IE PD programmes for Ghanaian basic schoolteachers.

한국에서 자산소유 민주주의를 실현하기 위한 포용적, 자율적 교육정책: 롤즈 정의론의 경험적 전회를 위한 시론

한국에서 자산소유 민주주의를 실현하기 위한 포용적, 자율적 교육정책: 롤즈 정의론의 경험적 전회를 위한 시론

Empowering Special Minds: A Systematic Review of Government Support for Students with Disabilities in Tanzania

The scope of the study includes an analysis of the implementation of inclusive education policies for students with disabilities in Tanzania as well as the identification of barriers that affect their effectiveness. This study aims to explore the conditions of implementation of inclusive education policies and identify challenges in achieving sustainable education inclusion for students with disabilities in Tanzania. The methodical strategy used to find relevant documents published between 2004 and 2022 was powered by the publish or perish domain across many electronic databases, namely Google Scholar, Institutional Repositories, and ERIC. Nine documents out of 41 were selected for data mining and analysis after meeting inclusion and exclusion criteria. The results show that the government has implemented several policies and strategies, like the Education and Training Policy, the Persons with Disabilities Act, the Inclusive Education Strategy, and educational regulations and circulars reinforcing inclusive education and children with disabilities' rights to access education. In addition, the government has established inclusive schools and special needs education departments at the ministerial level to address the several needs of students with disabilities. The review also highlights several impediments to implementing inclusiveness in education by government initiatives. These impediments include insufficient funds, dilapidated and inaccessible infrastructure, the community stigma related to disability, inadequate specialised experts, and a lack of assistive technology in many conventional schools. The implication of this research is to provide a better understanding of the effectiveness of inclusive education policy implementation in Tanzania and highlight the barriers that need to be overcome to achieve sustainable education inclusion for students with disabilities.

Educational Attainment of People with Disabilities

Individuals with disabilities exhibit lower educational achievements. This research analyzes the successful educational attainment of individuals with disabilities by comparing government and private educational institutions, gender, and residential location. The research methodology includes descriptive analysis and probit regression to compare independent variables (family size, location, gender) concerning educational achievements. The results indicate disparities in achievements between both educational institutions, with private institutions showing a higher tendency to achieve higher educational levels. The analysis also highlights the importance of considering specific factors such as location and gender in accessing education. This study underscores the necessity for inclusive educational policies that consider social factors to provide equal opportunities for individuals with disabilities within public school environments.