Inclusive Pedagogy Research Articles

Recommendations for Integrating Anti-Racist and Inclusive Pedagogy Strategies into Doctoral Teaching Training in Public Health

Greater use of antiracist and inclusive pedagogy is necessary to address racism in public health education. To effectively prepare the next generation of public health faculty who can support diverse cohorts of students in developing the skills needed to promote health equity, such pedagogies must be integrated into doctoral teaching training. Based on our experiences as co-instructors and student of a doctoral-level course on teaching public health, we offer recommendations for integrating antiracist and inclusive pedagogies into doctoral teaching training. First, integrating student voices, such as letters to academic institutions demanding changes to address institutional racism, can prompt reflection and discussion on how doctoral students’ teaching can contribute to antiracist work. Second, pedagogy courses offer the opportunity to model inclusive teaching strategies that value the participation and perspectives of all students. Third, mentored teaching experiences provide doctoral students opportunities to meaningfully engage in course preparation and delivery, including reflexive consideration of positionality in the context of the course. Fourth, instructors and doctoral students must engage in ongoing and collaborative learning, reflection, discovery, and accountability. We encourage public health programs to assess how antiracist and inclusive pedagogies fit into doctoral teaching training and implement further steps to better prepare future faculty to become antiracist educators.

Fostering preservice teachers’ mathematical discourse through virtual simulation teaching

Simulation, a new tool in teacher education programmes, requires further evidence as to its effectiveness in supporting the development of preservice teachers’ (PSTs’) mathematical discourse. The study explores the discourse of a group of preservice teachers while teaching the concept of volume in a simulation setting. Specifically, PSTs’ verbal interactions with virtual students (i.e. avatars) are examined using utterances as the basic unit of analysis. By applying mathematics discourse frameworks, the PSTs’ discourse was categorised, identified as different types and analysed both quantitatively and qualitatively. The findings reveal the dynamics of PSTs’ discourse and highlight how simulations provide an authentic classroom-like environment, with the potential to elicit PSTs’ mathematical discourse, including preparation for unexpected situations and fostering inclusive pedagogy. This article makes a contribution to the current literature by exploring the effectiveness of simulation-based teacher education programmes in developing preservice teachers’ (PSTs’) mathematical discourse skills. Specifically, the discussion offers valuable insights into the potential of simulations as a platform for preparing PSTs to become confident and competent educators capable of fostering inclusive learning communities.

‘No One Is Left Behind?’: A Mixed-Methods Case Study of Equity and Inclusion in Physical Education Teacher Education

Equity and inclusion are requisites of high-quality Physical Education (PE). However, there is a substantial gap in understanding PE Teacher Education’s (PETE) effectiveness in preparing Preservice Teachers (PSTs) to implement equity-driven pedagogies. Moreover, focused on individual retrospective gameplay engagement rates (participation time), current research fails to provide a holistic perspective of the practical manifestations of equity and inclusion in PE. This study fills this void with novel insights offered by a mixed-methods case study examining the following: (i) the process-oriented teaching strategies employed by a PST trained to deliver inclusive pedagogies, alongside student voices on lived experiences; and (ii) the outcome-oriented gameplay patterns across two teaching units (Basketball and Volleyball). Participants included one PST and 26 students. Extensive observations and focus groups mapped the applied teaching strategies and student responses. Video-based social network analysis captured equity and inclusion in students’ gameplay patterns, using metrics such as degree prestige. Findings indicate the PETE impact in inducing PSTs’ inclusive manipulation of learning activities and the fostering of inclusive team membership and positive collaboration. SNA metrics evidenced equitable and inclusive gameplay patterns. Despite pedagogical efforts, content-specific factors may influence students’ gameplay inclusion. Hence, a reflection on the multifaceted and non-linear nature of promoting inclusive participation is prompted.

Stimming as Thinking: a Critical Reevaluation of Self-Stimulatory Behavior as an Epistemic Resource for Inclusive Education

Peripheral sensorimotor stimming activity, such as rocking and fidgeting, is widely considered irrelevant to and even distracting from learning. In this critical-pedagogy conceptual paper, we argue that stimming is an intrinsic part of adaptive functioning, interaction, and cognitive dynamics. We submit that when cultural resources build from students’ own sensorimotor dynamics, rather than subjugating them to hegemonic corporeal norms, learners’ intrinsic sensorimotor behaviors may be embraced and empowered as mental activity. This call for transformative inclusive pedagogy is of particular importance for neurodivergent children whose sensorimotor engagements have historically been ostracized as disruptive. Following a conceptual analysis of stimming that builds on a range of neuro-cognitive empirical studies drawing on post-cognitivist embodied cognition theory, we imagine inclusive educational futures that disrupt sedentary instructional design to elevate minoritized learners’ sensorimotor activity. As proof of concept, we present an example inclusive embodied activity, balance board math, a pedagogical tool designed to elicit stimming as thinking. We propose a set of design heuristics for realizing stimming’s pedagogical potential.

A Study on Significant Contribution by Edification Institution in Instigating Inclusive Pedagogy among Teachers

Inclusive teaching supports diversity by creating inclusive spaces for sharing cultural views and assigning writing tasks that prompt students to think critically about diversity and equality issues. All learners are supported by inclusive pedagogy. Inclusive pedagogy is a teaching method that addresses the diverse needs of learners without excluding anyone in the Classroom community. Around the globe, schools and classrooms are becoming more varied in termsof their student populations. Educators who are thoughtful understand that when all diverse student populations are taken into account (talented and gifted, multicultural, learning dis ability and speakers of other language) they actually makeup a majority rather than a minority of the students in their classrooms. This paper explored the role of the educational institutions in implementing the Inclusive Pedagogy in Education Industry. Through data collection and observation it is analysed that inclusive pedagogy has to be encouraged and made a course of action in every classroom for which the teachers are to be trained and provided with opportunities to execute the same. The study also provides for the methodologies that can be adopted in this process by the educational institutions and general problems faced by the teaching fraternity in implementing inclusivity in education.

What is translanguaging and raciolinguistics doing in the field of curriculum studies?

This article critically examines the intersections of translanguaging, raciolinguistics, and curriculum studies within the context of Latin America. It interrogates how dominant discourses and practices perpetuate coloniality and linguistic hierarchies in the region. Through an analysis of a special issue of the Journal of Curriculum and Pedagogy, the paper explores how emergent scholarship challenges the hegemony of Global English and disrupts colonial narratives embedded in national educational policies. By theorizing curriculum at the intersection of translanguaging, raciolinguistics, and sociopolitical contexts, this article advocates for a counter-curriculum that prioritizes the epistemic agency of historically excluded communities. Translanguaging practices emerge as a form of resistance, underscoring the role pedagogy plays in subverting dominant language ideologies. They challenge Eurocentric ways of knowing by advancing inclusive pedagogies rooted in local knowledges and linguistic diversity. Ultimately, the article advocates for a decolonial curriculum that prioritizes linguistic autonomy, cultural pluralism, and epistemic justice in Latin America and beyond.

Equitable learning for all: exploring hurdles and prospects in inclusive pedagogy

Inclusive education is a crucial aspect of contemporary educational systems to ensure accessibility and quality of education for all learners, including those with developmental peculiarities or disabilities. This article reviews current research and publications on inclusive education to identify critical trends, challenges, and achievements. Several aspects of inclusive education have been analysed, including teacher training, using technologies, creating an environment, and resolving socio-cultural issues. Based on the findings, conclusions are drawn about the necessity of a comprehensive approach to implementing inclusive education, including the professional training of educators, active use of technologies, and creation of an educational environment. Important directions for further research could include studying the impact of professional teacher training on the successful implementation of inclusive education, analysing the effectiveness of various educational methods and strategies, and investigating the role of technologies in ensuring education accessibility for all learners. Integrating the findings from such studies can assist educational institutions and government bodies in developing and implementing more effective strategies and policies for inclusive education. It, in turn, can improve accessibility and quality of education for all children and youth, regardless of their characteristics and needs.

Inclusive pedagogy in online simulation‐based learning in undergraduate nursing education: A scoping review

AbstractBackgroundEquality, diversity and inclusion initiatives seek to embed the concept of inclusive pedagogy to promote inclusive educational environments. However, no evidence synthesis exists which examines whether and how the concept of inclusive pedagogy is addressed in online simulation‐based learning in the undergraduate nursing education literature.AimsTo map the evidence regarding the adoption of inclusive pedagogy in online simulation‐based learning in undergraduate nursing education.DesignA scoping review.MethodsData were extracted, synthesized and presented in narrative and table format.Data SourcesA systematic search of five databases and five sources of grey literature was conducted to search literature published between 1st January 2010 to 1st June 2022.ResultsThirty‐eight papers published between 2011 and 2022 were included. The results are presented under three identified themes: (1) Learner diversity; (2) Theoretical frameworks promoting equality, diversity and inclusion in online simulation and (3) Online simulation feedback.ConclusionInclusive pedagogy has not been considered or embedded in its entirety in online simulation in undergraduate nursing education literature.Implications for the profession and/or patient careUtilizing an inclusive pedagogy framework may prove advantageous in generating inclusive teaching approaches to support all students.ImpactThis review will interest educators and managers that wish to incorporate equality, diversity and inclusion initiatives in nursing education.Reporting MethodThis scoping review has adhered to the EQUATOR guidelines: the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis extension for Scoping Reviews checklist.Patient or Public ContributionNo Patient or Public Contribution.

LITERACY INCLUSION IN REALIZING DISABILITY-FRIENDLY LIBRARY SERVICES: A NARRATIVE LITERATURE REVIEW

Abstract: People with disabilities find it difficult to live independently and work like the general public. The lack of public service facilities, especially libraries, has not been able to provide easy access to literacy resources. The presence of literacy inclusion in library services is an effort to create a library environment that is friendly to people with disabilities. The purpose of this study is to find out how literacy inclusion can be a foundation for libraries to meet the needs of people with disabilities and develop services that are in accordance with the principles of inclusion. The research method uses narrative literature review. The results of this study underscore the complexity of literacy inclusion in the library context and view it as a concept that involves not only technical and service aspects, but also community engagement, identity formation, inclusive pedagogy, and advocacy.

Empowering Diversity: A Novice PE Teacher's Journey in Inclusive Pedagogy

This study sought to explore the lived experiences of novice physical education (PE) teachers, particularly in teaching students with disabilities or special needs. Specifically, how they navigate challenges as they teach students with disability. The study utilized a qualitative descriptive phenomenological approach to understand the lived experiences and perspectives of the novice PE teachers in a phenomenon. The participant of this study involves five novice PE teachers who qualified the inclusion criteria and undergone in-depth interview through in person or in virtual platform. The findings reveal the dual nature of teaching students with disabilities, with participants expressing both challenges and reward inherent in this endeavor. Key themes emerge, including the challenges in effective communication, engagement issues, creating adaptive activities, instruction, and teaching strategies. Furthermore, the study highlights the significance of continuous personal and professional development, and the ongoing support from colleagues, administrators, and parents to ensure equitable learning opportunities for the students regardless of their abilities.

Studying Away Post COVID-19 and Beyond: Making High Impact Learning Practices Equitable

Halfway through the Spring 2020 academic year, many institutions canceled face-to-face classes in response to the COVID-19 pandemic. During this in-person to online transition, educators had to rethink how studying away could be offered to undergraduate students. Technology allowed some to provide study away opportunities, incorporate inclusive pedagogies, diversify the student study away population, and specifically target students traditionally underrepresented in study-away/study-abroad programs. This includes students who are first-generation, of color, from working-class families, and with disabilities. In doing so, the author of this work was able to provide high-impact learning practices for diverse students and expose students to the research process while studying away, via an online asynchronous course. Here, the author shares some practices of leading a fully online study away course via video site visits, virtual student travel, and expert interviews. This work is important as it advances the literature on the pedagogies and practices of Interdisciplinary educators.

Inclusive pedagogies for learning the psychology of equality, diversity, and inclusion

Issues of equality, diversity, and inclusion are under increasing scrutiny in Higher Education. This poses an opportunity for educators involved in the delivery of psychology courses to reflect on the inclusivity of their curricula. Though psychology as a discipline has contributed to reproducing social inequalities, it has also brought them to the forefront, and has the potential to improve the landscape for minoritised people. To honour our commitment to building a more inclusive curriculum that could contribute to these efforts, we codesigned with students a final year undergraduate module, Psychology of Equality, Diversity, and Inclusion. The module employed inclusive pedagogies to explore how a range of EDI issues affect particular groups of people, sustaining an intersectional perspective throughout. Positive feedback from students indicated that they left the module with the confidence to speak about and take action on the inequalities and injustices they see around them, and experience themselves.

A Review on Chinese Students with Attention Deficit Hyperactivities Disorder in the Light of Policy Approach, Inclusive Pedagogy, and Universal Design for Learning

A Review on Chinese Students with Attention Deficit Hyperactivities Disorder in the Light of Policy Approach, Inclusive Pedagogy, and Universal Design for Learning

Language as a tool for intercultural understanding: Multilingual approaches in global citizenship education

The paper explores the pivotal role of language as a catalyst for fostering intercultural understanding within the framework of multilingual approaches in global citizenship education. In an increasingly interconnected world, language is a dynamic tool for bridging cultural divides and nurturing empathy, respect, and appreciation for diverse perspectives. Multilingualism, embraced within educational contexts, becomes instrumental in shaping informed global citizens equipped with the skills and mindset to navigate the complexities of our interconnected world. This paper delves into the theoretical underpinnings of multilingual education and its implications for global citizenship, emphasizing the transformative potential of linguistic diversity. By incorporating diverse linguistic and cultural perspectives into curricula, educators can cultivate a sense of curiosity and open-mindedness among students, facilitating meaningful intercultural dialogue and collaboration. Furthermore, the paper highlights the emerging trends in multilingual education, such as translanguaging pedagogy and content and language-integrated learning (CLIL), as practical approaches to promote language proficiency and intercultural competence. These strategies empower students to leverage their multilingual learning, communication, and problem-solving skills, fostering a deeper understanding of global issues and promoting social justice and sustainability. Through a synthesis of theoretical frameworks, empirical research, and practical insights, this paper seeks to contribute to the ongoing discourse on the role of language in promoting intercultural understanding and global citizenship. By recognizing language as a powerful tool for building bridges across cultures and fostering inclusive societies, educators and policymakers can work towards creating more equitable and interconnected communities where linguistic diversity is celebrated and valued. In addition to exploring the theoretical foundations and practical applications of multilingual approaches in global citizenship education, this study delves into the importance of policy frameworks and institutional support in fostering linguistic diversity within educational settings. Effective language-in-education policies that recognize and promote the linguistic rights of all learners are essential for creating inclusive learning environments where students feel valued and empowered to express themselves in their mother tongue. Furthermore, the paper discusses the need for professional development opportunities for educators to enhance their pedagogical practices and intercultural competence in multilingual settings.

Inclusive Pedagogy at University: Faculty Members’ Motivations

The presence of students with disabilities in Higher Education (HE) is increasing. However, the permanence and success of these students at university is not granted. In this study, the voices of 119 faculty members from 10 Spanish universities who had been identified by their students with disabilities as inclusive were heard. For this purpose, a qualitative methodology was chosen, using the semi-structured individual interview as the instrument for data gathering. Two interviews were conducted with each participant to analyse the main areas of inclusive pedagogy (beliefs, knowledge, designs and actions). The results show the participants’ conceptions of disability, as well as their main motivations for carrying out inclusive pedagogy, such as their professional vocation and their previous experiences with people with disabilities. The article ends with a series of conclusions that outline the profile of an inclusive faculty member. This information can help universities to improve their faculty training programs to obtain a more inclusive teaching staff, which can be translated into more sustainable and inclusive university systems.

Social platforms as Tools for Inclusive Pedagogy: Case of Perusall for Collaborative Reading

Extant literature is replete on the importance of inclusive pedagogy, which is crucial in engaging every student irrespective of their background to have access to knowledge. Although social platforms like Perusall aim at collaborative reading and enhance students’ engagement in reading, literature is sparce on the extent to which these tools accommodate the learning needs of diverse learners. This study is a contribution to close the gap by exploring the Perusall website, research reports on Perusall, and the author’s personal experience with Perusall to determine features of the platform that can contribute to diverse learners engaging in collaborative reading. This paper focuses on features in Perusall that can enhance accommodation of learning needs for diverse learners and discusses how instructors can be intentional in leveraging the features to be inclusive for collaborative reading and learning in diverse learners. The paper highlights the features of Perusall that instructors can leverage through the lens of Universal Design for Learning that defines multiple forms of representations, engagement, and actions at the core of inclusive pedagogy.

Changes in Teachers’ Understandings, Attitude, and practice related to Action Research: The Influence of Gender and Inclusive Pedagogy Training in Bangladesh

Action research has been found to be potential in solving classroom related problems in teachers’ own context and for bringing changes in classrooms making the classrooms more inclusive. Therefore, in a 5-country consortium project, while using a co-designed teachers’ professional development on Gender and Inclusive Pedagogy (GIP), action research was in-built as an important part for problem solving. In a four-tier training program, 95 teachers of the 20 experimental schools of Bangladesh were oriented with action research and gradually achieved necessary skills to practice action research in their classrooms. After each phase of trainings, teachers practiced action research as a tool to mitigate issues related to GIP practice. Both quantitative and qualitative data were obtained from three different sources- observation of the teacher training sessions related to action research, pre and posttests of the trainings, and reflective journals of the teachers. Findings reveal changes in teachers’ understanding, attitude and practice related to action research. Quantitative data shows that there are significant differences in teachers’ understanding related to action research between the pre and post tests in the last two tiers of the trainings. There is significant change in teachers’ ‘attitudes’ related to action research too between the pre and posttests in the third and final tiers of the trainings. Qualitative data also depicted the same gradual changes in teachers’ understanding of and attitude towards conducting action research. Lastly, 17 teachers (8 individually and 9 collaboratively) practiced action research in their classrooms to address different issue or challenges related to student participation and achievement regarding gender and inclusion aspects. The teachers reported reduced student absenteeism, increased student participation in group work, more participation of girls and special need children, more organized and student friendly classrooms. However, challenges remained in ensuring the participation of all students in a meaningful way ensuring quality learning which the teachers are trying to achieve in their next action research cycles. Teachers expressed their worries that they may not be able to continue the action research when the project period is over as there will be no support from the project team members. The study suggests creating groups among teachers in nearby localities who can share, help and collaborate in each other’s action research. Teacher’s World: Journal of Education and Research, 49 (2),15-36

Implementation of Inclusive Pedagogy in Elementary Schools

The general problem of learning opportunities for children with special needs is society's serious problem. Therefore, the quality of inclusive education must always be improved, one of which is the teaching staff (teachers). Every teacher must master and improve various aspects of competence, one of which is the competence used in inclusive education, inclusive pedagogy competence. This research aims to describe the implementation of inclusive pedagogy in schools providing inclusive education. This type of research is descriptive with a qualitative approach via phenomenology. The subjects in this research were one inclusion class teacher and one special supervisor teacher (GPK). The data collection method used was interviewed using an instrument in the form of an interview sheet. The collected data is explained using content analysis techniques to identify the main themes in the news with the application of inclusive pedagogy. The research results show that inclusive pedagogy competence involves the teacher's ability to provide learning that considers student diversity. This is done through efforts to accept, communicate, and build an inclusive environment. By showing the benefits and challenges of implementing inclusive pedagogy, this research can help increase public support for inclusive education.

The Hermeneutics of Qur’anic Translation into Sign Language: A Study of Inclusive Pedagogy by the Qur'an Indonesia Project

This study investigates the implementation of inclusive Qur’anic pedagogy by the Qur'an Indonesia Project (QIP), with a focus on its Sign Language translation initiative and inclusive teaching methods. QIP, in collaboration with The Little Hijabi Home Schooling, has launched QuranIDprojectISYARAT, a digital-based endeavor aiming to improve access to the Qur’an and its translations, especially for individuals with disabilities. The QuranIDProjectISYARAT program, developed by QIP, targets the deaf community and provides Qur’anic education through platforms like Instagram and YouTube, utilizing audio, visuals, and Sign Language demonstrations. While QIP utilizes Arabic Sign Language for Qur’an translation, their interpretive process prioritizes understanding Qur’anic meanings over morphemes. This study delves into QIP's Qur’an translation process and inclusive teaching practices, particularly focusing on the experiences of deaf or hearing-impaired individuals. By employing a netnography approach and conducting interviews with QIP's YouTube viewers, the research investigates interactions within QIP's online platforms and gathers insights into viewers' perspectives. The findings suggest that QIP's Qur’an translation incorporates Arabic Sign Language and volunteers' interpretations or improvisations of verses, fostering comprehension and a sense of inclusion among learners in their online Qur’anic education initiatives.

Physics Education for Special Needs Students: A Descriptive Analysis

This essay examines the difficulties and possibilities involved in teaching physics to students with special needs. It talks about how important it is for physics courses to use inclusive pedagogies and teaching practices that are designed to meet the different needs of their students. The study looks at different strategies for modifying physics curricula, instructional strategies, and assessment procedures to fit the needs of students with special needs. It does this by reviewing relevant literature and doing empirical research. It draws attention to how important collaborative learning settings, assistive technology, and customized instruction are to ensuring that all students have equitable access to physics education. The report also addresses how professional development and teacher training might improve teachers' ability to successfully support students with exceptional needs. It highlights how crucial it is to promote policies and cultivate an inclusive culture across physics education communities. This study attempts to provide guidance and insights for educators, policymakers, and stakeholders trying to establish inclusive and supportive learning environments for children with special needs in physics education by combining current research and best practices. It emphasizes how important it is to acknowledge and recognize each learner's unique talents and abilities in order to support their engagement, success, and mastery of physics.