Inclusive Practices In Schools Research Articles

Inclusive School Policies and Practices and the Well-Being of LGBTQ + Students in Portugal

Abstract Introduction The school context can be particularly problematic for youth who identify as lesbian, gay, bisexual, trans, and queer or who hold other sexual and gender-minoritized identities (LGBTQ +). To address this issue, LGBTQ + inclusive policies and practices have been implemented in many schools around the world. Methods A cross-sectional sample of 989 LGBTQ + and cisheterosexual high school students residing in Portugal completed an anonymous online survey in 2020/21. Participants were asked about their perceptions of LGBTQ + inclusive policies and practices in their school, namely, an inclusive curriculum, comprehensive policies, and information and support regarding sexual orientation and gender identity in their school. We further examined associations between these perceptions and LGBTQ + student well-being (depression, resilience, and self-esteem). Results Perceptions of the existence of an inclusive school curriculum were lower among LGBTQ + students compared to their cisheterosexual peers. In addition, LGBTQ + students who perceived the curriculum as less inclusive were more likely to report higher levels of depression and lower levels of resilience and self-esteem. Conclusions The findings suggest that LGBTQ + students perceive the school curriculum to be less inclusive, and this is associated with poorer well-being. Policy Implications Concrete policies and practices that improve school climate and promote the well-being of LGBTQ + students are paramount. These may include awareness-raising activities for students and discussion of LGBTQ + issues in the classroom. Therefore, cultural competency training for school staff is essential.

The role of school leaders in developing inclusive practices in Icelandic compulsory schools

ABSTRACT Icelandic education policy has a strong focus on inclusive education, but available Icelandic evidence indicates a lack of well-defined procedures in schools and municipalities aimed at inclusive education. Research literature has placed emphasis on the central role that school leaders play in developing inclusive schools. The purpose of this qualitative case study is to develop an understanding of school leaders’ role in developing inclusive practices in Icelandic compulsory schools. Inclusive practices refer to the strategies, approaches, and frameworks created to ensure that all students, regardless of their abilities, backgrounds, and learning needs, can participate fully in educational opportunities. Data collection took place between May 2022 and January 2023. Interviews were conducted in two compulsory schools and in this paper, we build on 8 interviews with 14 teachers and school directors. The interviews were recorded and then transcribed verbatim before the thematic analysis commenced. The findings are introduced according to three main themes: Inclusive school leaders’ role in setting direction, Inclusive school leaders’ role in organisational development and Inclusive school leaders’ role in human development.

Overcoming the Challenges of Including Learners with Visual Impairments Through Teacher Collaborations

In this article we report on a study undertaken with 255 teachers working with learners with visual impairments. The focus of our discussion is teachers’ implementation of inclusive education policies with learners with visual impairments in full-service schools in South Africa. We foreground the ways in which the teacher participants relied on teacher collaborations to overcome some of the challenges they faced as a result of limited resource provisions in schools in this country. We implemented an instrumental case study design and followed the approach of participatory reflection and action (PRA). The sample included teachers (n = 255) from seven full-service and ten special schools from five provinces in South Africa. In addition, 50 expert stakeholders who work in the field of visual impairment were involved. For data generation and documentation, we utilised PRA-based workshops, the observation-as-context-of-interaction method, audio-visual techniques, field notes, and reflective journals. The findings of our research confirm that full-service schools face distinct challenges regarding limited resources as well as teachers that are inexperienced to accommodate learners with visual impairments. Even though the teachers in our study were initially reluctant to implement inclusive education practices, their collaboration with fellow teachers and other informed stakeholders enabled them to address some of the challenges they experienced and implement inclusive practices. They subsequently formed a team and learnt from one another to facilitate positive changes through the implementation of inclusive practices, thereby following a socio-ecological approach to inclusive practices in full-service schools in South Africa.

Pendidikan Inklusi dalam Perspektif Pendidikan Islam: Mewujudkan Keadilan dan Kesetaraan untuk Semua

Inclusive education in the context of Islamic education is an important and relevant topic in efforts to create a fair and equitable education system for all individuals, including children with special needs. This research aims to describe, analyze, and provide a deep understanding of inclusive education in Islamic education. Using a qualitative method and a literature review approach, this research presents findings that demonstrate the importance of inclusion in creating education that embraces all children, amidst multicultural complexity. These findings have significant implications for inclusive education practices in Islamic schools and provide recommendations for future policies and practices. This research also offers suggestions for further research in this area, including more in-depth studies on effective inclusive education implementation strategies.

Inklusionens fundamenter: en longitudinal undersøgelse af betydningen af lærere og pædagogers inklusionsholdninger og mestringsoplevelser

This article reports on a large-scale longitudinal study on teachers’ and social educators’ attitudes and concerns towards inclusion as well as their self-efficacy for inclusive practices in schools in Denmark. We applied a survey constituted by The sentiments, attitudes, and concerns about inclusive education (SAICE) and Teacher efficacy for inclusive practice (TEIP) scales as well as questions concerning understandings of the notion of inclusion. The main findings of the study are that there is a correlation between attitudes and concerns regarding inclusion and teacher self-efficacy and that there are factors such as employment, experience and education that have an influence on attitudes towards inclusion.

The effects of cooperative learning on self-reported peer relations, peer support, and classroom engagement among students with disabilities

Students with disabilities are at an increased risk of experiencing poorer quality peer relationships than those without disabilities. Previous school-based efforts to promote positive peer interactions among students with and without disabilities have included individual skill development and broader initiatives such as inclusive school practices. In the current study, we investigate the effects of cooperative learning (CL) on peer relationships, peer academic supports, and classroom engagement of middle school students with and without disabilities over two years. Using 4 waves of data from a cluster randomized trial of middle schools, we hypothesized that CL would create positive gains in study outcomes among all students, but we anticipated that effects would be more pronounced among students with disabilities. Results confirmed these hypotheses and highlighted the potential role of CL in creating greater social integration among students with and without disabilities. The implications of these findings for practitioners and policymakers are discussed.

The intersection of film, teaching, and inclusive education

Background: The convergence of film, teaching, and inclusive education research on education has received much attention recently because it can potentially improve educational experiences and create social change. Purpose: This intersection of disciplines provides educators an immense tool for engaging children, cultivating empathy, and addressing social and cultural inequities. Using film's emotional connection and narrative force, educators may build more diverse and efficient learning environments that meet the different needs of their students. Methods: This study used existing data from Scopus to analyze the intersection of film, teaching, and inclusive education using bibliometric quantitative publications studies to assess academic influence. It entails analyzing citations, publication trends, and other bibliographic information. Results: The findings underline the importance of utilizing films to encourage inclusive school practices. Films can reduce socioeconomic inequities, raise cultural knowledge, and improve inclusive teaching techniques. This study underlines the relevance of using film in instructional approaches to promote inclusive education practices and increase learning results. Films are exhibited to promote critical thinking about teaching methods, interpersonal relationships, and classroom ethics. Conclusion: Introducing film into teaching techniques can boost student engagement, improve critical thinking abilities, and raise cultural understanding. Subsequently, this bibliometric study provides a helpful overview of the present research environment in films, teaching, and inclusive education, serving as a foundation for academics to investigate and introduce new modern topics from various regional and cultural perspectives. Implications: Future research should examine the confluence of films, teaching, and inclusive education, as well as the ramifications of these encounters for educational settings, and compare them across study areas and locations or other relevant scopes.

Gender-Sexuality Alliance Experiences and LGBTQ+ Inclusive School Policies and Practices Predict Youth's School Belonging.

Gender-Sexuality Alliances (GSAs) and inclusive school policies and practices that affirm youth with minoritized sexual orientations or gender identities (e.g., lesbian, gay, bisexual, transgender, queer youth; LGBTQ+ youth) are two sources of support for LGBTQ+ youth that could promote school belonging. The current study tested a three-level multilevel model in which youth's GSA experiences and the degree to which their schools implemented LGBTQ+ inclusive policies and practices predicted their school belonging over a six-month period. Participants included 627 youth (87% LGBQ+ youth, 45% transgender or nonbinary youth, 48% youth of color) ages 11-22 (Mage = 15.13) in 51 GSAs. At the within-individual level, youth reported greater school belonging on occasions following months when they felt their peers and advisors were more responsive to their needs and when they had taken on more leadership in the GSA. At the between-individual level, youth who generally felt their peers were more responsive over the study period reported greater school belonging than others. At the between-GSA level, GSA members in schools that more thoroughly implemented LGBTQ+ inclusive policies and practices reported greater school belonging over the study period. These findings underscore the relevance of GSAs and inclusive policies and practices in establishing welcoming school environments.

A Study about Identifying the Factors Related to Mainstream Teachers’ Attitudes toward Inclusive Education

The study used a descriptive methodology to investigate teachers' perspectives on inclusive education practices in urban schools, with teacher attitudes serving as the dependent variable and taking into account factors such as disability types, the role of co-teaching, administrative support, and in-service training for inclusive educational success. The survey included 122 District East high school mainstream teachers from the Karachi Division. Participation was completely voluntary and considered a convenience sample. Females responded at a greater rate (69%), and the majority of participants were above the age of 45 with Master's degrees. The study reveals an evenly divided instruction level between three teaching levels, with seminar/workshop attendance ranking was comparatively high. However, only few of them had no special needs courses. The study found that mainstream teachers' attitudes toward the inclusion of children with special needs are typically positive, but they may be improved, consistent with earlier studies. In conclusion, the study reveals that teachers have modest views on inclusive education with significant challenges in all five sub-domains. Despite this, most teachers believe children with special needs can be effectively taught in regular classrooms.

Designing for/in the inclusive school

The quality of inclusive education is, now more than ever in the post-pandemic historical phase, closely connected to the constant and profound renewal and transformative readjustment of design practices in every school order and grade. Educational design for all, for pupils with and without special educational needs, is an effective teaching tool that facilitates participation and reduces barriers to learning based on the framework provided by the main inclusive models (ICF, Universal Design for Learning). In identifying and attempting to remove the obstacles that may be generated within it, schools tend to embrace and promote a strong design culture that is attentive to the needs of all, committed to making a fertile contribution to the development of educational policies in the name of enhancing and interpreting the heterogeneity of differences in the classroom. In this perspective, several good inclusive school practices are examples of personalized and individualized teaching activities that, undertaken and implemented in concrete day-to-day operations, have a systemic impact on educational pathways without excluding anyone.

Children’s Voice as a Parameter of Ryan’s Model for Promoting Inclusive Education: The Case of Greece

The choice of the appropriate model of educational leadership for the promotion of inclusive education is a key issue for contemporary educational policy. This paper focused on the role of children’s participation in democratic school leadership based on the Ryan model in order to promote good inclusive education practices in primary schools. Five school principals from different schools in Athens, Greece, participated in this research. The research showed that involving children in school leadership through a range of activities can enhance the participation of all children in the daily life of the school. This article concludes with a discussion, suggestions and limitations on using student voice as part of school leadership to strengthen inclusive education.

The use of critical communicative methodology as a collaborative research approach to enhance co-creation of inclusive practices in schools

ABSTRACT This paper explores the use of Critical Communicative Methodology (CCM) as a collaborative research approach to co-construct knowledge with participants in a research project aimed to enhance the inclusion of students with special educational needs and/or disabilities (SEND) in three mainstream schools in England. The paper discusses how collaboration between researchers and research participants (i.e. school staff, parents and students), based on egalitarian dialogue, created knowledge co-construction through the use of reflective conversations, communicative focus groups and communicative observations. By describing the design of the project and reflecting on the decisions taken with the participants, the paper highlights how CCM supported the researchers and the participants in reconsidering their assumptions towards inclusive practices. The paper also shows how the generation of qualitative findings with the participants led to the co-creation of a toolkit to improve the services schools provide to students with SEND and their families. The main ethical issues, the unique role of CCM, and challenges in its implementation are discussed. It is concluded that CCM can enhance inclusive practices in an inclusive way based on egalitarian dialogue between academic- and practice-based knowledge co-construction.

Expanding the special education professional toolbox: A case study of a digitalised special education practice in Sweden

AbstractTwo educational trends that have had major impacts on school policies of the last few decades are inclusive education and digitalisation. To that end, the purpose of this study is to examine how inclusive education and the digitalisation of education are related, understood, and represented in one case of Swedish special education practice. Using activity theory as a theoretical framework, the results of this study suggest that the meaning of inclusive education has shifted, and that digitalisation has entailed both congruencies and contradictions in special education activities aiming for inclusive education. Although digitalisation was described as providing alternatives for inclusive school practices, new expectations and work assignments sometimes exceeded the special educators' professional knowledge.

Inclusive education in Japan and its role in international cooperation: analysis of a project for children with disabilities in Mongolia

This study explores the influence of educational ideologies and practices of donor countries on the educational systems in recipient countries in the context of international cooperation. Previous research on international education cooperation has focused on international cooperation policies, ignoring the educational systems of both donor and recipient countries. This study seeks to fill this gap by examining how Japan’s dualistic model of inclusive education is reflected in the Strengthening Teachers’ Ability and Reasonable Treatments for Children with Disabilities (START) project in Mongolia. This study reviews the literature on inclusive education in Japan and Mongolia, and analyzes documents produced through the project. It finds that despite some instances of inclusive practices in Japanese schools, special needs education in Japan is still predicated on individualized and medicalized approaches to disabilities. Conversely, Mongolia has struggled to provide children with disabilities with accessible and quality schooling since its transition from a socialist to a capitalist regime in the early 1990s. The START project aims to identify children’s disabilities as early as possible, provide individualized support and guidance, and develop educational settings that allow the inclusion of children with disabilities in their peer groups. In implementing the project, Japanese-style inclusive education is negotiated between Mongolian teachers and officials rather than imposed by Japanese experts. By embracing the dualistic nature of Japanese inclusive education, Mongolia can better promote the ideal of inclusion for all children.

Exploring Inclusive Practices in Schools: A Systems Thinking Perspective

Exploring Inclusive Practices in Schools: A Systems Thinking Perspective

Psychological Factors Influencing Leadership, Diversity and Equality for Better Inclusive Education Practices

To promote inclusive practices holistically within Indonesia’s school system, three ideas–leadership, diversity, and equality–have been constructed and integrated within the operationalization of the inclusive education concept. This study has been carried out to understand the influence of leadership, diversity, and equality factors on inclusive practices in schools, especially in Indonesia. This study used a correlational research method with a questionnaire as the data collection technique. Questionnaires were distributed to 212 respondents living in West Java Province, Indonesia. The research was based on the theory of inclusion, equality, diversity, and leadership in teaching and learning. The data analysis, using multivariate analysis of variance (MANOVA), revealed that female teachers had good knowledge and were found to be prospective teachers with better support for inclusive education. However, it has been established that variations exist regarding the way special education teachers and general teachers address practical leadership, diversity, and equality in an inclusive learning environment. Experienced teachers, in support of inclusive practices within education, were observed to understand their leadership style, perceptions regarding the equality of learners, and how they handle students’ diversity within a school enclosure. It has been concluded that the attitudes of both experienced and inexperienced teachers toward leadership, equality, and diversity influence the promotion of inclusive practices.

Teachers’ Involvement in Inclusive Education: Attitudes of Future Teachers

Background: inclusive education seeks to ensure that all students can access quality education and requires education systems to commit to providing students with equal opportunities to participate in all aspects of school life. While progress has been made in this regard, the full implementation of educational inclusivity remains hindered by significant challenges and barriers. Teacher involvement is necessary for this inclusion, and it is important to study the attitudes that affect their inclusive practices in schools. Therefore, this study aims to determine the attitudes of future teachers (current student teachers at the University of the Basque Country) towards inclusive education. Methods: 369 primary and early childhood education students participated in this study. An ad hoc questionnaire was used to collect sociodemographic data, and the Revised Scale of Feelings, Attitudes, and Concerns Towards Inclusive Education (SACIE-R) was administered using Google Forms. Results: the results indicate that 34.9% of the respondents have close contact with people with functional diversity, while 62.7% state that they have never worked with people with diversity. Male primary and lower grade students are generally less negative toward functional diversity. Conclusions: this study shows where the main efforts should be focused to highlight the importance of inclusive schools, and for this purpose, university education will be essential.

Students with limited health capacities as bullying victims in inclusive school practice

The author of the article actualizes the problem of bullying of adolescents with limited health capacities by their normatively developing peers, when their education is carried out jointly in the system of inclusive education. The article presents the results of the study. The main form of its implementation was an oral survey. The study participants were 48 schoolchildren with developmental disorders. They constituted a risk group as victims of bullying. The status of a bullying victim was confirmed in 70.8 % of students. They are systematically exposed to aggressive influence, which is initiated by their healthy peers in the context of inclusive school practice. It is reported that verbal forms of aggressive impact on students with limited health capacities dominate. The connection between the nosological group and the risk of becoming a victim of bullying is denied. Schoolchildren with various developmental disorders may be subject to aggressive actions on the part of their healthy classmates. However, students with sensory and mental impairments become victims of bullying more often. Bullying harms the physical, moral, and mental health of students. The risks of bullying in inclusive school practice are reduced if students with normal and impaired development are united in one group from the very beginning of their joint educational activities. The author notes that the condition for preventing and countering bullying in an inclusive school environment is the formation of an inclusive culture among participants in the educational process and inclusive traditions in an educational organization. At the same time, when choosing an inclusive practice as an educational model for students with developmental disorders, it is important to take into account their psychological readiness for joint learning with normotypical peers.

Policies for inclusive education practices in teacher education in the United Kingdom and France

AbstractImplementation of any inclusive policy is dependent on longstanding conceptions, beliefs, and public discourses on schooling, learning, and including children in mainstream schooling. The adoption of inclusive education in education policies in France and the United Kingdom requires discursive support to reshape the meaning and content of teachers' work, duties and practices. Although inclusive education is widely debated, analyses of the variations in policy narratives promoting inclusive teaching in Europe are lacking. This article reports on comparative and international analysis of discourses and policies for empowering teachers for continuous professional development and inclusive school practices. The analysis focuses on an exploration of varieties of articulations, resources, and conceptual dynamics in the UK and France. These elements are discussed within the broader scheme of the teaching profession, with reference to the inclusive education paradigm.

Early Grade Educators' Perception and its Influential Factors in Implementing Inclusive Education in the Akuapem South District, Ghana

Aim: The main aim of the study was to examine the perceptions and the determining factors of these perceptions in the implementation of inclusive education among early grade educators in the Akuapem South District of Ghana.
 Methodology: For this study, a descriptive survey design was employed. After reviewing extant literature, self-crafted questionnaires were validated and piloted to obtain internal consistency cronbach's alpha coefficients of 0.930 and 0.752 for perceptions of early grade educators and the factors influence the Perceptions respectively. These instruments were used to collect quantitative data from all 248 early grade educators in the district. Descriptive statistics (Means and Standard Deviations) were used to analyze data to answer both research questions.
 Results: The findings of the study indicated that the majority of early grade educators held the perception that inclusive education related to children with disabilities only. They lacked a comprehensive understanding of the theoretical concept of inclusive education. With respect to the factors that influenced the perceptions of early grade educators on the implementation of inclusive school practices, the study revealed that learners’ attitude, working experience with children with disabilities, availability of counsellors and counselling services and in-service training were identified.
 Conclusion: It is recommended that massive capacity-building programs be organized for early grade educators so as to equip them with knowledge and skills in inclusive education. Again, more Special Education coordinators and counsellors should be sent to the circuits in the district to facilitate education on inclusive education to help teachers work effectively with children with disabilities and also to promote a conducive learning environment, especially for children with disabilities.