Inclusive Practices In Schools Research Articles

Inclusive Education of Children with Special Needs: Practices, Opportunities and Barriers

The study was to explore the status of inclusive education, its opportunities and barriers in primary schools in Punjab. The objectives of the study were to (i) Find out inclusive education practices in primary schools in Punjab, (ii) Find out opportunities of inclusive education in primary schools in Punjab and (iii) Explore the barriers of inclusive education in primary schools in Punjab.

‘Teachers should put themselves in their students’ shoes’: Perspectives of Parents from Minority-ethnic Backgrounds on Schooling in Ireland

ABSTRACT This paper explores the experiences and perspectives of parents from minority-ethnic backgrounds concerning their children’s education in primary and post-primary schools in Ireland. Five focus groups were conducted with 20 parents of non-White African and Asian backgrounds. Our findings demonstrate complex interactions and tensions between home and host cultures, parenting approaches and schooling experiences for both students and their families. Participating parents’ accounts illustrate their strong interest in their children’s education, their critical cultural consciousness and their desire to engage in dialogue with teachers. Positive teacher attitudes, teacher professional development, acceptance of/learning about differences and a more diverse teaching population emerged as key recommendations in parents’ discussions regarding culturally inclusive learning environments. We argue that parents from minority-ethnic backgrounds are uniquely positioned to support the development of teachers’ intercultural competencies and of inclusive education practices in schools.

Teachers of learners with ASD in mainstream schools and classrooms in Spain: attitudes towards inclusive education

This study analyses the attitudes of teachers in Spain towards the inclusion of learners with autism spectrum disorder in mainstream education settings and their relationship with the perceived benefits of inclusion. The ex post facto prospective design included 180 teachers from 14 schools. Data were collected using a questionnaire on teachers' attitudes towards inclusive education and a second questionnaire on the benefits of inclusion developed for the specific purposes of this study. The results show teachers' positive attitudes towards inclusion as well as the benefits perceived. This study demonstrates the fundamental role of teachers' previous experience. Implications for inclusive cultures and practices in schools are discussed.

Toward equitable and inclusive school practices: Expanding approaches to “research with” young people

AbstractThis commentary links child‐family research to the systematic inquiry approaches under the umbrellas of student voice and youth participatory action research. It reviews the underlying premises of the latter two bodies of work, including recognizing young people as knowers, partners, and change agents through conducting research with rather than on children and youth. It highlights how the articles included in this special issue challenge us to consider literacy not simply as a language competency but also as a life capacity that must be developed in relationship and in real, sometimes devastating, and always complex, human circumstances. The commentary concludes with a call to pursue multiple forms of literacy and linguistic justice through valuing young people's multilingual and multimodal linguistic practices, honoring their diverse forms of perception and expression, and recognizing the rich insights and recommendations for practice they provide to those who work in school contexts.

Inclusive Leadership From the Family Perspective in Compulsory Education

Distributed and pedagogical leadership plays a key role in the creation and upholding of inclusive school practices as a strategy for improvement and success in the management of quality education for students. Aims: describe, through an inclusive perspective, the actions and initiatives implemented to promote attention to diversity by school leadership teams, from the point of view of families. Methodology: Descriptive-exploratory design with a cross-sectional, quantitative focus. Sample: 25 schools (public schools, N = 18, and charter schools, N = 7) with 631 families. These families completed the questionnaire, “Leading inclusive education in compulsory-education schools-families”. Results: identifying actions and strategies aimed at the prevention of truancy through a school environment that generates respect, recognition and appreciation of the different needs of their students. Conclusions: Actions taken are advancing the development of a school culture where the family plays a key role. Some of the actions implemented focus on respecting the different needs of students and the educational community in order to develop an inclusive school climate. However, schools should both make families aware of the importance and benefits and promote the participation of students and the educational community in the school.

Practice-to-Research: Responding to the Complexities of Inclusion for Students with Emotional and Behavioral Disorders with Recommendations for Schools

School administrators are instructional leaders responsible for ensuring high quality inclusive education for all students including those with disabilities. In this article, the authors review legal mandates, discuss inclusion of students with emotional and behavioral disorders (EBD) in practice, and obstacles to effectiveness. Recommendations are provided to assist administrators in maintaining high quality inclusive education for students with EBD by addressing the following barriers: (a) administrator preparation and training; (b) prioritization; (c) common philosophy, vision, and mission; (d) funding and resources; (e) teacher training and coaching, (f) effective practices and (g) effective co-teaching. While experts continue to debate the inclusion of students with EBD, school administrators have moved on and are leading inclusive practices in schools. Barriers must be addressed prior to instating a fully inclusive model or face loss of staff and failure of students with EBD. As such, the authors propose a model of practice to research, in which strategies are recommended for current practice to overcome the identified barriers with available research. With implementation of the recommendations in this article, it is highly probable that students with EBD can be successful in inclusive settings.

Facilitating Research-Informed Educational Practice for Inclusion. Survey Findings From 147 Teachers and School Leaders in England

This paper considers the engagement by teachers and school leaders in England in educational practices that are both ‘research-informed’ and supportive of inclusive education. We do so by seeking to understand the benefits, costs, and signifying factors these educators associate with research-use. In undertaking the study, we first worked to develop and refine a survey instrument (the ‘Research-Use BCS survey’) that could be used to uniquely and simultaneously measure these concepts. Our survey development involved a comprehensive process that comprised: (1) a review of recent literature; (2) item pre-testing; and (3) cognitive interviews. We then administered this questionnaire to a representative sample of English educators. Although response rates were somewhat impacted by the recent COVID-19 pandemic, we achieved a sufficient number of responses (147 in total) to allow us to engage in descriptive analyses, as well as the production of classification trees. Our analysis resulted in several key findings, including that: (1) if respondents see the benefits of research, they are likely to use it (with the converse also true); (2) if educators have the needed support of their colleagues, they are more likely to use research; and (3) perceiving research-use as an activity that successful teachers and schools engage in is also associated with individual-level research use. We conclude the paper by pointing to potential interventions and strategies that might serve (at least, in the English context) to enhance research-use, so increasing the likelihood of the development and use of effective inclusive practices in schools.

School inclusion, young migrants and language. Success and obstacles in mainstream learning in France and New Zealand

ABSTRACT Inclusive schooling practices that support immigrant students with low language-of-schooling proficiency to actively participate in learning within mainstream contexts is crucial during the newly-arrived phase. The concept of reciprocal integration and its more recent evolution through the inclusive education movement, reframes school-community relationships as negotiable and re-positions young migrants as empowered navigators of new routes into school integration processes. This study conducted between 2017 and 2019 examines how four immigrant teenagers (‘late arrivers’ aged between 13 and 15) navigated mainstream learning in two schools during the newly-arrived phase, in two different educational contexts – France and New Zealand. A key aim is to see where educational conditions and individual learning behaviours intersect, as a way of highlighting how students respond to differing integration variables within these two school systems. Four case studies explore similarities and differences, comparing effects on students’ experiences of integration. Findings identify, describe and explain a set of common best practices for newly-arrived immigrant teenagers in mainstream learning, with implications for teacher education in language-adapted approaches.

What are the experiences and practices of educational psychologists when working with and supporting autistic, gender-diverse children and young people?

AimsResearch into the nature of educational psychologist (EP) practice when supporting autistic, gender-diverse children and young people (CYP) is within its infancy. This study explores the experiences and practices of five EPs with applied knowledge of work in this emerging area.MethodSemi-structured interviews were conducted and a reflexive thematic analysis carried out to develop themes.FindingsFindings highlight distinct areas of practice and challenges faced by participants. In particular, this study highlights the uncertainty and complexity of work in this area with a specific focus upon the intersectionality of autism and gender diversity. The nature of direct work with CYP and support for inclusive schooling practices are also explored alongside current gaps in educational psychology practice in this area.LimitationsGiven the aim of this study to provide an exploratory entry point into the practices of EPs working with this population of young people, the researchers did not aim for representativeness. Therefore, subjective participant experiences cannot be assumed to reflect those of all EPs with applied knowledge in this area.ConclusionsImplications for research and practice are discussed including the development of resources and guidance within educational psychology services to support practitioners in their work in this area. A discussion of the need for EPs to utilise their knowledge of intersectionality when working with the uncertainty of dual identity casework is provided alongside reflections about the nature of EP work in supporting schools to further develop their inclusive practices.

Principals' perspectives of inclusive education involving students with autism spectrum conditions – a Swedish case study

PurposeThe aim of this case study is to describe what commitment and actions are needed in the Swedish school so that principals — within the Swedish school policy framework and with the goal of creating an inclusive school culture and practice — can positively affect schooling for students with disabilities, with a particular focus on students with autism spectrum conditions (ASC). Three research questions guide the study: (1) What commitment and actions do principals consider important for developing an inclusive school for all students, with a particular focus on students with ASC? (2) How do the principals reflect on their own leadership in the development of inclusive education, with a particular focus on students with ASC? (3) Based on the results, what are the implications of the study in practice?Design/methodology/approachAs part of a three-step data collection method, a snowball sampling was conducted in which n = 6 principals were initially interviewed and the data analyzed by an inductive thematic content analysis.Findings(1) Certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of loneliness in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed.Practical implicationsIt was found that (1) certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of isolation in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed.Originality/valueIndex for inclusion and elements from the inclusive leadership model were used in the data collection and analysis.

School leaders’ vision is the strongest predictor of their attitudes towards inclusive education practice

ABSTRACT School leaders have an important role in supporting implementation of inclusive education practices in schools. Therefore, it is necessary to understand how school leaders’ attitudes towards inclusive education are formed. We used the Attitudes Toward Inclusive Education Scale that was developed to measure different facets of attitudes towards inclusive education for all students. The instrument was completed by 301 school leaders in Estonia. Three factors describing attitudes in facets of inclusive education practices, vision, and supports were distinguished. Structural Equation Modelling revealed that school leaders’ practices towards implementing inclusive education approaches are driven more strongly by their vision than the support available to them, although both aspects have a significant effect on their attitudes towards these practices. However, participation in in-service courses focusing on inclusive education and working as a school leader in a special school had negative association with school leaders’ attitudes towards inclusive education practices.

Practices for inclusion, structures of marginalisation: experiences of refugee background students in Australian secondary schools

The number of people forcibly displaced from their homes globally is at an all-time high, with some granted permanent residence and resettlement in countries like Australia. Students from refugee backgrounds attend Australian schools and how schools respond to their educational needs is increasingly a focus for research, school practice and policy making. We present analysis of qualitative data from a study in South Australia with refugee background students (n = 23), their parents/caregivers (n = 19) and educators (n = 22) in high school settings during 2017–2019. The study investigated inclusive practices in schools and their effects on student experiences. The findings suggest that larger social systems impact students and their families in resettlement. Bronfenbrenner’s ecological systems theory is utilised to analyse the multiple ways in which social systems act and how schools are structured to offer inclusive practice. Practice that attends to the influences of social systems can support a sense of belonging and engagement with schooling, and ultimately contribute to positive settlement outcomes.

From regular education teachers to special educators: the role transformation of resource room teachers in Chinese inclusive education schools

ABSTRACT This study aims to explore the perspectives of resource room teachers (RRTs) on their role transformation from regular education teachers to special educators and its influencing factors. Semistructured interviews were conducted with 10 RRTs from inclusive education schools in Beijing, China. This study found that the RRTs have experienced three stages of role transformation moving from confusion by the new job to conflict among multiple expectations and then to being professionalised as special educators with self-determination. They struggled with multiple roles, felt marginalised and deprofessionalised, and were dominated by a categorical perspective serving students with special educational needs. Moreover, clearly authorised full-time positions, professionalisation, administrative support, and attitudes towards inclusive education were found to be key determinants in RRTs’ successful role transformation. The present study concludes that RRTs should be empowered with clear expectations of their roles and responsibilities to lead inclusive education practices in schools and guarantee a stable professional status via sustainable training.

Implementation of Inclusive Education in Pakistan: A Case of School Culture

There is growing awareness and desire to implement inclusive education in Pakistan. This quantitative study tried to assess the level of implementation of inclusive practices in public and private sector schools through the voices of headteachers and teachers. The status of implementation is explored by using a five-point Likert type scale developed on the framework of Index of Inclusion (Booth and Ainscow, 2002) and Framework of Indicators developed by Kyriazopoulou and Weber (2009). The sample of the study comprised 51 inclusive schools representing four inclusive models. Headteachers and teachers engaged in implementation were asked to unfold their experiences and voices as the evidence for successful inclusivity in schools reflected through school culture. In its quantitative part, the study found that majority of the respondents had a positive opinion regarding the implementation of inclusive enabling indicators pertaining to school culture. Overall the study found that all these 51 inclusive schools are moving forward to achieve inclusivity in schools. This study recommended that a standard definition of inclusive education and a viable model for the implementation of inclusivity in schools.

The Role of School Principals in Promoting Inclusive Schools: A Teachers’ Perspective

After the enactment and implementation of a series of inclusive education policies in the United Arab Emirates (UAE) and worldwide, a number of challenges have hindered the effective implementation of these policies. The current study investigated the conditions of inclusive schools in the context of the UAE and focused on examining the role of school principals in promoting inclusive schools in the city of Al Ain, UAE. A qualitative research design was employed using a phenomenological approach. A semi-structured interview protocol was used to gather data from the participants. A total of 10 special education and general education teachers, five from public schools and five from private schools, participated in the study. The qualitative data was then refined and analyzed using thematic analysis. The findings demonstrated the key role of principals in creating and promoting inclusive schools when considering the factors that affect the inclusion of students of determination (SODs), referring to students with special needs, and when implementing effective inclusive practices in schools. Principals’ awareness of inclusive education emerged as a significant factor in creating and promoting inclusive schools. These findings shed light on conditions that could promote inclusive schools in the UAE context and increase policymakers’ and practitioners’ in acknowledging the key role played by principals in the effective implementation of inclusive schools. The study recommended a systematic provision of professional development, targeting the enhancement and improvement of principals’ awareness of inclusive education and schools.

Local context and immigrant bureaucratic incorporation: insights from Amsterdam and New York City

ABSTRACT This article explains how bureaucratic inertia and resistance to accommodating immigrants were overcome in Amsterdam and New York City. Scholarship on ‘immigrant bureaucratic incorporation’ is based largely on research conducted in U.S. suburban and rural areas and tends to highlight the importance of bureaucrats’ professional ethos – at times amplified by inclusive state and federal policies. Building on this work, our examination of Amsterdam school policies and New York City language access policies underscores instead the importance of local political and civic context in explaining why and how bureaucracies responded to the needs of immigrant communities in these established gateway cities. While Amsterdam and New York City bureaucrats initially resisted accommodating immigrants’ needs largely due to big-government inertia, their interactions, synergies, and conflicts with other local governmental and nongovernmental actors active on immigrant issues eventually resulted in more inclusive school and language access policies and practices.

Analysis of pre-service teachers’ knowledge about communication and language classrooms

One of the main resources to promote the inclusion of students with special educational needs in Valencian Community regular schools are the communication and language classrooms. The success of this resource depends, among other aspects, on the knowledge that both regular and special educational teachers have about its functioning. For this reason, the aim of this work is to analyze the knowledge, misconceptions, and gaps about the functioning of these classrooms that early childhood education and primary education pre-service teachers have in their final year at university. Likewise, the results obtained by special educational pre-service teachers are compared to the results obtained by regular pre-service teachers. To do this analysis, a quantitative assessment instrument has been used. Results indicate a lower knowledge of regular pre-service teachers compared to special educational pre-service teachers, which leads to unfavorable implications for educational inclusion. The results suggest the need to offer a broader and more equal training related to special education for all pre-service teachers in order to guarantee inclusive quality practices in schools.

How are culturally inclusive teaching practices integrated into business school’s curriculum? An analysis of syllabi from the United States

ABSTRACT This study investigates the treatment of culturally inclusive teaching practices in schools of business. A content and quantitative analysis were performed on 392-course syllabi selected from management departments in the United States, representing 131 AACSB-accredited schools of business. Syllabi were coded for content, pedagogy, accommodation statements, and perspective-taking. Results revealed that diversity was treated as a topic in roughly twenty percent of course syllabi, although; this was highly variable by course type. Inclusive language that denoted a safe and open environment, rules for productive discussions, and point of view statement were largely absent. Implications of these results and future research are discussed.

Participatory Action Research: A Tool for Enhancing Inclusive Teaching Practices Among Teachers in South African Full-Service Schools

Previous studies conducted on the implementation of inclusive education in South African full-service schools showed that teachers lacked knowledge and expertise in inclusive teaching practices. Furthermore, in some international studies, it is recommended that, to enhance inclusive teaching, it was necessary to involve the teaching communities concerned, using their in-depth understanding of the problem at hand, to come up with emancipatory solutions that could assist in the design of effective teaching strategies to enhance inclusive teaching. Therefore, this study investigated the role of participatory action research (PAR) in enhancing teachers’ inclusive teaching practices in full-service schools. This qualitative PAR study was conducted for 6 months by a research team comprising 12 teachers in a full-service school in the Johannesburg East District of South Africa. Data were collected through PAR stages of planning, observation, action, and reflection. To analyze data, during PAR, group interpretative meetings were held with coresearchers and, after PAR process, an inductive qualitative thematic content data analysis was done by the researcher. Among the findings from the study was that teachers’ understandings of inclusive education were varied. Their conceptions about what it meant to be an inclusive teacher in a full-service school context were also vague. However, the study has found that through PAR participation teachers were able to share and develop own understandings of these concepts. Furthermore, the study identified a need for teachers in a full-service school to be reflective, critical, and innovative about their teaching practices to cater for diverse learner needs in the classroom, which are skills necessary for enhancing inclusive teaching and learning. The study has confirmed PAR as a viable change strategy of teaching toward inclusion.

A inclusão escolar na percepção do estudante universitário com deficiência física

O estudo teve como objetivo compreender a percepção do estudante universitário com deficiência física (DF) sobre a inclusão escolar. Participaram da pesquisa quatro alunos com DF, usuários de cadeira de rodas que frequentavam os cursos de ensino superior de uma universidade pública. O levantamento foi realizado através da entrevista e formulário. No tratamento dos dados foi utilizada a análise de conteúdo, sendo, estruturada em três categorias: as relações afetivas (entre professor/estudante com DF e estudante não deficiente/estudante com DF); as atividades escolares e a prática docente e as dificuldades de acesso físico. Nos resultados, os participantes revelaram afeto positivo na relação professor-aluno; exceto uma participante que indicou maior prevalência de relações negativas com professores; na relação entre estudante deficiente- não deficiente, houve maior relato de frequência de interações negativas. Referente às atividades escolares e a prática docente os participantes apresentaram dificuldades nas habilidades de coordenação motora fina; três deles citaram que houve na prática docente, flexibilização/diferenciação na metodologia e na avaliação; uma participante relatou a pouca diversificação didática e avaliativa dos professores. Na categoria dificuldades de acesso físico, para os participantes a acessibilidade era em sua maioria inexistente e/ou precária. Conclui-se que é preciso refletir sobre a política educacional inclusiva e as práticas nas escolas, trabalhar a conscientização dos direitos da pessoa com deficiência e as possibilidades de práticas inclusivas exitosas para os alunos com DF na educação básica, com vista ao sucesso na aprendizagem, a participação social e ao empoderamento.