Inclusive Practices Research Articles

Forgiveness and Reconciliation Rituals Practiced in North and Central Gondar Zones of Ethiopia

This study explored forgiveness and reconciliation rituals which are practiced in Central and North Gondar Zones of Ethiopia. Most people in these zones live in rural areas, and they practice a patriarchal family system. The study used qualitative interviews to collect data from 10 adults experienced in indigenous conflict resolution practices. The findings of the study identified common types of interpersonal and intergroup conflicts. Identified forgiveness and reconciliation rituals were performed by male adults. These rituals almost always consisted of three phases: pre-forgiveness, forgiveness, and post-forgiveness. The conflict intermediaries always suggested that warring parties create new social relationships such as inter-marriaige to sustain peace. It was evident that these rituals did not observe gender or age equity because female and youth were not included in the processes. This study highlights the implications of peacebuilding, gender equality, and inclusion policy and practices that these rituals hold.

Right to Vote and Electoral Judiciary in Brazil

Abstract This paper aims to demonstrate how the constitutional guarantees of the right to vote and the constitutional design of the Electoral Judiciary have protected electoral integrity in Brazil during the Bolsonaro administration. The 1988 Constitution entrenched voting rights, expanded suffrage, and adopted compulsory voting, creating inclusive voting practices that facilitate voter turnout. The constitutional system also provided for an independent Electoral Judiciary that operates on all levels of electoral governance, including rulemaking. As the sole electoral management body in the country, the Electoral Judiciary generated a process of positive feedback that reinforced its authority. This process has also been guaranteed by the institutional linkage of the Superior Electoral Court with the Federal Supreme Court, where the latter acts as a self-referencing veto point, upholding the decisions of the Electoral Judiciary. Keywords: voting rights, electoral management, electoral justice, Brazilian election law.

Rethinking contextualization in physics education: a perspective from semantic gravity

This study examines the applicability of Semantic Gravity (SG), a concept derived from Legitimation Codes Theory, as a tool to enhance contextualization in physics teaching. SG offers a framework for analyzing how educators and students navigate between abstract concepts and concrete applications, addressing one of the persistent challenges in physics education: the gap between theoretical understanding and practical application. The study reveals that implementing SG presents both significant opportunities and considerable challenges. Opportunities include the development of a more profound and transferable understanding of physics concepts, more inclusive teaching practices, and more authentic assessment methods. Challenges encompass teachers' need for a deep understanding of the concept, adaptation of existing curricular materials, and development of rigorous methods to assess their impact. Research suggests integrating SG into teacher training and curriculum design could significantly transform physics teaching. However, further empirical research is required to validate its effectiveness fully in diverse educational contexts.

Understanding caregivers' needs: supporting families of autistic children

Parenting a child with autism spectrum disorder (ASD) poses significant emotional, financial, and social challenges to caregivers. This paper examines the experiences of caregivers, highlighting their increased stress, burnout, and mental health concerns. The importance of accessible information resources, respite care services, emotional support networks, and financial assistance programs is emphasized. Effective strategies for supporting caregivers include educating them about ASD symptoms, treatments, and therapies, teaching coping mechanisms for managing challenging behaviors, and promoting collaboration between healthcare providers and caregivers. Policy implications are discussed, including advocating for legislative modifications that prioritize caregiver needs, promoting inclusionary practices within educational systems, and increasing funding for early intervention programs and caregiver support services. The implementation of parent training programs, collaborative relationships between educators and caregivers, and professional development opportunities for educators are also recommended. This study aims to inform policymakers, healthcare professionals, and educators about the critical role of caregiver support in improving outcomes for children with ASD. By addressing caregiver needs and providing comprehensive support, we can enhance the well-being of both caregivers and children with ASD.

Inclusive attitudes: typically developing students and students with disabilities in UAE classrooms

IntroductionResearch on students’ attitudes toward inclusive education in the UAE is limited, with a focus on qualitative investigations of parents and teachers.MethodsThis study addresses this gap by developing the Students’ Attitude Scale to measure attitudes toward inclusive education. We examined the impact of age, grade level, nationality, educational placement, and gender on inclusive education using a sample of 355 students from diverse UAE districts.ResultsFindings reveal that female students scored significantly higher than males on the scale. While Emirati nationals showed higher scores, the difference was not statistically significant. Notably, students in the “All Day in Regular Classroom with the Necessary Support” placement had higher scores. Grade level and UAE district did not significantly influence attitudes.DiscussionOur study emphasizes the positive influence of gender and increased interaction with students with disabilities on fostering favorable attitudes toward inclusive education. These insights can inform efforts to enhance inclusive practices in the UAE.

Coalition: Mapping the Development of Inclusive Practices in Initial Teacher Training for Fostering Student Participation

In this article, we present the progress of the Erasmus+ Coalition European project. The aim of this project is to promote the development of inclusive practices in higher education so that optimal learning scenarios can be experienced which allow for the rethinking of participation processes in an educational context. In the first phase of the project, a study was carried out using a mixed methodological approach of teaching competences for the development of inclusive practices. University teaching staff and students from several European institutions participated in this study with the aim of gathering information on the following key areas: academic perceptions of possible institutional obstacles and resources; beliefs of the teaching body with regard to inclusive pedagogical approaches; and strategies for adapting to different learning styles and encouraging student participation. Here, we present the results obtained in relation to the implementation of procedures for inclusive teaching, placing our emphasis on the strategies used to favour the monitoring of student learning. Based on the achievements of the initial stage, our intention is to generate a community of practice that supports the training scaffolding of those concerned, and to develop online processes of inquiry to improve initial teacher training in fomenting student participation.

Confronting racism as a healthcare challenge: A teaching and learning approach

Across the United Kingdom, medical schools are acknowledging the need to respond to inequalities experienced by minority groups, racism within healthcare, and the need to decolonise medical curricula. Understanding the impact of structural racism is increasingly recognised as part of health professionals’ training. In this paper we report the delivery of a new lecture and workshop on racism to first year medical students at Hull York Medical School, aimed to teach students about structural racism and the impact it has on health and healthcare services. Whereas comparable training programmes focus on personal values of inclusivity and diversity, these sessions encourage students to consider the reality of racism as part of health and healthcare experiences. The session includes conceptual content alongside applied examples of microaggression experienced by a healthcare professional. We report the results of student feedback attained through surveys using Likert scales and free text. We conclude by discussing the benefits of teaching medical students about racism, and its impact on patients and staff, rather than just inclusive practice.

Pathways to educational integration: affordances and constraints on migrant children's participation in Swedish preschool teaching activities

ABSTRACT This study explores the integration of newly arrived migrant children in Swedish preschools, focusing on their participation in teaching activities. The research is part of a larger project examining how these children, who experience a double transition into both a new cultural and educational environment, become integrated into early childhood education and care (ECEC). The study investigates how different teaching activities either facilitate or constrain migrant children’s democratic participation. The research was conducted in two rural preschools with predominantly Swedish-speaking children and practitioners. The findings reveal that migrant children are more engaged during musical and physical activities, which rely less on verbal communication, compared to linguistically based activities. Teacher-controlled events, which consistently link language with resources, help maintain migrant children’s attention, while dialogic teaching practices often result in their disengagement. The study highlights the importance of structured and inclusive teaching practices to support the educational integration of migrant children.

Dialogue between researchers and older immigrant women in Norway post COVID-19: A qualitative study

Abstract Background In the wake of the COVID-19 pandemic, marginalized groups, particularly older immigrant women, have faced new challenges, prompting an urgent need for research to understand their post-pandemic needs and foster inclusive healthcare systems. In view of this, older immigrant women and researchers developed a project based on dialogue, holding monthly meetings for a year, with the aim of improving health literacy for the women, and enlightening the researchers on the women’s challenges. This study has sought to understand the experiences of the dialogue between older immigrant women and researchers. Methods We utilized participant observation in five dialogical meetings between older immigrant women and researchers, followed by semi-structured interviews with 8 older immigrant women and 7 researchers in Bergen. Data was analyzed using thematic analysis, supported by audio-recorded and transcribed interviews, alongside notes from participant observations. Results Analysis yielded three main themes of health knowledge, collaboration, and power dynamics. The dialogue was seen as a positive experience by both older immigrant women and researchers, with a view to establishing collaboration and trust. It also encouraged user participation in research, for the women, and carrying out research that was relevant to this otherwise ‘invisible’ population to the health system, for researchers, whilst empowering the women with knowledge to improve and maintain their own health. Conclusions This study sheds light on the crucial role of dialogue between older immigrant women and researchers in understanding post-COVID-19 needs. The findings underscore the importance of fostering collaboration, trust, and user participation in research, empowering marginalized populations while addressing gaps in the healthcare system. By amplifying the older immigrant women voices’ and promoting inclusive research practices, we can foster responsive and equitable healthcare systems. Key messages • Dialogue between older immigrant women and researchers is essential for understanding post-COVID-19 needs, fostering collaboration and trust. • User participation empowers marginalized groups, while relevant research improves healthcare inclusivity and outcomes for all.

Educação Inclusiva e Comportamento no Transtorno do Espectro Autista: Desafios e Estratégias de Intervenção para a Promoção do Desenvolvimento Escolar

Inclusive education aims to provide an accessible learning environment for all, including students with Autism Spectrum Disorder (ASD). This study investigates the main challenges faced by schools in the inclusion of students with ASD and presents pedagogical and behavioral intervention strategies that promote their academic and social development. Among the challenges identified, difficulties in communication, socialization, and adaptation to school routines stand out. Inclusive pedagogical practices, such as the use of Augmentative and Alternative Communication (AAC) and structured teaching, have proven to be effective in overcoming these barriers. In addition, the support of a multidisciplinary team, composed of psychologists, speech therapists, and occupational therapists, is essential to ensure that students with ASD receive the necessary support for their full academic and emotional development. This study reinforces the importance of ongoing teacher training and collaboration between schools, families, and health professionals in the inclusion process.

Empowering health literacy: Turkiye’s Health Literacy Action Plan 2022-2026

Abstract Issue/Problem The ‘Health Literacy Action Plan 2022-2026’ of the Turkish Ministry of Health addresses the critical public health issue of limited health literacy, leading to increased hospital admissions, inappropriate emergency department use, and poor health outcomes. This underscores a significant challenge in individual health self-management and higher healthcare expenditure within the country. Description of the Problem The Health Literacy Action Plan aims to tackle disparities in health literacy levels among people. It employs customized teaching schemes, digital communication, and inclusive healthcare practices to reach every demographic group. The plan seeks to enhance health knowledge and empowerment among Turkish people by increasing access to medical information, simplifying clinician instructions, and promoting closer communication between patients and healthcare professionals. Results Comparative evaluation of nationwide surveys conducted in 2017 and 2023 with 15,000 participants shows remarkable improvements. Despite delays due to the pandemic, the action plan led to a notable increase in adequate health literacy levels from 31.9% in 2017 to 46.1% in 2023. Additionally, significant improvements were observed in ailment prevention and health promotion, with health literacy levels in disease prevention increasing from 28.4% to 45.7%. Lessons The Health Literacy Action Plan plays a crucial role in developing and implementing multifaceted public health strategies based on data and stakeholder participation. These interventions, requiring continuous monitoring and adjustment, are essential steps toward achieving high-level health literacy. Key messages • Strategic health literacy interventions are essential for improving health outcomes and optimizing the use of public resources. • Evidence-based interventions and ongoing evaluation are key to promoting health literacy.

Equity and diversity maturity matrix for structured diversity inclusion in the EU JACARDI project

Abstract Issue There is increasing awareness on the importance of integration of cultural and ethnic diversity perspectives to reduce prevailing health inequities effectively and sustainably. There is, however, limited experience and practical tools for systematic integration of these perspectives in public health. Description of the problem The EU Joint Action for Cardiovascular Diseases and Diabetes (JACARDI) project, conducted 11/2023-10/2027 has developed a structured and systematic approach for integrating equity and diversity perspectives in all its 142 pilots across 21 European countries. Results Equity and diversity perspectives are embedded in the harmonized stepwise methodology for pilots, supported with a practical Equity and diversity maturity matrix. The maturity matrix is based on the JACARDI 4Cs Equity and diversity explanatory framework (Critical reflection; Context and data; Co-design; inclusive and accessible Communications). The content of the matrix is divided into concrete steps related to pilot’s planning and implementation, each with three levels of maturity that aim at gauging how equity and diversity perspectives are applied in practice: Approaching, Meeting, Exceeding. Pilots are encouraged to strive for any of these three levels, considering their available resources and previous experiences in diversity inclusion. Lessons Effective and sustainable change toward more equitable and diversity inclusive practice requires seamless integration of these perspectives in other routine activities. Training and continued practical and motivational support are key for adherence to novel approaches. In addition to being a practical tool, the Equity and diversity matrix acts as a structured self-evaluation tool to monitor how equity and diversity principles are translated into practice.

Overcoming Challenges and Promoting Positive Education in Inclusive Schools: A Multi-Country Study

Inclusive education faces significant challenges requiring deep understanding and comprehensive solutions. This study aims to establish a holistic framework for understanding the challenges in inclusive education, the core mission of inclusive schools, and the essential qualities of teachers. The methodology employed was qualitative, using the grounded theory method. A total of 59 experts from 13 countries participated in this study. Semi-structured asynchronous virtual interviews were conducted and analyzed using ATLAS.ti software (version 8). The results identified eight persistent challenges to inclusive education. In addition, positive education was highlighted as the fundamental core of inclusive schools, with emphasis on the development of learning, well-being, engagement, resilience, motivation, mental health, affective and social outcomes, creativity, and happiness. Finally, the integral profile of the inclusive teacher was defined based on a four-dimensional model. This groundbreaking study introduces a novel comprehensive framework that revolutionizes our understanding of the enduring challenges in inclusive education. Elucidating the core mission of inclusive schools and defining the essential qualities of inclusive teachers offers transformative insights. This study’s implications, future perspectives, and limitations provide a wealth of valuable information for policymakers, educators, and researchers, paving the way for innovative approaches and enhanced inclusive educational practices.

Improving inclusive school food practices with parent voices

ABSTRACT In Canadian schools, food and drink offerings have yet to be explicitly incorporated in most inclusive food policies and practices. With the growing number of vegetarian and vegan (veg*n) families and literature documenting their marginalisation, this study sought to explore parents’ experiences within Ontario schools for their children who eat plant-based diets, yet also unearthed how limited choices negatively affected the good health and well-being of lactose and gluten intolerant students, as well as other dietary needs. Taking a narrative inquiry-inspired approach, interviews were conducted with 11 parents. In most schools, veg*n options were not available, and as a result, students felt socially excluded and, at times, were physically left out, which adversely affected their well-being and interrupted their learning. Most parents also felt unsupported when advocating for their children. All parents recommended partnerships for the goals of inclusion and quality education, by forming inclusive school food policies, teaching about a range of diet diversity, including why people adopt these, such as for health, animal welfare, sustainability, religion, culture, and more. By informing school food policies with parent voices, students can benefit from reduced inequalities and good health and well-being. Doing so would foster peace, justice and strong institutions.

Toward promoting resilience of gender and sexually diverse youth in South African rural school ecologies

IntroductionGender and sexually diverse youth in schools experience exclusion, which detrimentally affects their ability to cope with the consequences of minority stress and may lead to absenteeism or dropout. The purpose of the study is to highlight a pressing need for inclusive policies and practices to aid in enabling LGBTQ+ learners in schools.MethodsThis paper explores how multiple systems intersect to promote a sense of inclusion and engagement within the school environment and impact the resilience of LGBTQ+ youth in a rural school setting. This paper presents findings from a qualitative interpretive phenomenological study with twelve purposively selected self-identifying LGBTQ+ youth residing in a rural South African community. Data was gathered through semi-structured interviews.ResultsThis study shows the significance of teacher emotional support, addressing homophobic bullying, moving away from gender-based uniform prescriptions and designating some school bathrooms as gender-neutral to LGBTQ+ learners' resilience.ConclusionThe findings of this study demonstrate how certain schools in rural settings employ innovative methods to support LGBTQ+ learners despite limited resources and the absence of comprehensive, inclusive policies on gender and sexually diverse learners. The findings have implications for LGBTQ+ learners in rural community schools worldwide. Future longitudinal studies could focus on how school ecologies inclusive of teachers, parents and the wider community can foster the resilience of LGBTQ+ learners, particularly in rural community contexts.

Finnish pre-service teachers’ knowledge about the Indigenous Sámi people

ABSTRACT Teacher education worldwide faces challenges in preparing prospective teachers for diverse classrooms. Understanding pre-service teachers’ knowledge and attitudes toward diversity is crucial for achieving this goal. This article details a study surveying first-year pre-service teachers at a Finnish university to evaluate their knowledge of and attitudes toward the Indigenous Sámi people. A web survey (n = 172) was used to collect the data. The data analysis was conducted using Fisher’s exact test and the Pearson chi-squared test. The findings indicate that although the pre-service teachers had some prior knowledge of the Sámi people, there is a need for culturally responsive education (CRE) that meets the Finnish National Board of Education’s standards for teaching about national cultures. The insights derived from this study offer clear directives for fostering inclusive teacher education practices that address the diverse needs of students from Indigenous and multicultural backgrounds.

INCLUSION, ELIGIBILITY AND FORFEITURE

One of the buzzwords of today is ‘inclusion’. But the idea that everyone should be ‘included’ is a mistake, thoughtlessly reproduced by many. This holds in the private sphere, as well as in the institutional settings of the public sphere. There is very little conceptual analysis of the term, although there is plenty of literature on ‘social inclusion’ and the political vision of including the marginalized. My aim is to show that there are constraints on inclusion – particularly in institutional settings. Participation in social life is a kaleidoscope of inclusion and exclusion practices; this makes social life possible. Without inclusion/exclusion practices social life would be chaotic – if not impossible. Even philosophy journals have submission criteria which permit exclusion: e.g. the paper must not be under consideration by any other journal. Thus, exclusion is not per se a denial of someone’s dignity or a failure to recognize them as a fellow human being. The aim of this short essay is to raise awareness about inclusion and two of its constraints (eligibility and forfeiture), thereby starting a long overdue debate in the humanities.

Experiences and Challenges of Teachers in Handling Learners with Intellectual Disability During Covid-19 Pandemic

This study delved into the list of significant challenges that teachers were experiencing in handling ID learners. It employed a qualitative method in gathering data on teachers-participants’ experiences and challenges. A total of 20 teachers were selected using a convenient purposive sampling as the participants. The findings of this study revealed that teacher participants have observed and experienced multifaceted scenarios and difficulties during the COVID-19 pandemic. The data showed the existence of the challenges based on DepEd support, the lack of governmental provision of devices to aid learning, the limited learning experience, and instructional time that affect the learner’s personality, social orientations, and performance due to the absence of direct instruction. Likewise, the study concluded that the COVID-19 pandemic has affected and brought challenges to teachers and learners and has created the failure of support from the DepEd and the government. It conveyed the importance of parental support without the teacher’s direct instruction. Hence, it is recommended that schools enhance teacher training, prioritize face-to-face instruction, strengthen parental support, increase resource allocation, promote inclusive practices, and conduct further research on effective strategies.

An Examination of Views of Teachers, Students, and Parents on Inclusive Practices in Social Studies Lessons During Distance Education

Purpose: The aim of this study is to examine the views of classroom teachers, fourth-grade inclusion students, and parents regarding inclusive practices implemented in social studies lessons during distance education. Design/Methodology/Approach: The research design is case study. The data were obtained from a study group consisting of 15 classroom teachers, 15 inclusion students, and 15 parents during the 2020-2021 academic year. The data collected through semi-structured interview forms were analyzed using content analysis. Findings: As a result of the research, it was seen that most of the classroom teachers did not implement separate practices for inclusion students, using methods such as direct instruction, question-answer, and discussion in social studies lessons. Inclusion students stated that distance education was mostly negative, lacked social interaction, was boring, did not provide an interactive environment, and incomplete learning was experienced. According to the parents’ opinions, it was concluded that students did not participate in social studies lessons, had learning gaps, the course was not presented appropriately for the student, teacher did not provide additional support for their children, and distance education caused attention deficits in their children. Highlights: From all stakeholder perspectives, it was concluded that distance education mostly had negative effects on inclusion students. Additionally, both teachers and parents frequently expressed that the implemented practices during the pandemic were designed according to typically developing students, resulting in inclusion students being neglected.

Enhancing Equity in Clinical Research: A Multifaceted Proposal for Spondyloarthritis.

Clinical research advances medical knowledge and improves healthcare outcomes. However, disparities in research participation hinder progress. The Unmet Research Needs in Spondyloarthritis Conference IV highlighted critical insights and strategies to enhance equity in clinical research. Talks focused on engaging underrepresented communities and addressing disparities in rheumatic diseases, particularly spondyloarthritis (SpA), to ensure research results are generalizable and inclusive. Disparities in SpA management, such as greater back pain severity among Black and Hispanic Americans and sex-based differences in pain management, emphasize the need for equitable research. Dr. Elizabeth Ferucci discussed the racial disparities in rheumatologic care, highlighting the importance of early access to rheumatologists and culturally informed primary care to improve outcomes. Dr. Hani El-Gabalawy's talk on engaging Indigenous communities stressed the importance of community consent and reciprocal benefits. Dr. Sarfaraz Hasni's presentation on mitigating disparities in research participation underscored the need for inclusive practices and strategies to promote diverse representation. Finally, Dr. Edith Williams emphasized institutional approaches to fostering equity, including diverse recruitment practices and institutional review board alignment with diversity priorities. Strategies to enhance equity in clinical research include community engagement, addressing logistical barriers to participation, and ensuring diverse research teams. These approaches can dismantle barriers for underrepresented communities, making research more accessible and reflective of the broader population. The SpA research community must commit to creating structures that foster inclusivity, ensuring medical advancements benefit all populations, especially historically underrepresented groups. The principles and strategies proposed serve as a roadmap for achieving equity in SpA research.