Learning In Inclusive Classrooms Research Articles

The Interactive Web-Based Learning in Online Learning for Blind Students and Deaf Students in Higher Education

Online learning has been running in Indonesian universities due to the COVID-19 outbreak. Online learning has become a challenge to both parties, lecturers, and students with special needs. The use of several online platforms for learning has not provided accessibility for students who are blind and deaf. To pursue friendly learning in inclusive classrooms for blind and deaf students, then we need a facility that supports learning for blind and deaf students. The purpose of the study is to develop a learning model that can be used for online learning using an interactive website. The interactive Web-Based Learning Model is an innovative learning model which is designed for special needs students to access online learning more effectively. The procedure used in this interactive web-based learning model is that every blind and deaf student can access learning through various devices connected to their cell phone or laptop to make the learning process two-way and effective. The research was conducted using the research & development method which consists of the stages of producing a model product and then validating and testing the model. The result of this study is an online learning model using a website that can present learning material from lecturers in the form of pages that all the menus can be read directly by blind students through a screen reader on their devices (user friendly) and they can send assignments via voice note options. The website is equipped with videos accompanied by subtitles so that it has accessibility to deaf students. This model consists of the following stages: 1) Planning which includes needs analysis and content analysis, 2) The learning process through an interactive website containing structured learning material, interactive learning through video and discussion features, 3) Evaluation includes test and non-test in the form of process and result in analysis.

Universal Design for Learning in Inclusive Class Room to Ensure Sustainable Development Goals: Inclusive and Equitable Quality Class Room

Universal design for learning is an academic framework based on research in the learning sciences, which include cognitive neuroscience that develops flexible learning mastery environments and learning knowledge of spaces which can accommodate persons with differences. Inclusive classroom is a general classroom in which students with and without difficulties study together. Inclusive schools welcome and meet various academic, social, emotional differences which in turn ensure equitable and quality curricular transaction of all students. The quality education is the fourth goal of the 17 Sustainable Developmental Goals. It ensures inclusive and equitable quality education and promotes lifelong learning opportunities for all. The present study helps in understanding the role of teaching and learning methods to achieve an inclusive and equitable quality educational community. In this research the preliminary data were collected through interviews and discussion on universal design for learning by teachers and learners. The main focus of the study is to find out universal design for learning in inclusive class room to ensure inclusive and equitable quality class room. Keywords: Universal design for learning (UDL), Inclusive Classroom, Sustainable Develop Goals SDG

Game-Based Learning in Inclusive Classrooms: A Case Study in Upper Austria

The purpose of this study was to ensure a better understanding of learning and teaching opportunities when applying play-based learning activities with children in Special Needs Education (SNE) and their interaction with other children. Special Needs Education includes students with disabilities and it is carried out in various forms using different methods and teaching materials. The study is based on classroom observations and teachers' experiences in inclusive classes in Upper Austria. It was conducted in four different schools and it included 12 teachers. Based on the teachers’ experiences and SNE, the findings show the application of different play-based learning activities, the application of Montessori methods, as well as the application of games that develop motor skills, social games, communication games, concentration games, games for encouragement, video games, memory games, games for calculation, and /or role play. The interviews revealed that teachers faced challenges working with children with SN when there is no willingness to cooperate with the teachers. Therefore, the teacher is the most important factor who should use appropriate teaching methods in order to involve, convince and make the children with Special Needs (SN) active participants in learning.

ELEMENTARY SCHOOL TEACHERS’ PERCEPTION OF INCLUSIVE EDUCATION IN EAST JAVA, INDONESIA

Teachers' perception of inclusive education becomes an important indicator in evaluating the success of inclusive education. Teachers who have a positive perception of inclusive education will have a more controlled learning environment. This study used a survey method that investigates the current views of elementary school teachers toward inclusive education by exploring their perceptions. The respondents of this study are 70 elementary school teachers in East Java Province. This study found that: (1) There was no difference perception of teachers in primary schools concerning the concept of inclusive education, placement of students with disabilities, and processing of learning in inclusive classrooms; (2) Teachers' perceptions in primary schools towards inclusive education was not influenced by their duties as regular and special education teachers; (3) There are differences in perceptions of inclusive education based on the amount of training they followed; (4) There are differences in teachers' perceptions of inclusive education based on the length of teachers' experience teaching students with disabilities. Teachers' perceptions of inclusive education can be measured from three dimensions: the inclusion concept, disability student placement, and learning management.

Experiences that shape pre-service teachers’ inclusive practice beliefs: a group concept mapping study

ABSTRACT Teachers’ beliefs inform their instructional practice, which in turn has direct bearing on students’ success. The current study utilised Trochim’s Group Concept Mapping (GCM) to explore the experiences that influence pre-service teachers’ beliefs about teaching and learning in inclusive classrooms. Fifty-one pre-service teachers at the end of their programme were interviewed about these experiences. Fifteen pre-service teachers sorted the statements that captured these experiences and rated how important they would be for developing beliefs about teaching in inclusive classrooms. Four distinct themes were identified as was their importance. Practicum/collaboration experiences were most important followed by work and personal experience, and then education. These results underscore the importance of both professional and personal experiences and implicate teacher education programmes in the development process.

Far from Expectation: A Systematic Literature Review of Inclusive Education in Indonesia

The purpose of this Systematic Literature Review (SLR) is to identify: (a) research topics, (b) research methods used, and (c) research results on inclusive education in Indonesia. This study was an SLR using the PRISMA model by identifying various appropriate and relevant literature. The PRISMA model adopted in this study contains four stages: identification, screening, eligibility, and inclusion. Data search was carried out using criteria determined by researchers from various search engines such as Google Scholar, ERIC, Scopus, Researchgate, and others, which resulted in 9 articles for further analysis. Furthermore, the data were analyzed using a qualitative approach in describing the research findings. The results showed that three main research themes have been found, namely the implementation of inclusive education, teaching & learning in inclusive classrooms, and the inclusive education curriculum. Outline, the analysis results of these articles stated that the implementation of inclusive education in Indonesia is still not as expected. These findings are expected to become the basis for teachers, education observers, and education policymakers, both local and central government or the Ministry of Education to implement education policies that support the progress of inclusive education in Indonesia.

The Benefits of Implementation of an Instructional Strategy Model Based on the Brain's Natural Learning Systems in Inclusive Classrooms in Higher Education

Instructional strategy in inclusive classrooms in higher education has not yet been able to accommodate the needs and competencies that must be achieved by students who have various characteristics, learning styles and different obstacles. The aim of this research is to explore the perceptions of student’s teacher toward the implementation of an instructional strategy model based on the brain’s natural learning system, especially its benefits for all students in inclusive classrooms in higher education. Data was col-lected through open observation and interviews on students to determine the benefits of an instructional strategy model based on the natural learning system of the brain. The data were analyzed using qualitative data analysis. The research produced four major themes consisting of emotional skills, so-cial skills, cognitive skills, self-development. The findings have implica-tions for lecturers, as well as inclusive education researchers in higher edu-cation that focus on learning in inclusive classrooms by using an instruc-tional strategy model based on the brain’s natural learning system as a suit-able instructional strategy model to be carried out in inclusive classrooms in higher education.

DISCAPACITAT I APRENENTATGE DE LLENGUA MUNDIAL: ENSENYAMENT INCLUSIU A APRENENTS DIVERSOS

Reviewed by Dámaso Izquierdo AlegríaGRADUN-ICS, Universidad de Navarra, SpainUniversidad Internacional de La Rioja, Spain
 
 This volume deals with a much-needed topic that, unfortunately, has not attracted enough attention in the domain of language learning research: the adoption of inclusive instructional practices to address diverse students’ needs. The authors’ backgrounds and professional experiences perfectly embody an essential aspect in this field: it must be undertaken from an interdisciplinary approach. Sally Scott is a senior researcher of the Association on Higher Education and Disability (AHEAD) with extensive experience with diverse students, including campus disability resource offices; Wade Edwards is a professor of French at Longwood University. They co-directed the Project LINC: Learning in Inclusive Classrooms, focused on the development and implementation of instructional techniques aimed at creating more inclusive foreign language learning environments in higher education. This project has already proved to be very fruitful (Scott and Edwards 2012, Edwards and Scott 2012, Scott, Hildebrandt and Edwards 2013), with influential results about a variety of domains, ranging from the attitudes of students with special needs towards foreign language learning, to the needs of temporary faculty members that may not be fully aware of the protocols and resources offered by their campuses to address the learning process of students with disabilities. One of its major outcomes is a website full of original and already published documents and resources that serve as an invaluable guide to build an inclusive environment in foreign language instruction. Much of their experience in this project and subsequent spin-off research is effectively integrated in this book.
 This book will be interesting and compelling not only for researchers specialized in the field of disability and foreign language learning, but also for many teachers that wish to adopt new inclusive strategies in their courses to foster equitable learning opportunities. Although the book focuses on university settings, many teachers from other instructional contexts will also find many useful ideas.

Design of Instructional Strategy Model Based on the Brain's Natural Learning System (MS-SiPAO) in Inclusive Classrooms in Higher Education

One of the problems faced by lecturers in achieving instructional objectives in inclusive classrooms in higher education is that they have not been able to design effective instructional strategies that are in accordance with all characteristics of all students. This study aims to determine the instructional strategy model that is based on a student problem and needs analysis. The study involved sixty elementary school teacher students at one university in Bogor, Indonesia. Data collection was conducted using questionnaires and open interviews. Meanwhile, data analysis used a qualitative data analysis model. The results showed that the instructional strategy model based on the brain's natural learning system (MS-SiPAO) is one of the instructional strategy models that are expected to accommodate all the needs of students in order to achieve the competencies and instructional objectives set by the lecturer. Finally, MS-SiPAO is a suitable model to be used because it is based on an analysis of the problems and analysis of the needs faced by students in implementing learning in inclusive classrooms in higher education.

Fostering the Computation Competence of Low Achievers through Cooperative Learning in Inclusive Classrooms: A Longitudinal Study.

Fostering peer interaction and shared learning is an important aim of inclusive instruction. However, it has not been established whether it is possible to offer explicit and intensive support for low achievers in inclusive settings. This longitudinal study examined whether a structured program that includes cooperative learning fosters computational competence and flexible strategy use by low achievers in mathematics in inclusive classrooms. 126 persistent counters from 35 inclusive classrooms in grade 2 participated in a structured intervention lasting ten weeks, under three conditions: Cooperative learning (CL, students working in pairs during seatwork), individual learning (IND, students working individually during seatwork) and a control group (CG) with “business as usual.” Even when there was substantial class-specific differential development during group-based interventions, between pre- and posttest, results showed no statistically significant main effects for either of the two intervention conditions relative to the control group. However, compared to the CG-group, the CL intervention showed a higher slope for pretest performance, indicating that students with a higher level of computation competence benefited relatively more from the CL intervention than students with similar preconditions in the CG. The results provide evidence that multiple approaches are needed; approaches which combine well-structured programs stimulating cooperative learning and shared learning situations with intensive and individualized measures are of benefit for students with very low mathematical competence.

The Positive Impact of Collaborative Learning for Student with Intellectual Disability in Inclusive School

Collaborative learning in inclusive classroom is one of indicators to measure the succes of the implementation of inclusive education. The collaboration betwen regular student and student with intellectual disability (ID) in learning can contribute positive impact on the development of student with ID. The study aim to analyze the eminence of colaborative learning for student with ID in inclusive school. The method employed in this study is descriptive quantitative. The 30 regular students as the samples of this study were determined through simple random probability sampling. The primary data is collected via questionnaires and were accomplished with observation and unstructured interviews for secondary data. The data were analyzed by descriptive analitic. The result revealed that collaborative learning is enabled to build student characterics such as: caring, empathy, and social sensitivity. Collaborative learning can decrease in labbeling and bullying toward the existence of student with ID.

An overview of Grade R literacy teaching and learning in inclusive classrooms in South Africa

Pre-school literacy teaching in Early Childhood Education (ECD) inclusive classrooms is crucial in preparing learners for the transition to formal literacy teaching and learning. This article describes a collaborative exploratory research project between a university in South Africa and one in China, in order to gain an overview of early literacy teaching and learning in the two countries. In the case of South Africa, the focus was on Grade R literacy teaching and learning. Teacher participants in three rural schools, three township schools and four inner city schools in Mpumalanga and Gauteng were purposively selected. Data were gathered by means of open-ended questions in a questionnaire, individual interviews with Heads of Departments (HOD) and classroom observations. Coding, categorising and identifying themes were manually conducted. Persistent challenges were identified of which limited resources, low socio-economic conditions, English as the language of learning and teaching (LoLT), inadequate teaching strategies used to implement the Curriculum Assessment Policy Statement (CAPS) and barriers to learning were highlighted. This overview of early literacy teaching and learning in South Africa served as a precursor for the second phase of the project between the two countries.

Preliminary Lessons About Supporting Participation and Learning in Inclusive Classrooms

This descriptive study examined observational data collected in inclusive classrooms from six schools that were operating schoolwide inclusive policies and practices. Illustrative evidence of classroom practices supporting learning and participation of all students, including students with significant disabilities, adds to an understanding of structural methods supporting inclusion, as well as insights into instructional strategies and approaches used to support inclusive practices. Supports for participation were observed in several domains: (a) instructional staffing arrangements and roles, (b) methods of instructional groupings, (c) peer-supported learning, and (d) access to core academic curriculum. Supports for learning were also observed, including (a) universal design for learning, (b) behavioral interventions, and (c) accommodations and modifications. The results are discussed in relation to implementation of essential components of inclusive classrooms and the issues the field is facing with regard to effective practices leading to student learning and inclusion within classrooms and throughout schools.

Perceptions of Learners without Observable Disabilities about Learning in an Inclusive Classroom

KEYWORDS Diversity. Inclusive Classroom. Learning. Lesotho. Schools Teachers ABSTRACT This paper presents the findings of the study based on the perceptions of learners without observable disabilities about learning in an inclusive classroom. The insights into learners' perceptions were obtained through triangulating data from questionnaires and authors' field notes. The data indicates that learners are generally very positive about learning in inclusive classrooms, and that their academic achievement is not hampered by the presence, in their classrooms, of learners who need support. Learners with observable disabilities also benefit from learning with their peers. The results reveal that learners believe that teachers work hard to enforce interaction among learners as well as helping them achieve academically, but it is difficult for them to accommodate diversity, which points to further training needs for teachers and support personnel so that all learners get equally benefitted. There are also not enough resources, like workstations in classrooms, teaching materials, rails and ramps to accommodate availability to learners with special needs.

Enabling the blind to see gestures

Human discourse is an embodied activity emerging from the embodied imagery and construction of our talk. Gesture and speech are coexpressive, conveying this imagery and meaning simultaneously. Mathematics instruction and discourse typically involve two modes of communication: speech and graphical presentation. Our goal is to assist Individuals who are Blind or Severely Visually Impaired (IBSVI) to access such instruction/communication. We employ a haptic glove interface to furnish the IBSVI with awareness of the deictic gestures performed by the instructor over the graphic in conjunction with speech. We present a series of studies spanning two years where we show how our Haptic Deictic System (HDS) can support learning in inclusive classrooms where IBSVI receive instruction alongside sighted students. We discuss how the introduction of the HDS was advantageous to all parties: IBSVI, instructor, and sighted students. The HDS created more learning opportunities, increasing mutual understanding and promoting greater engagement.

Inclusive Classrooms: An Ecosystemic Perspective

This paper explores various aspects of learning in inclusive classrooms from an ecosystemic perspective. One purpose of including learners with disabilities in inclusive classrooms, as opposed to segregating them in special educational classrooms, is to help all learners (learners with and without disabilities) learn to live, work and play together, so that eventually they can successfully live, work and be together in the community as adults. Inclusion is a shift away from separate education that encouraged separate relations between people with and without disabilities. People with disabilities were viewed with contempt, but inclusive education encourages us to look beyond the disability and concentrate on who that person is and what they can do. Therefore, we argue that over and above the fact that inclusive education is about social justice where every individual is seen as an equal member and partner, individuals occupy spaces deserving of mutua l and reciproca l co-existence in the creati on and perpetuation of sustainable learning. Affording equal opportunities for everyone in society is seen as a moral right. Each person's potential has to be tapped into and developed, regardless of their disabilities or abilities. Differentiation in society should not be encouraged, but diversity has to be celebrated and accommodated. In this paper, we argue that learning in inclusive classrooms suggests the need for effective, collaborative, collegial, cohesive and well- coordinated partnerships.

Researching computer‐based collaborative learning in inclusive classrooms in Cyprus: The role of the computer in pupils' interaction

AbstractThis paper discusses the results of a study of the role of the computer in scaffolding pupils' interaction and its effects on the disabled (D) pupils' participation and inclusion in the context of socio‐cultural theories and the ideals of inclusive education. The study investigated the interactions of pairs of D and non‐disabled (ND) pupils working together on computer‐based tasks, in mainstream primary schools in Cyprus. Twenty dyads of pupils (each comprising a D child and an ND peer) were observed and videotaped while working together at the computer. Data analyses were based on the collaborative nature of events for the non‐verbal interaction and the functional–structural approaches for verbal interaction. Through application of video analyses, seven central aspects of interaction were identified: helping behaviours, motivation, self‐confidence, peer‐acceptance, affection, positive and negative socio‐emotional status, and the input of the computer. Results of the study showed that the computer was a mediational scaffolding agent of the other six areas of the participants' interaction as it: (1) was an important interactional agent in initiating and terminating a conversation, (2) facilitated interaction and participation, as an intellectual and physical tool, (3) promoted different styles of interaction (not always positive ones) through the various input and output devices, by differentiating participation. Hence, the computer emerged as the third party in the collaborative activity which provided various opportunities and motivations for interaction.

The use of Transana as a video analysis tool in researching computer‐based collaborative learning in inclusive classrooms in Cyprus

This paper focuses primarily on the methodological considerations of a study investigating the interactions of pairs of disabled and non‐disabled children working together on computer‐based tasks, in mainstream primary schools in Cyprus. Twenty dyads of pupils (each pair comprising a disabled child and a non‐disabled peer), were observed and videotaped while working together at the computer. Extensive piloting of data collection strategies, coding schemes and methods of analysis led to the use of Transana, a computer‐based qualitative analysis tool, for much of the analysis. Firstly, the analysis involved extracting two ‘video transcripts’ which were synchronized with the video; one for non‐verbal interaction (events) and one for verbal interaction. Two coding schemes were then developed, one for each transcript. The next stage of the analysis involved identification of specific verbal interaction patterns within the non‐verbal (event) phases, in respect to collaboration and inclusion, as documented by specific video clips synchronized with both transcripts. The authors believe that this work is unique in applying Transana in this context and it is suggested that the approach has much to offer researchers seeking to understand the fine grain of interactions in inclusive classrooms.

Student-2-Student Learning in Inclusive Classrooms

Student-2-Student Learning in Inclusive Classrooms