Mainstream Educational Settings Research Articles

Embracing Inclusion: Private School Teachers' Perspective

Background: The concept of inclusive education, which integrates students with and without special needs, is pivotal for fostering equitable learning opportunities. Teacher attitudes are a significant determinant of the success of inclusive education policies. Objective: To ascertain the perspectives of private school teachers in Peshawar regarding the inclusion of children with disabilities in mainstream educational settings. Methods: A descriptive cross-sectional study was carried out over six months at seven private schools in Hayatabad, Peshawar, following IRB and ethical approval from KMU. The sample of 200 teachers was determined using a confidence level of 95% and a margin of error of 5%. Data were collected using the Attitudes Towards Mainstreaming Scale and analyzed using SPSS Version 25 to provide descriptive statistics, including frequencies and mean±SD values. Results: Teachers generally regarded inclusive education as a favorable practice (mean 2.03±0.89), with a significant number expressing strong agreement to the inclusion of learners in regular classrooms. The acceptance varied based on the type of disability, with physical disabilities (mean 2.40±1.12 for wheelchair-bound learners) receiving more agreement than behavioral issues (mean 2.36±0.95 for learners who stutter). Conclusion: Most private school teachers in Peshawar exhibit a supportive stance towards inclusive education. This positive attitude is crucial for fostering an inclusive environment that benefits all students.

Understanding Teachers’ Lived Experiences of Instructional Collaboration in Inclusive and Mainstream Settings: A Transcendental Phenomenological Approach

ABSTRACT This project investigates teachers’ lived experiences of instructional collaboration in mainstream and inclusive education settings, looking both at the factors that special and general education teachers believe hinder instructional collaboration, and those that teachers identify as critical to facilitating it. The study draws upon a transcendental phenomenological approach, with initial in-depth and follow-up interviews with nine special and general education teachers from the southern region of Saudi Arabia. The data analysis generated several themes and a number of sub-themes that helped provide a deeper understanding of the phenomenon. These themes were school culture, work pressure, and facilitating factors. Thus, examining the experiences of teachers in inclusive instructional collaboration settings revealed various factors that influence the successful implementation of this practice. Recommendations for future directions that may contribute to strengthening instructional collaboration in schools are discussed in the paper.

Inclusive Education Practices: Fostering an Accessible Learning Environment for Diverse Learners

Inclusive education, focusing on creating an accessible learning environment for diverse learners, is a crucial aspect of contemporary educational practices. This journal article explores the implementation of inclusive education practices and their impact on fostering a learning environment that accommodates the needs of students with diverse abilities, backgrounds, and learning styles.
 The background of the research emphasizes the global shift towards inclusive education as an approach to address the diverse needs of learners in mainstream educational settings. The research gap centers around the need for a comprehensive understanding of the practical strategies and interventions that contribute to the successful implementation of inclusive practices.
 The urgency of this research lies in the importance of providing equitable educational opportunities for all students, regardless of their differences. The article reviews previous studies to identify successful inclusive education models, challenges faced, and the innovative approaches adopted by educators and institutions.
 The novelty of the article lies in its in-depth analysis of inclusive education practices, shedding light on the pedagogical, social, and institutional factors that contribute to creating an inclusive learning environment. It discusses the role of teacher training, curriculum adaptation, and the use of assistive technologies in promoting inclusivity.
 The objective of the research is to offer insights into the effective implementation of inclusive education practices and their positive outcomes on diverse learners. The study aims to benefit educators, policymakers, and practitioners by providing evidence-based recommendations for creating inclusive learning environments that foster the holistic development of all students. Overall, the article contributes to the ongoing discourse on inclusive education and its significance in promoting educational equality and social integration.

Sexual Consent Norms in a Sexually Diverse Sample.

Sexual consent has received increased attention in mainstream media, educational, and political settings since the rise of the #MeToo movement in 2017. However, long before #MeToo, sexual consent has been a core practice among people who engage in Bondage and Discipline, Dominance and Submission, Sadism, and Masochism (BDSM). This study examined sexual consent norms among a sexually diverse sample, including people who practice BDSM (n = 116), people who identify with another sexual minority group, such as swingers and sex workers (n = 114), and people who did not identify with a sexual minority group, termed sexual majority group members (n = 158). Explicit consent for both BDSM- and non-BDSM-related activities was rated as more common (descriptively normative) among people who were a member of the BDSM community compared to majority participants. Further, BDSM participants rated consent discussions as less sexually disruptive compared to majority participants. We found no significant group differences in the extent to which people thought sexual consent should be discussed. We also discuss findings from an open-ended question asking participants to recall a recent sexual experience with a new partner. This study demonstrates variability in consent norms between groups and points to the potential to shift sexual consent behaviors among majority participants.

Social and emotional therapy dog-assisted interventions in mainstream school settings: a systematic review

ABSTRACT Objective The purpose of this systematic review is to synthesise the available evidence of the impact of therapy dog-assisted interventions on the social and emotional wellbeing of students in mainstream school settings through the use of the biopsychosocial framework. Method The PRISMA 2020 guidelines were followed, and the inclusion criteria included primary outcomes related to social and emotional wellbeing, such as social competencies and mental health. The studies included were conducted in mainstream educational settings, incorporated a therapy dog, provided a comparison or control group and were in English. The quality of the evidence was assessed with the Evidence Project Risk of Bias tool. Results Of 405 studies identified, seven studies with sufficient rigour met the inclusion criteria of evidence to support the use of therapy dog-assisted interventions to improve social and emotional wellbeing within a school setting. Outcomes consisted of psychological, biological, and social variables contributing to overall wellbeing, such as improved self-perceptions, decreased cortisol levels and improvement in social behaviour and empathy. Conclusions Findings suggest that therapy dog-assisted interventions can have a positive impact on social behaviours and reducing stress in a school setting; however, there is a need for more rigorous and current research investigating therapy dog-assisted social and emotional wellbeing interventions in mainstream educational settings.

The Good Behavior Game for students with special educational needs in mainstream education settings: A scoping review

AbstractThe Good Behavior Game (GBG) is a classroom management strategy that consistently demonstrates its ability to promote positive behaviors and peer relations among students, with immediate and long‐term benefits. This scoping review aimed to provide an overview of peer‐reviewed research on the GBG specifically focused on students with special educational needs (SEN) in mainstream education settings. Following a systematic search‐and‐selection procedure, 30 studies were included, 26 with an experimental design and 4 with a qualitative/mixed‐methods design. SEN participants were mainly subgroups of students with baseline assessments of emotional‐behavioral difficulties; there was, however, substantial clinical and methodological heterogeneity across studies. Integrative findings from quantitative and qualitative studies indicate that the GBG benefits most students with SEN in mainstream settings, while results for students with severe socio‐behavioral difficulties are ambiguous. We identified a paucity of research on students with neurodevelopmental diagnoses such as attention deficit hyperactivity disorder or autism spectrum disorder, as well as on the perspectives of students and teachers and challenges associated with the GBG for students with severe difficulties. Schools implementing the GBG should be aware that some students may need individual adaptations to participate in the GBG, and teachers may need support to implement these adaptations.

A Research on the Current Status of Inclusive Education for Children With Autism in Beijing: Perspectives From Parents of Children With Autism

To gain a comprehensive understanding of the current status of inclusive education for children with autism in Beijing from the perspectives of parents, a questionnaire-based survey was administered to 202 parents residing in Beijing, whose children have autism. Their experiences with inclusive education, sentiments towards acceptance and support, and preparedness for educational transitions were explored. The results revealed that inclusive education served as the primary educational placement for the majority of children with autism. However, parents perceived a low frequency and efficacy of support extended by mainstream school teachers. Limited acceptance and insufficient professional support continued to pose significant challenges for children with autism in mainstream educational settings. Additionally, there appeared to be a deficiency in the provision of guidance for parents of children with autism concerning educational transitions. It is therefore recommended that efforts be made to enhance the operational mechanism of inclusive education in Beijing and to offer guidance to parents and their children with autism during the process of educational transition.

School-based social skills group training (SKOLKONTAKT™): a pilot randomized controlled trial.

Differences in socio-communicative behaviors contribute to social challenges for autistic learners at school and, in turn, are associated with increased risks of educational underachievement, social exclusion, and mental health issues. Given that intervention delivery in natural contexts may enhance skills generalization, build support capacities in society, and have practical advantages for youth and families, SKOLKONTAKT™ has been adapted from the clinically based social skills group training KONTAKT™ for mainstream educational settings to mitigate these risks. A pilot, randomized controlled trial with active controls was conducted in a mainstream Swedish high school. Autistic learners and students with social skills challenges (N = 33; MAGE = 17.5) were randomized to SKOLKONTAKT™ (n = 17) or active control (n = 16). Efficacy was measured at post and follow-up (3 months) on social skills [Social Skills Group Assessment Questionnaire (SSGQ); primary outcome] by parent-, self-, and (masked) teacher-report as well as self-reported life quality and social goal attainment. Despite COVID-19 challenges, 70.6% (n = 12) completed SKOLKONTAKT™, and 87.5% (n = 14) completed control groups. SKOLKONTAKT™ improved on a series of items on SSGQ as well as subjective life quality beyond controls. A larger proportion of social goals were attained, and side-effects were of little impact and proportionally fewer in SKOLKONTAKT™. SKOLKONTAKT™ is a safe, feasible, and promising intervention option for autistic learners in mainstream educational settings. A larger-scale study is desirable to confirm the effects identified in this pilot study.

Participation Patterns of Israeli Children with and without Autism, and the Impact of Environment

Aims Participation is vital to children’s quality of life, yet it is often limited for those with autism spectrum disorder (ASD). An improved understanding of the factors that may support or hinder their participation is important. This study aims to explore the participation patterns of children with and without ASD in the home, school, and community settings, as well as to explore the impact of environmental factors on the participation of children with ASD. Methods 78 parents of children aged 6–12, attending mainstream educational settings (30 with ASD; 48 without ASD) completed the Participation and Environment Measure for Children and Youth and a demographic questionnaire. Results Children with ASD were rated significantly lower than children without ASD in participation, and their parents expressed a greater desire to change their participation while reporting lower overall environmental support. Among the ASD group, significant differences in participation were found across the three settings, with the highest participation scores at home. Environmental factors that support or limit children’s participation were identified. Conclusions The results highlight the importance of environmental factors in children’s participation. It is essential to evaluate different environmental settings; identifying the supportive and limiting environmental factors will enhance interventions for children with ASD.

Whakaritea te pārekereke: Teacher preparedness to teach te reo Māori speaking children in mainstream education settings.

It is essential that teachers are prepared to teach te reo Māori speaking children so that Māori tamariki enjoy equal and equitable opportunities to succeed as Māori (Education & Training Act, 2020). This article draws on research undertaken for my master’s degree which investigated teacher preparedness to teach te reo Māori speaking children in mainstream primary schools. Key findings included an awareness of how language and culture impact on identity and educational outcomes. Although participants acknowledged the absolute necessity that te reo Māori and tikanga Māori are included in all aspects of the education setting, they also reported that tikanga Māori is a more comfortable space to be in than te reo Māori as there were clear connections to their own values. Four key themes emerged from the findings which I promote in this paper as key factors for teacher readiness to teach reo Māori speaking children. These are: Kia rite (be prepared), Kia hono (be connected); Kia tātatiako (be culturally competent and responsive) and, Kia whakauruuru (be integrative). This article discusses the four factors listed above and implications for tamariki, their whānau, teachers and Initial Teacher Education (ITE) providers.

The impact of loose-parts-play on schoolyard social participation of children with and without disabilities: A case study.

Outdoor social participation in the school playground is crucial for children's socio-emotional and cognitive development. Yet, many children with disabilities in mainstream educational settings are not socially included within their peer group. We examined whether loose-parts-play (LPP), a common and cost-effective intervention that changes the playground play environment to enhance child-led free play, can promote social participation for children with and without disabilities. Forty-two primary school children, out of whom three had hearing loss or autism, were assessed for two baseline and four intervention sessions. We applied a mixed-method design, combining advanced sensors methodology, observations, peer nominations, self-reports, qualitative field notes and an interview with the playground teachers. Findings indicated for all children a decrease during the intervention in social interactions and social play and no change in network centrality. Children without disabilities displayed also an increase in solitude play and in the diversity of interacting partners. Enjoyment of LPP was high for all children, yet children with disabilities did not benefit socially from the intervention and became even more isolated compared with baseline level. Social participation in the schoolyard of children with and without disabilities did not improve during LPP in a mainstream setting. Findings emphasize the need to consider the social needs of children with disabilities when designing playground interventions and to re-think about LPP philosophy and practices to adapt them to inclusive settings and goals.

Children with autism exhibit similar longitudinal changes in core symptoms when placed in special or mainstream education settings.

Today, children with autism spectrum disorder (ASD) are placed in mainstream or special education settings somewhat arbitrarily with no clear clinical recommendations. Here, we compared changes in core ASD symptoms, as measured by the Autism Diagnostic Observation Schedule, 2nd edition (ADOS-2) clinical assessment, across ASD preschool children placed in special or mainstream education. Longitudinal changes in ADOS-2 scores did not differ significantly across settings over a 1- to 2-year period. While some children improved in core ASD symptoms, others deteriorated in both settings. This highlights the need to identify specific criteria for establishing meaningful placement recommendations.

Supporting in-Service Special Educational Needs Teachers to Stay Engaged: A Two-Step Hierarchical Linear Regression Analysis

This study aims to propose and evaluate a model for work engagement in Special Educational Needs (SEN) teachers in Greece, in order to get insights into the effect of parameters such as job satisfaction, burnout and other personal characteristics. The sample consisted of 503 female and 161 male teachers of both primary and secondary education, working in special and mainstream educational settings. Based on these data, a two-step hierarchical regression model was used to identify predictors of teachers’ work engagement. Moreover, confirmatory factor analysis indicated a good fit (TLI = 0.974 > 0.95, RMSEA = 0.043 < 0.08, CFI = 0.952 ≥ . 0.900, χ2/df = 1.3 < 2, p > 0.05 and SRMR = 0.027 < 0.08) of the first order structural model for work engagement (WE-JS-BO). The second-order structural model for the work engagement included teachers’ demographic parameters, labeled personal characteristics, which yielded a good fit (TLI = 0.978 > 0.95, RMSEA = 0.039 < 0.08, CFI = 0.964 ≥ 0.90, χ2/df = 1. 1 < 2, p >0.05 and SRMR = 0.024 < 0.08) Results are discussed for their possible applications in special education teachers’ training.

Development of mental health and psychosocial support (MHPSS) guidelines for deaf and hard of hearing children in the Gaza Strip.

Deaf and hard of hearing children in the Gaza Strip may be at risk of mental health conditions and psychological distress, as a result of social exclusion and limited accessible communication. This article presents the process and research methods used to develop guidelines for schools in the Gaza Strip on mental health and psychosocial support for deaf and hard of hearing children. The process was guided by the GIN-McMaster guideline development checklist across four steps: (1) priority settings; (2) searching for evidence; (3) developing recommendations; (4) evaluation. Priority setting was spearheaded by local and international researchers, and a local steering committee comprised of deaf and hard of hearing representatives, school administration and staff, mental health specialists, family members and government officials. In searching for evidence, and in order to generate evidence-based recommendations for the guidelines, we utilised a scoping review of global mental health support for deaf and hard of hearing children and qualitative research with deaf and hard of hearing children and adults, families and teachers. Two pilot studies were conducted in mainstream and specialist educational settings as way of evaluation. The scoping review and qualitative research identified various content for the guidelines, including the importance of information on disability and deafness, promoting social inclusion and self-esteem, and accessible learning environments. The pilot studies demonstrated feasibility and acceptability among teachers and deaf and hard of hearing children, although teachers need sufficient support and resources to implement. Now finalised, the guidelines are being distributed to schools in the Gaza Strip to support the mental health and wellbeing of deaf and hard of hearing children.

Autism and mainstream education: The parental perspective

Malta has one of the highest rates, across Europe, of children with a statement of special educational needs receiving their education in mainstream schools. Research has suggested that to be successful with achieving inclusivity, the contribution of the family must be considered. This study aims to explore the perspectives and experiences of parents of autistic children who attend mainstream education settings in Malta in relation to their perception of educator's knowledge about autism, satisfaction or concerns with their child's progress, perception of support received and their feelings relating to their child's school experience. A mixed methods research design was utilised involving a questionnaire comprising 10 questions, as well as 10 parent interviews to yield qualitative data. Results showed that the majority believed that the teachers did not have the necessary knowledge to effectively adapt and teach their autistic child in a mainstream setting. While positive elements in their experience emerged, there were reports of feelings of anxiety and worry and lack of support. There is work required within the Maltese education system to embrace the parental experience and use it to help guide additional supports to benefit the autistic child's educational placement.

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.

School adjustment of adolescents with sequential bilateral cochlear implants in mainstream school.

Little is known about the school adjustment of adolescents with sequential bilateral cochlear implants (CIs) in mainstream educational settings. This study aims to investigate the school adjustment of adolescents with sequential bilateral CIs, in comparison to those of age-matched adolescents with typical hearing (TH), to explore the relationships between individual variables and school adjustment in the bilateral CI group, and to assess the factors leading to strong school adjustment in the bilateral CI group. Twenty-five adolescents with sequential bilateral CIs and 30 adolescents with TH, aged 13-19 years, participated in this study. The adolescents completed the school adjustment scale (SAS). The two groups were not significantly different on overall SAS scores. However, the TH group scored higher on the SAS than the sequential bilateral CI group with regard to communication skills and relationships with peers. In the bilateral CI group, SAS scores significantly correlated with open-set sentence and receptive vocabulary scores. Receptive vocabulary scores were a significant predictive factor for the level of school adjustment for the bilateral CI group. Adolescents who received sequential bilateral CIs adapted well to mainstream schools. However, they did experience barriers to communication and to make friends in mainstream schools, and their level of school adjustment was affected by their receptive vocabulary skills.

Towards multilingual pedagogies for social justice in the primary school

Multilingual pedagogies are a growing, yet often conceptually and politically contested area in mainstream educational settings. The article draws on data from a broader ethnographic study that focused on teacher agency in multilingual pedagogies in five superdiverse primary school classrooms in London and the East of England, where the children in each class spoke approximately ten languages besides English. The study used fieldnotes, teacher interviews, participatory activities with children and photographs of schoolscapes to analyse dominant features of the classroom: a monolingual norm, educators’ tendency to restrict children’s multilingualism to EAL-learning aspects and an only symbolic acknowledgement of their linguistic repertoires. Here, I argue that three intertwined dimensions of social justice emerge from this status quo as requirements for and as elements of multilingual pedagogies in superdiverse mainstream schools: the participation and recognition of plurilingual speakers, a normalization of multilingualism in the institution school and a deconstruction of languages as national languages. It is suggested that these dimensions are relevant for critical reflections and developments at the classroom level. However, it is only possible to leverage their analytical as well as practical potential, if they are conceptualized within wider examinations of hierarchies, discourses and institutional practices within contemporary societies that are characterized by phenomena of transnational migration and racism. The article concludes by drawing on the frameworks of migration pedagogy and the raciolinguistic perspective for such contextualisation.

The Impact of Bullying on Deaf Children and Young People, e‐learning modules by the National Deaf Children's society, 2022, available free of charge at https://www.ndcs.org.uk/our‐services/services‐for‐professionals/training‐courses/e‐learning/the‐impact‐of‐bullying‐on‐deaf‐children‐and‐young‐people

In 2021 there were at least 45,060 deaf children in England (CRIDE, 2021) and 78 per cent were in mainstream educational settings. It is highly likely, therefore, that many people working in these settings will at some point meet a deaf child. Any level of hearing loss can have an impact on children, not only in terms of their communication and language development but also their social and emotional development. Deafness can be temporary or permanent, unilateral or bilateral and can range from a mild loss where a child may struggle to hear speech clearly, through to a profound loss where they have no access to speech at all. Depending on the type and level of loss, deaf children may use a range of audiological equipment (hearing aids, bone conduction hearings, cochlear implants, assistive listening devices) and may communicate in a variety of ways using speech or sign language, or a mixture of both. Bullying continues to be a risk for all children regardless of their background, but research highlights that children and young people with special educational needs and disabilities are potentially more vulnerable to being bullied (DFE, 2018) as studies specifically focused on deaf children have shown (Bouldin et al., 2021). The National Deaf Children's Society (NDCS) has produced The Impact of Bullying on Deaf Children and Young People to support those working with deaf children and young people to identify potential bullying and provide appropriate support as necessary. The resource is presented in two modules, each taking around 30 minutes to complete. The first module introduces bullying and deafness and aims to explain why deaf children and young people may be more vulnerable to bullying. Attention is drawn to issues such as children needing to use audiological equipment which can set them apart from their peers; difficulties in hearing their peers and understanding what they are saying and responding appropriately; and communicating with others using speech or sign language, though they are not discussed in detail. The module might have mentioned, for example, that audiological equipment has its limitations, which peers may not understand – the optimal working range of a hearing aid is around 1.5 m so if someone calls a deaf child from behind, from a distance, and they do not respond, this may be taken as ignoring them or being rude. Module 2 follows up with activities focused on three deaf characters and discussion of their experiences of bullying. Carmen (13 years), Barnardo (13 years) and Ursula (7 years) have different levels of deafness, use different audiological equipment and communication methods. Each character presents with a different scenario followed by questions for learners to apply their new knowledge to identify, respond to and report concerns. The scenarios look at a range of types of bullying in different settings and although the actions and reasoning behind them are explained well, more discussion around the impact of their deafness and suggestions and strategies for promoting inclusion and the understanding of deafness would have been useful. The content is interactive, with information provided in written and spoken English and British Sign Language (BSL). The modules includes a range of activities to explore the different issues and quizzes for the learner to check their knowledge. The scenarios provide an introduction to some of the challenges that deaf children and young people may face and the opportunity to apply learning. The resource is easy to navigate and goes ‘back to basics’ in defining bullying. It explores in more detail the different types of bullying with lots of questions for learners to apply their knowledge and identify specific types of bullying. The examples are extensive but general, with only one specific reference to deafness. The multiple-choice question format is the same for each scenario – ‘What type of bullying is …?’ For staff with some knowledge of bullying this might feel repetitive; however, for someone new to the subject the range of potential scenarios and behaviours presented are useful to consider. Signposting to additional information and resources from the Anti-Bullying Alliance is also provided. The content provides a valuable recap for those already working with deaf children and with some knowledge of what bullying is. It would be particularly helpful to those new to working with children and wanting to gain a better understanding of what bullying is. The modules are clearly presented and are a useful introductory resource to provide professionals with a basic understanding of deafness and the potential vulnerability of and impact on deaf children and young people.

Signposts for School Refusal Interventions, Based on the Views of Stakeholders

School refusal (SR) signals a young person’s difficulty attending school. It jeopardizes their development, often contributes to distress for parents, and places an extra burden on school personnel. Reviews of empirical studies indicate that intervention for SR helps to increase school attendance, but not for all youths. This practice-based manuscript aims to support practitioners and organisations addressing the needs of youths and families affected by SR. Specifically, we present 14 signposts for the development and delivery of intervention for SR. The signposts represent important conditions for effective intervention based on key findings from the Knowing What Works project in the Netherlands. During that project, 76 professionals shared their views about the important elements in SR interventions they delivered, and 39 youths and 86 parents shared their views about the helpful elements in SR interventions in which they participated. These 201 stakeholders were variously associated with 21 SR interventions across 9 of the 12 Dutch provinces, most situated in mainstream or special education settings. Their responses informed the development of the 14 signposts presented here, supported by the extant literature on SR intervention. We describe the essence of each signpost and conclude with suggestions for using the signposts and evaluating their utility.