Mainstream Education System Research Articles

Responsibilities of Special Education Teachers in Inclusive Education

RESEARCH OBJECTIVE: The purpose of this study is to look at the responsibilities of special education teachers within Poland’s mainstream education system, while situating them within a broader comparative framework – specifically by examining the established role of Special Educational Needs Coordinators (SENCo) in the British educational context. THE RESEARCH PROBLEM AND METHODS: The study deals with the issue of identifying the optimal range of responsibilities for the newly created role of special education teachers in Polish mainstream schools and preschools. These tasks are designed to meet the diverse needs of all children and students within these inclusive environments. To investigate this issue, the research employs a content analysis of relevant legal documents and conducts a comprehensive review of existing studies on the subject. THE PROCESS OF ARGUMENTATION: At the heart of this study is a comparative analysis of the duties of special education teachers in Poland’s mainstream education system, as codified in legal statutes, and those of their counterparts in the British system, particularly the SENCo role. Moreover, the study examines the responsibilities envisioned for the role of Inclusive Education Coordinators as outlined in the Model of Education for All framework. RESEARCH RESULTS: The findings indicate that the duties assigned to special education teachers in Polish mainstream institutions are significantly broader in scope than those associated with SENCo in the British system. CONCLUSIONS, RECOMMENDATIONS, AND APPLICABLE VALUE OF RESEARCH: Given that the role of special education teachers was only introduced in the previous academic year, there remains a significant gap in research on the actual implementation and efficacy of this position. One of the primary recommendations is to undertake more in-depth studies, with the potential to draw on the typologies of SENCo roles outlined in this paper to inform future research on the subject.

DILEMMAS OF INCLUSIVE EDUCATION: LESSONS FROM LITERATURE

Inclusive education endeavors to incorporate individuals with intellectual disabilities into the mainstream educational system to the maximum extent practicable. This approach, however, inevitably encounters challenges due to the notion of inclusion through selective exclusion, which entails partial exemptions from standard grading, specialized classrooms, differentiated treatment by educators, and other accommodations. Applying sociological systems theory, we propose that these conflicts can be delineated into three distinct tiers within the educational system: the functional macrosystem of education, the organizational level, and the individual level of classroom interaction. Analyzing the issue through this framework reveals that the difficulties associated with inclusive education emerge from tensions between these three levels. For example, the integration of students into mainstream educational institutions often necessitates their exclusion from certain elements of the broader educational system. While these tensions cannot be entirely eliminated, they can be addressed in ways that better meet the needs of individuals with special educational requirements.

Waqf-Based Social Business: A Financial Alternative to Private Tahfiz Institutions

Tahfiz institutions are now gaining popularity among Malaysians, and they have a lot of potential to be part of the mainstream education system. The growing demand for Tahfiz has resulted in a rise in the number of Tahfiz institutions in Malaysia especially private Tahfiz owned by individuals. However, most of the private Tahfiz institutions in Malaysia face financial constraints and struggle to obtain sufficient funding for their operations and infrastructure development. This may affect the operation of Tahfiz institutions in general. Therefore, the lack of funds has had many direct and indirect effects on the operation of Tahfiz institutions. Lack of resources, especially financial, hinders the institution's ability to provide a conducive learning environment for students. Tahfiz institutions in Malaysia are completely dependent on student fees as their main source of funds. Thus, this paper aims to propose the role of waqf as an alternative to help Tahfiz institutions, especially private Tahfiz in ensuring the sustainability of their operations. A review of existing literature on waqf education, development of private Tahfiz, and financial constraint. A proposed model was developed to assist the financial burden of private Tahfiz through a Waqf-based Social Business model.

Unveiling invisibility: the lived experiences of former students at New Zealand's second chance education secondary school

ABSTRACT This paper examines the lived experiences of former students who attended a second chance education [SCE] secondary school in New Zealand. Like charter schools in New Zealand, School A (Pseudonym) was established to work in collaboration with a local tertiary education provider and secondary schools within the wider South Auckland region. This collaboration was to provide opportunities for secondary school students who had dropped out or did not fit into the mainstream education system in New Zealand. Drawing on qualitative methods, we give meaning to the lived experiences of eight individuals and highlight how sociocultural and socioeconomic factors led these individuals to feel invisible in the mainstream education system and how School A's practices, such as addressing teachers by their first names and emphasising hands-on learning experiences transformed lives. This research provides insights into the potential of SCE schools in reengaging disengaged youth and fostering a pathway towards creating a responsible citizen.

Transmission of indigenous knowledge systems under changing landscapes within the vhavenda community, South Africa

Indigenous Knowledge (IK) and techniques benefit not only humankind but also benefit the environment. Nevertheless, the transmissions of indigenous knowledge are threatened and replaced by Western knowledge and ideologies. The focus of the study was to demonstrate the various Indigenous knowledge transmission methods, the driving forces behind their disappearance, and how they added value to the resilience of such knowledge forms in sustaining Indigenous and local communities throughout the centuries. To achieve this, the study used questionnaires consisting of open-ended and closed-ended questions (n = 136). Participants were selected and identified through purposeful sampling from five remote indigenous villages in South Africa. The data were collected only from principal elderly participants above 50 due to their profound knowledge and experiences with their local environment. The most prevalent indigenous knowledge within the Vhavenda people is folklore, which is orally transmitted from one generation to the next through traditional songs, stories, dances, myths, customs, and rituals. Drivers such as invasion of technology, reluctance on the part of custodians to pass on the knowledge, knowledge being forgotten, and knowledge being less effective were ranked to be highest in the hindrance of IK transmission in the study area. Solutions such as revitalising knowledge systems through proper documentation, such as building online libraries, integrating Western and indigenous knowledge, and introducing indigenous knowledge into mainstream education systems and media could assist in preserving such knowledge.

A History of Chinese Scholarship: Cantered on Chinese Islam Religion Studies

Research on about the Islamic religious doctrine and theology an extremely important role in Islamic studies. After the introduction of Islam to China, it gradually evolved into its own unique sectarian system, known as the "three major sects" and the "four menhuan". The research in the fields of doctrine and theology gradually progressed after the reform and opening up, and its research methods and many other limitations were not fully developed. Since the beginning of the 21st century, there have been new changes in the research in this field, not only a number of new achievements have emerged, but also a relatively systematic disciplinary system has been formed. Furthermore, Jingtang Jiaoyu (religious education) as an important component of Islamic religious education in China, the initiation of scripture education was carried out by Hudengzhou, in Shaanxi during the Ming Dynasty. This education has gone through the early development of the late Qing Dynasty and the early Republic of China, as well as before and after the Xinhai Revolution, and has a history of over 400 years. Jingtang Jiaoyu (religious education) is constantly improving at different stages of development, adapting to the trend of the times. However, since the 20th century, it has basically not been improved or developed, especially in the northwest region, where medieval conditions have been preserved and it is difficult to be accepted by the mainstream education system. In this paper, the research history of Islamic teaching in China by the Chinese academic community is taken as the research object, and a detailed introduction is given to the evolution of this research field.

The Potential of Sámi/Indigenous Festivals to Inform and Bridge Formal Education Systems

This article aims to explore how Indigenous knowledge and skills acquired at Sámi festivals can supplement and critically inform knowledge in the Norwegian formal education system. The empirical data for this study are derived from extensive fieldwork (2009–2019) comprising observations of Riddu Riđđu festival participants, and semi-structured in-depth interviews with open-ended questions conducted with festival participants and volunteers who also work at different educational and cultural institutions, such as schools, language centres, libraries, and museums. We applied an Indigenous paradigm and methodology (Koukkanen, 2000; Smith, 2010) that favours land- or place-based pedagogies (Thornton, et al., 2021; Wildcat et al., 2014), along with a holistic research method approach. The results show that Sámi/Indigenous festivals have been and still are crucial in revitalising Sámi cultures and ways of knowing that are still marginalised in mainstream education systems. The Indigenous knowledge and skills acquired at Sámi and other Indigenous festivals have the potential to supplement and critically inform knowledge in formal education systems such as schools, teacher education, libraries, and museums.

Reka Bentuk Modul Inovasi Pengajaran Taranum Bayyātī Berbantukan Audio-Visual Alunan Mudah dan Ilustrasi Arah

Abstract The teaching of Quranic recitation in Malaysia is increasingly showcasing dynamism within the mainstream education system. However, challenges persist, particularly at the higher education level where courses in this field are offered. The readiness of lecturers is a key factor in students’ preparedness to acquire knowledge and skills. Quality lecturers should equip themselves with contemporary teaching skills, encompassing creative strategies, approaches, methods, and techniques. In this context, if Quranic recitation teaching is not well-planned and engaging, understanding the recitation becomes increasingly difficult for students, leading to boredom and low motivation throughout the teaching and learning process. Therefore, this study aims to develop the innovative teaching module design for Taranum Bayyātī incorporates audio-visual aids with simplistic melodies and directional illustrations as alternative reference guides for Quranic recitation course lecturers in Higher Education Institutions (HEIs). This study applies the framework of Design and Development Research (DDR), focusing solely on the design phase. In this design phase, the researcher has adapted two teaching models, namely the al-Qābisī Quranic Teaching Model and the Quranic Recitation Teaching Model for Higher Education Institutions (MPTQ-IPT), to form six teaching components in MIPT-Bayyātī. Furthermore, the production of audio-visual materials based on MIPT-Bayyātī is grounded in Mayer’s cognitive multimedia theory. In conclusion, the design of MIPT-Bayyātī can assist lecturers in enhancing Quranic recitation teaching and students’ mastery of Quranic recitation skills.

Pedagogical Approaches for Meeting Gifted Students’ Needs: Literature Review

In recent decades, there has been significant interest internationally level in the field of gifted education, which has led to a vast amount of research. This widespread interest stems from recognising what might be seen as the intrinsic value of developing giftedness. Nurturing gifted students has become an essential part of the mainstream educational system of developed countries. Furthermore, more countries around the world are now becoming aware of the potential benefits of investing in gifted education and the role that such investment can play in their growth and development. However, many gifted students may not receive educational opportunities that match their abilities and needs as instruction in regular classroom settings is usually not tailored to meet the needs of more gifted learners. Much research has shown that gifted children need tailored educational opportunities for their talents to flourish and to stimulate their individual potential in appropriate environments. This paper reviews and analyses the relevant literature on the pedagogical approaches to meeting gifted students’ needs. The four main approaches to meeting diverse students’ needs, comprising acceleration, grouping, enrichment and differentiation, are discussed to explore and understand how to provide adequate support for gifted students.

Inclusive settings in Belizean primary schools: A focus on teacher practices

Educators in Belize are charged with ensuring that all Belizeans are given an opportunity to acquire a quality education that promotes personal development and productive citizenship. Consequently, Belizean law now requires all children from ages five through fourteen to attend at least eight years of primary school. Students with special needs have historically not received accommodations in the education system, so many teachers struggle with meeting the needs of students with learning disabilities in these inclusive settings. This qualitative case study explored teaching strategies and contextual factors in inclusive primary classrooms in Belize and was conducted in the form of Community Engaged Research in partnership with the Ministry of Education, Youth, Sports, and Culture (MOE). Findings suggest consistent approaches for differentiating instruction, teacher passion for teaching and commitment to meeting student needs, a need for additional resources and training, and a disconnect between families and schools. Interpretation of these findings through Hornby’s (2015) theory of inclusive education suggests that Belize is primarily following inclusivity as students with disabilities are integrated into the mainstream educational system. However, while some principles and practices of inclusion are followed, other features are absent. Adding a special education component could enhance student learning as individualization and standardization of instruction, expectations, and assessment could occur between teachers, across grade levels, and in communication with families. A special education component with associated teacher training could support teacher desire for additional resources and meet the needs of an increasingly diverse population of students.

Social perception on the integration of children with special educational needs in mainstream education

The inclusion of students with Special Educational Needs (SEN) within the general education system is a complex and persistent issue, considering that although educational policies and national legislation affirm support for the principle of inclusion, it is often implemented only at a declarative level. In the theoretical part, the evolution and progress of inclusive education at the international level was addressed, emphasizing the significant contribution of the United Nations Organization and various international conferences in promoting the individual rights of people with special needs. Another aspect considered the integration of students with special educational needs into the mainstream educational system, highlighting the crucial role and support offered to them. It is also emphasized the importance of the continuous professional development of teachers and the active involvement of parents in the educational process, as central pillars in the promotion of effective inclusive education. The methodology applied in the study regarding the integration of students with SEN in the Romanian educational system has as its main objectives the identification and analysis of teachers' perceptions and attitudes towards the integration process, the differences found between teaching staff from urban and rural environments, as well as examining the correlation between teachers' optimism and their perspectives on inclusion. Another important goal of the research is to identify barriers to the effective implementation of current and future public policies related to inclusive education. The research instruments used include an original questionnaire, entitled „Teachers' Beliefs and Attitudes about the Integration of Students with SEN”, intended to assess teachers' perceptions of inclusion, and an optimism measuring instrument, composed of 48 items, used to assess the level of optimism of the respondents. The sample of the study was made up of 60 teaching staff, aged between 25 and 45, divided into two groups, depending on the environment of origin (rural/urban). The analysis of the collected data indicates a greater predisposition towards acceptance and positive attitudes towards inclusion on the part of teachers from the urban environment, compared to their counterparts from the rural environment. Also, the results emphasize the existence of a positive correlation between the level of teachers' optimism and their attitude towards the inclusion of students with SEN. In conclusion, the findings of this research emphasize the significance of increasing the professionalism of teachers in supporting inclusive education and reveal notable disparities between rural and urban teachers in terms of the integration of students with special educational needs.

Inclusion classes in Greek education: Political and social articulations. An interpretive phenomenological analysis

AbstractInclusion classes (IC) are one of Greece's most crucial educational inclusion policies. This paper explores the institution of inclusion classes as a supportive educational framework for students with special educational needs and/or disabilities (SEND) for their inclusion in the mainstream education system through teachers' conceptualisations. In this research, interpretive phenomenological analysis was used. Nine teachers of inclusive education in primary schools were involved in the study. The results showed that teachers had approached inclusion classes as closed structures with specific clinical criteria for selecting students with SEND and facing institutional barriers. At the same time, participants stressed through their discourse that the attitudes of school community members depend on the characteristics of students with SEND, which sometimes leads to their stigmatisation and categorisation and raises issues of educational and social exclusion. An implication of existing policies is the necessity to incorporate fully inclusive education principles and establish a learning framework of functional emancipatory pedagogical practices.

NATIONAL EDUCATION POLICY (NEP) 2020: SKILL ENHANCEMENT THROUGH VOCATIONAL EDUCATION

The National Education Policy (NEP) 2020 in India emphasizes skill enhancement through vocational education to bridge the gap between traditional education and the modern workforce. The policy aims to make vocational education an integral part of the mainstream education system, embracing a more hands-on, experiential form of knowledge acquisition. This research examines the core aspects of the NEP 2020, focusing on the enhancement of skills through vocational education. It provides a comprehensive understanding of the transformative potential of vocational education under the NEP 2020, explores challenges during implementation, and suggests viable solutions. This research serves as a practical roadmap for policymakers, educators, and stakeholders involved in reshaping India’s educational landscape.

Integrating African Indigenous Education in the Curriculum: A Learning Curve for South Africa

Even though Western education is indispensable and became a game changer, its adoption in the mainstream education system (curriculum) has substantially strained the passing of relevant skills, values, and knowledge to most African communities. The adoption of Western education was not tailored to the context, realities, and needs of most indigenous communities. The popular and accepted Western education has been applauded for preparing graduates who mostly look for employment, do not resonate with their realities and environment, and can barely create jobs with the acquired education. Unlike indigenous education, which prepared the young ones to face their immediate future realities and contribute to the development of the community, Western education seems far from equipping Africans to understand themselves and their surroundings. Grounded in the African Renaissance, this paper explores African indigenous education in a bid to draw lessons from it. To achieve this, a conceptual paper is framed from a review of literature on Google scholar, DHET accredited journals, Scopus, and other relevant credited sources. The paper does not seek to undermine the importance and value of Western education in the curriculum but advocates for the adoption of indigenous education to bring positive impact to African societies. Collaborative efforts are recommended for the revival, adoption, and continuation of indigenous education without looking at it as inferior.

Fostering Inclusivity in Education: Unleashing the Potential of Inclusive Education in India

Inclusive Education (IE) offers opportunity to provide accessible education for all, regardless of physical or mental disabilities. It underscores the idea that children with special needs should be seamlessly integrated into mainstream education system without discrimination. Challenges such as shortage of trained teachers, well-designed curriculum, resources, adequate infrastructure, awareness, positive attitude, effective strategies, and supportive policies hinder the expansion of IE in developing economies like India. The present need of the hour is, to prepare resilient, effective, and competent educators, who can successfully champion and implement IE. This article aims to investigate and spotlight the obstacles hindering the promotion of IE and also proposes ideas for developing strategies to make IE an integral part of the Indian Education System.

Innovative Learning Models and Their Impacts on the Transformation in Education

Abstract: The field of education has rapidly evolved as new technologies and innovative teaching and learning models emerged. Innovative learning models, which integrate technology, flexible pedagogies, and learner-centered approaches, has been transforming the traditional classroom and revolutionizing the education system. This review paper walked around the impacts of innovative learning models on the transformation of education, drawing on a range of literature from both academic and professional contexts. The paper started with an overview and objectives of innovative learning and its related models, and then examined their impacts. It has highlighted some of the most promising innovative learning models and explored their effectiveness in fostering student-centered learning, improving engagement and outcomes, and enhancing teacher professional development. Furthermore, the paper examined the challenges and barriers that educators and policymakers face in integrating innovative learning models into mainstream education systems. The review concluded by providing recommendations for researchers, educators, and policymakers to further promote innovative learning models and their potential to transform education. Overall, this review paper emphasized the need for continued research, dialogue, and innovation to harness the full potential of innovative learning models to positively impact education and transform learning outcomes.

Asking or answering questions: Musing over the educational strategy for the future

Mainstream education systems are largely heavily based on checking students' knowledge by asking them questions and checking their answers. This is the complete reversal of the natural way of developing children’s brains from early age—through asking questions themselves. This article discusses the evolutionary importance of the ability of asking questions for human intelligence and its potential for creating a new strategy of education, based on encouraging students' natural curiosity, and encouraging their natural ability to search for knowledge. The article proposes that the most natural way to develop young human brains is through asking questions to adults from a very young age, the strategy developed and honed during the evolution of Homo sapiens through natural selection. The article concludes with some concrete classroom strategies and play suggestions that can be used to encourage young learners to ask questions freely in both child-centered education (CCE) and more traditional teacher-centered education models.

A Case Study on Teacher’s Challenges on Inclusive Mathematics Classes in a Secondary Public School

Inclusive education became the mainstream educational system in the Philippines. The study used a qualitative research design employing a case study approach. Two Mathematics teachers were observed and interviewed. Purposive sampling was used to choose the participants. Data gathering is carried out through open-ended questions, interviews, and observation. Three themes emerged in the study: lack of ASL training, personalization in pedagogy, and upskilling teachers’ competency in inclusive education. This study reveals that learning should not be constrained and can be attained when everyone collaborates. It was evident that teaching is a continuous process that should not be interrupted because teaching is the noblest profession. Teachers and administrators should offer programs, projects, and activities connected to pedagogy, addressing diversity and personalizing in providing excellent services since inclusive education is now available within the educational system. It is recommended in the study to strengthen and expand inclusive education so that each student can be given more priority in accessing education for all, give them more possibilities and opportunities to address their differences, and strengthen their inherent capabilities as valuable members of society. The study seeks to contribute to the existing body of knowledge on inclusive education by exploring the experiences and perspectives of educators in the field.

Learning, living and working with dyspraxia and ADHD: A neurodiverse dramatherapist’s comment on the formal education system

The environment of formal education systems can be a difficult place for neurodiverse individuals to exist, navigate and thrive. This clinical comment explores the impact of these structures on individuals with attention-deficit hyperactivity disorder (ADHD). The evolutionary theory underpins the article’s argument that ADHD ‘symptoms’ could be considered adaptive depending on their environment, yet a plethora of neurodiverse people experience feelings of failure and negative life trajectories, so it is imperative that education systems reconsider their structures. To further support the case for educational restructuring, trauma-informed research is used to highlight flaws in the United Kingdom’s mainstream education system that parallels the gaps that neurodiverse learners fall through. This article uses an autoethnographic lens to look at the problems within these structures and how they impact both learners and employees, from children to adults. The Sesame Approach to Drama and Movement Therapy (DMT-Sesame) is considered as a comparative structure, which focuses on the body, creative freedom, exploration, authenticity, and individuality, and could accentuate the quality of many neurodiverse traits. DMT-Sesame could therefore inspire the changes that ought to be made to formal educational structures, whereby learning environments are accessible to every individual and enable self-discoveries that support successful development.

The Journey towards Inclusive and Equitable Education for Students with Disabilities in India

This article is a descriptive review of several policy documents initiated by the government of India regarding inclusive and equitable education for students with disabilities to bring them into the mainstream education system. India has one of the most progressive disability policy frameworks for educating students with disabilities among developing countries. Over the last three decades, the government of India is taking various initiatives and policy programme to promote inclusive and equitable education for students with disabilities. The most recent policy in India, the National Education Policy 2020, focuses on inclusive and equitable education for students with disabilities. Some other major initiatives focused on inclusive education for students with disabilities at different levels of education like Sarva Shiksha Abhiyan (SSA), Inclusive Education of Children and Youth with Disabilities (IECYD), Rastriya Bal Swaasthya Karyakaram (RBSK), Inclusive Education of the Disabled at Secondary Stage (IEDSS) and Teacher Preparation in Special Education (TEPSE), Higher Education for Persons with Special Needs (HEPSN), etc. Despite all these policies, students with disabilities are facing various challenges in regular school. Therefore, India has to go a long way to achieve the goal of inclusive and equitable education for all, including students with disabilities.