Students In Mainstream Schools Research Articles

The creation of cultures of inclusion, the development of inclusive policies, and the implementation of inclusive practices

With the Salamanca Declaration on Special Education, the entire educational system promotes and encourages the inclusion of all students in mainstream schools, regardless of their origin or developmental issues. Although inclusive education has followed a distinct and separate path from special education in its evolutionary phase, they both emphasize the common ideology of responding to the needs of students to ensure their full participation in the educational process, whether they have disabilities, behavioral problems, or face segregation due to different ethnic backgrounds.

SCHOOL LEADERS’ PERCEPTIONS ON BARRIERS FOR CREATING INCLUSIVE INTERCULTURAL ENVIRONMENTS AND POTENTIAL GENERATIVE AI BENEFITS

Greek schools have been progressively challenged by the diversification of student demographics during the past decade. The European refugee crisis after 2015 has triggered immense needs to create inclusive intercultural school environments for disabled students whose first language and cultural backgrounds differ from the dominant Greek middle-class students in mainstream schools. School leaders play a vital role in creating inclusive schοols that respect race, culture, ability, class, family background, and linguistic diversity. Social justice leadership constitutes an integral part of inclusive intercultural education, yet works exploring school leaders’ struggles in engaging in this type of leadership in Greece are scarce. This work gives voice to women educational leaders in Greece and investigates the barriers they encounter in providing appropriate education to migrant students with disabilities. Moreover, it explores school leaders’ perceptions of how generative AI applications can potentially be used to minimize these barriers.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0078/a.php" alt="Hit counter" /></p>

A randomized controlled trial of the effectiveness of teacher continued professional development on student language outcomes.

Continued professional development (CPD) is required for updated skills and knowledge. This study evaluates the efficacy of a CPD programme for mainstream school teachers. In an 11-week intervention programme, speech-language therapists (SLTs) presented the participating teachers with whole-class teaching techniques aimed at creating a language and communication-supporting classroom environment. The effects of the intervention on the language development of the students in the teachers' classes were assessed. A total of 211 first- and second-year students (Mage = 7;6, range = 6;5-8;9) underwent standardized language assessments of receptive and expressive language abilities before and after their teachers' participation in the CPD. The students were divided into intervention and delayed intervention groups to enable randomized intervention allocation. Linear mixed modelling was used to estimate the individual and interaction effects of group, time and demographic factors. Significant effects of time, group and school, respectively, but no interaction between time and group indicates that while all students advanced between assessments, the progress was not attributable to the teachers' participation in the CPD. Results are discussed in light of those of recent studies of universal services to support optimal language development. What is already known on this subject Although inconclusive, previous research indicates that intervention delivered to teachers by SLTs has the potential to improve the language abilities of the students in the teachers' classrooms. What this paper adds to existing knowledge This study explored the language development of first- and second-year mainstream school students whose teachers took part in a CPD programme aimed at establishing language and communication-supporting teaching techniques. Results indicate that the development of the students' language abilities could not be attributed to the teachers' participation in the CPD. What are the potential or actual implications of the work? SLTs are often asked to guide teachers and teaching staff rather than themselves conduct individual assessments and interventions. The results of this trial can be used to inform the discussion on how to prioritize between tasks.

Students’ perspectives on wheelchair basketball in mainstream and special schools

Very little research has been done on students’ perspectives on sports courses in special schools. The state of knowledge about students’ perspectives on concrete teaching concepts in inclusive physical education (PE) at mainstream schools is almost as incomplete. The present study was designed to address these two desiderata. For this purpose, a teaching concept was developed that was implemented in the PE lesson of one class in a mainstream school and in two sports courses in two special schools. Following this, guided interviews were conducted with 19 students: four boys and four girls from the mainstream school and 10 boys and one girl from the special school. The interviews were analyzed using grounded theory coding techniques. The students’ views differed strongly between the different school types. The students in the mainstream school expressed themselves very positively about the content of wheelchair basketball, but they saw sitting in a wheelchair as a very deficient activity. The students at the special school did not express the same opinion. However, it became clear that the special school was a microcosm that provided a sanctuary for the students. Leaving this comfort zone, for example, to join a wheelchair basketball club, could be very difficult for them. Mainstream school students, however, found learning opportunities in this context: They discovered a new perspective, namely, that of a person with disabilities, even if only for a very short time.

Recognizing and meeting the educational and development needs of students in mainstream schools: analysis of the Supreme Audit Office reports of 2012, 2017 and 2020

educational needs of students in mainstream schools, and its aim is to demonstrate the lasting nature of irregularities in the fulfilment of schools with the obligation to provide psychological and educational support as a result of consent to the inadequacies and errors of professionalism in providing it and the persistence of the positivist paradigm as well as functional and structural approach to recognizing the educational needs of students at school. I try to justify this thesis by recalling the responsibilities of headmasters, teachers, educators, specialist teachers and co-educators and by comparing them with the results of three subsequent audits carried out in mainstream schools. The meta-analysis of the content of Supreme Audit Office reports on activities aimed at assessing the organisation of education for students with special educational needs and the financing of such tasks, is the basis for conclusions consistent with the postulate formulated by researchers to deconstruct the assumptions of special education.

OUTDOOR EDUCATION: OBSTACLES AND PERSPECTIVES FOR PRACTICING OUTDOOR LEARNING IN ROMANIA

Objectives. Although in recent years more and more scientific studies demonstrate the benefits of outdoor educational activities on the harmonious development of children, in Romania outdoor education is not practiced enough and even is less promoted. The aim of this study was, on the one hand to see to what extent and in what form teachers currently practice outdoor educational activities, and, on the other hand to study the expectations of students, teachers and parents to carry out more outdoor educational activities. Methods and sample. The research was carried out as a foreplay to a national campaign to promote outdoor education, initiated by three Romanian non-governmental organizations that encourage outdoor education and carry out educational activities outside. It was carried out in the pandemic period of the Coronavirus, therefore three online questionnaires were addressed to students, teachers and parents of students. A sample of 3770 questionnaires were completed by students in mainstream schools (from the 3nd to 12th grade), 1907 questionnaires completed by teachers, and 3644 questionnaires completed by parents. Results. In an overwhelming proportion, 94% of students and 95.5% of parents would like some of their school activities to take place outdoor, while only 2.1% of students said that they currently carry out educational activities in the open air. Conclusions. Half of the students (56.6%) wish for more than 3 hours of outdoor educational activities per week. In average, teachers would like to spend outdoors with students between 10-30 hours of teaching activity per year, and 44.7% of parents would like more than 60 teaching hours per year to take place outdoors. In Romania, several more studies are needed to show the importance and the educational value of outdoor educational activities and outdoor play for the holistic development of children. It is also imperative to amend legislation and official documents to ensure that children are properly educated and they play outdoors during the school year. Outdoor education and physical activity should become part of children’s daily routine and special attention should be to its potential for development. Keywords: outdoor education, primary and high school students, teachers, parents perceptions, online sociological survey.

‘What is this about? Let’s play this out’: the experience of integrating primary health care registered nurses with school learning and support teams

Changes in public health profiles and moves towards inclusive models of education have led to significant number of students in mainstream schools with special health needs. Addressing these needs requires collaboration between health professionals, educators and families. Integrated models of school-based health care can facilitate this collaboration; however, there is little evidence to guide their implementation. The School-Based Primary Health Care Service (SB-PHCS) is one such service that has been established in far west New South Wales. The School-Based Primary Health Care Service embeds health district-employed registered nurses with school learning support teams to increase service access, and improve health and education outcomes for students. We conducted focus groups with nurses and learning support teams to explore their experiences of implementing the School-Based Primary Health Care Service. Focus group transcripts were analysed using framework analysis. We found that defining the role and working across systems were challenges to program implementation, whereas a collaborative culture, relationship building and flexibility in work processes facilitated the integration of nurses into the school teams. We recommend others embarking on similar initiatives involve key stakeholders early in service development, understand each other's systems and processes, and provide clarity about the new role, but plan to adapt the role to fit the context. This study will be of interest to those involved in the implementation of integrated models of school-based health care.

“They Just Want Us to Exist as a Trash Can”: Parents of Children with Autism Spectrum Disorder and Their Perspectives to School-Based Bullying Victimization

Little is known about parents’ perspectives on school-based bullying victimization of children with autism spectrum disorder (ASD) in China. This study began by interviewing 16 parents about their experiences with their children (7 to 15 years old) at school in China under the inclusive education policy. Most of the parents’ responses indicated the existence and the severity of school-based bullying victimization of their children with ASD. Our findings indicated that bullying victimization at school was a concern for children with ASD and their parents were frequently victimized. Parents reported that they dealt with bullying victims at school independently and tended to hold a pessimistic view about their bullying victimization. The study highlights the importance of incorporating parents’ voices in understanding bullying victimization of students with ASD and proposing potential implications in bullying prevention and advocacy with this group of students in mainstream schools in China.

The challenges of modern education – a student with Asperger Syndrome (autism spectrum disorder) in a classroom

Currently, many students in mainstream schools have been diagnosed with Asperger Syndrome or symptoms of Autism Spectrum Disorder (ICD10). Since the term Asperger Syndrome has been adopted in both scientific and colloquial language and is associated with specific dysfunctions in specific spheres, I will use this term for the purposes of this article. Some of these students may have associated difficulties, e.g., in learning or ADHD. In schools, it is not uncommon to also find students who exhibit autism or Asperger syndrome behaviour but without a diagnosis. By participating in the standard education cycle, teaching in elementary schools become a challenge for teachers because they face many challenges themselves. The purpose of the article is to show the difficulties faced by students with Asperger syndrome at school. An indication of how teachers can organize work in the classroom to ensure optimal working conditions for students with AS and to avoid provoking unnecessary tensions and frustration that would disturb work during the lesson will be provided.

Inequalities in Private Tutoring of English: A Phenomenological Qualitative Study Based on Bangladeshi Higher Secondary Students

This phenomenological qualitative study analyzes the lived experiences of eleven Bangladeshi higher secondary students in mainstream schools to provide insight into their thoughts, feelings, beliefs, values, and assumptions of private tutoring in English (PT-E). The study also focused on PT-E that contribute to inequalities between students who have access to private tutoring and those who do not. Each participant participated in a one-to-one in-depth semi-structured interview. Using phenomenological analysis, 321 significant statements and three themes emerged. The data show that unequal practice, discrimination due to financial capability, and social psyche for PT-E that influences students to widen the negative impacts of PT-E between students, particularly those who do not have an access in private tutoring of English (PT-E).

Arabic language skills: a comparative study of community and government schools in rural Upper-Egypt

ABSTRACT Egypt has long promised quality basic education. Nevertheless, international and national assessments show poor reading skills. Community schools (CS) are a component of Egypt’s Education for All strategy. CS were intended to offer quality education to children who otherwise would have no chance to complete primary school. Previous studies report that academic abilities of Egyptian CS students exceed those of students in mainstream government primary schools. However, over time the education environment in Egypt has changed and the CS have changed with it. The current role and quality of CS education have been questioned. We examine core Arabic language skills of community and mainstream school students in two Upper-Egyptian villages. Results for students in mainstream schools are poor; results for CS students are significantly worse. We examine domains of Arabic language learning to understand specific problem areas.

The justification for inclusive education in Australia

This article discusses the justification for inclusive education in Australia, whilst being cognizant of the wider international landscape. Separate educational provision is increasing in many countries, including Australia. Inclusive education has plateaued to a degree with demand increasing for non-inclusive settings. There are three main components to the argument for and against inclusive education and these are the educational, social, and the economic justification. There is clear evidence that inclusive education in Australia can be justified across these areas. There is a dearth of evidence that inclusive education is less than beneficial for all students in mainstream schools. In fact, studies show that there is an economic advantage to being fully inclusive, but this should not be seen as an opportunity for cost saving in the education sector but rather as proper deployment of resources to ensure effective education for all students no matter what their background. The evidence for social and educational benefits is vast with both parents and students reporting positive outcomes. Inclusive education can be fraught with difficulties, but this article clearly shows the positive justification for inclusive educational environments.

Speech Therapy Intervention With Armenian-Speaking Children Having Sounds Pronunciation Disorders

The purpose of this study is to present the peculiarities of speech therapy intervention with children with dyslalia and to analyze the specific patterns of Armenian speaking children sound pronunciation and speech perception, speech therapy conditions for overcoming speech problems, the relevance of teaching methods in the process of formation of pronunciation functions, which will contribute to the improvement of dyslalia under the application of appropriate methodic. The methods of studying and analyzing the leading pedagogical experience of the teachers and speech therapists has been investigated within the frame of this research pedagogues and teachers, as well as the methods of psycho-pedagogical research: observation, conversation, inquiry were used. Different types of dyslalia, peculiarities of the speech therapy process, the rules of professional practice through the way of presentation and analysis of private cases, has been observed and analyzed, for exact determination of the direction and extent of speech therapy intervention in accordance with preventive interventions. Scientific justification of the appropriate methodological requirements, tools, and techniques used in the process of overcoming speech disorders of Armenian-speaking children is more effective if the speech therapy prevention techniques are used on early stages, as well as the methods of correcting dyslalia in accordance with the rules of Native language teaching enable effective speech therapy work in general education. This kind of systematic approach enables accounting the unique regularities of the Native language (in this case, the Armenian language); identify, evaluate, and coordinate sound pronancation disorders of mainstream school students; to implement the process of ontervention for overcoming speech problems of children with speech disorders.

Oral Language Performance of Deaf and Hard-of-Hearing Students in Mainstream Schools

In Hong Kong, students are expected to speak fluent Cantonese, Putonghua, and English. However, the curriculum does not include Cantonese studies, as children are expected to have already acquired Cantonese by the age of school entry. This study examined the language outcomes of Cantonese-speaking deaf or hard-of-hearing children who attend primary schools within the Hong Kong educational system and considered whether the system currently meets the needs of these children. The Hong Kong Cantonese Oral Language Assessment Scale, which comprises six subtests, was used to assess 98 children with mild to profound hearing loss. A regression analysis was used to examine the influences of various variables on oral language performance in these children. Notably, 41% of the participants had achieved age-appropriate oral language skills, while 18% and 41% exhibited mild-to-moderate or severe oral language impairment, respectively. The degree of hearing loss and the use of speech therapy were identified as significant negative predictors of oral language performance. The issues of a relatively late diagnosis and device fitting, as well as the very poor oral language outcomes, strongly emphasize the need for policy makers to reconsider the existing educational approaches and support for deaf or hard-of-hearing children.

The Tutoring Industry in Hong Kong: From the Past Four Decades to the Future

Purpose: This article sheds light on the historical changes in the tutoring industry and discusses the nature and driving forces of tutoring in the Hong Kong context. Based on the historical overview, this article introduces new developments in tutoring and discusses how tutoring fits into the bigger education picture. Design/Approach/Methods: Private tutoring in Hong Kong saw its takeoff in business in the 1980s, when the economy started to boom and parents were more willing to spend money on their children’s education. These parents hoped that their children, by receiving university education, could improve their families’ lives and secure a brighter future. Public examinations were used as a screening tool to select the cream of the crop for university admissions. Therefore, for many local mainstream school students, passing the public examinations with flying colors became the be-all and end-all of their studies. Tutorial schools regarded their fears as an opportunity and devised courses to suit their needs and allay their fears. Findings: More recently, educational reform, declining birth rate, and technological advances have brought challenges for tutoring businesses. They have explored new markets and changed the mode of operation to increase student intake and cut costs. It is expected that local tutorial schools, in particular the big tutorial-school chains, will provide more online courses for learners from early childhood to adult and will reduce the number and scale of off-line courses. Also, we may see a new kind of “star” tutors catering not to local mainstream school students but to their local international school counterparts. Originality/Value: Literature on tutoring in Hong Kong mainly investigates the phenomenon in recent times, specifically the past two decades. This article is the first attempt to draw a holistic picture of tutoring’s historical development from an industrial perspective.

Integral Development of Students with Special Educational Needs in Inclusive Education from a Personalistic Perspective

The student’s right to integral development resulting from the internal dignity of each person is most fully explained in the concept of classical personalism. This right applies to every student, regardless of their age, family and social conditions or cognitive competence. In recent years, an inclusive model of education has been promoted, one promising high quality education to all students in mainstream schools. The aim of the article is to demonstrate the importance of the concept of integral upbringing based on personalism in inclusive education, being that this approach alone guarantees the authentic good of all participants of the inclusion process, without the risk of falling into collectivism or excessive individualism.

The uptake of adolescent vaccinations through the School Immunisation Program in specialist schools in Victoria, Australia

BackgroundAs part of the National Immunisation Program (NIP) students in Australia receive adolescent immunisations through the School Immunisation Program at 12 to 13 years. For children with disabilities attending specialist schools, no vaccine uptake data is collected at this time point. We aimed to determine uptake of diphtheria-tetanus-pertussis (dTpa) and Human Papillomavirus (HPV) immunisations amongst young people with disabilities in specialist schools in Victoria. MethodsA prospective cohort study was conducted in Victoria, Australia. Data was collected on immunisation days in the 2017 school year from specialist schools in Victoria. The school immunisation coordinator entered data online for eligible students for receipt of dTpa and HPV on each school immunisation day. Demographic data, motor and intellectual function of students and reasons for non-receipt of dTpa and HPV vaccine were recorded. Data were analysed using descriptive statistics. ResultsOf 73 eligible specialist schools in Victoria, 28 (38%) participated. dTpa was received by 63% (237/374) of participating students and HPV dose 1 (HPV1) was received by 66% (76/114) females and 67% (174/260) male students respectively. Three doses of HPV were received by only 41% (100/241) of students. The main reasons for missed immunisation were absence from school, lack of consent and inability to immunise due to the student’s behaviour and/or anxiety. ConclusionThis is the first study in Australia to report that uptake of adolescent immunisations in specialist schools for young people with a disability is significantly lower than in mainstream settings. Comparative data during the same time period for students in mainstream schools demonstrated higher uptake, at 89% for dTpa and 75% for three doses of HPV. These data highlight the inequity of receipt of school-based immunisations for this group of adolescents, the barriers to which could be more thoroughly explored through qualitative inquiry from a socio-ecological perspective.

Societal Factors of Private Tutoring in English: Evidence from Bangladeshi Higher Secondary Students

This study used the phenomenological qualitative research design to provide insights into the lived experiences of nine Bangladeshi higher secondary students in mainstream schools to determine the current practices of PT-E phenomenon, that had been motivated them to be enrolled in private tutoring sessions besides their formal schoolings. Each participant participated in one-to-one in-depth semi-structured interview. From nine verbatim transcripts 237 significant statements and four themes were emerged. The data represented that academic credentials, peer pressure, role of English in Bangladesh and parental involvement seem to be highly influential factors that influence school students to participate in PT-E.

Technology support for the inclusion of deaf students in mainstream schools: a summary of research from 2007 to 2017

The paper examines the use of technology as a means for the inclusion of Deaf and Hard of Hearing (DHH) students in mainstream K-12 schools, covering the publications of the last decade. A systematic search of databases was carried out to locate theoretical and empirical studies investigating technologies as auxiliary or supporting tools for the inclusion of DHH students. Results are presented in two categories: (1) review/survey or theoretical papers and (2) studies of technology design and evaluation. Based on our findings, there is only preliminary evidence on how technology can support the inclusion of DHH students in mainstream schools. We argue that there is less need for research on technologies specialized on the disability, aiming to accommodate hearing loss, such as technologies to support the acquisition of sign language or speech-to-text translation of the teacher’s talk. There is a major need for technology integration and research on its real-world use and utility, towards the inclusion of all students in the mainstream classroom, serving the needs of both DHH students and the general student population.

Inclusive education in Luxembourg: implicit and explicit attitudes toward inclusion and students with special educational needs

ABSTRACTThe aim of the current study was to investigate attitudes of Luxemburgish adults toward students with special educational needs (SEN) and their inclusion into mainstream schools. Positive attitudes can facilitate inclusion, furthering the acceptance of students with SEN. Implicit and explicit attitudes may have differential impact on behaviour toward students with SEN, however, to date, there is little research combining explicit and implicit attitudes measurement tools. Participants (N = 161) completed an evaluative priming task, the Attitudes Toward Inclusive Education in the Population questionnaire as well as the German version of the Attitudes toward Inclusive Education Scale. Results show that participants expressed positive attitudes toward inclusive education in general. Participantś implicit attitudes toward students with differing types of SEN varied, with neutral attitudes toward students with learning difficulties and negative attitudes toward students with challenging behaviour. In addition, participantś explicit attitudes toward the inclusion of students with learning difficulties or challenging behaviour in mainstream classrooms were negative. In sum, although people may support the general idea of inclusion, when asked about their attitudes toward students with specific types of SEN, and the inclusion of these students in mainstream schools, participantś attitudes were rather negative. The implications of these findings for the inclusion and acceptance of students with SEN in education and society are discussed.