Perceptions Of Inclusive Education Research Articles

Teachers’ Perception Towards Inclusive Education

This study aimed to assess the perception of teachers handling inclusive education at the identified public elementary schools in Loon South District, Bohol Province, for the school year 2022–2023 as the basis for instructional skills enhancement plans. The respondents comprised three clusters of grades one to six teachers handling inclusive classes. The respondents were selected using universal sampling and treated using inferential and descriptive statistics. Results showed that most respondents aged 44-53 were female, married, with master units, specialized in general education, and taught for 8-14 years. Moreover, the level of perception of the respondents towards inclusive education was very positive. It was also found that there was no significant difference between respondents’ profile and their perceptions of inclusive education. Therefore, results showed that respondents were very optimistic about handling inclusive classes. It is recommended that the instructional enhancement plans be implemented for a more positive learning experience when dealing with inclusive classes. 

Teacher Attitudes and Perceptions of Inclusive Education: A Case of Ghana

Abstract The purpose of this study is to examine the knowledge and perceptions of 145 teachers from three regions in Ghana regarding inclusive education. The results show that the teachers have moderate knowledge of inclusive education practices and processes. Additionally, slight moderate positive relationships were found between participants’ level of training in inclusive education and their knowledge of inclusive education. From the findings, we argue for stakeholders in teacher education to, as a matter of necessity, reconsider the curriculum and practicum for preparing special and general educators to focus on inclusive practices to effectively prepare pre-service teachers to succeed in inclusive settings. There is also a school leadership imperative, in view of site-specific challenges and needs, to influence school-based strategies to advance inclusionary practices. Successes of such initiatives could be replicated in other schools to advance inclusive education in Ghana. Implications of the study for teacher professional development and inclusive education practice in pre-tertiary educational institutions are underscored.

Inclusive Education from the Contributions in the Virtual Forums of the Students of the Degree of Pedagogy at the University of Malaga

The study of inclusive education (IE) today has a large body of international research that provides insights into the changes and strategies needed to make it a reality. However, we are witnessing the fact that educational and social changes are happening very slowly. We must continue to engage and delve into the judgments and opinions of the individuals who will make it achievable. We conducted a descriptive, analytical, and qualitative study to analyze the contributions of students in the virtual forums of five subjects over three academic years (2019–2020, 2020–2021, 2021–2022) in the pedagogy degree program (1st and 4th year). The study aimed to gather evidence of students’ commitment, involvement, learning, and knowledge construction in the context of IE. On the one hand, we have found evidence that students’ perceptions of IE are influenced by barriers and facilitators that either enable or restrict the progress of IE. On the other hand, we also present evidence of the level of engagement, reflection, and dedication of the students who have taken part in the online forums of the courses, as well as the knowledge they have gained through their participation. We recognize virtual forums as a space for students to meet, reflect, and collaboratively construct knowledge. It is a valuable tool for gaining insight into how students develop their perceptions, opinions, and learning.

Chinese teachers’ perspective on integrating autistic children in mainstream primary school classes

This research aimed to investigate teachers’ perceptions of inclusive education, with the understanding that the sociocultural backdrop to inclusive education is crucial to ensure its efficiency. Interpretivist paradigm was adopted, and qualitative study design was used. Data was collected through semi-structured interviews with six Chinese school teachers from various mainstream schools that provided inclusive education. It was found that respondents believed that inclusive education results in development of social skills of the students. It was also found that inclusive education helps autistic children interacting with others, shunning their inhibitions, and making friends. The results also confirmed challenges of inclusive education wherein respondents listed several attitudinal and behavioural challenges associated with social stigma and bullying, and difficulty in schools.

Does primary school teachers’ perceived efficacy in classroom management/discipline predict their perceptions of inclusive education?

ABSTRACT The purpose of this research was to investigate the relationships between Greek teachers’ perceived efficacy in classroom behavior management/discipline and their perceptions of inclusive education. Over three hundred of primary school teachers filled in the ‘Sentiments, Attitudes and Concerns about Inclusive Education Revised, SACIE-R’ & ‘Teacher Efficacy in Classroom Management and Discipline’ scales. Participants’ overall perceptions of inclusive education were found to be significantly associated with their self-efficacy in teaching, as well as their belief that they could overcome the potentially adverse effects of external influences on their students. The implications of the findings are discussed in terms of teacher professional development programs.

School teachers' knowledge and perceptions of inclusive education in Fiji

AbstractThis study examines teachers' level of knowledge of inclusive education as well as their perceptions of the practice. Participants were a sample of 162 teachers in Fiji. Results indicate that the participants demonstrated professional knowledge of inclusive education, with a good understanding of inclusive education as indicated by their high level of understanding of the important processes involved in its implementation. Significant relationships were found between the demographic variables of school level, years of work experience and participants' knowledge of inclusive education. These findings offer valuable insights into the status of inclusive education in Fiji. Recommendations and implications for practice and future research are provided.

Understanding the role of learning communities of practice within a degree apprenticeship to enhance inclusive engagement

PurposeBuilding on the concepts of learning communities of practice, the paper aims to evaluate their application within degree apprenticeships (DAs) to support pedagogic engagement and inclusive education within a university setting.Design/methodology/approachA case study of an existing B2B sales degree apprenticeship reviewed relevant programme documents and evaluated apprentice learner experience through an anonymised online survey.FindingsThe study found that sales apprentices had a reflexive awareness of how learning communities operated within this context and raised some valuable insights about their perceptions of inclusive education. These communities have differing dynamics that value engaging with workplace professionals, peers and university. Apprentices prefer tuition that accommodates their shared interests as employee learners within an occupational role. Issues surrounding inclusive education are seen as integral to the experience of being an apprentice.Practical implicationsPost-Covid engagement could be used to frame more effective social learning for work-integrated practice and programme teams could advocate for a greater integration of DAs within institutional settings.Originality/valueThis research indicates that B2B sales degree apprentices see themselves as operating within distinctive learning communities of practice that support their work-integrated (WIL) studies in higher education. The paper recommends programme teams provide more collaborative engagement within learning communities to support inclusive education goals.

Validation of the EPACODI-1 Scale: University Students' Perceptions of Inclusive Education.

In the last fifteen years, changes have been taking place in education systems at the international and national levels that aim to achieve, in the near future, the objectives set by the UN International Convention on the Rights of Persons with Disabilities (hereafter CRPD). Spain is no stranger to these objectives, as recognized in the new Organic Law for the Modification of the Law on the Organization of Education. This situation makes it necessary to know the perceptions that professionals in training (about to graduate) from faculties of education have about the legal content established by articles 4.1.i and 24 of the CRPD on inclusive education. In order to ascertain these perceptions, the EPACO-DI-1 instrument was used in a quantitative and confirmatory study by means of a multivariate factor analysis (CFA), applying the parallel estimation method of ordinary least squares (OLS) and principal axes with polychoric correlation and promax oblique rotation. This study involved 552 fourth-year students between the ages of 21 and over 45 from the specializations offered by the Faculty of Education of the University of Murcia. The obtained results are consistent and show the validity of the EPACODI-1 scale for determining the perceptions of professionals in training on inclusive education.

An extended review on the relationship between the social studies teachers' inclusive education awareness and social justice perceptions

This research aimed to review the relationship between the awareness of social studies teachers on inclusive education and their perceptions of social justice. This research designed with a relational survey model was carried out using quantitative research methods to collect data specific to both concepts and to reveal the relationship between them. The study group of the research consists of 148 social studies teachers assigned to public schools in the central district of Aksaray province and Mamak district of Ankara province as of the 2021-2022 academic year. “Awareness Scale for Inclusive Education” and “Social Justice Scales in Schools” were used as the data collection tools for this research. The questionnaires were applied via Google Forms due to the pandemic. As a result of the research executed within the framework of various variables, it was concluded that there is a positive relationship between social studies teachers’ awareness of inclusive education and their perceptions of social justice. The reasons concerning the variables pointing to a significant difference as per the findings obtained in the current research may be revealed by collecting in-depth data through qualitative research designs. In addition, the relationship between social studies teachers' perceptions of inclusive education and social justice can be examined based on different variables.

Perspectivas comparativas de las partes interesadas sobre la educación inclusiva en cuatro regiones de China

The European project INCLUTE (Promoting inclusive education through curriculum development and teacher education in China) European Union (Proyecto Erasmus +) 561.600-EPP-1-2015-CN-EP helps to contribute the demand for highly educated teachers at the primary school level can be tackled, and universities in China can be encouraged to take European standards into consideration. This project is innovative because it focuses on the topic of inclusive education for supporting teacher training for Chinese primary school teachers. The Confucian pedagogical ideal of “learning without discrimination” still predominates among Chinese educators nowadays. However, over the last thirty years, government stakeholders have underscored the need to implement inclusive education policies, following the Western model. Thus, the Chinese educational system has started to implement the “learning in the classroom” policy – a halfway alternative between Confucian traditional pedagogy and the Western notions of inclusive education. Nonetheless, little is known about the Chinese perspectives on, and expectations about, inclusive education. Accordingly, the present study aims to identify the Chinese stakeholders’ perception of inclusive education through a survey, an interview and a focus group out of a sample of 8,412 subjects composed of primary school teachers, government officials and Non-Governmental Organization (NGO) workers from Guanxi, Sichuan, Chongqing and Tibet. The results of this study suggest that Chinese education stakeholders conceptualize inclusive education as a philosophical idea related to new methodological strategies, but that it is not associated with disabilities, education for all or the educational community. The weaknesses and strengths of inclusive education are discussed.

Measuring preservice foreign language teachers' attitudes toward inclusive education through a newly developed scale

The ChallengeNowadays, it is usual to find students with special educational needs in almost every classroom. Are foreign language teachers ready to teach them? This article provides a newly developed scale to measure their perception of inclusive education, focusing on three dimensions: training, conception of diversity, and support.

Noticing inclusive teaching practices in tandems – results from cross-national video clubs at two different school levels

ABSTRACT Inclusive teaching practices are increasingly encouraged in many countries, but there are still some difficulties with respect to the professional development of co-working general and special-needs teachers. We used video clubs as a promising tool to enhance Austrian and Swiss teachers’ competencies in noticing core features of their own inclusive teaching. Eight general and special-needs teachers met three times locally and once in a cross-national setting. Our research analysed the frequencies and differences in the perception of inclusive education by teachers across two different school levels. The focus was on the actors in the classroom and the design of inclusive teaching. The participants’ reflections on their perceptions were of further interest. The results showed a strong focus on classroom organisation; however, unexpectedly, teamwork was barely noticed. It was further encouraging in relation to professional development that teachers already noticed quite often the students’ learning and less their own actions.

Teachers’ Perceptions of Inclusive Education in the Johannesburg East District, Gauteng Province

Little is known about the perceptions of teachers towards inclusive education in South Africa.  The main objective of this study was to explore teachers’ perceptions of inclusive education in the Johannesburg East District, Gauteng Province. Face to face individual interviews. This  study  was  carried  out  in  South Africa,  whereby  15  teachers  were  interviewed  individually. hThis study used a phenomenology design underpinned within interpretive paradigm to get insight on the benefits and challenges teachers encounter regarding the implementation of inclusive education. The data was inductively analysed using the thematic analytic methods that search for themes. The study use convenient and purposive sampling as initial plan to select the teachers that a researcher can easily access. This study revealed that teachers had different perceptions of the implementation of inclusive education.

Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales

Wales, one of the four nations of the UK, is currently undergoing major education system‐level reform. From the curriculum, through to a new additional learning needs (ALN) system, there is a renewed focus on inclusive education. Research has shown the importance of teachers' attitudes towards inclusion in creating inclusive learning environments. This research study is based on data from a survey of teachers in Wales (n = 253) exploring their perceptions of inclusive education. Thematic analysis of open‐text responses revealed that while teachers were able to articulate the ‘ideal’ of inclusion, these positive ideals were often caveated by both implicit othering of learners with ALN and by the explicit limitations of behaviour, training, and finance and resources. This article critically evaluates the implications of teacher perceptions of inclusive education in Wales, suggesting that without a change in teacher attitudes, the vision of an inclusive education system may be compromised.

Inclusive Education in Indonesia: Teachers’ Perceptions

In recent years, extensive research has been conducted on the management of inclusive education. Globally, ensuring equal educational opportunity for all continues to be a significant challenge, and inclusive education continues to be a complex issue. In regard to inclusive education, teachers’ perception, to our knowledge, is surprisingly understudied in the Indonesian context. Therefore, this paper aimed to investigate teachers’ perceptions of inclusive education in Indonesia. This study, which enrolled a total of 157 teachers as research subjects, adopted a quantitative approach and collected data via a questionnaire. The collected data were descriptively analysed through descriptive statistics, which was performed using IBM SPSS Statistics Version 25 for Windows, summarising responses of participants to the questionnaire items. The findings indicate that this current study has finally unravelled teachers’ perceptions of inclusive education in Indonesia. They have a positive perception of inclusive education regardless of their demographic backgrounds. The findings also imply that it is crucial to continue and expand teacher education as inclusive education is still in its infancy. Professional development for teachers to improve their knowledge of inclusive education, benefiting all students, is required. Suggestions with recommendations for future research are also discussed.

TEACHERS’ PERCEPTIONS OF INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS IN KISII COUNTY, KENYA

This paper investigates the teachers’ perceptions of inclusive education in public primary schools in Kenya.It particularly explores the influence of the teachers’ demographic variables on the perceptions of inclusive education in the regular school system. The study is guided by the positioning theory puts emphasis on within the framework of discursive psychology and requires close analysis of cues that participants use to position themselves, their listeners, and others. The analysis adopted the Ex Post Facto criterion group research design to identify the causative relationship between the demographic indicators and inclusive education practices. The respondents (n = 333) were regular primary school teachers in Kisii Central Sub County of Kisii County, Kenya. There were five research questions that guided the current study were translated into ten hypotheses which were tested using the one – way Analysis of Variance (ANOVA).The findings reveal that the participants presented mixed opinions on the general philosophy of inclusive education based on their demographic factors. The difference among age cohort (F (14,329)= 2.629; P< .001), level of qualification (F(14,311)= 8.94; P< .001) and teaching experience (F(12,163)= 18.03; p< .001) were found to have statistically significant influence on regular teachers’ perceptions of inclusive education. However, the findings showed that gender (F(14, 300)= 1.385; p> .001) and training in disability education (F (13,316)=3.84; P> .001), did not have significant influence on regular teachers’ perceptions of inclusive education. The study has revealed that a number of teacher demographic factors significantly influence teacher’s perceptions in inclusive education classrooms in the general school environments. These include teacher’s age, level of educational qualification and teaching experience. The gender and training in disability of the teachers however do not influence the teachers perceptions.

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

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

Prospective Teachers’ Metaphoric Perceptions of Inclusive Education

The need for special education stems from “a group of neurodevelopmental disorders that begin in childhood”. Today, one of the main topics discussed with regard to the education of children with special needs is inclusive education. Inclusive education, which aims to ensure that they all receive the best quality of education, is an education model based on students’ sharing experiences with their peers. The purpose of this research is to examine university students’ perceptions of inclusive education through metaphor analysis. This study aims to determine how Faculty of Education students perceive the concepts of inclusive education, inclusive students, the family of inclusive student and teacher of the inclusive student. The study group consisted a total of 200 prospective teachers from different branches, including six participants from each grade level in the 2018-2019 academic year fall semester in Faculty of Education at Sivas Cumhuriyet University. 79 of the prospective teachers were male and 121 were female. The data obtained through interviews were analysed through content analysis and descriptive analysis. 12 different metaphors for inclusive education, 11 different metaphors for inclusive student, 9 different metaphors for the family of the inclusive student, and 11 different metaphors for the teacher of the inclusive student were produced.

Prospective Teachers' Metaphoric Perceptions of Inclusive Education

The need for special education stems from “a group of neurodevelopmental disorders that begin in childhood”. Today, one of the main topics discussed with regard to the education of children with special needs is inclusive education. Inclusive education, which aims to ensure that they all receive the best quality of education, is an education model based on students’ sharing experiences with their peers. The purpose of this research is to examine university students’ perceptions of inclusive education through metaphor analysis. This study aims to determine how Faculty of Education students perceive the concepts of inclusive education, inclusive students, the family of inclusive student and teacher of the inclusive student. The study group consisted a total of 200 prospective teachers from different branches, including six participants from each grade level in the 2018-2019 academic year fall semester in Faculty of Education at Sivas Cumhuriyet University. 79 of the prospective teachers were male and 121 were female. The data obtained through interviews were analysed through content analysis and descriptive analysis. 12 different metaphors for inclusive education, 11 different metaphors for inclusive student, 9 different metaphors for the family of the inclusive student, and 11 different metaphors for the teacher of the inclusive student were produced.

Exploring teachers’ inclusive education strategies in rural Indonesian primary schools

ABSTRACT Background Indonesia’s implementation of inclusive education continues to help support students’ development of academic abilities and social skills. However, it also poses challenges for several parties involved in the administration of inclusive education in rural areas: in particular, teachers from general education backgrounds. Purpose This study aimed to investigate teachers’ teaching strategies in inclusive education in a sample of public primary schools in rural Indonesia, in order to better understand the strategies used and the teachers’ perspectives on inclusive education. Methods Participants were 40 classroom teachers from 10 public primary schools in rural Indonesia. The participants taught students from grades 2 to 6 (student ages 8 to 12) and had at least one student with special educational needs and disabilities (SEND) in their class. Observations were conducted to determine the extent to which teachers used differentiation, collaborative learning and inclusive classroom management strategies. After the observations, short interviews were conducted with the teachers in order to explore their perceptions of inclusive education. Data were analysed qualitatively. Findings Analysis of observation data showed that only a small number of teachers used teaching strategies that were considered effective inclusive strategies, such as differentiation and collaborative learning. The interview findings indicated that most of the teachers did not feel confident in using inclusive strategies, due to factors including limited knowledge of strategies, and class size. Conclusions This small-scale study suggests that the implementation of inclusive education remains at an early stage and is challenging in some parts of Indonesia. It highlights that sustaining and advancing teacher education is crucial: through professional development, teachers can be enabled to increase their competence and knowledge of inclusive education strategies, ultimately benefiting all students in the classroom.