Perspective Of Inclusive Education Research Articles

Teachers’ Perspectives on Supportive and Inclusive Practices: A Study of Four Schools With Diverse Literacy Practices

Previous research states that accessibility and participation are prerequisites for students, regardless of ability, to be able to develop in school. The point of accessibility and participation is that everyone should be able to feel included and have access to learning. From an inclusive education perspective, the interest of this study is how teachers work in diverse literacy practices to address a variety of student conditions and needs. By studying how some primary education teachers describe how they design and stage learning environments, we want to contribute new knowledge about inclusive literacy practices. The data collection was carried out through focus group discussions. We analysed the data with Critical Literacy (CL) as a theoretical framework, and the related concepts of domination, access, diversity, and design were used. The general impression that emerges from our study is that teachers design literacy activities based on both supportive and inclusive aspects and with a focus on variation and diversity. In the study, more similarities than differences emerged, for instance a focus on multimodal methods and the importance of didactic flexibility. The teachers also highlighted the importance of producing text, not just consuming and processing existing texts. Sometimes the analysis reveals differences. Even so, the teachers’ intentions to include all students in the classroom education remain significant.

Generations of the Community Perspective in Today’s Inclusive Education

This paper presents an analysis of the emergence and development of the so-called community perspective of inclusive education. Our work aims to provide a conceptual framework where this community perspective is conceptualized, and the traits that characterize it from the viewpoint of researchers and academics that specialize in the subject are identified. To this end, a qualitative documentary review of an interpretative nature has been conducted through a systematic review of the relevant international literature from the last 40 years. This process has enabled us to demonstrate the existence of different generations within this community perspective. In this sense, the first generation that has been identified is supported by the organizational perspective of inclusive education, while the second generation is strongly influenced by what is nowadays known as inclusive research, which incorporates the ethics of inclusion, the voices of those involved and participation as identity hallmarks. While there is an evolution in the perspectives themselves, it is also concluded that they converge towards a common trunk that is defined by the collaboration, support and role played by the community in the articulation of inclusive cultures, policies and practices.

INCLUSION: A CANADIAN PERSPECTIVE

The Canadian perspective of inclusive education is unique to its history and social context. In some ways, Canada has pioneered theories, frameworks and practices that have greatly influenced the ways nations build inclusive educational experiences. While Canadian practices have evolved, a great deal remains to be done. It is the intention of this article to provide a general context from which Canada’s present forms of inclusive education have grown. This is presented as context from which readers may find insights related to their own current practices and future visions of inclusive education. Internationally, Canada reaches out to learn and share practices and principles of learning inclusively with other nations in an effort to improve the practices of all in such partnerships. These partnerships and sharing of information internationally support building better communities of belonging and open intellectual doors of thought not possible if one remains only within one’s own context. Inclusive education is indeed a worldwide effort, the final analysis of which has not yet begun.

Dialoguing teaching for visual impairment from the perspective of inclusive special education

This work provides an opportunity to reflect on the process of inclusion and accessibility of visually impaired students in Basic Education. That said, a bibliographical research was carried out in the scientific and academic literature, through several databases, outlining theoretical and methodological contributions of the literature towards inclusive education. The results obtained from the study allow us to infer that the inclusion of visually impaired children in Basic Education with regard to regular school is still a subject little explored in the literature. as well as, it needs new discussions so that the theme can be developed, providing new perspectives on the adaptation and accessibility of these children. Furthermore, the study points out that students' cognitive and motor development are improved as the teaching and learning process is articulated with a multidisciplinary and multidimensional team.

2015 개정 중학교 체육교과서 삽화 분석: 양성평등 및 통합 교육의 관점으로

본 연구의 목적은 2015 개정 중학교 체육교과서 삽화를 양성평등과 장애학생 통합 교육의 관점에서 분석함으로써, 향후 체육교과서 개정 시 양성평등교육과 통합교육 실현을 위한 기초자료를 제공하는 데 있다. 중학교 체육교과서 12권을 대상으로 전체 남녀 성별 비율 및 영역별 성별 비율을 분석하였다. 또한 장애인 성별 비율 및 장애 유형 조사와 함께 통합교육 관점에서 출현 방법 및 왜곡된 표현을 분석하였다. 수집된 분석자료는 SPSS 27.0을 통해 독립표본 t-test를 실시하여 성별 비율의 유의미한 차이를 알아보았으며, 한국장애인 인권포럼(2013)에 따라 왜곡된 장애용어 및 표현을 분석하였다. 연구 결과는 다음과 같다. 첫째, 전체 교과서 삽화의 성별 비율의 유의미한 차이가 없다. 둘째, 건강 영역을 제외한 도전·경쟁·표현·안전 영역에서 성별 비율의 유의미한 차이가 나타났으며, 도전·경쟁·안전 영역은 남자의 비율이, 표현 영역은 여자의 비율이 높게 나타났다. 셋째, 전체 교과서에 장애인 삽화의 성별 비율의 유의미한 차이가 없으나 전체 출현 빈도가 현저히 낮다. 넷째, 장애인 삽화의 장애유형 중 지체장애의 빈도가 가장 높았으며, 출현 방법은 통합과 비통합 모두 나타났으나 비통합의 비율이 현저히 높았다. 다섯째, 장애인에 대한 왜곡된 언어 표현은 주로 ‘장애인을 초인 또는 감동의 원천으로 과장하는 표현’, ‘ 장애 극복과 재활을 강조하는 표현’ 등이 나타났다. 본 연구의 결과에 따른 제언으로 교과서 지침 개발, 교과서 집필진 구성 등의 측면에서 양성평등 및 통합교육 관점에 부합하는 교과서 편찬을 위한 시사점을 제안하였다.

El currículo como espacio de oportunidades: adaptaciones y comprensión de docentes de Matemáticas sobre la educación inclusiva

This article presents a bibliographical research, of a qualitative nature, which aimed to: a) identify the main curricular adaptations in the teaching of Mathematics to serve students from the perspective of inclusive education; b) analyze how teachers recognize themselves in the curriculum production process, respecting the specificities of students. Data collection was carried out by reading selected works that address the theme of inclusive mathematics teaching. Regarding the examination of the data, we opted for Content Analysis. As a result, we can point out that flexibility in the curriculum is fundamental within the process of school inclusion, and in the teaching of mathematics, adaptations in games, problem solving, as well as contextualization and socialization are indicators that collaborate in the learning process of students, with or without disabilities.

Inclusive education in New Zealand: voices from early childhood teachers

This study reports data on early childhood teachers' perspectives of early childhood inclusive education in New Zealand. A qualitative method was employed for this research. The process included an internet survey questionnaire which was sent out to early childhood teachers across New Zealand. The results indicated that though early childhood teachers believed that in general, early childhood programmes in New Zealand were flexible and welcoming, they found that their programmes did not effectively respond to children with special needs. Teachers also reported the strategies they used and the difficulties that must be overcome for the successful inclusion of young children with disabilities. Implications and suggestions for the implementation of effective inclusive early childhood services are included.

Present status of inclusive education in India

The democratic system of governance around the world is consistent with the philosophy of inclusion. The same policy was introduced in the field of education in the name of Inclusive Education in the world. The purpose of this study is to elaborate the background of inclusive education and enumerate the present status of inclusive education in India. This work evaluates the policies taken by the government regarding Inclusive education. Documentary analysis method of qualitative research has been followed in this present study. On the basis of historical evidences and evaluating the documents about inclusion in education the researchers have tried to fulfill the purpose of the study. The paper also shows the various policies which have been taken by the documents of Indian government in the perspective of Inclusive Education.

Where is Ubuntu in competitive South African schools? An inclusive education perspective

ABSTRACT The African philosophical concept of Ubuntu is the sense of togetherness and collaboration, and viewing people as being one part of a larger whole. In other words, the success of one should be the success of all. The correlation between the concept of Ubuntu dovetails with the cooperative and collaborative values of an inclusive education system, clearly enshrined in our Constitution. However, many South African schools are characterised by a competitive value system encouraging learners to outperform their peers academically, subsequently rewarding the learners' individualistic efforts to do so. These rewarded learners, generally comprising less than ten percent of the school population, experience privilege and distinction; their efforts are valued and celebrated. Their award-winning status allows them opportunities both within and post-school that are not afforded to the rest of the learners. The success of some learners occurs at the expense of other learners. Thus, there is a disjuncture between our sense of Ubuntu in proclaiming inclusivity on paper, yet in practice we continue to promote competitive values at our schools. This paper questions our double standards as educationists and explores ways in which we could reduce academic competitiveness to create schooling contexts that are conducive in realising inclusive education.

Systematic review of the experiences and perspectives of inclusive education in Latin America

In this case, the deployment of policies, the availability of resources and the commitment of the actors in the educational process can be determinant in achieving inclusion, so it was necessary to carry out a comparative analysis to identify the similarities and differences within the framework of this approach. From this perspective, this article was carried out with the aim of learning about the experiences and perspectives of actors (teachers, students, families of children with disabilities) with respect to inclusive education in different Latin American countries. For this purpose, an exploratory and descriptive research methodology was applied under a documentary modality, through which documents were searched in repositories and indexed journals related to the topic analysed, which were subsequently synthesised and discussed in order to establish the relevant conclusions. Inclusion and exclusion criteria were applied for the selection of sources, so that a total of 8 publications were reviewed. The results showed that there is a perception that the measures implemented to promote inclusive education have not been sufficient to eliminate the multiple barriers that still exist, it is also recognised that in many cases there are no clear policies, the resources available to teachers are often insufficient and training and support is required for educators to be able to respond satisfactorily to the needs of children with disabilities.

INCLUSION FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION AND SPECIAL EDUCATION

This article seeks to research the concept of inclusion from the perspectives of inclusive education and special education, and aims to identify the concept of inclusive education and special education and the concept of inclusion through them. I used the descriptive approach to suit the nature of the study, in order to identify the study problem, which is the answer to the study’s question, In order to identify the problem of the study, which is the search for integration through inclusive education and special education. Through the analytical study, I concluded that inclusive education is the education that does not exclude anyone, regardless of the individual differences, difficulties, abilities and disabilities they face and that meets the individual needs of each of them. Special Education also considers the concept of inclusion as the social and academic integration of children with special needs and normal children in regular classrooms, even for a certain period of time in the school day. At the level of the Ministry of Education, since its establishment, it has taken care of students with disabilities, so it established the Special Education Department for them, within the General Administration of Education. Inclusive education is about changing the education system to meet the needs of students, which requires identifying and addressing barriers in the educational environment. As for special education, it expresses that there is a special group that needs care different from the normal group, and the concept of special education tends to look at the problem as if it exists within the child himself and not within the educational system. The needs of inclusive education are the individual needs. Each individual has a distinct personality, different talents, and different ways of learning from others. There are individual differences between individuals. Psychological and social needs are among the most important factors that help a person adapt to society. And the educational needs of students, inclusive education by providing the necessary support for students with learning difficulties. The health needs of students, health services are one of the concerns that many countries give to their residents because of their great impact on community health. There are several difficulties in achieving inclusive education: the difficulty of identifying the educational needs of students with disabilities, the difficulty of achieving their psychological needs, the difficulty of using educational facilities and facilities available for people with special needs, the difficulty of achieving the purpose for students with special needs. In light of the descriptive method that I used in the current study, and the results I reached for each question of the study, I recommend: • Integrating people with special needs into a supportive classroom environment while meeting the educational, psychological and social needs of everyone. • Education must provide the necessary capabilities, programs, and services that are in line with the abilities and capabilities of people with special needs and help them overcome the problems they encounter. • Provide activities and programs continuously for this category to develop their cognitive, emotional and behavioral skills.

Learner and Parent Perceptions of Visible Rewards at two South African High Schools: An Inclusive Education Perspective

The use of visible rewards presented at award ceremonies for academic achievement is a common practice in many South African schools. Although rewards are unique to each school, the use of badges, trophies, certificates, honour board listings and differentiated school uniforms are commonly accepted ways in which learners are rewarded for their academic achievements. Using a survey of 104 learner responses and 17 parent responses, this article reports on the quantitative data from the author’s mixed methods doctoral study. Experiences of academic rewards at two Gauteng high schools from the perspective of grade 11 learners and their parents are presented here. A framework, including Social Interdependence Theory (Johnson and Johnson 2009) and the Participation Framework (Florian, Black-Hawkins, and Rouse 2017) was used to interpret the responses, revealing layers of meaning that indicated the problematic nature of rewarding learners visibly and publicly within an inclusive education system. The survey data revealed that learners desired recognition for their efforts and hard work but found the schools’ reward systems restrictive in terms of recognising their efforts and talent. Parents felt more excluded from reward ceremonies than their children, and many did not believe in the benefits of public rewards; however, they did admit to feeling a sense of pride when their children won awards. Although South African schools are committed to inclusive education, the interrogation of visible rewards has uncovered a competitive environment unfeasible for inclusive education.

PERSPECTIVE OF IN-SERVICE TEACHERS TOWARDS INCLUSIVE EDUCATION- A STUDY OF PRIMARY AND SECONDARY SCHOOLS OF ASSAM

Scope: Inclusive education has been a matter of discussion for the educationist and stakeholders in the recent decades for its embodying vision of accommodating learners with cognitive, physical, social differences. Researches in the field show that effective strategies for implementation of inclusive education lack proper vision and mechanism. The present study was conducted to examine the perception of in-service teachers towards inclusive education and to analyse the status of inclusive education in Cachar District of Assam. Objectives: The objectives of the study are to find out the perception of teachers towards inclusive education and to find out the status of schools with regard to infrastructural facilitates available for inclusive classrooms. Methodology: For the collection of data, quantitative survey method has been used with a questionnaire consisting of a series of closed-ended questions to gather information from the in-service teachers from both the private and government schools of the Cachar district. Results: The study revealed that most of the schools in this region do not meet all the norms provided by the government’s acts and statutes. Only a few government schools have the concrete and somatic infrastructural support system. Most of the private schools also lack in this respect; although they proclaim 25% reservation for handicapped children during admission. The study also concedes that there is no special educators recruited in both the state and centrally affiliated schools. These ultimately severely affect implementation of inclusive education and pose a challenge to universal access and participation in Education.

Research on the Teaching Reform Path of Preschool Education Major in Universities from the Perspective of Inclusive Education

Research on the Teaching Reform Path of Preschool Education Major in Universities from the Perspective of Inclusive Education

Perceptions of Teachers Towards Inclusive Education: The Case of Early Childhood Centres in Sissala East District

The study investigated teacher perception towards inclusive education in Early Childhood Centres in Sissala East District in Upper West Region, Ghana. The study adopted a sequential explanatory mixed-methods design. A sample of 150 teachers in the Early Childhood Education centres were selected using census and homogeneous sampling techniques. Questionnaires and interviews were used for data collection. Descriptive statistics were used to analyse the quantitative data while qualitative data were analysed in themes. The study found that: most early childhood teachers in the Sissala East District had a positive perception of inclusive education. It was also evident that most early childhood teachers in the Sissala East District believe that factors such as lack of teacher training; insufficient resources; limited administrative support; teachers’ attitudes; large class sizes and poor building infrastructure influence their perception of inclusive education. The study concluded that teachers in early childhood centres within the Sissala East District have a positive view of inclusive education. However, variables such as a lack of teacher training, insufficient resources, limited administrative support, teachers’ attitudes, large class numbers, and inadequate building infrastructure impact their perspective of inclusive education. Based on the key findings, the study recommended that teachers in early childhood centres in Sissala East District should be motivated by early childhood coordinators and headteachers to have positive perceptions of inclusive education. Again, the ministry of education should offer enough and consistent teacher support services, such as teaching assistants, and continuous professional development programmes to improve the efficacy of inclusion and minimise teacher stress.

Muda o governo, mudam as políticas? O caso da política nacional de educação especial

ABSTRACT Policy change events generates conflicts due to the change in the status quo and the dispute over the allocation of resources. This paper analyzes the attempt to change the Special Education policy, after the government changes that occurred between 2016 and 2019 in Brazil. For this, a categorical analysis of contend is made in documents produced during the review of the National Special Education Policy from the Perspective of Inclusive Education (Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva). It was found that the proposed amendment promotes the discontinuity of school inclusion by reorganizing the responsibilities of the family, the State and the market in schooling and specialized educational assistance; resuming the Special Education model as a modality outside the regular education system; encouraging the training of professionals to work in specialized institutions; and by basing the learning assessment on standardized goals and objectives for disability.

Estudantes público alvo da educação especial e avaliações em larga escala: reflexões a partir de uma rede de ensino do planalto norte catarinense

This text discusses the application of large-scale evaluations to special education students. If firstly addresses the theme of large-scale evaluations and how they have become benchmarks for the quality of education in international and national contexts. Prova Brasil is approached in a more specific way. The way in which the inclusion of these students has been carried out through the National Policy for Special Education in the Inclusive Education Perspective (Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva – PNEEPEI) is also investigated. Finally, the article discusses how the inclusion process of special education students has been in the daily routine of schools and how it occurs or not regarding the application of Prova Brasil. The data analyzed were collected using semi-structured interviews with teachers, educators, and principals of three public schools located in the northern plateau of Santa Catarina, Brazil. Thematic analysis was chosen as the data analysis method. Our conclusions pointed out that the inclusive perspective presented in the PNEEPEI goes against aspects related to large-scale evaluations, specifically Prova Brasil. Furthermore, we highlighted that the logic of the exam is perverse with both teachers and students, especially those ones of special education.

Students of special education and large-scale assessment-scale assessments: reflections from a teaching network in the northern plateau of Santa Catarina

This text discusses the application of large-scale evaluations to special education students. If firstly addresses the theme of large-scale evaluations and how they have become benchmarks for the quality of education in international and national contexts. Prova Brasil is approached in a more specific way. The way in which the inclusion of these students has been carried out through the National Policy for Special Education in the Inclusive Education Perspective (Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva – PNEEPEI) is also investigated. Finally, the article discusses how the inclusion process of special education students has been in the daily routine of schools and how it occurs or not regarding the application of Prova Brasil. The data analyzed were collected using semi-structured interviews with teachers, educators, and principals of three public schools located in the northern plateau of Santa Catarina, Brazil. Thematic analysis was chosen as the data analysis method. Our conclusions pointed out that the inclusive perspective presented in the PNEEPEI goes against aspects related to large-scale evaluations, specifically Prova Brasil. Furthermore, we highlighted that the logic of the exam is perverse with both teachers and students, especially those ones of special education.

Principals' perspectives of inclusive education involving students with autism spectrum conditions – a Swedish case study

PurposeThe aim of this case study is to describe what commitment and actions are needed in the Swedish school so that principals — within the Swedish school policy framework and with the goal of creating an inclusive school culture and practice — can positively affect schooling for students with disabilities, with a particular focus on students with autism spectrum conditions (ASC). Three research questions guide the study: (1) What commitment and actions do principals consider important for developing an inclusive school for all students, with a particular focus on students with ASC? (2) How do the principals reflect on their own leadership in the development of inclusive education, with a particular focus on students with ASC? (3) Based on the results, what are the implications of the study in practice?Design/methodology/approachAs part of a three-step data collection method, a snowball sampling was conducted in which n = 6 principals were initially interviewed and the data analyzed by an inductive thematic content analysis.Findings(1) Certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of loneliness in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed.Practical implicationsIt was found that (1) certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of isolation in relation to their superiors and decision-makers and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed.Originality/valueIndex for inclusion and elements from the inclusive leadership model were used in the data collection and analysis.

Experiences of teachers and learners who are left-behind in Zimbabwe by emigrating parents: an inclusive education perspective

ABSTRACT Since the year 2000, most parents have emigrated en masse due to a deepening socio-political and economic crisis in Zimbabwe, leaving their school-going children in the country. This paper assesses the experiences and challenges faced by these Left-Behind Learners (LBL), and ascertain the challenges faced by teachers in meeting the needs of these learners through inclusive education. The study followed a qualitative research approach with data collected at two high schools in Harare using in-depth interviews and focus group discussions. The results of the study indicate that LBL faced numerous challenges: excessive household chores, lack of help from guardians, inadequate representation at school meetings, and non-payment of school expenses. Teachers in the sample were not aware of the vulnerability of LBL, and were inadequately equipped to deal with this ‘new’ vulnerability. The study recommends the crafting of an inclusive education policy for the country so that new vulnerabilities are holistically dealt with, and that teachers be trained in inclusive education methodologies.