Inclusive Education Practices Research Articles

Is inclusive education for children with special educational needs and disabilities an impossible dream?

Countries have been implementing inclusive educational practices for children with special educational needs and disabilities (SEND) for at least 30 years. Some issues continue to present as unresolved and will be examined in this paper with possible ways forward suggested. 1. There is still a lack of clarity around the definition of inclusion, its theoretical underpinnings, its implementation in practice and evaluation of success. 2. Teachers often still report the same problems of insufficient resources and express the same concerns about lack of skills and knowledge as reported in the early days. 3. A key question is, do children with SEND achieve better outcomes in inclusive educational settings? The paper argues that an overarching executive framework applied to the education of children with SEND is needed to provide a common frame of reference that can be shared by educators, policymakers and researchers. New ways of resourcing inclusion are discussed including supporting collaboration between mainstream and special schools to better utilize the expertise located in special schools. The paper examines the evidence for improved academic and social outcomes for learners with SEND in inclusive schools and proposes that psychological outcomes now need to be measured too. It further suggests that future research needs to drill down to the level of teacher classroom instruction rather than rely on the broader mainstream school-special school comparison.

Mapping The Trends of Inclusive Education Research Based on Scopus Database: 2019-2024

This bibliometric analysis examines current research on inclusive education, identifying key trends, influential authors, and impactful publications. The study analyzed 1,720 articles from the Scopus database, spanning 2019 to 2024. The analysis was conducted using the VosViewer and Biblioshiny software, a web-based application included in the bibliometrics package in R. The findings reveal a consistent upward trend in publications, with Spain, the United States, Australia, the United Kingdom, and South Africa leading the research. The most cited works focus on promoting inclusion, integrating special and inclusive education, and teachers' attitudes. Thematic analysis highlights the growing emphasis on inclusive education, human factors, and technology integration. The study provides valuable insights into the multifaceted nature of inclusive education, underscoring the need for a comprehensive approach to address individual and systemic factors. As the field continues to evolve, this analysis offers a foundation for future research to enhance inclusive educational practices further and ensure equitable access to quality education for all learners.

Telaah Fonologi dalam Pembelajaran Maharah Qiro'ah pada Anak Disleksia di RA Mamba’ul Hisan Surabaya

Reading difficulties or dyslexia pose a big challenge for children, especially in understanding Arabic texts due to the language's unique morphophonemic rules. This study aims to understand how children with dyslexia face challenges in acquiring basic reading skills in Arabic and to identify effective teaching strategies to improve their Maharaj qira'ahQur'an This research method uses a qualitative approach, combining literature analysis, observation, and experimentation in the educational environment at RA Mamba'ulMamba'ulHisan Surabaya. A literature review was initially conducted to build a theoretical foundation, exploring previous studies on phonology, reading teaching, and qira'ah pedagogy. Data collection techniques through observation and experiments are carried out by applying teaching strategies identified from literature and observation analysis into classroom practice. The collected data was analyzed to evaluate the effectiveness of this strategy in increasing the maharah qira'ah of dyslexic children. Research findings show that phonological awareness is very important in learning maharah qira'ah and that phonology-based teaching strategies significantly improve reading and comprehension skills in dyslexic children. This research contributes to developing inclusive teaching practices, especially at RA Mamba'ulMamba'ulHisan Surabaya, providing valuable insight into effective educational strategies for children with reading difficulties.

Cultural Diversity and Curriculum

Cultural diversity in education involves incorporating various perspectives, experiences, and values into the curriculum to create a more inclusive and enriching learning environment. Cognitive and academic advantages, cultural competence, global awareness, reduced stereotyping, workforce preparedness, enhanced communication skills, creativity and innovation, and positive social and emotional development are the benefits of cultural diversity in the curriculum. Similarly, resistance from traditional structures, lack of teacher training and resources, limited representation in educational materials, time constraints, curriculum overload, resistance from learners and parents, assessment and standardization challenges, inadequate institutional support, and cultural competence gaps among educators are the challenges of it. In the same way, incorporating diverse perspectives, bed cross-cultural examples, promoting inclusive teaching practices, introducing multicultural literature and resources, collaborating with diverse guest speakers, offering language courses, integrating cultural competence training, and reflecting on cultural inclusivity are the strategies for implementing cultural diversity in education. The integration of cultural diversity into curricula offers numerous merits but is not without its obstacles. Strategic implementation, addressing resistance, and fostering institutional support are crucial for creating inclusive and culturally responsive educational environments in the context of Nepal.

Empowering Learners: Strategies for Inclusive Education in Diverse Classroom Settings

Inclusive education is increasingly recognized as crucial in diverse classroom settings, where learners come from varying backgrounds and abilities. This article employs a qualitative literature review method to explore strategies for empowering learners in such environments. By examining a wide range of scholarly articles, books, and research papers, this study provides a comprehensive understanding of how inclusive education strategies can be effectively implemented to empower learners. The analysis reveals several key strategies for promoting inclusive education. Firstly, fostering a supportive and inclusive classroom environment is essential. This involves creating a sense of belonging and acceptance among all learners, regardless of their differences. Additionally, implementing differentiated instruction techniques to accommodate diverse learning needs and styles can enhance student engagement and success. Furthermore, providing ongoing professional development for teachers to enhance their skills in inclusive teaching practices is crucial. Moreover, collaboration among educators, families, and community members plays a vital role in supporting learners in diverse classrooms. By working together, stakeholders can share resources, exchange ideas, and develop innovative approaches to meet the diverse needs of learners effectively. However, challenges such as limited resources, lack of training, and societal attitudes towards diversity may hinder the successful implementation of inclusive education strategies. Overcoming these challenges requires a commitment to equity, ongoing support, and advocacy for inclusive practices at all levels of the education system

Investigation of Distance Education Processes of Students with Hard of Hearing in Inclusive Education Practices

The aim of this study is to examine the experiences of students with hard of hearing (HH) in inclusive education practices, their teachers and parents regarding the distance education process. This research was designed with the phenomenological approach from qualitative research methods. The participants consisted of five secondary school students with HH studying at general education schools, their five parents, and ten teachers teaching students with HH. The data was collected in the 2021-2022 academic year through semi-structured interviews. In the study, it was determined that students with HH show reluctant and irregular participation in online courses. On the other hand, it was concluded that online courses were not adapted to the special needs of students and they did not get support special education services. All parents of students with HH were unable to participate in the distance education process. Distance education could be used in only support education or not at all unless it is necessary. The anxiety disorder, anger control problems and behavioural disorders brought on by adolescence increased with the decrease in socialisation in COVID-19-related closures.

Norwegian teachers’ perspectives on inclusive practices in the mathematics classroom

ABSTRACT In this paper, we explore Norwegian teachers’ perspectives on inclusive teaching practices in the mathematics classroom, defined as practices which maximise every pupil’s potential regardless of prior attainment. As previous research suggests, both mathematics teachers’ perspectives in general and the conceptualisation of inclusion, inclusive education, and inclusive practices are culturally situated, varying significantly across countries and educational systems. We draw on data from a large project in Norway focusing on the use of grouping by attainment and its relation to policy and pedagogical practices around inclusion in mathematics. Participants were 13 primary and lower-secondary mathematics teachers from six schools in the Oslo area. Analysis of semi-structured interviews focusing on strategies for inclusion of all pupils in mathematics classrooms reveals the cultural particularities of mathematics teachers’ perspectives on inclusive practices, highlighting the value of similar investigations in other cultural contexts.

Inclusive action in an international setting: A universal value and individual commitment. The 'Bridges in Amman' Project

The dissemination of inclusive educational principles, practices, and methods on an international scale constitutes a vital academic and pedagogical discourse, highlighting a universal commitment to cultivating educational environments that are equitable, accessible, and responsive to all learners' diverse needs. The "Bridges in Amman" project exemplifies the global movement towards inclusive education, focusing on the integration of Iraqi Christian asylum seekers in Jordan, notably in its capital, Amman. Spearheaded by Università Cattolica del Sacro Cuore in collaboration with HAbibi VAltiberina Association and the Gemelli Medical Center, the initiative underscores the commitment to developing inclusive education, with particular attention to people in vulnerable situations. Inclusivity in education transcends the mere acknowledgment of diversity; it necessitates the adoption of practices, principles, and methods that ensure all individuals, irrespective of their backgrounds or circumstances, have access to quality education. This is crucial for groups like Iraqi Christians in Jordan, who face unique challenges due to displacement and the need for cultural and social integration.

Professional Issues in the Interpreted Education of Deaf and Hard of Hearing Students

Abstract: Through in-depth interviews, this qualitative study explored the perceptions of seven teachers of students who are d/Deaf and hard of hearing (D/HH) regarding inclusive and interpreted education. The findings revealed central themes of concern including inadequate support in inclusive placements, communication modality mismatches, and insufficient quality of interpreted education. The teachers' experiences underscore the need for more comprehensive educational support systems and the development of robust support mechanisms to effectively navigate the challenges of inclusive placements for students who are D/HH. Specifically, further attention must be given to improving the qualifications, training, support, and supervision of educational interpreters facilitating education in inclusive settings. These findings have implications for multiple stakeholders, including policymakers, educators, and supportive personnel involved in shaping inclusive education practices to ensure equitable access and the creation of supportive spaces where all students can thrive.

통합교육 현장 요구를 반영한 교원양성과정 탐색: 교원양성기관 교원과 현장 교사의 경험과 요구를 중심으로

통합교육 현장 요구를 반영한 교원양성과정 탐색: 교원양성기관 교원과 현장 교사의 경험과 요구를 중심으로

Teaching Students With Disabilities in Chinese Regular Education Classrooms: Outcomes and Influential Factors

Purpose Learning in a regular classroom (LRC) has become the main educational placement for students with disabilities in China. This study investigates the outcomes of LRC and their influential factors from the teachers’ experiences and perspectives. Design/Approach/Methods Seven inclusive education teachers participated in semi-structured interviews. Thematic analysis was conducted to analyze the qualitative data. Findings The results show that social participation and contribution, physical presence, academic performance, self-concept, and independence are the key outcomes of LRC from inclusive education teachers’ experiences and perspectives. Moreover, the factors influencing the key desired outcomes include the severity of disabilities and problem behaviors, professional support, teaching practice, inclusive climate, and collaboration between schools and families. Originality/Value This study provides valuable insights into the outcomes and influential factors of inclusive education in the context of LRC in China. These findings inform efforts to improve inclusive education practices and enhance the educational experiences of students with special needs.

Generative AI in Education: Pedagogical, Theoretical, and Methodological Perspectives

Recently, ChatGPT, a cutting-edge large language model, has emerged as a powerful Generative Artificial Intelligence (GenAI) tool with the capacity to influence education. ChatGPT provides ample opportunities for learners, researchers, educators, and practitioners to achieve the intended learning outcomes in various disciplines. This special issue examines the diverse applications and implications of GenAI tools including ChatGPT in education, highlighting their potential to enhance teaching and learning across various contexts. Key findings from seventeen studies collected in this special issue demonstrate that GenAI tools can significantly improve educational outcomes by providing personalized feedback, facilitating language learning, and supporting both qualitative and quantitative research methodologies. The findings emphasize GenAI’s capacity to increase learner engagement and motivation, yet also underscore the need for robust ethical guidelines and human oversight due to potential issues with privacy, bias, and accuracy. This special issue also highlights the challenges GenAI faces, such as limitations in contextual understanding and its impact on critical thinking skills. In addition, it provides a foundational framework for exploring effective and responsible GenAI integration, aiming to enrich educational experiences. We conclude that future research should focus on the longitudinal effects of GenAI tools on learning outcomes, developing ethical frameworks for their use, and ensuring their adaptability to diverse learner populations to promote inclusive educational practices.

Pedagogical strategies in the cotaught K–12 inclusive setting: role responsibility for teacher partners and leaders

ABSTRACT Knowledge of instructional strategies in cotaught K–12 classrooms raises awareness of this unique collaboration for benefitting students with disabilities. The purposes of this qualitative study were to (1) identify pedagogical strategies that facilitate coteaching in inclusive environments and (2) explore the relevance of coteaching teams and administrative support for these partnerships. Interviewing during the coronavirus pandemic involved nine experienced general and special educators (coteachers) from elementary, middle, and secondary schools in Virginia, USA. Practices of inclusive education and leaders’ involvement in coteaching were revealed. Coteaching strategies, administrative needs, and tips for future partners were probed in the interviews. Individual partners’ communication, responsibilities, tasks, and expectations were other areas of interest. Investigating how coteaching teams instruct and perceive administrative support contributes to the research. Importantly, the relationship of coteaching to leadership is crucial to the viability and effectiveness of instructional collaboration.

A Brief Overview of the Inclusive Education System

The goal of inclusive education as a pedagogical approach is to give all students equal access to education, regardless of their differences, backgrounds, or abilities. In order to better understand inclusive education systems, this research paper will look at their guiding principles, advantages, difficulties, and best practices. This paper clarifies the significance of establishing inclusive learning environments and provides strategies for formulating and putting into practice successful inclusive education policies and practices through a thorough analysis of the literature, case studies, and empirical data. This paper advances our understanding of inclusive education and its role in advancing social justice, diversity, and academic excellence by synthesizing existing research and insights.

EMI programmes in Vietnamese higher education: a case study of translanguaging practices for inclusive education

Abstract Previous studies have discussed stakeholders’ perceptions of using first language in English-medium instruction (EMI), but only a few have examined classroom practices in Vietnam. Against this backdrop, this article focuses on lecturers’ translanguaging practices in an EMI programme where all the lecturers and students were Vietnamese. More specifically, it employs the conceptual framework of ROAD-MAPPING, proposed by Dafouz and Smit (“The ROAD-MAPPING framework: Taking stock and paving future directions for English-medium research”, in Emma Dafouz and Ute Smit (eds.), Researching English-medium higher education: Diverse applications and critical evaluations of the ROAD-MAPPING framework, 1–19. London: Routledge, 2016), to see if there was substantial evidence of a constructive co-existence between English and Vietnamese – the first language – in this EMI programme. The findings suggest that under the lecturers’ and students’ agency, the two languages were distributed across various domains of classroom practices to benefit students’ learning of content knowledge. In teacher talk, English and Vietnamese have different functions to support the process of knowledge co-construction. The study implies that the current monolingual orientation promoted in many top-down EMI policies should be reconsidered, given the linguistic diversity of higher education settings. In other words, EMI should be promoted as an educational environment where students can access their linguistic repertoires and develop their academic knowledge bi/multilingually. Translanguaging, therefore, should be acknowledged as an inclusive pedagogical practice.

Fostering Child Empowerment Through English Language Competency in Speaking Skills

This research delves into the intricate relationship between English language competency, specifically in speaking skills, and the empowerment of young learners within the context of early childhood education. Combining descriptive qualitative research with an extensive literature review, the study elucidates the profound implications of language proficiency on child empowerment. The research employs a methodology involving in-depth interviews, systematic classroom observations, and content analysis. Subjects comprise young learners in early childhood education, with a focus on their English language proficiency in speaking. Data collection includes semi-structured interviews with educators, parents, and learners, alongside literature review findings. The outcomes reveal that language proficiency functions as a transformative tool, fostering self-confidence, self-expression, and active learning participation. Proficient speakers exhibit enhanced agency and autonomy, equipping them with cognitive tools for academic success and global navigation. Disparities in language competency and empowerment among young learners are identified, necessitating inclusive educational practices and targeted support. This research underscores educators' pivotal role, alongside engaged parents and inclusive curriculum design, in fostering language proficiency as a means of empowering children in early education. The study contributes to a holistic understanding of language's role in shaping the foundations of empowered, lifelong learners.

THE IMPORTANCE OF CONTINUOUS TEACHER TRAINING FOR THE NEW TEACHING PROFILE

This paper presented an analysis of the importance of continuous teacher education in the current context of education. It was discussed how the constant updating of professionals can contribute to the development of more effective and inclusive pedagogical practices, in addition to positively impacting student learning and diversity in the classroom. For this, a bibliographic review and field research was carried out with teachers at a public elementary school. The results pointed to the need for continuous investment in teacher training and a greater appreciation of the profession. Finally, suggestions were presented for future research, aiming to deepen the theme and develop more effective strategies of continuing education for education professionals.

The Hermeneutics of Qur’anic Translation into Sign Language: A Study of Inclusive Pedagogy by the Qur'an Indonesia Project

This study investigates the implementation of inclusive Qur’anic pedagogy by the Qur'an Indonesia Project (QIP), with a focus on its Sign Language translation initiative and inclusive teaching methods. QIP, in collaboration with The Little Hijabi Home Schooling, has launched QuranIDprojectISYARAT, a digital-based endeavor aiming to improve access to the Qur’an and its translations, especially for individuals with disabilities. The QuranIDProjectISYARAT program, developed by QIP, targets the deaf community and provides Qur’anic education through platforms like Instagram and YouTube, utilizing audio, visuals, and Sign Language demonstrations. While QIP utilizes Arabic Sign Language for Qur’an translation, their interpretive process prioritizes understanding Qur’anic meanings over morphemes. This study delves into QIP's Qur’an translation process and inclusive teaching practices, particularly focusing on the experiences of deaf or hearing-impaired individuals. By employing a netnography approach and conducting interviews with QIP's YouTube viewers, the research investigates interactions within QIP's online platforms and gathers insights into viewers' perspectives. The findings suggest that QIP's Qur’an translation incorporates Arabic Sign Language and volunteers' interpretations or improvisations of verses, fostering comprehension and a sense of inclusion among learners in their online Qur’anic education initiatives.

Inclusive Change in Saint Vincent and the Grenadines: A Collaborative Autoethnography

In many countries, including those in the Caribbean, there has recently been an increasing demand for professional development on inclusive educational practices This need for high-quality professional development is in line with the United Nations Educational, Scientific and Cultural Organization’s (2016) call for inclusion of all children by 2030. Recently, our team was asked to provide professional development to educators in Saint Vincent and the Grenadines that focused on evidence-based practices for students with special education needs. Over the course of 3 years, this service work evolved into a multi-faceted pilot of inclusive education, whereby students with special education needs transitioned from a segregated school into mainstream schools. In this article, we present a collaborative autoethnography that highlights our collective experiences. Our self‑reflections chronicle our experiences and accompanying perceptions gained through providing support and education to educators, students, schools, community, and families in Saint Vincent and the Grenadines over a 3-year period, as they prepared for this transition to inclusion. In collectively reviewing our self-reflections, we discovered three major themes at the heart of our service work: (a) “barriers to inclusion,” (b) “the importance of relationships,” and (c) “transformation.” In discussing these three themes, we explore the successes and challenges we experienced throughout these service projects. What follows is a discussion of our reflective musings related to these experiences as shared critical knowledge for sustainable inclusion work within the Caribbean and beyond.

Teaching Strategies to Cope High School Students with Special Needs in EFL Class

Abstract. This study was conducted to investigate how students with special needs in a private school learn an English subject as a foreign language and to explore the English teaching strategies that are utilized by teachers at the secondary level. This study collected quantitative data from 3 teachers at Panjura Private School, Malang. This study used a case study in which the data collected from the interview guide and classroom observation checklist as the instruments to know the technique, challenges, and how the teachers solve the problem that comes from the challenges. The findings revealed that the primary challenges faced by teachers in inclusive classrooms are related to instructional strategies and media. Moreover, this study stands out for its focus on English language education for students with special needs in public schools, addressing a gap in previous research. It provides new insights into inclusive educational practices in a broader context, emphasizing the importance of understanding diverse classroom dynamics and meeting the needs of students with special needs in a general educational environment. Keywords: Student with special needs, private school, English teaching strategies