Inclusive Classroom Practices Research Articles

Potentiality of Democratic Competencies for an Inclusive Classroom

This conceptual paper examines the democratic competencies embedded in student-centric classroom practices, argues for the potentiality of student-centric classroom activities in catering to an inclusive classroom environment, and concludes that students’ participation in classroom activities that facilitate democratic competencies may contribute to inclusive classroom practices. Literature suggests that democratic education upholds the principles of inclusion in classroom practices by addressing any means of oppression since democratic values ensure free and active participation of students. Bangladeshi classroom scenario demonstrates a disparate attitude on the part of the students where a significant portion of the students remain silent during classroom activities. For this research, data was retrieved from secondary school students to fathom whether student-centric classroom activities (that reflect democratic competencies) add value to the idea of inclusive classroom practices. The study found that democratic competencies are practiced in Bangladeshi classrooms and students hold a positive attitude, hence, there is a scope for promoting inclusion through such practices. One key implication of this study is that more research is needed to operationalize the democratic competencies for the Bangladeshi classroom context for an inclusive classroom.

Exploring the Effectiveness of Inclusive Class Room Practices in Improving Academic Achievement for Students with Disabilities in Secondary Schools Wari, Dir Upper

Exploring the Effectiveness of Inclusive Class Room Practices in Improving Academic Achievement for Students with Disabilities in Secondary Schools Wari, Dir Upper

Examining factors influencing teachers' intentions in implementing inclusive practices in Hong Kong classrooms

AbstractThis study investigated teachers' intentions to adopt inclusive teaching practices along with factors affecting teachers' intentions to implement inclusive practices. According to the theory of planned behaviour, an individual's intention can be predicted by their attitudes, subjective norms and perceived behavioural control. Using convenience and snowball sampling, 1110 Hong Kong primary and secondary teachers were recruited to complete a 5‐part questionnaire for the study. The results show that teachers' intentions were moderate – that is, teachers were somewhat likely to adopt inclusive teaching practices for students with disabilities. Teachers' attitudes (beliefs and feelings), perceived support needs related to expert guidance and teacher self‐efficacy (in inclusive instructions, managing behaviour and collaboration) significantly influenced their intentions to use inclusive classroom practices for students with disabilities. The findings of this study provide clear implications to policymakers and teacher‐education providers to address teachers' needs and promote the practices of inclusive education.

The Challenges of Inclusive Teaching in Albania and Its Issues in the Pre-School Curriculum

This study aims to explore the challenges faced by teachers in pre-school inclusive classrooms in Albania. Through a qualitative methodology, the research investigates the specific difficulties encountered by educators and offers suggestions for adapting teaching practices to effectively meet the needs and abilities of all students, regardless of their conditions and circumstances. The study includes 23 teachers interviewed in 5 schools/kindergartens where they teach in the preschool program classes in the city of Durrës. While the focus group included 26 third-year bachelor students enrolled in Preschool education for the 2022-2023 academic year at the University of Durrës Aleksandër Moisiu. The findings of the study highlight several key factors that can alleviate the challenges faced by teachers in inclusive classrooms. Firstly, it emphasizes the importance of providing assistant teachers, particularly specialized educators in the field of special education, to accompany students with disabilities. These professionals can offer dedicated support, expertise, and guidance, enabling a more inclusive learning environment. Additionally, the research emphasizes the significance of reducing the student-to-teacher ratio in these classrooms. By lowering the number of students, teachers can provide more individualized attention and support to each child, catering to their unique requirements. Furthermore, the study emphasizes the need for enhancing teachers' knowledge and skills in adapting teaching methods to accommodate the diverse needs and abilities of students with disabilities. Professional development programs, workshops, and training sessions can empower educators with effective strategies, specialized techniques, and resources necessary for inclusive classroom practices. In conclusion, by addressing these key factors, pre-school inclusive classrooms can meet the requirements of inclusive education. It is anticipated that these efforts will contribute to the alleviation of challenges and promote an inclusive educational environment where all students can thrive.
 
 Received: 29 July 2023 / Accepted: 30 September 2023 / Published: 5 November 2023

Co-Teaching in a Digital World: It's Not Teaching by Title, It's Teaching by Talent

While virtual and online schools for students in grades K-12 gained in popularity before the coronavirus disease 2019 (COVID-19) pandemic and served a wide variety of student populations, including students with disabilities during the pandemic virtual teaching became the reluctant norm. As online school sites have begun to welcome students with disabilities, inclusive classroom practices such as co-teaching as a model for instruction became an interesting step. The purpose of this year-long, before COVID-19, case study was to better understand the implementation of the co-teaching model at an online K-8 school. Data analysis revealed salient themes which informed the following findings: A need for preplanning before implementation and sustained professional development during implementation, universal benefits for all students with accessibility within the least restrictive environment, and redefining the roles of general education teachers for successful collaboration. Implications and scholarly significance are shared.

Preliminary Effectiveness of Professional Learning about Disability-Specific Evidence-Based Classroom Practices for Education Support Staff

Education support staff work closely with students with disability, yet often receive little training or professional learning in evidence-based practices. This study sought to provide an initial indication of the effectiveness of novel, co-designed, evidence-based online professional learning courses (AllPlay Learn) for education support staff. A total of 323 education support staff working in primary and secondary schools in Victoria, Australia, completed the courses and participated in this study. The results indicated significant improvements in their self-reported knowledge about disability (r = 0.68 and 0.71) and self-efficacy in engaging in inclusive classroom practices (r = 0.62 and 0.62) after taking part in the professional learning course. Analysis of open-ended questions found further support for these gains. These findings provide support for co-designed, evidence-based online professional learning that addresses disability-specific domains of inclusive classroom practices in education.

Professionalism and the challenges of inclusion: An evaluation of special education teachers' practice

This research paper critically examines the role of professionalism in shaping the practice of special education (SE) teachers. Working with students with diverse needs, SE teachers face complexities and contradictions in their profession. Despite the initiation of inclusive education in 1994 as a promising concept to support students with disabilities, its effective implementation remains elusive. Therefore, this study delves into the educational system and regulatory frameworks that govern teacher work to identify areas of improvement. Qualitative methods were employed to explore the impact of accountability activities, particularly standards-based tests, on SE teachers' professionalism. The findings reveal a negative influence of such activities on their professional autonomy and well-being. The prevailing nature of educational systems that restrict teachers' authority and collaborative opportunities appears to contribute to stress and ethical dilemmas. Interestingly, the study contradicts prior research by indicating that SE teachers' professionalism is not necessarily linked to the successful implementation of inclusion. The research underscores the significance of autonomy and flexibility for SE teachers, allowing them to tailor their approaches to meet the needs of students with disabilities effectively. This autonomy contributes significantly to the successful integration of inclusion practices. Moreover, the study emphasizes the crucial role of autonomous education systems in fostering teacher practices in inclusive classrooms and facilitating the development of knowledge and skills among students with disabilities. Overall, this research enhances our understanding of how empowering education systems can foster a conducive environment for SE teachers, consequently benefiting students with disabilities in inclusive settings.

Sentiments, Attitudes and Concerns toward Inclusion of Public School Teachers about Disabilities

This study was conducted on assessment of sentiments, Attitudes and concerns towards the inclusion of public-school teachers about disabilities. Data was collected from public school teachers. A cross-sectional study was done in 6 month time period and will be evaluated side by side. Approximately 600 participants were the part of study using nonprobability convenient sampling. Results showed that the intervention increased the self-efficacy of teaching, producing more favourable cognition and affective attitudes toward inclusive education, and minimized teacher concerns. However, there was less evidence regarding the impact of inclusive classroom practices. Awareness programs should be devised so that teachers could understand their responsibilities better while being in a classroom with a disabled student.

Paving the Way Ahead: A Systematic Literature Analysis of Inclusive Teaching Practices in Inclusive Classrooms

Classroom deliberations in an inclusive environment is challenging yet rewarding. Teaching students with varied needs under the same roof provides the teachers with the opportunity to bring out their best and to help students to attain an optimum level of learning. The purpose set for this paper is to conduct a rigorous review of inclusive teaching-learning practices across countries to understand and present the best ways of conducting an inclusive classroom. To explore the stated objective the researchers opted for an extensive desk review method to review the available related literature in a systematic manner. As a result of conducting a systematic review analysis, certain themes have emerged under which plausible inclusive practices have been presented as a finding of the research. The study presented five categories of best teaching practices that emerged from the review. This paper presented a concise and accumulated version of the best practices and methods adopted by the practitioners in inclusive education across the world. Amalgamated findings present that using ICT, individualised learning and various classroom management techniques, collaboration and curriculum adaptations provide the best ways to promote inclusion.

Fears towards disability and their impact on teaching practices in inclusive classrooms: An empirical study with teachers in Greece

Our research examines Greek special and general education teachers' fears toward disability and their impact on teaching in inclusive classrooms. We interviewed 12 teachers from the region of Attica (Athens) and documented attitudes and beliefs toward disability, with the goal of identifying teachers' personal sources of resistance to inclusion. Medical paradigm of understanding disability and the absence of inclusive school culture are some of the results that revealed teachers’ sources of resisting to inclusive changes and the way these affect their teaching. Based on these findings, we discuss a two-pronged process that shifts the existing culture of understanding disability and welcomes diversity in schools.

Examination of Teaching Practices in Inclusive Classrooms: The Case of Middle School Mathematics Teachers

Introduction: A sizable portion of inclusion students are those with special learning difficulties. Inclusion classrooms should strive to provide the least restrictive learning environment possible in order to help students with particular learning difficulties achieve the best results in inclusion classes. To provide this least restrictive educational environment, various teaching practices and adaptations are required. The aim of this study was to examine in detail how middle school mathematics teachers who have students with special learning disabilities in their classrooms apply their teaching practices and adaptations as well as to demonstrate how they carry out these activities.Method: This qualitative research, that is among case study designs, was designed as an embedded multi-case study research. Three math teachers who teach mathematics in a sixth-grade inclusion class participated in the study. The study's data were collected by using demographic data forms, interview forms, and observation forms created by the researchers. Descriptive analysis, one of the analysis techniques used in qualitative research, was used to examine the raw data. Findings: The results of the study revealed that math teachers used a variety of teaching strategies and adaptations in relation to the curriculum, instructional strategies, instructional materials, teaching groups, instructional homework, the development of learning skills, the improvement of behavior, and the facilitation of the monitoring of progress (evaluation). Discussion: According to the study, teachers primarily followed rules and regulations when working on curriculum and evaluation projects. This study, therefore, recommends that due consideration should be given to all practices and modifications in the teaching process, aside from those that are related to the curriculum and evaluation.

Science and special education teachers create inclusive classroom practice in science

The purpose of this research was to examine how co-teachers collaborate interdependently to make the science classroom inclusive for all students. Seven participants; two science teachers of School Smart; two science teachers of School Brainy; support teachers of School Smart and Brainy respectively; and Lily, the head of the inclusion program of School Brainy were selected purposively. As a qualitative description study, data were collected through semi-structured interviews, classroom observations, and instructional document analysis. Data collected were analyzed through a deductive approach using co-teaching as a predetermined framework. The findings indicate that the co-teachers in two schools were teaching collaboratively through co-planning, co-instructing, and co-assessing. Co-teachers from both schools claimed that most of the time spent collaborating was on co-instruction rather than co-planning and co-assessment. In School Smart, the co-teaching between science and the support teacher, called an alternative teaching model, is operating more effectively in terms of planning, scheduled meetings to discuss instructional planning and its implementation compared to School Brainy. Co-teachers in School Smart work more interdependently and collaboratively than the co-teachers in School Brainy

Teaching Practices in Inclusive Classrooms from the Perspective of Primary School Teacher Candidates: An Observation Study

As a result of the nature and outcomes of classroom education, questions concerning what constitutes successful teaching persist. This study intends to characterize, from the perspective of primary school teacher candidates, the practices of primary school teachers in terms of effective instruction in inclusive classrooms. Observations of nonparticipants were used to collect qualitative data for this study. The research study group consists of the final-year primary school teaching students and the teachers at the schools where these students do their internships. Students' observations yielded qualitative data that was examined using content analysis. The study revealed that classroom teachers are deficient in their use of teaching tactics, particularly in adjusting instruction, classroom management, and behavior management. The acquired results were reviewed within the context of the issues encountered by classroom teachers in terms of successful teaching in inclusive classrooms and the suitability of undergraduate programs that prepare teachers for general education.

Global Principles for Professional Learning in Gifted Education and Italian Primary Teachers

Aligned with the 10 Global Principles for Professional Learning in Gifted Education (WCGTC, 2021), this exploratory study investigated the co-construction of inclusive differentiated instruction for a fourth grade gifted student with three general education teachers in a North Italy public education primary school using learning menus and learning contract strategies. The research questions examined responses of general education teachers toward (a) an identified gifted student, (b) inclusion practices in the primary classroom, and (c) co-constructed interdisciplinary curricula for a gifted student. Conducted during a six-week timeframe, the primary researcher conducted Pre- and Post-Intervention Focus Groups, established an instructional baseline, planned interdisciplinary activities in five academic subjects, suggested lesson extensions, and concluded with a Parent Interview. The primary researcher provided professional learning experiences in accordance with the Italian Ministry of Education ministerial law n. 562 (2019) that mandated inclusion of children with giftedness in the category of special education needs. Analysis of Pre- and Post-Intervention Focus Groups results indicated improved dispositions of teachers toward a gifted student in general education primary classrooms, development of inclusive classroom practices with guidance from a gifted education specialist, and documented competencies co-constructing interdisciplinary curricula integrated with 10 Global Principles for Professional Learning in Gifted Education.

The Self-Efficacy of Special and General Education Teachers in Implementing Inclusive Education in Greek Secondary Education

Teachers’ self-efficacy is important as it affects their views on their ability to teach. In special education, self-efficacy is particularly critical because it helps teachers understand and assist students with special educational needs (SEND). The main objective of the current study was to examine special and general education teachers’ self-efficacy for inclusive practices at Greek secondary education schools and how teachers’ age, gender, teaching experience, and training affect their self-efficacy for inclusive practices. The current research is primary, quantitative, correlational, between and within groups, and has a non-experimental design. A sample was conducted by 265 general and special education teachers. The Teacher Efficacy for Inclusive Practices (TEIP) scale was used to measure teachers’ perceived self-efficacy to implement inclusive classroom practices. Results indicated that teachers of special education presented higher efficacy in using inclusive instructions, collaborating, and dealing with disruptive behaviors. The training was considered a significant factor that affected attitudes of self-efficacy towards inclusive practices. Demographic characteristics, such as age and gender, do not seem to be significant factors in the formation of self-efficacy towards inclusive practices, while the effect of teaching experience in special education was statistically significant on all components of the self-efficacy scale.

Empowering English learners in the classroom through culturally responsive social-emotional teaching practices

ABSTRACT School systems in North America have widely adopted social-emotional learning (SEL) to promote students’ well-being and academic development over the last few decades. Despite the abundant evidence supporting the efficacy of content-specific, standalone SEL interventions, there is little knowledge about how to infuse SEL practices into regular academic curriculum or how to leverage SEL as a strategy for systemic improvement. The research is especially lacking among English learners, a rapidly growing population in U.S. schools. Literacy classrooms framed with an equity lens can play a pivotal role in shaping students to become critically reflective, deeply empathetic, and socially responsible individuals. This paper integrates a discussion of effective social-emotional curriculum and relevance of culturally responsive teaching. We propose a new pedagogical approach CULTURE that emphasises inclusive classroom practices. The goal is to create a meaningful and equitable classroom learning environment for English learners, where they could actively reflect on and integrate their worldviews, lived experiences, values, identities, strengths, and cultural assets into various aspects of their literacy development so that they could feel empowered to navigate their own social and emotional learning, and contribute to their schools and communities.

THE EXPERIENCES OF TEACHERS EDUCATING YOUNG ADULTS WITH HEARING IMPAIRMENTS STUDYING IN TVET INSTITUTIONS IN KAZAKHSTAN: A COLLECTIVE CASE STUDY

The present study seeks to understand the experiences faced by subject teachers educating students aged 16-19 years with hearing impairments studying in Technical Vocational Education and Training (TVET) Institutions in North and South Kazakhstan. Researcher explored teachers’ experiences in order to discover what barriers they encounter and how they cope with those challenges. This is a qualitative research study employed a selective case study design. The main participants of the study were two subject teachers in TVET institutions conducting inclusive classroom practices for hearing-impaired students, the teachers have had at least three years of teaching experience in inclusive classrooms. The other two participants were also subject teachers to SEN students and principals of TVET institutions who initiated the start of inclusive education in their education organization. Participants’ perspectives on theoretical and practical approaches in educating TVET students with special educational needs have been investigated in-depth. The result of the selective case study revealed that teachers at the selected colleges face communication and institution barriers. Firstly, the teachers have physical and communication barriers with hearing-impaired students despite the presence/assistance of a sign-language interpreter. Secondly, the teachers face institutional barriers in teaching SEN students. The reason is poor vocabulary, which limits students’ opportunities to have a good academic performance. The outcome of the research will be useful to TVET administration, policy makers, researchers and people interested in further developing inclusive education at the college level in Kazakhstan.

Unpacking the relationship between female teachers and gender gaps in the Democratic Republic of the Congo: The critical role of gender-sensitive pedagogy in student attendance and achievement

In the Democratic Republic of the Congo (DRC), literature about factors that influence the relationship between attendance and gender gaps in educational achievement is sparse. Using moderated mediation analysis based on monitoring and evaluation data, this study provides a deeper understanding of the mechanisms that sustain girls’ attendance and achievement rates in DRC primary schools. Results show that female teachers who engage in inclusive classroom practices are associated to improved attendance among girls. Additionally, results show that pre-existing gender-based achievement gaps and the time teachers spend demonstrating content to students, relate to gender-based achievement gaps favouring boys. These results highlight the importance of teacher practices and the role that gender-sensitive pedagogy plays in minimising gendered achievement gaps.

Supporting Primary 2 teachers through consultation and engagement with the CIRCLE framework for inclusive practice, in a post-Covid-19 context

The Covid-19 pandemic created many challenges for teachers who had to adapt their practice to fit new online teaching models. Since this period of disruption has come to an end, there has been little research on how teachers are being supported as they return to the physical classroom. This research explores collaborative work between three trainee educational psychologists (TEPs) and two primary teachers, using the consultation model (Wagner, 1995) and the Child Inclusion Research into Curriculum Learning Education (CIRCLE) framework for inclusive practice (Maciver et al, 2021) to produce strategies to support the needs of the children in their classrooms. Teacher self-efficacy (Tschannen-Moran et al., 1998) was examined in relation to inclusive classroom practice and the consultation process. This article is an abridged version of the original report and focuses on three of the themes identified in relation to educational psychology practice; ‘Solution focused language and problem solving’; ‘Collaboration’, and ‘Time’. Findings suggest that using the CIRCLE framework in conjunction with consultation supports Teacher self-efficacy (TSE) and inclusive classroom practice.

Peer tutoring as a means to inclusion: a collaborative action research project

ABSTRACT In this collaborative action research project three researchers and six primary teachers in two Greek mainstream schools developed a peer tutoring programme for 130 students, 11 of whom were students with special educational needs and disabilities (SEND). Through exploring new roles for researchers and teachers, the aim of this study was to enhance teachers’ capacity to develop peer tutoring programmes and improve students’ academic and social skills. Teachers and researchers actively collaborated in the development, delivery and evaluation of the programme through the collection and analysis of a range of qualitative data. Data were collected through focus groups, interviews, observations and diaries. The teachers and researchers learned to collaborate in creating an inclusive environment for all students through on-going and in-service support, and to make shared decisions based on honest dialogue. Both teachers and students considered peer tutoring effective for students with SEND but not for all the students without SEND. This collaborative project positively challenged the teachers’ and researchers’ thinking, highlighting the fact that the development of any inclusive classroom practice, such as peer tutoring, should incorporate the participants’ decisions as a means to resolve the complexities between the theoretical underpinnings of inclusion and its practice.