Principles Of Inclusive Education Research Articles

Building an executive strategy to employ the principles of inclusive education and measuring its effectiveness according to the standards of the American experience

Building an executive strategy to employ the principles of inclusive education and measuring its effectiveness according to the standards of the American experience

Management Analysis of Inclusive Educators

Education holds a significant role in the progress of a nation and its communities. Inclusive education is a concept that ensures schools can cater to the needs of all children, irrespective of their physical, intellectual, social, emotional, linguistic, or other diverse conditions. Within the realm of learning, teachers assume the roles of facilitators and motivators, entrusting tasks and responsibilities to students themselves and promoting active engagement in learning. The research was undertaken to investigate the implementation of inclusive educational staff management at SD N 131/IV Jambi City, one of the schools championing inclusion in Jambi City. The findings of this educational institution research underscore a commitment to the principles of inclusive education. This commitment is evident through the provision of relevant training, the acknowledgment of contributions, and the provision of compensation to educators. Moreover, the school's emphasis lies more on the abilities and competencies of teachers rather than their specific educational backgrounds. These practices reflect a positive approach toward fostering an inclusive learning environment that caters to the needs of all students.

Learning from faculty members who carry out inclusive pedagogy in Spanish universities: the importance of accessible methodologies and resources

Access to higher education (HE) for students with disabilities has increased considerably over the last decades. Faced with this reality, universities are increasing their effort and resources to provide adequate teaching in order to ensure the retention of students with disabilities (Collins et al., 2018; Gunderson & Cumming, 2023). However, there are still difficulties, such as a lack of accessibility and adaptations in teaching methods, as well as educational resources and assessments that prevent many students with disabilities from successfully completing their studies (Packer et al., 2024; Parsons et al., 2021; Shpigelman et al., 2022). Scientific evidence shows the way forward to design university policies based on the principles of inclusive education. A large number of studies recommend that HE should maximise learning and participation and make them accessible to all students, without exception (Agarwal et al., 2022; Fernández-Batanero et al., 2022; Moriña & Orozco, 2022). Precisely, this paper aims to contribute to the knowledge about inclusive pedagogy through the voice of a group of faculty members who were identified as inclusive educators by their students with disabilities. This study shows the fundamental aspects that participants consider when designing and carrying out teaching practices that respond to the needs of all their students, including students with disabilities.

Принципы организации инклюзивного образования в высших учебных заведениях США

The implementation of inclusive education principles in the field of higher education presents a complex challenge. The paper aims to substantiate the importance of identifying the principles of organizing inclusive education in higher education institutions in the United States, taking into account the need to enrich and expand the opportunities for inclusive education in Russian higher education. The paper explores the theoretical foundation and core principles of inclusive education applied in American universities and examines current trends in organizing inclusive education in the United States. The scientific novelty of the study lies in identifying the fundamental principles of organizing inclusive education in higher education institutions. As a result, the following principles of organizing inclusive education in higher education institutions in the United States have been determined: accessibility, adaptability, methodological support, and professional readiness.

‘We can do much more and better’: understanding gatekeepers’ perspectives on students’ linguistic human rights

As a signatory to the UN Convention on the Rights of the Child, which has been incorporated into domestic policy, Iceland has a legal obligation to respond to children’s linguistic human rights in schools. Increasing language diversity is addressed in both policy and practice, informed by the inclusive education principles that underpin the ideology of the Icelandic school system. A thematic analysis of the perspectives of four school principals and four directors of school support services, working in four different municipalities, reveals tensions between stakeholders’ understandings of children’s rights, school responses to diverse languages, and state accountability towards children’s linguistic human rights. Application of Tomaševski’s 4As framework (availability, accessibility, acceptability, adaptability) suggests the need for increased human rights education and funding for local rights-based initiatives and monitoring. The study contributes to policy and practice aimed at addressing language diversity as a human rights concern.

Assessing the Implementation and Preparedness for Inclusive Education in Schools: a Comprehensive Teacher Perspective

This study utilizes a quantitative approach to examine the correlation between teachers' understanding of inclusive education principles and their successful integration of inclusive practices. It also investigates a potential inverse relationship between teachers' beliefs about challenges in including students with disabilities and their reported frequency of implementing inclusive strategies. The research employs a stratified random sampling method to collect data from a diverse group of educators across different educational settings. Statistical analyses, including correlation coefficients and regression, will be employed to determine the strength and direction of relationships between variables. The study aims to provide detailed insights into the factors influencing effective implementation of inclusive education, informing targeted interventions and policy considerations.

Segregation or Integration? German language support teachers’ beliefs about ‘ideal’ language support models in Austria

ABSTRACT In response to the increasing challenge of integrating students with migration backgrounds into school systems internationally, various models to support the learning of the language of education have emerged. In Austria, a model of ‘German Language Support Classes’ (GLSC), introduced in 2018, requires that students be pulled out of regular class teaching and taught German in a segregative context. Critics argue that this approach contradicts evidence-based language learning and principles of inclusive education, and that it diminishes school autonomy. With this in mind, we present a qualitative interview study comprising 25 primary teachers of German language in Vienna, Austria, which aims to capture their beliefs about what constitutes ‘ideal practice’ in language education and to explore the extent to which these beliefs are evidence-based. A typological analysis reveals that there is a ‘segregative type’, an ‘integrative type’, and an ‘in-between type’. Although teachers’ perceptions of language education differ, their understandings are similarly shaped by a monolingual habitus. Our findings provide evidence for the inappropriateness of this language education model and reveal aspects of teacher education needed to lead to better outcomes in language education.

Inclusion classes in Greek education: Political and social articulations. An interpretive phenomenological analysis

AbstractInclusion classes (IC) are one of Greece's most crucial educational inclusion policies. This paper explores the institution of inclusion classes as a supportive educational framework for students with special educational needs and/or disabilities (SEND) for their inclusion in the mainstream education system through teachers' conceptualisations. In this research, interpretive phenomenological analysis was used. Nine teachers of inclusive education in primary schools were involved in the study. The results showed that teachers had approached inclusion classes as closed structures with specific clinical criteria for selecting students with SEND and facing institutional barriers. At the same time, participants stressed through their discourse that the attitudes of school community members depend on the characteristics of students with SEND, which sometimes leads to their stigmatisation and categorisation and raises issues of educational and social exclusion. An implication of existing policies is the necessity to incorporate fully inclusive education principles and establish a learning framework of functional emancipatory pedagogical practices.

Inclusive education in an institution of higher education: realities and possibilities of education of war veterans with special needs

Implementing the principles of inclusive education in institutions of higher education is not an easy task. Before its application in institutions of higher education, inclusive education was initially developed for younger schoolchildren. As many students with disabilities successfully complete their schooling, the need to move towards inclusive education in higher education has increased. The war in Ukraine caused the appearance of new, previously unknown challenges for our society. One of the main challenges for Ukrainian society caused by the war is the full adaptation of veterans to civilian life, especially, disabled veterans, and among them there are many very young people. The world's leading countries have long paid great attention to people with special needs and the disabled. The most developed countries spend significant resources to involve people with disabilities in public life, education, science, sports, arts, etc. Unfortunately, during and after the war, Ukraine will face the problem of employment for the disabled and people with special needs. Tens of thousands of people who have become "persons with disabilities" are returning home from the front and will continue to return. This is already a big problem, which, unfortunately, is traditionally overlooked by our state. Military with disabilities are willing to work and have the potential to successfully acquire job skills through education services and, of course, individualized employment support. The opportunity to work for this group of people is of great importance from the material point of view, and social integration and serves as an effective method of self-realization and rehabilitation. The approach to the implementation of the principles of inclusive education in practice is closely related to two problems: the elimination of possible barriers as a process and the achievement of accessibility of educational services and the program of financing educational services for disabled veterans. Inclusive education can reorient higher education to the needs of the market, which is generally relevant for Ukrainian higher education and is repeatedly noted in the studies of many scientists and the comments of stakeholders. The purpose of this article is to provide insights into inclusive practices in higher education that require a contemporary discussion of how to move the university toward an inclusive environment, developing policies, strategies, processes, and actions that will contribute to the success of all students.

Percepciones del profesorado sobre el papel de los sistemas aumentativos y alternativos de comunicación

Abstract The number of students using augmentative and alternative communication (AAC) systems in mainstream schools has increased in recent years, in line with the principles of inclusive education. Teacher perceptions of AAC significantly influence school practices and the overall effectiveness of these systems as a tool for communication and inclusion, which can enhance the presence, progress, and participation of students who use it. The present study seeks to analyze these perceptions and find out if aspects such as training or previous experience influence them. To this end, an analysis is conducted using the Spanish Questionnaire “Perceptions on the Inclusion of Students who use AAC in mainstream classrooms (PSIASAAC)” with a sample of 122 teachers from the Spanish Autonomous Community of Valencia. The results show favorable perceptions towards the inclusion of students who use AAC. However, there are notable differences between teachers with and without training and/or professional experience with AAC. The findings align with those of several previous studies conducted in different contexts. This leads us to believe that while there are generally positive perceptions of students who use AAC systems, it is important to intensify efforts in the initial and ongoing training of teachers. It is also crucial to share successful practical experiences demonstrating how the use of AAC systems contributes to improving the educational inclusion of the students who use it.

PERCEPÇÕES DOCENTES SOBRE A UTILIZAÇÃO DA METODOLOGIA DE RESOLUÇÃO DE PROBLEMAS PARA A EDUCAÇÃO INCLUSIVA NO ENSINO DE QUÍMICA E CIÊNCIAS

TEACHERS’ PERCEPTIONS ABOUT THE USE OF THE PROBLEM-SOLVING METHODOLOGY FOR INCLUSIVE EDUCATION IN THE TEACHING OF CHEMISTRY AND SCIENCE. This manuscript aims to present and analyze the contributions of a training process on the principles of Inclusive Education integrated with the Problem-Solving (PS) methodology. This research intervention involved a 20-hour training course conducted during three consecutive semesters, with a total of 32 participants, including graduates in Chemistry and Biological Sciences from a Brazilian federal public university, as well as Chemistry and Biology teachers working in basic education in Rio Grande do Sul. Data were collected using initial and final procedures, field diary entries, and semi-structured interviews with three participants who implemented PS in a school context. According to the triangulated results, the formative action contributed to the conceptual construction of the theoretical aspects that were worked on. It also demonstrated that PS can democratize the teaching and learning process among students with and without disabilities by considering the different possibilities of learning school problems and representations of scientific knowledge. The methodology favors respect for the students’ developmental specificities, as well as educational interaction and mediation in an active and collaborative way between students and teachers.

Unveiling Pre-Service Early Childhood Teachers' Perspectives on Inclusive Culture, Policy, and Practice

The integration of inclusive practices into the preschools in China has unfolded as a gradual and intricate process, marked by the initiation of the "Learning in Regular Classrooms" campaign by the China Ministry of Education in the 1980s. This campaign signified a pivotal step towards the integration of children with special needs into mainstream classrooms. As the landscape of education in China continues to evolve, the concept of inclusive education has gradually seeped into the area of preschool education. However, this transformative journey has been multifaceted and intricate. This study takes a pivotal turn by directing its attention to pre-service early childhood education teachers, aiming to assess their readiness in implementing the principles of inclusive education. Employing a questionnaire adapted from the Index of Inclusion by Booth et al. (2006), this study aimed to investigate the pre-service early childhood teachers' perspectives on inclusive culture, policy, and practice. The outcomes of this analysis offer a nuanced understanding of the perceptions of inclusive culture, policy, and practice, as observed through the lens of future teachers in early childhood education. This exploration serves as a critical examination of the challenges and strengths that these prospective teachers bring to the context of implementing inclusive education in preschool settings. The results not only contribute to the broader discourse on inclusive education in China but also offer valuable insights for refining and strengthening training and preparation programs for pre-service teachers in the country. This nuanced understanding of the perspectives of future teachers serves as a catalyst for informed enhancements to teacher training, ultimately shaping a more inclusive and effective early childhood education landscape in China.

Neuropedagogical Principles as a Factor of Inclusive Education in the Context of Managerial Activity: European Experience

The article analyzes the types, perspectives and trends of inclusive education management in a multifaceted manner, in particular, the experience of Western Europe today and during the last decades is analyzed. This is done with the aim of finding the most effective models or at least predicted appropriate recommendations for reforming inclusive education management. The general approach to writing the article is review-analytical with modeling elements. In this regard, the purpose of the article is to generalize the current trends in the management of inclusion in the world as a neuropedagogical principle of inclusive education in the context of management activities and to understand the theoretical conditions of reforming such management, taking into account the European experience. According to the authors, the relevance of the article is due to the contradiction between the managerial (vertical) and self-initiative (horizontal) intentions in inclusive education. As a result, it was possible to formulate a number of recommendations and find common problems and directions for the development of Ukrainian and European inclusion. The main trend that should be developed is the reduction of the management of state powers and the introduction of self-management principles based on the personal motivation of subjects of inclusion (self-directe

INCLUSIVE EDUCATION: ADAPTATION TO PERSONAL NEEDS IN THE CONTEXT OF ANTHROPOCENTRIC VALUES

This scientific article is devoted to the study of the problem of inclusive education in the context of modern anthropocentric values. The author analyzes the implementation of the tools of inclusive education in the process of adaptation to the needs of the individual in the condi­tions of anthropocentrism, focused on the recognition and protection of the rights and dignity of each individual. The article examines the main principles of inclusive education aimed at implementing an environment that promotes the development of diverse talents and ensuring access to education for all. The article emphasizes the need to take into account the individual needs of students with different characteristics, including physical, mental and social character­istics. An analysis of the terminological content of anthropocentrism and inclusiveness as political and legal phenomena is carried out. The article examines the impact of anthropocentric values on inclusive education. The challenges of adapting education to the individual needs of the individual are analyzed. The conceptual aspects of inclusive education are highlighted and the role of the individual in the educational process is outlined. The article is aimed at raising awareness of the importance of inclusive education and its role in the formation of a harmonious society, where each individual has the opportunity to re­veal his potential and make his own contribution to the development of society. The relevance of the study also lies in the growing need of modern society for a developed system of inclusive education, which would take into account the individual needs of each student. In the changing anthropocentric context, where the emphasis is on the protection and recognition of the rights of each individual, inclusive education becomes a key factor in the formation of a harmonious society. This article makes an important contribution to the understanding and development of inclusive education by offering specific recommendations for adapting educational systems to the needs of diverse students, which is critically important in the context of the ever-growing diversity of student audiences and the desire to create an inclusive society.

Vastness of Teachers' Awareness of Students with Special Needs at St. Pamachius Inclusive Secondary School in Hai District, Tanzania

This formative assessment sought to determine the educators' awareness of special needs students' abilities in promoting inclusive education at St. Pamachius Secondary School. Anchored in Scaffolding theory by the Russian psychologist Lev Vygotsky in 1978, the evaluation employed the convergent design under a mixed methods evaluation approach in which qualitative and quantitative data sets were collected at one point in time, analyzed separately before they were converged in a single study. The targeted population was 439, from which 151 respondents were sampled through stratified random, census and convenient sampling techniques. Data were gathered using questionnaires and interview guides from 123 students, 24 teachers, 1 head of school, and 1 Catholic Diocesan Education secretary. Tools for data collection were validated through research experts from Mwenge Catholic University, and the reliability of the questionnaire was achieved through the Cronbach Alpha technique, where coefficients for students' and teachers' questionnaires were 0.85 and 0.76, respectively. The trustworthiness of the qualitative data was ensured by the triangulation of instruments and peer debriefing methods. Quantitative data were descriptively analyzed in frequencies and percentages and presented in a table. The qualitative data were coded, thematically analyzed and presented in direct quotations. The research findings indicate that both teachers instructing students with special needs and the students themselves exhibit awareness of inclusive education principles. Furthermore, the study highlights positive interactions between teachers instructing both special needs and non-special needs students. Consequently, it can be inferred that teachers and students possess an awareness of effective teaching and learning strategies for both groups, which ultimately contribute to their potential development within the framework of inclusive education at St. Pamachius Secondary School.
 Based on these findings, it is recommended that the Ministry of Education, Science, and Technology enforce mandatory inclusive education courses within teacher training programs. This initiative aims to mandate the integration of inclusive education modules in all teacher training institutions. This mandate ensures that every graduating teacher possesses the essential knowledge and skills for proficiently implementing inclusive education. Such a systemic reform aligns with the overarching objective of advancing inclusive education and comprehensively addressing students' diverse needs.

The educational and psychosocial needs of students with additional provisions during COVID-19 in Greece: Parents’ perspectives against schools’ crisis management

BackgroundThe sudden breakdown of educational and care services following the COVID-19 outbreak caused severe implications to the educational and psychosocial well-being of students with additional needs. AimThe present study investigates the perspectives of parents of students requiring additional provisions in relation to the schools’ responsiveness against their children’s educational and psychosocial needs during the COVID-19 pandemic, with a focus on (non-) applied inclusive and empowerment practices of parenthood. Methods and proceduresA sample of 125 parents in Greece filled out a self-reported questionnaire providing information on four main themes: school organisation in accordance with the COVID-19 measures; distance education; support on transition from quarantine and remote education back to school; and parental empowerment. Outcomes and resultsThe data revealed that most of the participating parents felt poorly supported during the pandemic. The feeling of being left alone in supporting their children and in fully meeting their personal needs and emotions was also identified. The demographics of the participating parents with children with additional needs revealed an experiences mosaic in relation to the parents’ level of education, the number of children who were present in their households, the children’s gender as well as their level of school education (preschool- and primary school-aged or secondary school-aged pupils) and attendance of the school programme in regular or special schools. Conclusions and implicationsData suggest that regular and special schools in Greece, as orchestrated by the Ministry of Education, deployed practices that left students requiring additional provisions unsupported in relation to their educational and psychosocial needs while their parents felt disempowered during the whole period of the COVID-19 pandemic. A range of implications on a more effective support for families and their children with additional needs in alignment with the principles of inclusive education is detailed and discussed. What this paper addsThe focus of research on the schools’ responsiveness to the needs of students requiring additional provisions from the perspective of their parents is of critical importance as it may offer valuable insights pertaining to the school’s inclusive policy practices and the promotion of empowering parent partnerships during crisis times. The knowledge gained by exploring parents’ experiences will contribute significantly to inform modifications and changes in education delivery in crisis times so as school, as a social system, become more inclusive, supportive, and effective for pupils with additional needs. So far, little attention has been paid to the above-mentioned issues. In the current paper, the parents perspectives were explored through a self-reported questionnaire to reflect on the way schools responded to theirs and their children’s educational and psychosocial needs during the COVID-19 pandemic. Most of the participating parents felt poorly supported. The feeling of being left alone in supporting their children and in fully meeting their personal needs and emotions was also identified. The demographics of the participating parents with children requiring additional provisions revealed an experiences mosaic in relation to the parents’ level of education, the number of children who were present in their households, the children’s gender as well as their level of school education (preschool and primary school or secondary school education) and attendance of the school programme in regular or special schools. A range of implications on a more effective support for families and their children with additional needs in alignment with the principles of inclusive education is detailed and discussed.

Teachers’ perspectives on inclusive language teaching in higher education

Principles of inclusive education have recently started to enter the agenda of universities, which have been dedicating a growing attention to the students’ needs and to the creation of inclusive learning environments. This study provides an outline of the current state of inclusion in university language courses in Italy, as viewed from the perspectives of language teachers. To this aim, we developed and administered an online questionnaire investigating teachers’ perceptions on the most common language learning difficulties displayed by students with SEN and on what might work best to support their learning process. Moreover, we explored the effects of socio-demographic and background-related variables (age, gender, previous teaching experience and preparation to teach students with SEN) in determining teachers’ practices, self-efficacy beliefs and disposition towards inclusive education. Results show that gender and specific training on inclusive education influence teaching choices. Self efficacy and attitudes towards inclusion are found to be positively related to each other but are not affected by socio-demographic and background-related variables.

Mathematics and Sign Language Learning with a Tangible Game: An Inclusive Approach for DHH and Hearing Children

The purpose of this study was to investigate the potential of a tangible game, Inclusive Glossary of Mathematical Terms (GIM), to support the teaching of math and Portuguese sign language (Língua Gestual Portuguesa; LGP) to preschool and first-grade children, with an emphasis on inclusive education, knowledge acquisition, and engagement. GIM is composed of physical cards that are complemented by digital videos that run on an interface designed for this game. The game consists of two sets of cards and respective animations. As an inclusive math glossary, it also includes videos where concepts, characters, and objects are identified through images, words, and sign language. During the development process of GIM, it was possible to involve a multidisciplinary team, of which a Deaf sign language teacher and a sign language interpreter were part to ensure the clarity of the sign language and refine the written sentences accompanying the glossary. In order to validate its contents, a focus group of preschool and primary teachers specialized in the teaching of Deaf and Hard of Hearing (DHH) children was formed. A total of 120 children, aged between three and eight years old (M = 5.61; SD = 0.78), and seven LGP and special education teachers from three Portuguese schools participated in the study. The children used GIM in their classrooms, with the assistance of the participating teachers, who were subsequently interviewed to assess their engagement, interest, and learning outcomes. The interviews were analyzed using content analysis procedures, including descriptive statistics and Pearson correlations. The results indicated that GIM has the potential to effectively support the teaching of mathematics and LGP to preschool and first-grade children, especially in inclusive education contexts. The tangible nature of the game facilitated children's understanding of mathematical concepts and LGP, leading to improved involvement in the teaching-learning process. Moreover, the game promoted awareness of diversity and the principles of inclusive education, making it a valuable tool for promoting social inclusion and understanding. However, the study has reduced sample and context-specific limitations, suggesting a need for further research in this area.

MODERN TECHNOLOGIES OF TEACHER TRAINING FOR EDUCATION AND UPBRINGING OF CHILDREN WITH SPECIAL PSYCHOPHYSICAL DEVELOPMENT

The article presents the fundamental principles of inclusive education: sociocultural context, historical background, international and national legislative and regulatory support for implementation and functioning of inclusive education, which is considered as the basis of transformational changes in the education of persons with special needs. The periodization and development prospects of children with special needs during the independence of Ukraine are presented; the newest approaches in teaching children with psychophysical features and strategies for successful implementation of inclusive practice; the role and significance of parental influence in the process of inclusive education is described.

Czech Teachers’ Attitudes Towards LGBT+ Students

Many studies report that sexual and gender minority youth face homonegativity at school. Today schools are expected to uphold the principle of inclusive education for all students, including LGBT+ students. It is well established that LGBT+ students often encounter negative experiences. This has negative eff ects on their well-being and cognitive learning. Teachers, therefore, should support LGBT+ students. Th is study presents findings from a survey taken by 548 teachers in Czech lower secondary and higher secondary schools. The teachers described the climates intheir schools, responded to statements about educational requirements, and evaluated three school case scenarios. Most of the teachers indicated that respect and the safety of all students, including LGBT+ students, are paramount. However, attitudes toward sexual and gender minorities werefound to vary among the teachers. As a result, it appears that more training about sexuality and gender topics in Czech schools is warranted.