Process Of Inclusive Education Research Articles

SENSITIZATION OF PARENTS OF CHILDREN OF PEERS INVOLVED IN THE INCLUSIVE PROCESS IN MACEDONIA AND BOSNIA AND HERZEGOVINA

The global trend of incorporating students with disabilities into mainstream education is on the rise, a phenomenon observed in countries like Macedonia and Bosnia and Herzegovina. However, the attitudes of parents with typically developing children play a pivotal role in shaping the educational journey of students with special needs within regular school systems. This study aims to delve into the level of sensitization among parents of typically developing students concerning their peers with diverse developmental disabilities in Macedonia and Bosnia and Herzegovina. Data for this investigation were collected through a survey comprising 10 questions, each offering 3/4 possible responses. The sample size includes 90 parents of typically developing students attending regular schools across North Macedonia and Bosnia and Herzegovina. Thematic analysis of survey results unveils challenges and barriers in the inclusive education process, shedding light on parental sensitization. This exploration identifies specific issues and proposes potential solutions to enhance the inclusivity of the education system. The identified issues emphasize the necessity for targeted interventions and proactive measures to raise awareness among parents, fostering a more supportive and inclusive educational environment. By suggesting plausible solutions, this study contributes to the ongoing discourse on inclusive education, serving as a foundation for further research and practical initiatives.

An Analysis of Inclusive Education Provisions in Matabeleland North Province in the Ministry of Primary and Secondary Education in Zimbabwe

The aim of this study was to explore the issues, realities and challenges regarding the provision of special needs education in Matabeleland North Province of Zimbabwe. Inclusive Education Provision is making sure that teaching and the curriculum, school buildings, classrooms, play areas, transport and toilets are appropriate for all children at all levels. The literature pointed on limited resources, including funding, specialized staff, assistive technologies and accessible facilities as in existence in rural schools. Teachers’ preparedness has been put to question in Matabeleland schools as they seem to lack the necessary training to effectively teach students with diverse needs in their schools. The research was exploratory as no attempts were made to establish causal relationships and guided by the qualitative approach. A case study design was used to collect, present and analyse data. The population included purposively selected special schools and schools with special classes, resource units, integrated classes and inclusive classes in Matabeleland North Province. Purposive sampling was preferred and representative sample composed of ten school heads, five specialist teachers and ten parents. Open-ended questionnaires and structured interviews were used to collect and gather data respectively. The study concluded that schools have made attempts in enhancing inclusive education provisions in Matabeleland North Province, although it is important to note that there are still challenges and areas for improvement. For successful inclusion, it was concluded that the Provincial Education Office requires a comprehensive approach that involves addressing attitudinal barriers, providing adequate resources and training, promoting collaboration and ensuring accessible environments as there is no commitment to continuous improvement and on-going dialogue among all stakeholders involved in the education of students with special educational needs. The study recommended that schools need to foster an inclusive school culture that values diversity, inclusivity and respect for all students without discriminating them. It was also recommended that schools need to involve parents and the community in the inclusive education processes.

Профессиональная позиция педагога-психолога в проектировании инклюзивной образовательной среды

<p style="text-align: justify;"><span lang="EN-US">The article discusses the problem of professional involvement of a teacher-psychologist in the inclusive educational process of a school and his role in creating an inclusive educational environment (IEE). The results of federal monitoring of the state of the inclusive educational environment in schools of the Russian Federation and indicators related to psychological and pedagogical support for students with special educational needs in educational organizations (EO) are considered, namely: 85% of OOs provide socio-psychological support to children who find themselves in difficult life situations situations, consultations with a teacher-psychologist account for 84%, and 78% of educational institutions conduct individual correctional classes, which indicates a high level of support. 76% of public organizations have Regulations on psychological services, 85.2% of public organizations have Regulations on psychological and pedagogical council; Offices of educational psychologists are provided in 71% of schools. Based on a discussion of the data, conclusions are drawn about the need for professional development of educational psychologists and the formation of their inclusive competencies and role in building an inclusive educational environment.</span></p>

The Perceptions and Attitudes of Peers towards Students with Special Needs as Reflected by Their Drawings and the Social Acceptance Scale

Inclusive education processes, in which teachers, students and parents play an active role, serve an extremely important function in the adaptation of individuals with special needs to academic and social life. These educational processes serve the purpose of including individuals with special needs in the same learning environments with their peers. In this way, these individuals not only improve their skills more quickly, but also improve their social abilities through interaction with their peers, increasing their likelihood of being accepted by the society at large. It is critical for their peers to be aware of the needs of children with special needs and to approach them with this awareness so that inclusive education proves successful and individuals with special needs can have a better future. In this study, the perceptions of peers towards individuals with special needs were determined through their drawings, and their attitudes towards these individuals were revealed by means of the applied attitude scale. The 42 drawings obtained were examined and a total of five themes were generated, namely: help and friendship, success, exclusion, physical challenges, and hospital-rehabilitation center settings. Based on the pictures drawn by children who are developing typically and their answers on the scale, it can be concluded that they generally have a positive attitude towards their peers with special needs and they mostly do not see them as distinct from their other friends.

Digital Teaching Competence and Educational Inclusion in Higher Education. A Systematic Review

This article presents a systematic review of the literature with the aim of providing an updated framework for the scientific production developed in the field of digital competence and inclusive education in Higher Education, as indexed in the Web of Science (WoS) and SCOPUS databases. Twenty-one scientific articles published between 2016-2023 were included and analyzed, with no temporal cohort established. The search matches yielded a first document of the topic of study in 2016 in the Social Sciences Citation Index. The results obtained on the conceptual structure of the analyzed documents were carried out through a multiple correspondence analysis (MCA) observing the existence of two dimensions composed of three clusters. Cluster one was composed of studies on digital competence, virtual learning environments, digital divide, and functional diversity, among others. Cluster two comprised studies carried out on digital tools and competencies, inclusive education, educational processes, and digital strategies; while cluster three was made up of educational inclusion related to interculturality and digital competence. Among its limitations, there were aspects related to the heterogeneity of the studies, which make it difficult to compare the data, and the sample and size of the study, which makes the results obtained and the generated data have a lower percentage of generalization compare to studies that use larger simples. This study has implications for researchers and Higher Education institutions interested in research on digital competence for inclusive education, with the possibilities of digital competence for inclusive education being established from the studied variables, allowing teachers to adapt and personalize learning to meet individual student needs. All of this is in line with the goals of the 2030 Agenda, concerning the empowerment of citizens and the digitization of public services to ensure the population's access to such services via the internet.

OSVRT NA INKLUZIJU U NASTAVI FIZIČKOG VASPITANJA

The aim of this paper is to review and analyze the characteristics of the longterm development process of inclusive physical education in preschool institutions, primary and secondary schools. The work indicates the specifics of inclusive practice for teaching physical education. Using the method of theoretical analysis and the technique of content analysis, the documents regulating the development of inclusive educational practice in our country were reviewed and analyzed. The paper reviews previous research in the field of inclusive practice in physical education, with a special focus on the bearers of pedagogical practice in teaching - educators, teachers and professors of physical education. It is emphasized the necessity that, for the needs of training staff for future pedagogical professions, and also for teaching physical education, initial academic education should provide knowledge in the field of inclusion. Likewise, it is necessary to provide continuous education in the field of inclusion for employees at all levels of education and training, including teachers and professors of physical education.

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

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

Universal pedagogical competencies for implementing an inclusive educational process in a general education school

In Moldova, inclusive education is often discussed. Researchers have identified the necessary competencies educators need to create inclusive learning environments, which led to the creation of a new scientific concept in pedagogy called ,,universal pedagogical competencies of inclusive education”. These competencies allow educators to connect knowledge to real-world learning situations, choose the right educational direction, and solve educational situations for all participants. A didactic model consisting of four blocks has been created to develop these competencies. Incorporating this model into professional development programs for educators and managers has been effective in developing these competency blocks. The study has confirmed the effectiveness of the Concept of Directed Formation of Universal Pedagogical Competencies for creating an inclusive educational environment.

Практика включения обучающихся с ограниченными возможностями здоровья разных нозологических групп и детейинвалидов в совместную деятельность с нормотипичными сверстниками

The article describes the experience of solving the problem of organizing real educational inclusion in the system of specially created conditions for disabled students from different nosological groups in terms of the characteristics of their personal development, individual abilities and educational needs in the institution of additional education. There is a description of the practical application of an adaptation algorithm of teaching methods by additional education teachers for organizing real learning inclusion, namely: the involvement of students with development features in different kinds of creative, sport, playing and other joint activities with normatively developing students. The article presents the process of inclusive additional education on various educational routes in the municipal autonomous institution of additional education "Center of Creative Education "Prestige" in Krasnoyarsk.

An Agile Learning Methodology to Support Inclusive Education

Inclusive education is complex due to adapting the learning process to specific learning needs. Besides, some current national education models for inclusive education lack an agile, flexible, and collaborative methodology where all relevant participants, like parents, educators' instructors, and even information technology (IT) developers, can be involved. COVID-19 accelerated e-learning but established new challenges. This research method includes the test of a proposed scrum-agile learning methodology in an elementary education institute for three students with dyscalculia based on Scrum as an agile methodology proposed to adapt inclusive education processes. Among the benefits of the proposed methodology is the testing of the iterative design and application of an agile approach, quick adaptation, and formation of IT applications and contents. Also, the student's learning improvements were measured in this research experience, demonstrating that the proposed methodology supports inclusive education by improving collaborative interventions, flexible curriculum, attention to learning needs, IT integration, and instructor training. Thus, it can be argued that the proposed methodology can meet the new challenges of the evolution of inclusive education and national models, such as accelerated IT integration, collaborators' involvement, and specific students' attitudes and needs. This methodology can evolve to an 'agile and inclusive learning methodology'.

An Overview of the Principles of an Inclusive Approach in Education in Ukraine in the First Decade of the 21st Century as a Neuroscientific Factor

This article is a systematic examination of the progression of inclusive education in Ukraine during the first decade of the 21st century, focusing on the neuropedagogical viewpoint of incorporating children with special needs in social interaction. It investigates the principal components of forming inclusive education as a fundamental factor for the progress of a non-discriminatory civil society in Ukraine. The author analyzes regulatory and legal documents, theoretical and practical experience of working with people with special needs. The study is devoted to the issue of the implementation of an inclusive approach in the education of Ukraine. The focus of the quantitative-qualitative analysis revolves around the historical timeline concerning the acknowledgment of regulatory documents pertaining to inclusive education and inclusive educational practices in Ukraine. Additionally, this analysis encompasses the examination of scientific and methodological literature concerning the education of children with special needs. This body of knowledge has played a pivotal role in facilitating the effective adoption of the inclusive approach within Ukrainian education, representing a significant aspect within the field of neuropedagogy. The experience of implementing an inclusive approach in Ukraine in the first half of the 21st century was analyzed, which laid the foundation for the formation and further development of an accessible environment with a universal infrastructure design, the presence of special devices for participants in the inclusive educational process, taking into account their needs. The article demonstrates how the transformation of Ukraine created an educational environment within educational facilities that was tailored to the particular needs of students with special educational needs, especially those related to neuropedagogy.

Process of educational inclusion of refugees in the Republic of Moldova by avoiding assimilation obstacles

This article aims to address some very important and current elements, for example being the education of refuge-es in the Republic of Moldova as a result of social inclusion through divergences of language, culture, etc. The most truthful information will be used to render the image as close to reality as possible. This communication will touch on sensitive moments of inclusion of refugees in relation to adoptive factors. Also solving education problems in relation to the adoptive country. Writers of several acts refer to concrete data reflecting the circumstances in which refugees now live together in the international arena. As a conclusion of the article are presented the results of research on solutions related to refugee education in the Republic of Moldova.

Starting Point: An Investigation of Awareness Studies for Individuals with Special Needs in the Preschool Period

Preschool is a critical developmental period when the first steps are taken in terms of forming different attitudes and judgments. The main motivation source of this study is the absence of a study where research on the acceptance of individuals with special needs and raising awareness for them in preschool, which is considered the first step toward inclusion, is synthesized. Therefore, the present study aims to systematically determine which awareness studies are carried out in classroom and school settings to increase the social acceptance of children with special needs, who take the first step into the inclusive education process with preschool education in Turkey. This study was conducted by adopting the systematic review methodology. Considering the criteria determined in the current study, no year limitation was made for the beginning. Studies published in the national literature and conducted on "Awareness for individuals with special needs in the preschool period" were examined. To this end, an advanced search field was used in Anadolu University Library databases; the DergiPark database, Google Scholar search, and National Thesis Center were also included in the screening process. The research includes theses conducted with individuals with special needs in the preschool period and studies published in national and international refereed journals in Turkish and English. A total of 41,724 studies were obtained. The studies obtained as a result of the screening continue to be examined according to the determined inclusion and exclusion criteria. The screening process and the application process of the inclusion and exclusion criteria will be visualized by adopting the PRISMA model. The included studies will be analyzed descriptively. The findings regarding the demographic, methodological, and finding variables of the studies will be shared in detail during the presentation at the congress.

Educational Inclusion of People With Disabilities and Well-Being: Desires, Needs and Wishes

This article aims to demonstrate how the transformation of the concepts of health, illness, and well-being interacts with the process of educational inclusion for people with disabilities. The reflection is based on the conceptions of the Policy Cycle, articulated with the concepts of inclusion, health, and well-being, and has as material for analysis Brazilian political-normative texts that guide the process of educational inclusion of people with disabilities. It is intended to reconstruct the context of influence from scratch using the Policy Cycle Approach that enabled the emergence of the discourse of inclusion from the perspective of social well-being and to problematize the context of text production and the context of practise through the analysis of public policies aimed at the educational inclusion of people with disabilities. Based on sociology of health studies, which understand health and disease as the subjects' social, material, and cultural contexts, this study understands that the new conceptions of health and disease give a new meaning to disability, distancing it from its immediate association with the concept of disease. Considering disability as not limiting individual potential, educational inclusion is approached from the perspective of promoting social well-being as a form of full participation by the disabled person in all dimensions of community life. Thus, it is concluded that inclusion, widely understood, contributes to the construction of a cultural, political, ethical, and epistemological project aimed at social emancipation, autonomy, and the guarantee of human rights, thus valuing various aspects of the demands for equality in differences.

Реабилитация и социализация детей-сирот, детей, оставшихся без попечения родителей и детей с ограниченными возможностями средствами театрализованной деятельности

The article is devoted to the relevance of organizing an inclusive educational process in orphanages and gen-eral educational institutions, is aimed at studying the issues of integrating children with disabilities and orphans into a society of healthy peers through inclusive education and suggesting the development of this problem, taking into account possible risks with the help of theatrical activities. The aim of the study is to find methods and forms that contribute to a more effective achievement of the tasks of social adaptation of children with dis-abilities to peer society through the implementation of inclusive theater in orphanages, correctional centers and institutions with inclusive groups of students. To achieve this goal, the author examines some of the current problems that arise when working in inclusive groups of children, offers proven forms and methods of working with mixed groups as part of the implementation of the social project “Inclusive Theater”, which, during the im-plementation of the project, gave a positive trend in working with inclusive a group of pupils. The author draws conclusions about the role of the project in the rehabilitation and socialization of orphans and children with dis-abilities, as well as the impact of inclusion on a society of healthy peers, mentors, society as a whole, and what results can be achieved through creative activities in educational groups with an inclusive bias.

Модель формирования педагогической готовности родителей дошкольников к участию в инклюзивном образовательном процессе школы

The study aims to substantiate the necessity and potential of forming the pedagogical readiness to participate in the inclusive educational process at school among parents of preschool-aged children. The paper presents a model for the formation of the pedagogical readiness to participate in the inclusive educational process at school among parents of preschool-aged children; describes the blocks of the model – methodological, organizational and content-related, performance-evaluative; presents empirical data confirming the effectiveness of the formation of the pedagogical readiness to participate in the inclusive educational process at school among parents of preschool-aged children in accordance with the proposed model. The scientific novelty of the study is determined by the enrichment of the theory of inclusive education by substantiating and developing the model for the formation of the pedagogical readiness to participate in the inclusive educational process at school among parents of preschool-aged children as a theoretical guideline for building interaction with parents of preschoolers in the context of their pedagogical readiness formation considered in this study as an integral personal parameter; by recording facts proving the possibility of increasing the level of formation of this readiness based on the developed scientific and methodological support in the form of the author’s program and its components – the constituents of the model. As a result, the author comes to the conclusion that the formation of the pedagogical readiness to participate in the inclusive educational process at school among parents of preschool-aged children is possible, but cannot be limited to the parents’ mastery of only the procedural side of the activity. Purposeful work is needed to develop their personal qualities and positive parental attitudes related to the acceptance of the value of inclusion and the child in it, changing the parental mentality.

Literacy in the legitimation process of inclusive education in East-Timor

Neste artigo, buscamos compreender, na ótica da Análise de Discurso Crítica (CHOULIARAKI; FAIRCLOUGH, 1999; FAIRCLOUGH, 2001, 2003; MAGALHÃES, 2012) e dos Estudos do Letramento (STREET, 1984; 1995; 2014)), o currículo nacional do Ensino Básico (2014) de Timor-Leste como prática de letramento. Problematizamos a aplicabilidade das orientações do referido currículo. A metodologia é a Análise de Discurso Textualmente Orientada, adequada ao estudo da educação inclusiva no contexto social diversificado daquele país. Os resultados demonstram um currículo permeado de ideologia, relações de poder, valores e concepções diferencuiadas. Palavras-chaves: Timor-Leste. Discurso e Letramento. Práticas sociais. Texto oficial. Análise de Discurso Textualmente Orientada.

NEWLY ARRIVED STUDENTS: CHALLENGES AND PERSPECTIVES FOR TEACHERS

The rapidly changing political situation in the world puts an impact on education. After the invasion of Russia in the territory of Ukraine on the 24th of February 2022, the number of refugees in Latvia increased significantly and newly arrived students from Ukraine started learning in the schools of Latvia. In order to facilitate the successful integration of newcomers, Amendment No 48 was accepted by the Cabinet of Ministers of Latvia, which states that newcomers receive their education in Latvia in the state language of Latvia. Therefore, newly- arrived students started learning in schools of Latvia receiving instructions in Latvian. The aim of this publication is to describe the situation of integrating newly arrived students in schools of Latvia from the perspective of a teacher, focusing on difficulties and challenges for a teacher who has no or relatively little experience (ethnic minority students or children of re-migrants) in working with students who have no or relatively poor Latvian language skills at the same time ensuring an inclusive and meaningful educational process.

Secondary Education Teacher Training and Emotional Intelligence: Ingredients for Attention to Diversity in an Inclusive School for All

This study, which is part of a broader research project, aims to investigate the impact of the initial training received by students in the Master’s Degree in Secondary Education and Baccalaureate, Vocational Training, and Language Teaching (MDSE) on their future teaching development in the current educational and social framework. The main goal is to understand their concerns, attitudes, and level of acquired competencies and knowledge for their professional development as inclusive teachers. Additionally, the study aims to explore the relationship between their assessments and experiences with the perceived level of Emotional Intelligence (EI), given its importance as a facilitating element, which is teachable from formal education, in socio-educational inclusion processes and quality attention to diversity in classrooms. A total of 218 MDSE students (Mage = 31.5; SD = 6; males = 33%; females = 67%) participated in the study, coming from various Spanish universities, and having either completed their studies or being in the final stages after having completed the generic module and practices in secondary education centers. The information was collected through the “Teacher Training in Secondary Education: Key Elements for Teaching in an Inclusive School for All” (TTSE-IN) questionnaire, which included five validated and relevant instruments, of which three were used for the study’s purpose (Questionnaire for Future Secondary Education Teachers about Perceptions of Diversity Attention, Scale of Feelings, Attitudes, and Concerns about Inclusive Education, Revised SACIE-R and Wong and Law Emotional Intelligence Scale WLEIS-S). The main results indicate that future teachers show a positive attitude towards diversity but have significant training gaps. Additionally, the EI variable, along with regular contact with people in situations of special vulnerability and experience in teaching people in situations of special vulnerability in non-formal contexts, has a positive effect on both teacher well-being and the facilitation of inclusive education processes and diversity attention.

Use and organization of feeding of Hutsul mares in equine therapy

Based on the center of hippotherapy "Berehynia Polissia" (Zhytomyr, Ukraine), a study was conducted on the preparation and organization of feeding of Hutsul horses used in hippotherapy to prepare children with psychoneurological disorders for an inclusive educational process. The analysis of animal feeding systems was developed and carried out, and the leading indicators of the growth and development of horses were determined using generally accepted zootechnical methods. The data obtained were processed using the methods of mathematical statistics. The determined values of the indices of the body structure of horses corresponded to the characteristics of the Hutsul breed. The physiological parameters of the animals allowed for convenient interaction and practical therapeutic sessions with children. The organized feeding provided for feeding the animals in sufficient quantities of feed with high biological value, which is necessary to meet the needs of the horses for energy, organic, mineral, and biologically active substances. In the structure of winter rations, roughage accounted for 67.3 %, root crops for 6.5 %, and concentrates for 26.2 %. In the summer rations, the share of roughage ranged from 57.3 to 61.7 %, fodder beet – about 6.1 %, and concentrated feed – from 24.43–25.78 %. The premix was fed within 1% of the total nutritional value. The daily salt content in the horses' diets ranged from 30 to 40 g. It was found that the consumption of an appropriate amount of metabolic energy, organic matter, and mineral elements by horses during active exercise helps to maintain their condition at a level of average fatness. The horses demonstrated a therapeutic effect, confirmed by an experimental study. In particular, 83.3 % of children with neuropsychiatric disorders had an average level of adaptation to the inclusive educational process, 10.4 % had a high level, and 6.3 % had a low level.