Process Of Inclusive Education Research Articles

FINDING SILVER LININGS: UNDERSTANDING THE CHALLENGES FACED BY NON-SPECIAL NEEDS EDUCATION TEACHERS IN THE ERA OF INCLUSIVE EDUCATION

This qualitative phenomenological study aimed to uncover the lived experiences of twelve (12) non-special needs education (non-SNed) teachers at New Corella National High School, focusing on the challenges they faced in the era of inclusive education. Additionally, the study described how these teachers coped with these challenges and the insights they gained from their experiences. In-depth interviews (IDI) were conducted with twelve (12) participants selected through purposive sampling. Results indicated that non-SNed teachers encountered various challenges, including managing diverse learning needs, lacking proper training and resources, and difficulties with integration and inclusion. Participants coped with these struggles by receiving comprehensive training, creating an inclusive atmosphere, enhancing student engagement and participation, achieving academic progress, and employing flexible learning strategies. The insights drawn from their experiences emphasized the importance of cultivating patience and adaptability, enriching understanding and empathy, navigating professional growth and challenges in inclusive education, and embracing and loving their students. Future researchers should adopt a mixed-methods approach with more participants to comprehensively grasp inclusive education processes. KEYWORDS- Non-Special Needs Education Teachers, Lived Experience, Challenges, Inclusive Education, Qualitative, Phenomenology, Philippines

STUDY OF THE IMPORTANCE OF PSYCHOLOGICAL ATTITUDE IN THE PROCESS OF INCLUSIVE EDUCATION

The presented article discusses the psychological aspects of the process of inclusive education. In order for children with special educational needs to easily adapt to the environment and learn successfully, individual work and differential education methods gave pedagogical results, but their impact was weak and unstable through cases from real practice. In order to increase and stabilize the effectiveness of these methods, there was a need to use the theory of psychological attitudes. For this purpose, the assumption was made and the importance of ensuring the success of a student in the framework of the theory of psychological relations was substantiated. A positive self-assessment, which is based on a sense of self-worth, ensures the formation of a degree of independence of the student, which not only increases the success of his studies at school, but also serves as a guarantee of his life success. The end result is a long-term strategic orientation of the theory of psychological attitudes, which is focused on the maximum disclosure of the student's self-identity. The relevance of the space-time continuum of the theory of relativity (St), founded by A. Einstein in the period of quantum leaps and bounds, as it is today, is extremely high. Especially its importance increases many times in the process of inclusive education. The article presents a methodology for using the theory of psychological attitudes to establish the relationship between the child's cognition and behavior of the SED on the basis of previously studied situations. As a result of the purposeful laying of the theory of psychological attitude to the foundations of the educational space of an educational organization, the student's confidence in the context of their own characteristics and the improvement of their relationship with reality increases. Being the main approach here – "focus", it covers 4 zones: the current situation – the state of the student of the SED; the influence of space, that is, medium and time on it; the child's own attitude to the SED to the situation, as well as the degree of professional-specialized analysis of the situation. Research work of Universities of the Republic of Kazakhstan (abylai Khan. The University of the Ministry of education and science of the Republic of Kazakhstan named after H. A. Yassawi. It was conducted jointly with scientists of the ICTU). The research base is Taraz regional university named after M. Kh. Dulaty; the experimental site is an educational organization No. 16 in the village of Kordai, Zhambyl region.

Organizational and pedagogical foundations of the interaction of educational organizations at all levels: a factor of continuity and consistency in psychological and pedagogical support

This article delves into the vital aspect of implementing psychological and pedagogical support for students across educational organizations of varying levels. Drawing upon the outcomes of domestic research conducted by the authors, the article highlights the inadequate efficacy of psychological and pedagogical support services for students. It also sheds light on the challenges faced by most secondary school teachers in catering to children with special educational needs. To comprehensively assess the state of psychological and pedagogical support for pupils and students across preschool, secondary, technical and vocational, and post-secondary education, a research group conducted an extensive scientific study. The analysis, employing the triangulation method with qualitative and quantitative data, drew from international and domestic experiences, as well as the existing regulatory framework in Kazakhstan concerning psychological and pedagogical support. The study uncovered several problematic issues hindering the successful implementation of psychological and pedagogical support for students. The primary challenges identified by the research group included the prevalence of the medical model of special educational needs over the socio-pedagogical model in the mindset of educators. Additional challenges encompassed an unsystematic approach to psychological and pedagogical support and insufficient internal and external collaboration among educational organizations at all levels, affecting the provision of comprehensive support across all educational tiers. Based on the research findings, the research group concluded the necessity of adopting a systematic approach in providing continuous and comprehensive psychological and pedagogical support for student’s at all educational levels. The article proposes various strategies to implement continuous comprehensive support and outlines organizational and pedagogical conditions that serve as the scientific and methodological basis for developing models of comprehensive psychological and pedagogical support for inclusive educational processes, grounded in continuity and consistency.

Educational communities of rural schools in the arctic (on the example of the Murmansk oblast): A social justice perspective on inclusion

The article addresses the current problem of searching and substantiating mechanisms for the development of inclusive education. The research relevance is also determined by the Arctic context, which corresponds to the epistemological need of modern interdisciplinary knowledge in the development of inclusive education, the priorities of state policy, as well as to the expectations and demands of regional communities. The authors aim to study social interactions within rural schools in the Arctic from the standpoint of inclusion as an indicator of social justice (on the example of the Murmansk Oblast). To that end, rural schools are modelled and described based on the developed criteria. Difficulties experienced by the teachers in the course of inclusive educational process, including when using distance technologies, are typified. According to the results obtained, typical models of rural schools in the Murmansk Oblast include suburban schools and remote schools and their following variants: the school as a territorial cooperation, a border school, an isolated school, and an indigenous school. In all rural school models, under successful formation of external and internal social ties, a shortage of special education teachers is observed. The teachers face methodological, organizational, and social difficulties. In addition, the educational environment is not sufficiently accessible, which forms barriers to social justice. The revealed regional specificity of rural schools serves as a justification for a conceptual and substantive development of Arctic pedagogy. The results obtained are useful for further theoretical and empirical research in the field of inclusive education, as well as for the development of regional programs of inclusive educational practices, taking the differentiation of social conditions into account.

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.

ГОТОВНОСТЬ СПЕЦИАЛЬНЫХ ПЕДАГОГОВ КАК ОСНОВНОЙ ФАКТОР УСПЕШНОСТИ ИНКЛЮЗИВНОГО ПРОЦЕССА В ОБРАЗОВАНИИ

The article discusses the issues of modernizing the training special education teachers to work within inclusive education environment. The widespread of inclusive education has necessitated the reorientation of traditional defect-oriented training for upcoming professional activities in general education kindergartens and schools as the main specialist organizing psychological and pedagogical support for children with disabilities and responsible for their integration into the environment of typically developing peers. The authors analyze foreign and domestic scientific approaches determining the professional competence of a special education teacher to work within inclusive education environment. The authors prove the need to improve the competencies of special education teachers in inclusive educational process. The development of inclusive professional and personal competencies among teachers largely depends on the success of including children with special educational needs in the general educational process. Based on the conducted empirical research, some pedagogical recommendations have been developed and proposed to modernize the training of special education teachers to work within inclusive education environment. The above-mentioned transformations naturally led to a change in the requirements for teachers responsible for organizing, coordinating and for the success of inclusive education.

WAYS TO FORM AN INCLUSIVE CULTURE IN PRIMARY SCHOOIS

In the implementation of the process of inclusive education in general education schools, it is necessary to note the rules that have been ingrained in the community and to reconstruct it. Within the framework of the inclusive education program in Kyrgyzstan, it can be emphasized that there are different relationships between the community and the school. We have tried to reveal why such relations occur within the framework of the article below. The article emphasizes the need for inclusive education, the concept of inclusive culture, the goals of forming an inclusive culture, the differences between stereotypes in society, social and medical stereotypes, what results can be achieved in the educational process of the social model of the formation and dissemination of inclusive culture when working with categories of children with disabilities.

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.