Inclusive Settings Research Articles

Peer relationship instructions in inclusive educational settings in Korea: a meta-analysis

Peer relationship instructions in inclusive educational settings in Korea: a meta-analysis

PERSPECTIVES OF SPECIAL EDUCATION TEACHERS ON OVERCOMING CHALLENGES IN MAINSTREAMING PRACTICES: A QUALITATIVE STUDY

This qualitative study delves into the perspectives of special education teachers on overcoming challenges in mainstreaming practices within inclusive educational settings. Seven special education teachers at Isulan Sped Central School participated in semi-structured interviews to provide detailed narratives, insights, and strategies related to mainstreaming practices. The research aims to elucidate the experiences, barriers, and recommendations of educators directly involved in inclusive education, shedding light on their efforts to navigate the complexities of mainstreaming and support diverse learners effectively. By exploring the unique challenges faced by special education teachers and their strategies for promoting inclusivity, this study seeks to contribute valuable insights to the discourse on inclusive education and teacher support in the field of special education. KEYWORDS: Mainstream Education, Inclusive Education, Perspective, Challenges, Students with Special Needs.

Teaching Hebrew as a second language for Arab middle and high school students with disabilities

Teaching Hebrew as a second language for Arab middle and high school students with disabilities

On Density-based Local Community Search

Local community search (LCS) finds a community in a given graph G local to a set R of seed nodes by optimizing an objective function. The objective function f(S) for an induced subgraph S encodes the set inclusion criteria of R to a classic community measurement of S such as the conductance and the density. An ideal algorithm for optimizing f(S) is strongly local, that is, the complexity is dependent on R as opposed to G. This paper formulates a general form of objective functions for LCS using configurations and then focuses on a set C of density-based configurations, each corresponding to a density-based LCS objective function. The paper has two main results. i) A constructive classification of C: a configuration in C has a strongly local algorithm for optimizing its corresponding objective function if and only if it is in C L ⊆ C. ii) A linear programming-based general solution for density-based LCS that is strongly local and practically efficient. This solution is different from the existing strongly local LCS algorithms, which are all based on flow networks.

Key Factors Influencing Inclusive Placement Decisions of Students With Extensive Support Needs

This qualitative study examined educational professionals’ experiences including students with extensive support needs (ESN) in general education settings. Data were collected from 18 education professionals, including 5 special education teachers, 5 paraeducators, 4 administrators, and 4 general education teachers. The researcher used semi-structured interviews and analyzed them using thematic coding. The findings showed that the significant factors influencing successful inclusion were the belief systems of educational professionals, the number of general education classes available for inclusion, selective data collection by educators, superficial inclusion of students, the critical role of paraeducators, and interpersonal relationships among parents and educators. Recommendations included using multiple data collection methods, documenting student work in inclusive settings, revamping the paraeducator hiring and training process, increasing collaboration between general and special education teachers, expanding the number of classrooms available for ESN students, training general education teachers to teach all students, and challenging deficit thinking in teacher education programs.

Exploring the Role of Artificial Intelligence in Enhancing Equity and Inclusion in Education

The purpose of this study was to assess the impact of Artificial Intelligence (AI) on education. Premised on a narrative and framework for assessing AI identified from a preliminary analysis, the scope of the study was limited to the application and effects of AI in administration, instruction, and learning. Artificial Intelligence (AI) has emerged as a transformative force in education, promising to revolutionize traditional teaching and learning methods. One critical aspect of this transformation is AI's potential to enhance equity and inclusion in educational settings. This paper explores the current state, challenges, and opportunities regarding AI's role in promoting equity and inclusion in education. The historical evolution of AI in education is examined, tracing its roots from early intelligent tutoring systems to contemporary adaptive learning platforms and virtual tutoring systems. Advances in machine learning, natural language processing, and data analytics have expanded AI's capabilities, enabling personalized learning experiences tailored to individual student needs. However, the widespread implementation of AI in education faces several challenges, including concerns about data privacy, algorithmic bias, and the digital divide. It is crucial to address these challenges through responsible and ethical AI deployment, ensuring that AI interventions prioritize equity, inclusivity, and transparency. Further research is needed to explore the effectiveness of AI interventions in different educational contexts and to develop strategies for mitigating potential risks and maximizing benefits. By leveraging AI technologies thoughtfully and ethically, educators and policymakers can work towards building a more equitable and inclusive education system that empowers all learners to reach their full potential.

Navigating Geopolitical Turmoil: Corporate Responses to the War in Ukraine and Its Impact on Consumer Mindset

Following Russia's 2022 invasion of Ukraine, many companies withdrew from or altered their Russian operations. This research explores the impact of such corporate actions on three important consumer mindset metrics: net brand buzz, consideration set inclusion, and purchase intent. The authors also examine the moderating role of the firm's environmental, social, and governance (ESG) reputation, the type of business (B2B vs. B2C), and the focal firm's decisions relative to peers. The authors test their propositions using a unique data set that combines a firm's decision related to its Russian operations, consumer mindset metrics, and ESG performance after controlling for firm-level factors. The findings indicate that decisions such as withdrawal from or suspension of activities in Russia are positively related to consumer mindset metrics. Moreover, this effect is accentuated for firms with a strong prior ESG reputation such that they experience a greater level of net brand buzz, brand consideration set inclusion, and purchase intent following the decision compared with the period before such decisions. This study contributes to understanding the relationship between such corporate actions and consumer mindset metrics in a novel geopolitical context, providing valuable insights for managerial decision making and public policy.

The role of information technology in managing the human resource development of educators in inclusion-based primary schools in Greece

The rapid growth in technology offers both benefits and challenges to traditional teaching and learning methods in the field of education. Not only is information technology (IT) a study topic itself, but it also has a significant impact on all other academic fields. The ways in which teaching, learning, and human resource management are conducted in educational institutions are changing as a result of the integration of IT, particularly in inclusive settings. The purpose of this project is to investigate the effects of using a variety of IT tools and integrating IT into the curriculum in inclusive elementary schools in Greece. It looks at the ways in which these variables affect the development and management of human resources, with an emphasis on teachers working in inclusive environments. A questionnaire survey was sent to 396 education sector experts, which made it possible to get quantifiable information about these experts' opinions on the influence and integration of IT in learning environments. The findings show that the deployment of different IT tools in inclusive schools and the integration of these technologies into the inclusive curriculum have a favorable impact on the efficient management and development of human resources in these learning settings. The study confirms that integrating IT into the classroom is essential to prepare pupils for life in a knowledge-based society. To keep up with the rapid improvements in technology and economic globalization, educational institutions must proactively innovate and change their methods to human resource management.

Longitudinal study examining immersing students with IEPs in argument-based inquiry to improve the learning of science

ABSTRACT The purpose of this study was to examine the long-term effect of the Science Writing Heuristic (SWH) approach, an argument-based inquiry approach, on the science achievement growth of students with and without Individualised Educational Programmes (IEPs). Through a longitudinal study design students were divided into control (no or less than one-year of SWH experience) and treatment (at least one-year of SWH experience) groups. A polynomial growth mixed modelling was used to analyse a longitudinal data set collected from elementary (grade 4) to high school (grade 11) – utilising Iowa Assessment Test data. Two major outcomes emerged: younger students in the SWH approach had better achievement growth, and years of experience with the SWH approach resulted in a differential impact on science achievement for students with and without IEPs. The findings are consistent with previous studies on the importance of early intervention for students with disabilities in inclusive education settings.

LIVED EXPERIENCES OF RECEIVING TEACHERS IN HANDLING BEHAVIORAL ISSUES OF STUDENTS WITH SPECIAL NEEDS

This qualitative phenomenological study provides a comprehensive exploration of the challenges, strategies; coping mechanisms, and insights experienced by receiving teachers in addressing behavioral issues among students with special needs in inclusive education settings. Through in-depth focus group discussions with five receiving teachers from Island Garden City of Samal, Davao Del Norte, the study exposes the real struggle and complexities of managing diverse behavioral concerns. The thematic analysis uncovers the intricate web of both academic obstacles and behavioral manifestations, prompting the development and implementation of tailored strategies, including individualized behavior plans and collaborative problem-solving approaches. Moreover, the study highlights the vital role of coping mechanisms, such as seeking support from colleagues and prioritizing self-care practices amidst the demanding educational landscape. The insights gleaned from teachers lived experiences underscore the transformative potential of empathy, adaptability, and inclusive teaching methodologies. Ultimately, the research advocates for targeted professional development initiatives and collaborative support networks to empower receiving teachers to effectively navigate the unique challenges presented by students with special needs, especially students with behavioral issues. By promoting inclusive and supportive learning environments, this study contributes significantly to the enhancement of special education practices and resources. KEYWORDS: Special Education, Behavioral Issues, Receiving teachers, research, teaching, Inclusive Education, and special education practices.

Perspectives of Peers as a Microsystem for Supporting Deaf Students in Inclusive Elementary Schools

Peers play a crucial role in facilitating student participation, fostering interaction and unlocking the potential for development, thereby providing an experiential glimpse into living within inclusive or diverse societal settings. This study delves into the perspectives of peers regarding the inclusion of their hearing-impaired counterparts within the classroom microsystem. Focused on the relatively unexplored terrain of typical peers' viewpoints on the presence of hearing-impaired students, this research engages one hundred and twenty-one peers from students with hearing impairments at regular elementary school levels in Banjarbaru City, Indonesia, and their teachers from six classes across different schools. The recruitment process utilized purposive sampling for interviews and a questionnaire, with the gathered data subjected to thematic analysis. Employing the Miles & Huberman model, the data analysis follows a three-fold path encompassing data reduction, presentation, and conclusion/verification. The study underscores the significance of peer management within the microsystem, highlighting its role in aiding the development of proximal zones in the classroom for students with hearing impairments. Drawing from the findings, the study recommends two key interventions. Firstly, teachers are encouraged to foster understanding among peers about hearing-impaired students through targeted learning activities, thereby transforming the microsystem into a supportive environment. Secondly, within the classroom microsystem, both teachers and peers are urged to establish a common language applicable to all elements of the class. This concerted effort aims to enhance communication and interaction, fostering an inclusive and supportive learning environment for all students.

Collaborative, responsive behavior in peer interaction

Background: Interactive work with children who have unequal cognitive resources and unequal access to language can be challenging. This article explores the collaborative labor involved in establishing alignment between a child with Down syndrome in combination with hearing impairment (DS-HI) and a hearing peer without DS, during a shared interactive book reading activity in an inclusive educational setting. Method: Video recording of children in a naturally occurring, shared book reading activity is analyzed using conversation analysis. The recording took place in the children’s school. Results: The situated shared book reading is regulated by interaction rules. A pattern of collaborative, responsive behavior where the children align to each other’s initiatives is identified within these interaction rules. Discussion and conclusion: The shared book reading format has a scaffolding function in the interaction. The findings illustrate how a typically developing peer is able to align to the sensory and cognitive capacities displayed in the child with DS-HI, and how this facilitates co-created meaning-making in the interaction.

Teaching a foreign language to students with autism via telehealth in inclusive school settings

AbstractThe purpose of this study was to replicate previous research that examined the effects of tact and listener instruction on the emergence of bidirectional intraverbals, and to extend this research line to include teaching a foreign language to students with autism spectrum disorders (ASD) via telehealth. The study participants were four Chinese native primary school‐aged students. An adaptive alternative treatment design was used to compare the effects of tact and listener instruction on bidirectional intraverbals, and pre‐probe and post‐probe data demonstrated that both forms of instruction led to bidirectional intraverbal relations, with tact instruction being relatively more effective. Maintenance and social validity were assessed for all participants, and booster instructions were provided as needed. The results were discussed in the context of inclusive education and improving foreign language instruction for students with special needs.

ADHD Patients with Suicidal Behaviour: Risk Factors, Comorbidities, and Clinical Profile: A Naturalistic Exploratory Study.

Attention deficit hyperactivity disorder (ADHD) is a common neurodevelopmental disorder that disrupts brain functioning and is characterized by hyperactivity, impulsivity, and inattention. With varying presentations and complex etiological factors contributing to the development of ADHD, along with its persistence into adulthood, ADHD must be studied. Researchers have taken an interest in the relationship between ADHD and suicide, which is a serious public health concern with increasing prevalence rates in the Americas. The current literature reveals conflicting views on the importance of psychiatric comorbidities in the development of suicidal behaviours in ADHD patients. Therefore, this study aimed to determine whether there were significant differences between adult ADHD patients with suicide risk and adult ADHD patients without suicide risk. This study was a naturalistic retrospective chart review pilot study that used a sample of adults with a confirmed diagnosis of ADHD from January 2023 to August 2023. Using convenience sampling and sets of inclusion and exclusion criteria, patient data were sequentially collected from Med Access electronic medical records. The control and experimental groups each consisted of 50 patients (100) ranging from 19 to 58 years old. Our quantitative data were analyzed using non-parametric statistical tests, including the Chi-Square test and the Mann-Whitney U test. The results showed significant associations between ADHD patients with suicide risk and (1) borderline personality disorder; (2) binge eating disorder; (3) seven specific psychosocial risk factors; and (4) a higher number of antidepressant medication trials. No significant associations were found with other psychiatric disorders; however, there are important sex differences in terms of the risk factors. Our pilot study reveals several significant differences between adult ADHD patients with suicide risk and those without suicide risk. However, given our limited sample size and limitations, we hope our study encourages larger-scale studies to further investigate this relationship to improve its generalizability.

Penerapan Pembelajaran Pendidikan Agama Islam Terhadap Anak Berkebutuhan Khusus Di Sekolah Luar Biasa

Inclusive education is about the equal rights that every child has. Inclusive education is a process of removing barriers that separate students with special needs from normal students so that they can learn and work together effectively in one school. This research aims to determine PAI learning management in inclusive schools. In this research the author analyzed the data using qualitative analysis techniques. The method used in this research is qualitative research based on research libraries (library research). There are four results from this research, among others (1) planning PAI learning for ABK in an inclusion setting (2) implementing PAI learning with various strategies (3) Evaluation of PAI learning results (4) Obstacles faced in planning, implementing and evaluating PAI learning in inclusive schools.

Screw versus Kirschner wire fixation for lateral humeral condyle fractures in children:a meta analysis

To compare screw versus Kirschner wire fixation in the treatment of lateral humeral condyle fractures in children. A systematic search was conducted in PubMed, Embase, the Cochrane library, Web of Science, China National Knowledge Internet(CNKI), Wanfang Datebase from in ception to February 2022. Studies comparing screws and Kirschner wire fixation in the treatment of lateral humeral condyle fractures in children were included. Outcome measures included and excluded by a set of inclusion and exclusion criteria and evaluated for their quality, their excellent and good rate of fracture healing, malunion, delayed union or nonunion, infection, limitation of elbow flexion or extension(>10°) were extracted and analyzed using software Rev Man 5.3. A total of 9 retrospective studies involving 647 patients were included, with 255 patients in the screw fixation group(including screw combined with Kirschner wire) and 392 patients in the Kirschner wire fixation group. Meta analysis showed the following:infection rate in the screw group was significantly lower than that in the Kirschner wire group[OR=0.22, 95%CI(0.09, 0.56), P=0.001]. There were no significant differences between the 2 groups in excellent and good rate of fracture healing, malunion rate(P>0.05). Subgroup analysis showed that infection rate in the screw-only group was significantly lower than that in the Kirschner wire group[OR=0.18, 95%CI(0.05, 0.65), P=0.009]. For lateral humeral condyle fractures, Screw fixation alone had a lower infection rate than kirschner wire fixation and screw combined with Kirschner wire fixation. There were no significant differences in the excellent and good rate of fracture healing, malunion. In terms of postoperative efficacy and safety of internal fixation, orthopaedic surgeons are more likely to recommend screws for fixation of lateral humeral condyle fractures in children.

Локализованные акустические волны в одномерных периодически модулированных структурах

A number of one-dimensional phononic crystals, which are periodic thin-film structures of various geometries, consisting of sets of columns and metal inclusions located on a piezoelectric half-space, have been proposed and studied. The features of propagation in such structures of acoustic waves localized near the free surface and inhomogeneous inclusions have been studied. An unusual behavior of the dispersion curves for the studied localized modes was discovered. Particular attention is drawn to the so-called forbidden zones, i.e. frequency ranges in which there are no propagating localized modes. The influence of mechanical and electrical boundary conditions on the spectrum of the waves under study is discussed in detail.

Exploring Experiences of Visually Impaired Youths in Tertiary Education

Several conventions worldwide have recognized impartial access to formal and high-quality education as a core human right for all youths, regardless of their disability. The study aims to explore the perception of visually impaired university students (VIs) in Nepal and determine their strengths and challenges to make recommendations for policy making and practice. Face-to-face and focus group interviews were conducted with 10 non-probability samplings: purposive and snowball VIs selected from various semi-urban settings. The interview content was transcribed, translated and a descriptive thematic analysis was done. Findings revealed that the majority of participants relied on their sighted peers in academics and other everyday activities, and that they received limited incentives from the government. They also faced significant challenges during their higher education including inaccessible supportive programs, unfavorable physical and instructional environments, inflexibility in coursework and examination, financial crises, inadequate learning resources and limited support. It is recommended that educators take part in disability-specific training programs, VIs have access to adequate academic resources and receive necessary assistance to improve instruction in inclusive settings.

Intersectionality as a conceptual lens for advancing diversity, equity and inclusion in international business studies: newer developments from critical cross-cultural management studies and their insights for the business case

Purpose Using intersectionality and introducing newer developments from critical cross-cultural management studies, this paper aims to discuss how diversity is applicable to changing cultural contexts. Design/methodology/approach The paper is a conceptual paper built upon relevant empirical research findings from critical cross-cultural management studies. Findings By applying intersectionality as a conceptual lens, this paper underscores the practical and conceptual limitations of the business case for diversity, in particular in a culturally diverse international business (IB) setting. Introducing newer developments from critical cross-cultural management studies, the authors identify the need to investigate and manage diversity across distinct categories, and as intersecting with culture, context and power. Research limitations/implications This paper builds on previous empirical research in critical cross-cultural management studies using intersectionality as a conceptual lens and draws implications for diversity management in an IB setting from there. The authors add to the critique of the business case by showing its failures of identifying and, consequently, managing diversity, equality/equity and inclusion (DEI) in IB settings. Practical implications Organizations (e.g. MNEs) are enabled to clearly see the limitations of the business case and provided with a conceptual lens for addressing DEI issues in a more contextualized and intersectional manner. Originality/value This paper introduces intersectionality, as discussed and applied in critical cross-cultural management studies, as a conceptual lens for outlining the limitations of the business case for diversity and for promoting DEI in an IB setting in more complicated, realistic and relevant ways.

Good, bad and ugly experiences of non-binary gender inclusion at the workplace to frame employee value proposition

PurposeThe present study aims to gauge the experience of gender non-binary (NB) employees in the context of employee value propositions (EVP) in Indian enterprises and make suggestions for organizations to align their gender-aligned interventions with the EVP framework.Design/methodology/approachQualitative methodology was used for collecting data through semi-structured interviews and subsequent analysis of the transcripts. The data was gathered from 10 NB participants working in Indian enterprises with the use of non-probabilistic purposive snowball sampling.FindingsThe analysis revealed eight themes representing the good, bad and ugly experiences of NB individuals within the context of EVP. These findings underscore the potential of enriching value propositions for employees to promote gender inclusion in corporate settings, contributing to long-term organizational success.Practical implicationsThe study offers both theoretical and practical implications for fostering inclusivity at the workplace. It suggests that policymakers and organizations should align EVP with diversity and inclusion initiatives, re-evaluate hiring processes and promotion policies to ensure equal opportunities for NB individuals, provide regular staff training to address biases and implement inclusive insurance policies and representation in employee resource groups (ERGs).Originality/valueThis study provides unique insights into the experiences of NB employees within the framework of EVPs in Indian organizations.