Inclusive Settings Research Articles

Group-based exercise for Parkinson’s: a qualitative study of participants and partners’ perceptions of an exercise class delivered through a community-university collaboration

BackgroundCommunity-based exercise programmes (CBEPs) offer a practical and viable approach to providing people with Parkinson’s disease (PwP) the opportunity to exercise as an ancillary therapeutic benefit to pharmacological management. This study explores the perceptions of exercising participants (PwP) and non-participating partners involved in an exercise class delivered through a community-university partnership.MethodsTwo separate focus group discussions were conducted: one with class participants (PwP: n = 7, H&Y scale I to III), and the other with non-participating partners of PwP (n = 4).ResultsThematic analysis of the data identified that a range of physical, psychological and social factors were perceived to influence engagement: (1) actively taking control, (2) exercise is medicine for the mind and body, and (3) a community working together to promote exercise for parkinson’s. Participants and partners felt that the support from the group, including the instructors and student volunteers, empowered and supported PwP to proactively self-manage their health, enjoy exercise in an inclusive group setting, and develop strong social connections with others in the local Parkinson’s community. Support to exercise from healthcare professionals was identified as both an enabler and barrier to participation.ConclusionsThis study underscores the significance of a community-university partnership as a complementary therapeutic approach for PwP. It also provides critical reflections on its sustainability, including implications for how exercise is considered as medicine for PwP. Additionally, it offers practical recommendations to galvanise community participation and provide inclusive and viable exercise opportunities for PwP.

Exploring collaborative practices between teachers and speech and language therapists in inclusive education in Chile and the conditions that influence their development

AbstractThis study examined the collaborative practices between teachers and speech and language therapists (SLTs) within an inclusive setting, interviewing 17 professionals’ couples. Three distinct phases of collaboration were identified: planning (e.g. reviewing student performance), co‐teaching in the classroom, and evaluation (reflecting upon joint activities). Conditions fostering collaboration were categorized into individual (interpersonal relationships), school‐based (directive management) and policy (current regulations) dimensions. Findings suggest that the extent of collaboration varies and is influenced by interconnected conditions. This research enriches the literature by offering a classification of collaborative work between teachers and SLTs and underscores the conditions impacting it, and is invaluable for stakeholders aiming to advance inclusive educational settings.

Adaptability of buildings: a systematic review of current research

The construction industry and associated processes emit about 40%–50% of greenhouse gasses globally, making buildings’ lifelong impact on the environment inevitable. Although research and development stakeholders have directed their focus on various sustainable, recycled, and upcycled building materials, as well as circular designs and construction methods to reduce the adverse effects of environmental challenges, researchers have not yet fully addressed a building’s post-use treatment. Considering that the gap still remains in knowledge concerning how to fully achieve net-zero waste and emissions from construction materials, designs, and processes at the end of a building’s life, this study contributes a concise definition of the concept of adaptability with a holistic review to understand Design for Adaptability (DfA) and its potential to reduce the need for unnecessary new construction and eliminate potential waste. This review used the PRISMA guidelines approach to gather key insights from various articles on the concept of adaptability that are relevant to the scope of buildings. Moreover, this review identifies potential areas of further research that could boost confidence in the use of adaptable strategies in the future. A total of 50 articles out of 170 articles were chosen through a selection process involving a new set of inclusion and exclusion criteria based on PRISMA guidelines. The findings show that demographical, technological, and economic motivations drive adaptability’s functional, environmental, economic, and social benefits. However, the regulatory, technical, economic, and social barriers hinder its implementation in construction processes. The findings also demonstrate that various promising frameworks for assessing adaptability still lack comprehensive guidelines, assessment, and validation methods for the overall implementation of adaptable strategies. Existing frameworks are mostly limited to spatial assessment of the reuse of spaces and do not account for the structural flexibility and performance of load-bearing building elements despite the fact that most assessed papers were from the engineering field. Nevertheless, this paper concludes that adaptability strategies can be implemented early during the construction of new buildings or during the repurposing of existing buildings, with the end goal being to increase the longevity of the use of structures, prevent premature demolition, and minimize unnecessary construction waste.

Exploring school leaders’ and parents’ attitudes toward implementing an organizational system for academic diversity and inclusion in international schools in Egypt

Egypt has recently undergone significant educational reforms, granting children with disabilities the right to inclusive education and well-being as stipulated in the Arab Republic of Egypt’s Constitution and Ministerial Degrees. This qualitative study aimed to capture the current situation of inclusion in Egypt’s educational landscape and gather insights from school leaders (n = 2) and parents (n = 4) regarding the services provided to children with intellectual disabilities (ID) in two international schools in Egypt. Through semi-structured interviews, this study aimed to assess recent changes and efforts made in education reform to support inclusive practices for ID in international schools in Egypt. The study employed ecological systems theory (EST) to incorporate the framework into the thematic analysis of qualitative data, categorizing the school leaders’ and parents’ responses into four societal layers. The results revealed several challenges facing ID in Egypt, including inclusive leadership, teachers’ qualifications, support systems, and a sense of solidarity. The findings suggest that tailored interventions should be implemented to improve the educational outcomes of children with disabilities in inclusive settings.

Deliberate inclusion of multiple co-correlated gene target sets during discovery for improved biomarker translation to a clinical assay in early-stage breast cancer.

e12560 Background: Co-correlation between gene targets provides a more robust, and often nonlinear, understanding of human biology, resulting in more accurate and reliable diagnostics. When translating from discovery to a clinical assay, detectability of promising targets often hinders diagnostic development. Translating a single set of co-correlated targets becomes more challenging, as the success of the program is dependent on the interrelationship between all targets and the ability of the entire set to translate clinically. Given target translation uncertainty, we hypothesized that the deliberate inclusion of multiple independent sets of co-correlated targets during discovery could bridge the gap between promising biology and a clinically viable assay. We set out to discover and clinically validate multiple sets of co-correlated targets required for noninvasive breast cancer detection. Methods: Nonlinear statistical methods were repeatedly applied to microarray gene expression profiles from peripheral blood (PBMCs) obtained from 140 patients with and without breast cancer. Four independent cohorts were used for subsequent studies to assess efficacy and reproducibility of discovered targets. In total, five independent sets of highly efficacious co-correlated targets, totaling 26 unique genes, were discovered and analytically validated across the five patient cohorts (n=357). A sixth independent cohort of 197 plasma samples (breast cancer n=116, controls n=81) was obtained and used to clinically translate and validate the 26 targets using real-time qPCR (qPCR). Results: qPCR revealed strong and reproducible clinical signal from 8/26 previously discovered targets (Table). To evaluate the efficacy of the targets, an 8-gene signature was trained on the PBMC discovery cohort, achieving >99% sensitivity, 83% specificity, indicating a promising classifier could be trained from the 8 qPCR targets. During CLIA validation of the assay, in normalized qPCR data from 87 patients, the 8-gene assay achieved a statistically significant >99% sensitivity, 89% specificity in stage I breast cancer. Conclusions: Given the performance observed from the 8-gene qPCR assay, we conclude that the deliberate inclusion of multiple sets of co-correlated targets, including those considered mathematically redundant during discovery, contributed to the success of a clinically viable assay for the detection of early-stage breast cancer in plasma. [Table: see text]

Professional Issues in the Interpreted Education of Deaf and Hard of Hearing Students

Abstract: Through in-depth interviews, this qualitative study explored the perceptions of seven teachers of students who are d/Deaf and hard of hearing (D/HH) regarding inclusive and interpreted education. The findings revealed central themes of concern including inadequate support in inclusive placements, communication modality mismatches, and insufficient quality of interpreted education. The teachers' experiences underscore the need for more comprehensive educational support systems and the development of robust support mechanisms to effectively navigate the challenges of inclusive placements for students who are D/HH. Specifically, further attention must be given to improving the qualifications, training, support, and supervision of educational interpreters facilitating education in inclusive settings. These findings have implications for multiple stakeholders, including policymakers, educators, and supportive personnel involved in shaping inclusive education practices to ensure equitable access and the creation of supportive spaces where all students can thrive.

The effects of resistance exercise on cardiometabolic health and body composition in obese or overweight individuals undergoing dietary weight loss interventions: A systematic review and meta-analysis

Obesity prevalence has tripled in over the past 35 years and has detrimental effects on physical and psychological health(1). Weight loss via dietary intervention is a mainstay for the treatment of obesity and reduces body fat(2), but also results in loss of lean tissue(3). A potential solution to mitigate the loss of lean tissue, and thus enhance the benefits of weight loss, is resistance exercise. The aim of the current systematic review was to examine the impact of resistance exercise on body weight/composition and markers of cardiometabolic health, as well as physical function, in people living with overweight or obesity undergoing dietary weight loss interventions.A search was performed in PubMed, Embase, CINAHL, SCOPUS, Web of Science, and the Cochrane Central Register of Controlled Trials (CENTRAL) based on the set inclusion and exclusion criteria. Systematic searches yielded N=5147 studies of which n=27 were relevant for inclusion after screening for eligibility. We included randomised controlled clinical trials of adult participants (18-65 years of age) with body mass index (BMI) ≥ 25kg/m2) that compared dietary weight loss interventions including resistance exercise with 1) dietary weight loss interventions including other non-resistance exercise and/or 2) dietary weight loss interventions without any exercise. Resistance exercise was classed as any form of resistance or muscle strengthening exercise (e.g. gym or home- based, supervised or non-supervised, used equipment or body weight only). Key data were extracted, risk of bias was assessed using the Cochrane risk of bias tool, and the quality of evidence assessed using Grades of Recommendation, Assessment, Development and Evaluation (GRADE). Meta-analysis was performed including only studies that compared dietary weight loss plus resistance exercise interventions to diet-only (i.e. not including any other exercise) weight loss interventions to explore differences in body weight/composition and cardiometabolic health changes between diet plus resistance exercise and diet only interventions.Overall, resistance exercise in addition to diet-induced weight loss had no effect on weight loss (mean difference between groups: -0.32kg, 95% confidence interval [CI] -1.00 to 0.35; p=0.35) but did preserve fat free mass (between-group standardised mean difference (SMD): 0.40, 95%, [CI] 0.18 to 0.61; p=0.0003) and increase loss of fat mass (SMD: -0.36, 95% [CI] -0.49 to -0.23; p< 0.00001). Muscular strength was also improved (SMD: 2.36, 95% [CI] 1.38 to 3.34; p=0.00001) by the inclusion of resistance exercise. No effects of resistance exercise were seen in any of the other cardiometabolic markers studied, although data were limited.In people who are obese or overweight, the addition of resistance exercise to dietary restriction may enhance its beneficial effects. Current evidence, therefore, supports the inclusion of resistance exercise during weight loss to attenuate the loss of lean mass, increase fat mass loss and improve muscle strength.

A lack of sociodemographic participant diversity in endometriosis evidence risks unrepresentative clinical guidance: a structured review of the evidence contributing to a NICE guideline.

Women who are black are less likely to be diagnosed with endometriosis than white women. There is no confirmed biological basis, so this likely represents structural barriers around health care. There is a lack of evidence exploring the interface between ethnicity and symptoms or experience of care and treatment. To map recording of sociodemographic diversity in the evidence informing an endometriosis guideline. Inclusion of study setting, ethnicity, age, and socioeconomic status was documented within the evidence cited in National Institute for Health and Care Excellence (NICE) NG73 (2017) Endometriosis diagnosis and management. Included were 44 studies with 43 sample groups from the chapters: 'Signs and Symptoms', 'Information and Support', and 'Diagnosis'. Data were extracted independently by two researchers. No studies were conducted in primary care. The evidence cited in 'Signs and Symptoms' and 'Diagnosis' was exclusively from tertiary care. 'Information and Support' included 9/16 studies from tertiary care, and 7/16 recruited through community and advocacy networks. For ethnicity, 4/44 studies formally reported participant ethnicity (three from 'Information and Support', one from 'Diagnosis'). In these, 93%, 90%, 60%, and 75% of participants were white/Caucasian (mean 79.5%). For age, 3/44 studies included adolescents. Many studies excluded women who were deemed outside reproductive age. For socioeconomic status, eight studies, all from 'Information and Support', reported socioeconomic status in some form. The majority of participants were tertiary educated. These results highlight the missing demographics within evidence cited in a national guideline for endometriosis. These align with documented inequities in diagnosis of endometriosis and warrant urgent attention.

Dynamic machine learning model to forecast patient availability for clinical trials.

e13641 Background: Patient eligibility is a routine concept in clinical research, comprised of simple or complex set of inclusion or exclusion criteria applied in a specific sequence. Our methodology introduces the concept of ‘availability’ as a narrower term that is closer to the actual number that will be considered for a specific study and who may decide to participate. This specific research develops Machine Learning (ML) model that dynamically predicts likelihood of Multiple Myeloma progression and departure from targeted outcomes to sustain therapy and to indicate potential availability for clinical trials – to reduce screening efforts and improve screening precision of clinical research organizations. Methods: The cohort for training these models was drawn from the ConcertAI Oncology Research database, further enriched by key variables derived from unstructured data sources. Eligible patients for the analysis had a diagnosis of Multiple Myeloma made after Jan 1, 2020. Progressions were labelled using International Myeloma Working Group Criteria. Patients that did not satisfy the criteria were censored. Labels were assigned to patients after initial diagnosis of MM, and the duration between diagnosis to label was computed to build time to event (TTE) models. Over 2000 features were created to build this model, e.g., laboratory values, vitals, biomarkers, medications, ECOG, stage, etc. Variable creation preserved temporality of lab variables and vitals and noted presence of other variables. Several ML methods were employed to build the TTE models, with gradient boosting resulting in the highest c-index (0.8) based on 12 clinically relevant features. A temporal validation of the model was performed on a simulated index date. Results: Cohort used for training the model comprised of N = 4315 patients with average age at diagnosis of 72.3 years, and ~11% of the patients labelled as progressing. Temporal validation was performed on N = 1874 patients, with ~9% progression rate. The area under the curve (AUC) and weighted F1 score for this cohort was 87% and 89% respectively. Conclusions: Patient availability assessments are complex, not supported effectively by existing solutions and often require 100’s of hours from highly trained clinical personnel. An AI model predicting Multiple Myeloma progression built using a large-scale real-world dataset demonstrated 2-4x improvement in forecasting patient availability over other approaches. Integrating these solutions into clinical workflows can improve the effectiveness of research teams; enable more patients to have clinical trials as viable options at the right time; and allow care teams to have forward visibility to choices of standard-of-care and clinical trial alternatives in the best interest of patient outcomes. [Table: see text]

The dominant degree for Schur complement of [formula omitted]-strictly diagonally dominant matrix and its applications

We study the dominant degree for Schur complement of S-strictly diagonally dominant matrix and its applications in reducing the order for the solution of large-scale linear systems and the linear complementarity problems. Based on the proposed dominant degree, we obtain an infinite norm bound for the inverse matrix of the Schur complement, and then derive an infinite norm bound for the original matrix. We also give the eigenvalue inclusion set for the Schur complement. In addition, we present a new error bound for the linear complementarity problem with an SB-matrix, which improves the existing results when the dominant degree is tiny. A series of numerical experiments with lots of random matrices are presented to show the efficiency and superiority of our results.

Review of leptospirosis in dogs from Mexico: Epidemiology, diagnosis, prevention, and treatment.

Leptospirosis, classified by the World Health Organization as an emerging and neglected disease, is caused by the zoonotic pathogen Leptospira interrogans. This review aims to outline the Mexican epidemic of L. interrogans in dogs, including diagnosis and prevention methods. This review article searched articles from the publishers Wiley, Springer, PubMed, Redalyc, SciElo, and Elsevier. Among the 200 Mexican articles concerning Leptospira epidemiology, diagnosis, treatment, and vaccination, those that failed to meet the set inclusion criteria were excluded. The worldwide study of L. interrogans has focused on this bacterium. In Mexico, up-to-date information on canine prevalence, diagnosis, and vaccine use is scarce. Flow cytometrically detected Salmonella serovars differ from those in current vaccines, emphasizing the importance of broadening vaccine serovar coverage.

The Efficacy of Acupuncture Therapy in the Management of Dyspnea and Other Symptoms Associated with Heart Failure: A Consolidated Review of Trial Data.

Acupuncture has been used for pain management for thousands of years. However, it is largely unclear whether this therapeutic approach can effectively reduce heart failure-associated symptoms, including dyspnea. The hypothesis posited in this study was that acupuncture does indeed aid in the management of such symptoms and was motivated by the following statistics that establish a requisite need for efficient management of dyspnea to improve patient outcomes with heart failure. In 2020, an estimated 6.2 million adults in the USA had a heart failure diagnosis; in 2018, 379,800 death certificates reported heart failure; and the national cost of heart failure in 2012 was approximately USD 30.7 billion. The methodology employed to conduct this study involved review of trial data extracted from review of papers pertaining to acupuncture, symptoms of heart failure, and dyspnea, from academic and clinical data repositories subject to various inclusion and exclusion criteria. Of the initial set of 293 studies identified, the resulting inclusion set comprised 30 studies. The analysis conducted revealed that the highest frequency of combined acupuncture points prescribed for the foregoing search criteria were as follows: BL13, BL23, LU9, LU5, Dingchuan, LI4, PC6, and HT7. A meta-analysis of combined pooled p values for the studies revealed that acupuncture does aid in the management of symptoms of dyspnea and heart failure, subject to various limitations including but not limited to heterogeneity inherent between the studies in the inclusion set that were analyzed. Such limitations underscore the need to restrict generalizations from the conclusions of this study. The impact and novelty of this research study is its attempt to target the apparent paucity of literature that focuses on the management of dyspnea specifically in the context of heart failure with acupuncture and to bridge the gap of the application of acupuncture research on dyspnea to the cardiovascular context of heart failure. Notwithstanding the meta-analysis undertaken under this review study, further statistical analysis and a pilot study are warranted to consolidate or nullify the results of the research.

Impact of Language Diversity on the Secondary School Learning Process in Nyamagana District, Tanzania

This qualitative study, conducted in Nyamagana District, Tanzania, aimed to comprehensively explore the impact of linguistic diversity on the learning process within secondary education. Employing interviews, classroom observations and a literature review, the study investigated the multifaceted nature of linguistic diversity, revealing communication barriers that hindered students’ comprehension and participation. Teachers employed diverse strategies, including bilingual instruction and visual aids, to address these challenges. Recommendations included the development of language support programs and investments in teacher development for the effective management of linguistic diversity, fostering equitable and inclusive learning environments. The study contributed crucial insights for stakeholders committed to creating culturally rich and inclusive educational settings in Nyamagana District's secondary schools.

Educational technology and the digital divide: A conceptual framework for technical literacy inclusion

This paper seeks to bridge the gap between digital haves and have-nots, fostering equitable access to educational opportunities in the digital age. To expand on the proposed framework for addressing the digital divide through technical literacy inclusion in educational settings, it's essential to delve deeper into the key components and strategies inherent in such an initiative. The framework aims to tackle the multifaceted challenges posed by the digital divide by promoting not only access to digital resources but also the development of essential digital literacy skills among all learners. It recognizes that equitable access to technology alone is insufficient without the ability to effectively navigate and utilize digital tools and resources. One crucial aspect of the framework involves ensuring universal access to digital infrastructure and resources. This includes initiatives to provide students from underserved communities with access to digital devices such as laptops, tablets, or smartphones, as well as reliable internet connectivity both at school and at home. Additionally, efforts may be made to establish community centers or digital hubs where individuals can access technology and receive support for their digital literacy needs. Moreover, the framework emphasizes the importance of integrating digital literacy education into the curriculum at all levels of education. This entails designing and implementing instructional programs that equip students with the skills and knowledge necessary to navigate digital platforms, critically evaluate online information, and leverage technology for learning and productivity. Teachers play a crucial role in delivering effective digital literacy instruction, and professional development opportunities should be provided to support educators in this endeavor. Furthermore, the framework recognizes the need for targeted interventions to address specific barriers to digital inclusion faced by marginalized populations.

Pedagogical strategies in the cotaught K–12 inclusive setting: role responsibility for teacher partners and leaders

ABSTRACT Knowledge of instructional strategies in cotaught K–12 classrooms raises awareness of this unique collaboration for benefitting students with disabilities. The purposes of this qualitative study were to (1) identify pedagogical strategies that facilitate coteaching in inclusive environments and (2) explore the relevance of coteaching teams and administrative support for these partnerships. Interviewing during the coronavirus pandemic involved nine experienced general and special educators (coteachers) from elementary, middle, and secondary schools in Virginia, USA. Practices of inclusive education and leaders’ involvement in coteaching were revealed. Coteaching strategies, administrative needs, and tips for future partners were probed in the interviews. Individual partners’ communication, responsibilities, tasks, and expectations were other areas of interest. Investigating how coteaching teams instruct and perceive administrative support contributes to the research. Importantly, the relationship of coteaching to leadership is crucial to the viability and effectiveness of instructional collaboration.

Analysis of Knowledge and Skills among Special Education Teachers in Inclusive Schools in Indonesia

This research examined the knowledge and skills of special education teachers within the context of inclusive education in Indonesia. Employing a quantitative survey approach, the study aimed to determine whether a statistically significant disparity existed between these two variables. The data collection technique utilized included knowledge tests and performance assessments, involving 637 participants from 26 districts/cities. The data analysis technique employed was the t-test using SPSS. The research findings indicated that the mean knowledge score (51.85) was lower than the mean skill score (73.90). The t-test result showed a value of -29.87 with p-value <0.05, indicating a significant difference between the knowledge and skill scores. Several factors contributed to the higher skill scores, including limited access to specialized training and professional development, curriculum structures prioritizing skill-based coursework, and the unique demands of inclusive education settings.

Learning Degrees for Students with Special Needs in Inclusion Class Settings

The aim of this study is to describe the learning degrees of students with special needs in the inclusive high school classroom setting in Pangkalpinang City. This study used a qualitative approach with the case study method which was conducted to see and observe learning for students with special needs at SMAN 1 Pangkalpinang. Data collection techniques using interviews and observation. Data analysis techniques in this study used three stages, namely data reduction, data exposure, and drawing conclusions. The results of the research are the learning degrees of students with special needs in the inclusion class setting at SMAN 1 Pangkalpinang going well because the teacher has made learning modifications according to the level of potential, obstacles, and needs of students. The teacher's attitude towards the uniqueness of the learning process of students with special needs is very positive. The teacher’s efforts in teaching students with special needs together with other students in inclusive classes include: (1) Consultation with special school teacher, (2) Discussions with colleagues, (3) Implementing cooperative learning and project based learning which accompanies all students, (4) Learning for students with special needs in inclusive classes is developed on the principles of flexibility, modification of learning degrees, and support

"I shouldn't just hide in the darkness": youth and parent experiences in wheelchair sport

ABSTRACT Disabled youth derive health, social belonging, enjoyment, and well-being from participating in sports, much like their nondisabled peers. This narrative inquiry study explored wheelchair sport experiences and the meaning ascribed to sport participation among youth with orthopedic impairments and their parents or guardians. Using a multi-case study, narrative approach, semi-structured interviews were conducted with three youth athletes and their parents. Thematic analysis shed light upon the participant narratives of social belonging, self-beliefs, and identity development experienced by the youth participants and their parents within the context of wheelchair sport. The first theme, ‘wheelchair sport as a community,' portrayed the wheelchair sport event as a highly inclusive setting that enabled strong social acceptance and emotional support. The second theme, ‘moving from frustration toward confidence in sporting contexts,' captured ambivalent emotive moments experienced during sport participation, particularly those related to perceived physical abilities. While the final theme, ‘athletic identity in wheelchair sport,' depicted the youth participants' individual journeys toward athletic identity development. Based on these lived experiences and perceptions, participants' stories illustrate the social, physical, and psychosocial benefits and challenges of wheelchair sport participation. The study concluded that youth wheelchair sport can be a meaningful avenue for social interaction for disabled youth and their families, positive self-concept regarding one's body and abilities, and pro-athletic identity beliefs. Further, introductory events to wheelchair sport must be carefully planned and implemented to create an enjoyable and low-stakes opportunity for novice wheelchair sport athletes to explore their relationships with physical activity and sporting culture.

Assessing the Approaches and Challenges Encountered by Primary School Teachers in Managing Inclusive Classrooms

This study assessed how primary education teachers who handle inclusive classrooms utilized the teaching approaches and the challenges they experienced. This descriptive correlation study had 30 purposively selected teacher respondents who answered the researcher-made survey questionnaire containing ten indicators for the teaching approaches used and the ten challenges encountered. The data gathered were treated using descriptive and inferential statistics. The findings revealed that the respondents’ perceptions of their teaching approaches in managing the mainstream classroom in terms of: managing teacher-student interaction were generally positive opinion of the teaching methodologies used to manage teacher-student interaction; classroom conduct and demeanor was diverse; fostering logical development was favorable tendency towards it; and there was a general alignment with constructivist teaching methods but emphasizing opportunities for improvement. The respondents’ perception of the challenges encountered in fulfilling their role in an inclusive education setting highlighted the need for better teacher preparation, curricular adaptation, and inclusive and collaborative education. Targeted professional development, curriculum reform, and stronger parent partnerships could improve inclusive education and help all students succeed academically and socially. There was no significant relationship between teacher-student interactions and fostering logical development, and challenges experienced by the teachers. There was a significant relationship between the classroom conduct and demeanor, implementing a constructivist teaching approach and the challenges experienced by the teachers. It is recommended that educational institutions and policymakers should prioritize inclusive education teacher competency through focused professional development and collaboration among all stakeholders.

Pupils' inclusion as a process of narrative interactions: tackling ADHD typification through MADIT methodology

BackgroundADHD is the most common childhood neurodevelopmental disorder. The symptomatology makes the management of ADHD particularly demanding in school, so teachers’ training programs have been widely implemented. Nevertheless, these interventions could lead teachers to concentrate on the dysfunctional elements of these students, exposing them to the risk of stigmatisation. Conceptualising stigma and inclusion as narrative processes, the present study observed how teacher ADHD training texts, endorsed by the Italian government, impact on the inclusion process of students.MethodsThe research analysed a corpus of N = 31,261 text occurrences and focused on three areas: (1) ADHD as a clinical condition; (2) the impact of ADHD characteristics in the scholastic setting; (3) interventions to manage ADHD criticalities in school settings. To observe the interactive processes fostered by the narratives under scrutiny, we used Dialogic Science and MADIT methodology, since they allow us to measure the language use modalities through an index: the Dialogical Weight (dW). The value of dW ranges between 0.1 (min) and 0.9 (max) and is linked to the potential outcomes of inclusion for students with ADHD. A low dW accounts for narratives entrenched in personal beliefs presented as absolute truths, undermining inclusion of students with ADHD. In contrast, high dW signals language interaction relying on sharable elements, able to foster social unity and diminish stigma.ResultsThe results yielded a critical discursive configuration, both in general and for the three distinct areas. We measured an overall Dialogical Weight of 0.4dW and, for the three areas (1) = 0.3dW; (2) = 0.3dW; (3) = 0.4dW. The analysed text does not maximise the triggering of inclusive interactions, as they rely on individual references and present one’s narrative as the sole plausible perspective: reinforcing already existing positions and exposing to the risk of stereotyping of the pupils.ConclusionsThe study highlighted how the ADHD training materials analysed, focusing on a purely informational and clinical approach, lose in effectiveness with respect to generating inclusive school settings. Finally, to promote the inclusion of these pupils, elements are offered for outlining an approach based on fostering active participation by all roles involved.