Inclusive Strategies Research Articles

Analyzing classroom interactions focusing on IRF patterns and turn-taking

This study aims to analyze patterns of interaction and turn-taking in the context of classroom learning using a classroom discourse analysis approach. This research focuses on understanding the communication dynamics between teachers and students and identifying dominant patterns during the learning process. The method used is qualitative, with data collection through observation using video recorder instruments in class XI SMK Muhammadiyah Mertoyudan. The research participants were a teacher and class XI students of SMK Muhammadiyah Mertoyudan, totalling 24 students, consisting of 1 teacher and 23 students. The data results show the sequences developed from the questions between teacher and student interactions. The results of this study support the view that the discursive role of the Feedback sequence in IRF (Initiation-Response-Feedback Sequence) is to develop dialogue between teachers and students. The findings of this study on the IRF pattern are that the teacher dominates the communication in the classroom 63,4% and students 36,6%. The findings indicate that the non-delivery of learning is the main problem of students' lack of understanding of the material, lack of students' ability to think critically, and responsiveness to students. These findings can be used to develop more inclusive and effective teaching strategies that pay attention to a more balanced distribution of talk time and interaction between teachers and students. This research contributes to the literature on Classroom Discourse Analysis by filling the knowledge gap on the classroom's interaction pattern and its implications for teaching practices with feedback in IRF. The results of this study can provide valuable insights for educational practitioners and help improve students' critical communication strategies in the classroom.

Effect of Application of Model for Inclusive and Compulsory Participation Strategy for Teaching and Learning Mathematics on Students’ Learning Outcomes

Effect of Application of Model for Inclusive and Compulsory Participation Strategy for Teaching and Learning Mathematics on Students’ Learning Outcomes

Beyond demographics: the case for inclusive COVID-19 vaccination strategies.

Beyond demographics: the case for inclusive COVID-19 vaccination strategies.

Religiusitas Dan Pencapaian Pendidikan Padamasyarakat Sumatera Barat

Religiosity is the dominant factor that determines the level of educational attainment in West Sumatra. Through literature study using the meta-analysis method of ten relevant international and national journals. Religiosity is seen as a potential factor influencing educational attainment in various cultural contexts, including in West Sumatra, which has a rich cultural and religious background. The meta-analysis method is used to integrate and analyse findings from various existing studies, with a focus on variables related to the level of religiosity of individuals or communities and their impact on educational attainment, such as academic achievement, learning motivation, and educational aspirations. The findings of this research are that religiosity factors influence educational attainment in West Sumatra, and there are implications for educational policy and social practice in the area. This research also provides a strong theoretical basis for further research in this area, and can be an important reference for decision makers in developing more inclusive and sustainable education strategies in Indonesia. Keywords : Religiosity, Education, West Sumatra.

A theory of change evaluation of doctoral admission methods: A case study of a Chinese university

In response to China's incentive for "connotative development" in doctoral education, universities are actively fostering creative and innovative PhD candidates with enhanced research productivity and superior educational quality. A Chinese university, aligning with this objective, has initiated significant reforms in its doctoral admission methods, introducing a new type of student and altering the proportion of existing ones. Recognizing the complexity and uncertainty inherent in the doctoral admission process, this theory-based study employs a Theory of Change framework to systematically evaluate the immediate, intermediate, and long-term outcomes of this university's interventions. It assesses the transformative impact of these changes by integrating secondary data with qualitative insights, including focus group discussions with twelve students and semi-structured interviews with three supervisors. The study reveals that while this university has made substantial progress in achieving short-term goals, these reforms have not uniformly benefited all student categories, presenting distinct challenges and opportunities for stakeholders. Consequently, it advocates for diversifying the student composition and emphasizes inclusive pedagogical strategies to facilitate high-quality doctoral education. Importantly, this research extends beyond this university, promoting a balanced mix of student profiles and a holistic approach to shaping effective policies and practices within doctoral admission, essential for navigating global competition.

A relevância do envolvimento do Estado diante de uma estratégia econômica sustentável e socialmente inclusiva no México, o caso de sua região sul-sudeste como provável polo de desenvolvimento regional socialmente inclusivo e sustentável no país

Mexico’s South-southeastern region (here on ‘Macrosouth’) has traditionally been lagged and impoverished vis-á-vis Mexico’s northern and center region, which comprise, altogether, the so-called ‘Macronorth’ (encompassing northern, northwestern, western, and center regions). With the sole exception of highly private investment concentration on the Mayan Riviera of touristic nature, the rest of the ‘Macrosouth’ region (encompassing the Gulf of Mexico, South-pacific and Southeastern region) and its states down to the Gulf of Mexico and South Pacific region have remained isolated and disconnected from the Riviera bonanza zone, featuring better living standards, high economic growth, and better employment opportunities. Under this framework and the emergence of a new democratic leftwing government in Mexico with strong social support and commitment to promoting a balanced regional development throughout the country, under a socially inclusive strategy it results explainable its emphasis granted on fostering a balanced regional development, under a socially inclusive strategy, its decision to earmark mammoth public productive investments toward the referred region, such as the Mayan Train and the Mexican Corridor (Dos Bocas Refinery in Tabasco state) all of them immersed in the same Macroregion aiming to paralleling foster economic growth and well-being within this region and diminishing the prevailing asymmetric gap between North and South. Although the unprecedented public investments channelized so far into the Macrosouth are expected to promote an economic bonanza in this region, there is no guarantee whatsoever that such growth will render seamlessly and simultaneously a socially inclusive and sustainable development in such a region for the coming years as conceived by Mexico´s ongoing economic strategy. Under this context, the article aims to highlight some remarks and challenges ahead to overcome to implement a socially inclusive and sustainable regional strategy in this Macroregion in the coming years and the role of the State as an unavoidable key agent in attaining a balanced, socially inclusive and a sustainable approach in such region.

Constructing inclusion and exclusion in and through leaders’ communication discourses and practices

This study explores the discourses and communication practices of five leaders working in elderly care units in a mid-size city in Sweden and the construct of inclusion and exclusion by examining their daily communicative leadership practices with their work groups, consisting of Swedish-born and foreigner-born migrants. The results were drawn from an analysis of interviews with five leaders and the observation of eight meetings led by three of them. The findings indicate that leaders’ different strategies of inclusion are related to the engagement and participation of workers in discussions and decision-making. Some salient practices and discourses are pertinent to leaders’ cultural biases that can lead to ethnocentrism and essentialism, which might have a negative impact on inclusion. Leaders who practice inclusiveness through connecting, relating, and giving space for engagement and participation might better contribute to workplaces. The aspects and strategies of inclusion and exclusion are embedded in leaders’ practices and discourses and present them as bridge builders, empathetic and supportive, and culture enhancers. This study presents leaders' communication styles to include and exclude migrant workers and their strategies for engagement and participation in workplace issues. The leaders' communication styles emerged from the data and were defined as bridge builders, empathetic and supportive, and culture enhancers.

Community perceptions towards the ecosystem services of urban forests in Mekelle, Tigray, Ethiopia

Urban forests are crucial providers of ecosystem services, delivering significant benefits to residents and the environment. This study aimed to investigate how residents in Mekelle, Tigray, Ethiopia, perceive the ecosystem services provided by urban forests. Understanding these perceptions is essential, particularly in developing countries and the study area, where little research has been conducted on this topic. To achieve this objective, a questionnaire-based survey was conducted among randomly selected household heads from two sub-cities within Mekelle. The collected data were analyzed using both descriptive and inferential statistics, including Spearman rank correlation and ordinal regression analysis. These analyses helped identify the factors influencing inhabitants’ perceptions of ecosystem services. The findings revealed that residents placed a high value on the regulating ecosystem services provided by urban forests. In contrast, provisioning, supporting, and cultural ecosystem services were perceived at a medium level. Additionally, the analysis indicated that the level of education and age of respondents were significant factors influencing their overall perception of these ecosystem services. Higher educational attainment and older age were associated with a greater appreciation of the ecosystem services offered by urban forests. This study has important implications for urban forest management and policy. It highlights the necessity of incorporating community perceptions of ecosystem services into urban planning and management efforts. Moreover, the study recommends the need for local governments to focus on raising community awareness about the ecosystem services provided by urban forests. This can ensure more effective and inclusive urban forest management strategies that align with community values and needs.

Book Review: Diversity, Equity, and Inclusion Strategies: Learning from Journalism and Mass Communication Programs with Professional Impact by Masudul Biswas and Dorothy Bland

Book Review: <i>Diversity, Equity, and Inclusion Strategies: Learning from Journalism and Mass Communication Programs with Professional Impact</i> by Masudul Biswas and Dorothy Bland

Dynamics of Local Communities Through the Transformation of Agriculture to The Camping Sector in Pancasari Village, Buleleng, Bali

This study explores the dynamics of local communities in Pancasari Village, Buleleng, Bali, as they transition from traditional agriculture to the emerging camping sector. This transformation has led to significant economic, social, and environmental changes within the community. Economically, the shift has generated new employment opportunities, increased household incomes, and stimulated local businesses, thereby enhancing the village’s economic resilience. However, challenges such as potential inflation, uneven distribution of benefits, and increased vulnerability to external economic shocks have also arisen. Socially and culturally, the move to camping has altered traditional roles and lifestyles, facilitated cultural exchange and the introduction of new ideas but also posing risks of cultural dilution and commodification. Environmentally, the camping sector promotes sustainable tourism practices, yet it also brings negative impacts like habitat loss and increased waste. This study employs a qualitative research methodology, including interviews, observations, and document analysis, to understand these dynamics comprehensively. The findings highlight the need for sustainable planning and inclusive development strategies to address economic challenges, robust environmental management to mitigate negative impacts, and effective policy and governance frameworks to ensure equitable benefit distribution and stakeholder coordination. The study concludes that while the transformation to the camping sector presents significant opportunities for economic growth and cultural exchange, it also requires careful management to ensure long-term community well-being and sustainability. By understanding these dynamics, policymakers and stakeholders can better support the community through this transition, promoting balanced and sustainable development in Pancasari Village.

Development of a standardized set of outcomes for autism spectrum disorder: The International Consortium for Health Outcomes Measurement (ICHOM)

BackgroundAutism spectrum disorder (ASD) is characterized by persistent deficits in reciprocal social interaction, communication, and restricted, repetitive, behaviour, that are atypical or excessive for the individual’s age and sociocultural context (Diagnostic and Statistical Manual 5th ed TR.; 2022). The rate of ASD continues to increase and remains a concern due to inequitable access to diagnosis and quality services. A lack of standardization in assessment and treatment presents further difficulty in benchmarking and improving care. MethodThe International Consortium for Health Outcomes Measurement (ICHOM) recruited a Working Group (WG) of 20 subject matter experts, including researchers, clinicians, policy makers, and lived-experience experts to identify a minimum set of measurable outcomes along with case mix variables (i.e., risk adjustment factors). A proposed set of Patient Centered Outcome Measures (henceforth known as the ASD Set) was identified and endorsed using a modified Delphi process to reach consensus. ResultsThe WG took into consideration variation in global health, social care and educational systems were considered to ensure implementation of the ASD Set is feasible. The Set includes a core set of measurable outcomes (i.e., domains) that include core symptoms, daily functioning, accessibility, and support. ConclusionsThe ICHOM ASD Set is a scientifically-sound, internationally vetted tool that will enable assessment of care for individuals with ASD that can facilitate targeted, person-centered clinical and social inclusion strategies. Large scale implementation and use should generate standardized data describing the individual's health and wellbeing that can inform decision-making, quality improvement and best-practices insights.

Analyzing how well an equity-based, inclusive school reform strategy with MTSS integration can improve the math and reading performance of students with IEPs

Equity-based investments provide a long-term potential for substantial returns. In the long run, stocks have performed better than a lot of other investing options, including bonds or cash. It's important to keep in mind that past performance does not guarantee future results, and there may be ups and downs in the stock market. The goal of the current research was to determine Would a broad, based on stocks educational transformation paradigm nestled inside an Multi-Tiered System Of Support (MTSS) framework might increase the arithmetic and reading test scores of children with Individualized Education Plans (IEPs). According to descriptive data, pupils with IEPs had higher math state test results throughout the implementation period. The scores were strongly and positively predicted by model fidelity of implementation scores. Students with IEPs improved their math scores in implementing schools in faster rate’s compared with their counterparts in comparable educational institutions, according to a subsequent analysis comparing The approach's efficacy in three institutions that used it faithfully enough compared to non-implementing institutions. The findings on inclusivity as well as the steps taken to enable high-fidelity MTSS adoption are discussed. The consequences were included reform’s approach with the integration go beyond math and reading outcomes, even though this research concentrated exclusively on these areas.

Critically unlearning about madness and distress: Reflections on social work education and activism in Ireland

This article draws from my involvement in critical social work education and my position as an aspiring ally of the Mad movement in the Irish context. I use a reflexive auto-critique as a methodology to consider a significant shift in my engagement with Mad matters which has led to new ways of (un)learning critically about madness and distress in education and activism. This is a shift from celebrating criticality and inclusion strategies, and in particular service-user involvement in education, to problematising criticality and its potential to perpetuate power inequalities within mental health and education systems. It is a shift from viewing critical education as a process of knowing about distress and Mad people to a process of knowing with and from Mad people, service-users, and survivors. The emerging field of Mad Studies provides a conceptual framework to inquire about knowledge and knowers, to consider issues of co-option and epistemic injustice, to focus on pedagogies for unlearning, to ask questions about representational politics and the complexities of being an engaged academic and Mad positive ally. Guided by Mad Studies as a mode of analysis, I recognise that inclusion of madness in university curricula can work in ways that continue to pathologise and subjugate Mad people. This is an unsettling recognition that leads to an interrogation of my own praxis as an academic and an aspiring ally of the Mad moment. I propose that prefigurative politics are central in these considerations as genuine engagements with mental health matters need to model the changes we aim to achieve. Engaging with the tensions of inclusion politics, the complexities of madness, and the unsettledness this engagement generates, can be a source of knowing through epistemic humility and a resource for networks of solidarity.

Building an Optimal Persistence Model for Novice Arab Minority Teachers by Emotional, School-Organizational and Educational Factors

The present study aimed to examine the persistence difficulties of novice teachers from Arab society in relation to various socio-emotional, school-organizational, and educational factors. Another aim of the study was to suggest an appropriate persistence model adapted to novice Arab teachers from Israel. To this end, 319 Israeli novice teachers from Arab society filled out questionnaires on demographics, resilience, organizational commitment, management style, inclusive school, and self-efficacy. The findings indicated significant differences among three levels of persistence difficulty groups in resilience, management style, school inclusion, and self-efficacy. Further post-hoc analysis using Scheffé's test identified significant differences between specific pairs of groups. Additionally, significant negative relationships were found between novice teachers' persistence difficulties and their organizational commitment at school, school inclusion, and self-efficacy. Stepwise multiple regression analysis revealed that self-efficacy, school inclusion, resilience, and organizational commitment explained 19.8% of the variance in novice teachers' persistence difficulties. In conclusion, a targeted support program addressing the unique socio-emotional, school-organizational, and educational training challenges faced by novice Arab teachers in Israel is essential for enhancing their persistence and professional success. Implementing comprehensive and inclusive strategies will not only improve teacher retention but also contribute to a more equitable and effective education system.

Neurodiverse inclusive social work education considered through a student partnership

ABSTRACT To improve inclusion in one social work teaching department, a ‘Students-as-Partners’ project employed four social work students with lived experience of neurodiversity to work in partnership with staff on pedagogical design. The student partners’ role was to evaluate teaching and learning through neurodivergent lenses and co-design strategies to enhance provision. Higher education can often adopt an individualized, adaptive approach to difference , rather than a social approach to inclusion where whole courses and environments are designed with neurotypical and neurodivergent learners in mind. ‘Neurodiversity’ offers social work education a constructive new paradigm for understanding learning experiences and for considering individuals’ strengths alongside challenges . Using a reflective, critical storytelling approach , this article weaves published research findings with the experiences of three student partners and one staff partner, to reflect on and analyze a Students-as-Partners neurodiversity pilot. We conclude that educational designs which actively include the perspectives and ideas of neurodivergent students can deepen understanding of individual challenges and strengths and facilitate the co-creation of more inclusive teaching and assessment strategies.

Recommendations for Integrating Anti-Racist and Inclusive Pedagogy Strategies into Doctoral Teaching Training in Public Health

Greater use of antiracist and inclusive pedagogy is necessary to address racism in public health education. To effectively prepare the next generation of public health faculty who can support diverse cohorts of students in developing the skills needed to promote health equity, such pedagogies must be integrated into doctoral teaching training. Based on our experiences as co-instructors and student of a doctoral-level course on teaching public health, we offer recommendations for integrating antiracist and inclusive pedagogies into doctoral teaching training. First, integrating student voices, such as letters to academic institutions demanding changes to address institutional racism, can prompt reflection and discussion on how doctoral students’ teaching can contribute to antiracist work. Second, pedagogy courses offer the opportunity to model inclusive teaching strategies that value the participation and perspectives of all students. Third, mentored teaching experiences provide doctoral students opportunities to meaningfully engage in course preparation and delivery, including reflexive consideration of positionality in the context of the course. Fourth, instructors and doctoral students must engage in ongoing and collaborative learning, reflection, discovery, and accountability. We encourage public health programs to assess how antiracist and inclusive pedagogies fit into doctoral teaching training and implement further steps to better prepare future faculty to become antiracist educators.

Empowering Students Through Inclusive Language Teaching Practices

The innovative strategy for inclusive learning aims to ensure that each student, regardless of their abilities, background, or learning needs, has fair opportunities to access a high-quality education. This educational philosophy aims to provide an atmosphere where each student can succeed intellectually, socially, and emotionally while acknowledging the diversity of learners. Since teaching English is crucial to academic success and efficient communication in many educational systems throughout the world, the need for inclusive education is particularly apparent. Proficiency in the English language is essential for students’ growth and prospects, in addition to their academic success. The study reviews current literature, identifies effective inclusive strategies, and discusses their implementation in language classrooms.

Optimizing Administrative Services through Interpersonal Communication: Strategies of the Head of Administration at a Madrasah Aliyah in Palembang

This research aims to analyze the interpersonal communication strategy of the Head of Administration at MAN 2 Palembang in the context of management administration services. The type of research carried out is field research and uses a qualitative approach through observation, interviews and documentation. Using a purposive sampling technique, the informants in this research were the head of administration (KTU), school principals, teachers and staff. Data analysis techniques use data reduction, data presentation, and drawing conclusions. This research found that the head of administration at MAN 2 Palembang had implemented three strategies, namely first, a formalist structural strategy by prioritizing manners, proportion and professional service with the principles of kinship and mutual respect. Second, a humanist cultural strategy by creating an atmosphere that is supportive, together and full of empathy. And third, an inclusive equality strategy by creating a supportive, fair and open environment. Thus, the interpersonal communication of the head of administration at MAN 2 Palembang was successful because it integrated credibility, integrity and clear message delivery by implementing these three strategies.

Within – Country diversity and economic output: The role of financial development

This study investigates the relationship between within-country diversity, financial development, and economic output with a particular focus on the moderating role of financial development. Analyzing data from a diverse set of countries, we find that both religious and language diversity exhibit negative associations with economic performance. However, in emerging economies, a positive interaction between linguistic and religious diversity emerges. Notably, robust financial development positively moderates the relationship between diversity and economic output, with identified thresholds indicating a critical level necessary to mitigate the adverse consequences of cultural diversity. Our findings highlight the essential role of financial systems in fostering trust and promoting economic growth, particularly in high-diversity contexts. Our findings are robust to a battery of alternative tests. By emphasizing the importance of financial development in navigating within-country heterogeneities, this study offers valuable insights for policymakers seeking to foster inclusive and sustainable development strategies.

Urbanization and Its Environmental Impact on Rangareddy's Peri-Urban Landscape: Insights from Secondary Data

This study investigates the dynamics of urbanization and its environmental implications in peri-urban areas of Rangareddy, focusing on key regions including Shamshabad, Manikonda, Gachibowli, and Shadnagar over the past two decades. Through a comprehensive analysis of land use changes, environmental assessments, socio-economic dynamics, and sustainability challenges, the research highlights significant transformations driven by rapid urban expansion. The findings reveal a notable shift in land use patterns characterized by a substantial increase in residential and commercial developments, leading to a decline in agricultural lands and natural ecosystems. This urban sprawl is fueled by population growth, economic activities, and infrastructural developments, reflecting broader urbanization trends observed across Indian cities. Environmental assessments underscore critical challenges associated with urban growth, including deteriorating air and water quality attributed to increased industrial activities and vehicular emissions. The reduction in green spaces exacerbates environmental concerns such as heat island effects and biodiversity loss, necessitating urgent interventions to integrate sustainable land management practices into urban planning strategies. Demographic shifts in peri-urban Rangareddy reveal accelerated population growth rates, surpassing national averages. While urbanization has brought enhanced access to amenities and economic opportunities, it has also exacerbated socio-economic disparities among residents. Addressing these disparities requires inclusive development strategies that ensure equitable access to resources and opportunities, fostering social cohesion and community resilience. The study identifies critical sustainability challenges, including inadequate infrastructure, water scarcity, and inefficient waste management systems. These challenges underscore the imperative for effective policy interventions and governance frameworks aimed at promoting environmental conservation and enhancing urban resilience. Policy recommendations emphasize the need for integrated urban planning approaches that prioritize green infrastructure development, pollution control measures, and community engagement initiatives. Looking forward, future research should focus on longitudinal studies to monitor urbanization trends and evaluate the effectiveness of policy interventions in mitigating environmental impacts and enhancing socio-economic conditions in peri-urban areas. Long-term strategies should emphasize adaptive governance mechanisms, stakeholder engagement, and capacity building to support sustainable urban development goals.