Students In Inclusive Classrooms Research Articles

Using virtual classroom for teaching special needs students in inclusive classrooms during and beyond COVID-19: Teachers' perspectives

Encouraging and continuing inclusive learning environments is important to allow all students to be able to fully participate, engage, and learn. The online learning environment obliges educators to think creatively about how to achieve this goal. The aim was to investigate using virtual classroom for teaching special needs students in inclusive classrooms during and beyond Covid-19 from the perspectives of their teachers. Teachers of special education from integration schools in the middle stage in Makkah were targeted. A 15- item survey instrument was developed particularly for this research study . Quantitative research is carried out with the aim to investigate using virtual classroom(VC) for teaching special needs students in inclusive classrooms during and beyond Covid-19 from the perspectives of their teachers. A survey method was used. Data were collected through a structured self-administered questionnaire, which was based on the technology acceptance model(TAM). Pearson correlation(R) and multiple regression (MRA) were used to analyze data . Results indicated that the BI is positively affected by PU, PEOU. PU, PEOU yielded a coefficient of multiple regression (R) and a multiple correlation square. This shows that a total variance in BI is accounted for by PU, PEOU. In conclusion, the findings in this study contribute to the literature on TAM and its use in special education in particular. Fomentar y continuar con los entornos de aprendizaje inclusivos es importante para permitir que todos los estudiantes puedan participar, comprometerse y aprender plenamente. El entorno de aprendizaje online obliga a los educadores a pensar de forma creativa sobre cómo lograr este objetivo. El objetivo era investigar el uso del aula virtual para enseñar a estudiantes con necesidades especiales en aulas inclusivas durante y después de la COVID-19 desde la perspectiva de sus docentes. La investigación cuantitativa se lleva a cabo con el objetivo de investigar el uso del aula virtual (VC) para enseñar a estudiantes con necesidades especiales en aulas inclusivas durante y después de Covid-19 desde las perspectivas de sus maestros. Se utilizó un método de encuesta. Las variables independientes son la utilidad percibida (PU), la facilidad de uso percibida (PEOU), mientras que la variable dependiente es la intención de comportamiento del estudiante (BI). Los datos fueron recolectados a través de un cuestionario estructurado autoadministrado, que se basó en el modelo de aceptación de tecnología (TAM). Se utilizaron la correlación de Pearson (r) y la regresión múltiple (MRA) para analizar los datos. Los resultados indicaron que el BI se ve afectado positivamente por PU, PEOU. PU, PEOU arrojaron un coeficiente de regresión múltiple (R) y un cuadrado de correlación múltiple. Esto muestra que PU, PEOU explican una variación total en BI.

Preparation, instructional systems, barriers and teachers' efforts in inclusive classrooms: Implementation of limited face-to-face learning during the Covid-19 pandemic

This study explores teacher opinions regarding implementing limited face-to-face learning (LF2FL) in inclusive classrooms during the Covid-19 pandemic in Indonesia. Data were collected for 24 teachers in elementary schools who have taught in the inclusive classroom through semi-structured interviews and analyzed using thematic analysis techniques. The results showed four main themes regarding implementing LF2FL: preparation, instructional systems, barriers, and teacher efforts. Teachers in inclusive classrooms have a heavier workload due to the diverse characteristics of students, mainly students with disabilities who require special treatment in all aspects of achieving learning outcomes. However, the many limitations faced by teachers during the implementation of LF2FL led to teachers' awareness of increasing competence to achieve learning goals for all students. The Indonesian government must readjust the rules for more flexible learning times which have an impact on the learning outcomes of all students in inclusive classrooms.

The perspectives of Indonesian teachers toward co-teaching experiences in the inclusive classroom: classroom internal support and instructional goals

ABSTRACT Implementing co-teaching with equal roles and responsibilities between general and special education teachers is one of the keys to establishing successful instruction in inclusive classes. Against the background that the inclusive education system is still developing in Indonesia, we investigated the perspectives of elementary school teachers providing inclusive education who implement co-teaching. We interviewed general education teachers (n = 10) and special education teachers (n = 5) about their experiences with co-teaching in inclusive classrooms. The thematic analysis summarises statements on two main themes: classroom internal support and instructional goals. We see that general and special education teachers have yet to become equal partners in inclusive classes. There needs to be more flexibility in roles and responsibilities between co-teachers as equal partners in collaboration by increasing the professional development of teachers so that learning success is achieved for students in inclusive classrooms in Indonesia.

Stimulating mathematical communication with SPECOMATSO technology development based on digital literacy

Mathematical communication is crucial in inclusive mathematics teaching and learning to convey mathematical symbols. However, teaching mathematical symbols to deaf students in inclusive classrooms has been a persistent challenge due to the lack of specialized sign language for mathematical expressions. Media, such as SPECOMATSO technology, can serve as a bridge to address this issue. This research focused on developing valid and practical SPECOMATSO technology to strengthen students’ literacy and facilitate the delivery of mathematical symbols, which previously posed difficulties for teachers in inclusive settings. The research combined the Alessi & Trollip and V-waterfall models, encompassing seven development stages: analysis, design, implementation, unit testing, integration testing, system testing, and acceptance testing. The research instruments included observation and interview guidelines, a product validation questionnaire, and a student response questionnaire. This study produces SPECOMATSO technology that is valid and practical for learning plane geometry and angles in mathematics. Although this development still needs improvement in fixative abilities, such as storage and editing functions, it is expected to strengthen digital literacy and stimulate mathematical communication among deaf students who face challenges related to their limited auditory capabilities.

TEKNOLOGI ASISTIF SEBAGAI MEDIA PEMBELAJARAN BAHASA INDONESIA SISWA BERKEBUTUHAN KHUSUS

Assistive technology is a special device that consists of a set of technologies tailored to the individual needs of students. This technology can be used by Indonesian language teachers to provide access for students in inclusive classrooms. The implementation of assistive technology is expected to be beneficial in improving students' abilities in learning Indonesian language. Assistive technology can help students with special needs to actively participate in learning, including receiving materials, engaging in the learning process, and evaluation. Based on the literature review, the application of assistive technology in teaching Indonesian language to students with special needs will be effective if done through a systematic process. Starting from preparation, model, framework, implementation, and evaluation. Assistive technology provides accessibility for students, making it easier for them to acquire knowledge in the Indonesian language. Furthermore, assistive technology can assist students with special needs to work independently, enhance learning motivation, and feel equal rights as regular students.

EFL teachers’ experience for hard of hearing students in inclusive setting

Teaching students with hard of hearing in a mainstream school challenges teachers, including English as a foreign language (EFL) teachers. This narrative inquiry study presents EFL teachers' experience teaching hard-of-hearing students in inclusive classrooms. Six EFL teachers participated and had in-depth interviews. The finding shows that EFL teachers are aware of hard-of-hearing students’ uniqueness. They facilitate them in learning English together with hearing students from the beginning of the lesson to the closing session. Teachers modify their teaching dan communication by combining spoken, written, sign language, and translation. Explaining and instruction to hard-of-hearing students are presented in slow and loud voices, emphasizing mouth movement and repetition. This study presents implications based on the teachers’ stories and suggestions for future study.

Limited face-to-face learning on students in inclusive classrooms during the Covid-19 pandemic: Perceptions of elementary school teachers in Indonesia

Limited face-to-face learning on students in inclusive classrooms during the Covid-19 pandemic: Perceptions of elementary school teachers in Indonesia

Adjusting the Teaching Process for Refugee Students from Ukraine. The Perspective of Polish Teachers

Teaching refugee students in inclusive classrooms is challenging for Polish teachers as the number of these students in schools has dramatically increased. This research aimed to explore Polish teachers’ experiences with adapting their teaching process for these students. An Interpretive Phenomenological Analysis was used, and 30 teachers participated in six focus group interviews. Two themes were identified in the analysis: 1) collaboration with others, 2) essential elements of direct work with students: communication; didactic aids; teaching methods; learning content; and learning objectives. Several recommendations for teaching practice are made.

Challenges to preparing teachers to instruct all students in inclusive classrooms

Educating all children in inclusive settings requires proper support and guidance. Effective training has the potential to give teachers at every stage of their career the ability to influence student thinking and increase all students’ educational development. Utilizing a convergent mixed methods design, the current study explores the impact of university and district-led professional development aimed to develop the skills and willingness of teachers to create a more inclusive learning environment. Findings from two focus groups and a survey completed by 74 participants, suggest that in order to impact skills and perceptions university-district partnerships would benefit from employing the seven elements for effective professional development presented by the Learning Policy Institute (LPI).

Identifying the Values to be acquired by the Students in Inclusive Classrooms based on the Views of the Classroom Teachers

Identifying the Values to be acquired by the Students in Inclusive Classrooms based on the Views of the Classroom Teachers

The Effect of Proactive Classroom Management Training Program on Off-Task Behaviors of Students in Inclusive Classrooms

Bu çalışmada, kaynaştırma uygulaması yürütülen ilkokul sınıflarında çalışan sınıf öğretmenlerine verilen sınıf yönetimi eğitiminin öğrencilerin ders dışı davranışları üzerindeki etkisi incelenmiştir. Çalışmanın katılımcıları, Eskişehir il merkezinde bulunan devlete bağlı bir ilkokulda, sınıfında özel gereksinimli öğrenci bulunan 18 sınıf öğretmeni ve bu sınıflarda öğrenim gören öğrencilerdir. Çalışmada, tek grup ön test-son test desen kullanılmıştır. Araştırmanın verileri, Güner-Yıldız ve Elmas (2019) tarafından geliştirilen Ders Dışı Öğrenci Davranışları Gözlem Formu ve Güner (2010) tarafından geliştirilen Sınıf Yönetimi Bilgi Testi ile toplanmıştır. Katılımcı öğretmenlere Önleyici Sınıf Yönetimi Eğitim Programı (ÖSYEP) ile eğitim verilmiş; eğitimin ardından katılımcı öğretmenlerin sınıflarında ÖSYEP eğitimi sırasında verilen bilgilerin uygulanmasına yönelik gözlemler yapılarak sınıf öğretmenlerine sınıf yönetimi uygulamalarına ilişkin dönüt verilmiştir. Elde edilen bulgular, öğretmenlerin ÖSYEP ile sınıf yönetimi eğitimi ve sınıf yönetimleriyle ilgili dönüt almalarının etkili sınıf yönetimi stratejilerine ilişkin bilgilerini arttırdığını ve sınıflarındaki öğrencilerin ders dışı davranışlarını azalttığını ortaya koymuştur.

Self-determination and inclusion: The role of Canadian principals in catalysing inclusive-positive practices

While the placement of students with complex learning needs in Canadian classrooms may be mandated in policy, the development of inclusive-positive practices requires direct, and at times delicate, support and encouragement from principal teams. Without genuine engagement and buy-in from teachers and school staff, students in inclusive classrooms may not find meaningful opportunities in those spaces. Often, it falls on principals to be leaders of attitudes and practices so that inclusive school communities can thrive. Fortunately, the framework of self-determination theory provides a path by which principals can catalyse attitudinal changes (autonomy), best practices (competences), and enriched community relationships (relatedness). This study includes the questionnaire responses of 275 principals (and vice principals) from six provinces in Canada. Of those 275 participants, 46 principals also participated in interviews. The findings of this study suggest that affecting attitudinal changes requires specific and comprehensive practices. Principals also need to model inclusive-positive attitudes in their behaviour and practice. Finally, the careful curation and maintenance of relationships is a necessary for the well-being of the school communities. Implications for principal practice and school well-being are included.

Развитие самоконтроля письма младших школьников в инклюзивном образовательном пространстве

Relevance of this work is due to necessity to study the level of writing self-check of primary school children with delayed speech development compared to their peers with normal speech development to identify efficient psychological and pedagogical working methods of its development in the context of inclusive education. The article presents the results of the study of writing self-check of 2nd grade students in inclusive classrooms of a general school studying according to both a general education curriculum and an adapted basic general education curriculum for students with severe speech disorders for option 5.1. The findings have revealed that not only children with speech disorders have poorly developed writing self-check but some children having no speech pathology haven’t shown sufficient level of its formedness as well. Strategies to develop writing self-check in inclusive education context have been proposed.

Exploring STEM Kit Diagrams for Braille Readers in Inclusive Classrooms

Diagrams appear in many school subjects but more prominent in science and mathematics taught in schools. Accessing these diagrams in an inclusive classroom has been identified to be problematic for blind students partly due to the teaching resources available and personnel type, support and sufficiency. Diagrams are mostly omitted by teachers leaving the blind person out in such classroom to access portion of education received by their peers. In many instances, questions with diagrams are treated as bonus for blind students in some countries which is not fair to them. This study explored the efficacy of STEM Kit diagrams on participation and inclusion of blind students in science lessons in two case schools in Nigeria. Data were collected through classroom observations and teacher and student interviews. The accessible diagrams in the STEM Kit were found to provide relevant solutions to problems militating against adequate accessibility of diagrams to blind students in inclusive classrooms.

The Benefits of Implementation of an Instructional Strategy Model Based on the Brain's Natural Learning Systems in Inclusive Classrooms in Higher Education

Instructional strategy in inclusive classrooms in higher education has not yet been able to accommodate the needs and competencies that must be achieved by students who have various characteristics, learning styles and different obstacles. The aim of this research is to explore the perceptions of student’s teacher toward the implementation of an instructional strategy model based on the brain’s natural learning system, especially its benefits for all students in inclusive classrooms in higher education. Data was col-lected through open observation and interviews on students to determine the benefits of an instructional strategy model based on the natural learning system of the brain. The data were analyzed using qualitative data analysis. The research produced four major themes consisting of emotional skills, so-cial skills, cognitive skills, self-development. The findings have implica-tions for lecturers, as well as inclusive education researchers in higher edu-cation that focus on learning in inclusive classrooms by using an instruc-tional strategy model based on the brain’s natural learning system as a suit-able instructional strategy model to be carried out in inclusive classrooms in higher education.

Implement Today! Behavior Management Strategies to Increase Engagement and Reduce Challenging Behaviors in the Classroom

An increasing number of students with emotional and behavioral disorders are being served in general education environments. This article provides general and special education teachers with step-by-step instructions in three classroom management strategies that, when implemented well, can increase academic engagement and reduce challenging behavior for all students in inclusive classrooms, including those with emotional and behavioral disorders. The strategies involve providing behavior-specific praise, directing play of the Good Behavior Game, and providing students with frequent opportunities to respond to academic requests.

Effective Technology Supported Writing Strategies for Learners With Disabilities

Abstract Recent literature has shown the positive impact of supporting writing instruction with technology for students who struggle with writing, including those with intellectual and developmental disabilities (IDD). Based on a yearlong study involving general and special education teachers serving students in inclusive classrooms, we identified specific learning strategies that, when supported with efficient and effective technology, enhance writing outcomes for students with and without disabilities in inclusive settings. To facilitate data collection and assist teachers in identifying needed strategies and technology tools, we integrated a progress monitoring tool. With teachers collecting periodic data on classwide writing progress, instructors were able to offer more responsive instruction to meet the individualized needs of each learner, including those with IDD. These outcomes align with the recent American Association on Intellectual and Developmental Disabilities and The Arc joint position statement promoting placement in the least restrictive environment, high expectations for all learners, academic integration into general education, the utilization of the Universal Design for Learning framework in designing curriculum and instructional supports, the use of evidence-based practices, increased student participation, and appropriate use of technology. Results of this yearlong study are shared and recommendations for inclusive writing instruction are provided.

보편적 학습설계를 적용한 초등 사회과 수업이 통합학급 학생들에게 미치는 영향:사회학습 흥미도, 장애학생 수용태도, 사회적 지위를 중심으로

보편적 학습설계를 적용한 초등 사회과 수업이 통합학급 학생들에게 미치는 영향:사회학습 흥미도, 장애학생 수용태도, 사회적 지위를 중심으로

Different paths for inclusion in Thailand: improving special teachers as leaders in the development of inclusive education

This study investigated how support from other organisations compliments or reinforces the activities of teachers and parents in order to optimise the development and improvement of students in inclusive classrooms in Thailand. The objectives of this study include: (1) investigating the changes in teachers and parents who joined a municipal Human Resource Development (HRD) program in Khon Kaen Municipality; (2) evaluating the success of the program against its expected results; and (3) analysing the results and proposing improvements to the program to benefit students with disabilities. In order to examine the overall outcomes of the program for the concerned parties, qualitative survey‐based research involving questionnaires, interviews and focus group discussions, employed with school administrators, teachers and parents, was used. The major findings are that school administrators and teachers paid more attention to students with a diversity of needs after joining the program, although participating parents’ acceptance of students with disabilities was low. The program evaluation revealed that participating teachers managed their classrooms better. Lastly, in order to improve the program in the Thai context, more acceptance and awareness must be created among both teachers and parents.

Academic achievement of diverse K-12 students in inclusive three-block model classrooms

ABSTRACT The academic achievement of diverse kindergarten to grade 12 students in inclusive classrooms implementing the Three-Block Model (TBM) of universal design for learning was investigated. Fifty-one teachers and 684 of their students, including students with disabilities, students who were English language learners (ELL), and Indigenous students, participated in treatment and control groups. Results indicated significant differences between the two groups on measures of academic achievement, as reflected in a rubric that assessed levels of critical thinking. This was the case for typically developing students as well as those in the three subgroups, with large effect sizes in all cases. These findings suggest that the combination of social and emotional programming with universally designed instruction holds promise for improving the academic achievement of a broad spectrum of learners. Results are discussed in regards to implementation and training needs, and recommendations are made for future research.