Students In Inclusive Education Research Articles

Exploring the effects of web-based psychological capitals training on teachers' PsyCap development, emotional stability, and support: Evidence from Chinese inclusive education.

Inclusive education for students with autism spectrum disorders (ASD) has increasingly received attention nationwide in China. Schools realize that teachers are under stress and lack the skills to handle daily interactions with these students. So far, few studies have directed efforts to provide a remedy for teachers to improve their daily work. This study aimed to design and implement a 2-hour web-based training on psychological capital (PsyCap) to protect their well-being and foster their supportive behavior for ASD students in the inclusive class. A total of 120 targeted teachers were invited to participate in the training and were randomly divided into control and treatment groups. Pre-, post-, and follow-up surveys were distributed before, after, and one week after the training. ANOVA results suggested that teachers showed a significant increase in their PsyCap scores after completing the training, although the training effect slightly decreased after one week. Moreover, higher levels of PsyCap showed a positive influence on teachers' emotional stability and supportive behavior in class. The results highlighted the effectiveness of web-based PsyCap training in boosting teacher positivity, which enhances teacher support for students in inclusive education.

Assessing the Relationship Between Teacher Inclusive Beliefs, Behaviors, and Competences of Students with Autism Spectrum Disorders.

This study examined the associations between teachers' beliefs and behaviors related to inclusive education (IE) and their evaluations of social and academic competences in students with Autism Spectrum Disorder (ASD) - important indicators of IE. Utilizing the Theory of Planned Behavior (TPB), the research investigated how teachers' intentions to implement IE and their supportive practices affected the social and academic competences of students with ASD. The study involved 267 teachers from 78 mainstream secondary schools in Hong Kong. Teachers completed a questionnaire assessing attitudes, subjective norms, perceived behavioral control, and intention to implement IE. Information on teachers' practices supporting students with ASD and their evaluations of social and academic competences of these students was also collected. Structural equation modeling (SEM) was used to analyze the relationships between these variables. Correlation analysis revealed positive and significant associations between teachers' beliefs, inclusive practices, and their evaluations of social and academic competences of students with ASD. SEM indicated that perceived behavioral control significantly and positively influenced the social and academic competences of students with ASD through teachers' inclusive practices. This study highlights the vital role of teachers' control beliefs and inclusive practices in fostering the social and academic competences of students with ASD. By applying the TPB and SEM, the research contributes to understanding how teachers' intentions and behaviors in implementing IE impact students' outcomes. The findings offer practical implications for enhancing inclusive education practices for supporting students with ASD in mainstream schools.

Emotional impact and performance in serious games: investigating computational thinking in inclusive education

Serious games have the potential to improve teaching and learning processes by attracting, inspiring and motivating students’ interest. By using educational games, students can develop skills that encompass the computational thinking, enabling students to solve real problems. Given the importance of the development of computational thinking for all students, including those with disabilities, this article aims to evaluate the impact of the insertion of serious games on teaching and learning basic computational thinking concepts in inclusive education. We analyze and correlate the emotional and performance aspects, in order to emotional and performance aspects can contribute to better interactions among students in inclusive education and interaction barriers can impact negativelly on task performance and playability. For this purpose, we selected two serious games and recruited nineteen students with special needs to perform a set of tasks in each game. We measured the emotional and performance aspects through the Geneva Emotions and performance wheel. The results indicate a strong correlation between positive students’ emotions and good students’ performance, significantly impacting the accomplishment of tasks and playability of games.

Examining the complex connections between teacher attitudes, intentions, behaviors, and competencies of SEN students in inclusive education

Based on the Theory of Planned Behavior, we explored the impact of 498 primary school teachers in Hong Kong on the competences of students with special educational needs (SEN). We found that their attitudes, control beliefs, and subjective norms about inclusive education (IE) significantly influenced their IE intentions, and subsequently their behaviors. Intentions and behaviors mediated the effect on the social and academic competencies of SEN students. Our findings, consistent across nine different SEN types, have highlighted the role of fostering positive teacher dispositions and reinforcing IE intentions and behaviors through training and peer support networks, facilitating effective IE implementation.

A study on parents’ awareness of inclusive education

ABSTRACT This study aims to reveal the school-related problems experienced by students of inclusive education in primary school from the perspective of parents, in an effort to offer solutions to these problems. In line with this purpose, the opinions of parents in Türkiye regarding primary school inclusive education were obtained in the context of physical, behavioural and psychosocial problems. A total of 128 parents of students in inclusive education in primary school from 1st grade (32), 2nd grade (34), 3rd grade (30) and 4th grade (32) participated in this study. Besides employing the descriptive research design, this study used the ‘Parents’ Awareness Scale for Inclusive Education” in order to collect data, which was then processed with descriptive analysis. A number of suggestions were made based on the results obtained, which indicated that inclusive education had positive impact on children in terms of academic, social, behavioural and psychological aspects during the primary school period, and that inclusive education was supported by parents.

Student Management in Inclusive Education in Improving the Quality of Graduates (Multicase Study at SDN Betet 1 Kediri City and MI Unggulan Darussalam Gembongan Ponggok Blitar)

The aim of this research is to describe in depth 1) the process of accepting new students in improving the quality of graduates. 2) coaching and developing students in inclusive education in improving the quality of graduates. 3) supervision of students in inclusive education in improving the quality of graduates. This research uses descriptive qualitative research methods with absolute participation of the researcher. Data was taken from informants or primary data sources including: school principals, inclusion teachers, regular teachers, shadow teachers, student guardians and therapy officers as well as educational staff at both loci, as well as informants from the PLA (Autism Service Center). Accepting new students to improve the quality of graduates in inclusive education at these two educational institutions, all students who register will be accepted without selection. Next, a classification is held based on student competency and grouped into regular and inclusion classes. For those who are detected to have special needs, an assessment will be carried out by the therapist assigned to SDN Betet 1 Kediri. Meanwhile, MI Unggulan was handed over to PLA Blitar for further observation. Meanwhile, the guidance and development of students is carried out intensively, both co-curricular and extra-curricular, based on the students’ abilities and adhering to the 2013 curriculum. The evaluation carried out is adjusted to the stages set so that the graduation of students with special needs becomes a priority. Meanwhile, in carrying out supervision and evaluation in filtering the quality of graduates using various methods, including control and supervision by the Head of the Madrasah, from the intense coaching, this madrasah is also able to maintain itself as a superior madrasah in the city of Blitar and 100% of its graduates continue on to higher education, both state and private.

Self-dehumanization and other-dehumanization toward students with special educational needs: examining their prevalence, consequences and identifying solutions—a study protocol

BackgroundStudents with special educational needs (SEN) often face dehumanization, which negatively impacts their mental health, daily functioning, and educational outcomes. This study seeks to address the research gap in dehumanization literature by examining the prevalence, dynamics, and consequences of self-dehumanization and other-dehumanization among SEN students. Moreover, by utilizing psychological experiments, the study aims to identify potential intervention strategies and make recommendations to minimize the negative psychological consequences derived from the dual model of dehumanization.MethodsThis two-phase, mixed-methods study incorporates cross-sectional surveys and quasi-experimental designs. Phase 1 investigates the self-dehumanization of SEN students and other-dehumanization from non-SEN peers, teachers, parents, and the public. Phase 2 involves four experimental studies to evaluate the effectiveness of interventions emphasizing human nature and uniqueness in reducing self-dehumanization and other-dehumanization of SEN students, as well as their associated negative consequences.DiscussionThe study fills a research gap by examining dehumanization in SEN students, applying dyadic modeling, and identifying potential solutions to ameliorate dehumanization and its negative consequences. The findings will contribute to the advancement of the dual model of dehumanization, increase public awareness and support for SEN students in inclusive education, and promote changes in school practice and family support. The 24-month study in Hong Kong schools is expected to provide significant insights into inclusive education in school and community settings.

Orthodox Jewish adults with learning disabilities: Inclusive versus special education classroom experiences

The Israeli educational system integrates children with learning disabilities into inclusive classes based on the philosophy that individuals with disabilities are integral to society. Although students with learning disabilities show positive social achievements in inclusive classrooms, their struggle to achieve the academic performance expected of their age group often portrays them as disabled in more than the academic sphere. This phenomenological analysis explores and compares the school experiences of 12 Modern and Ultra-Orthodox Jewish adults (18–30 years old) with learning disabilities who had attended inclusive or special education classrooms. Through the Understand Me and My Surroundings art-based tool created for this study and semistructured interviews, participants discussed their feelings towards their teachers and friends at school. The themes that emerged were (1) teachers generate positive feelings, (2) inclusive education teachers generate negative feelings, with subthemes of humiliation, segregation, and physical abuse, (3) special education students struggle socially, and (4) inclusive education students succeed socially. The social aspect of inclusive education motivated students with learning disabilities to come to school despite feeling humiliated and shamed, and their teachers can help them with their most challenging experiences, whether in the academic or social domain.

Barrier-Free Science Education for Visually Impaired Students: An Activity for Life Cycle in Plants

This research aims to design and apply a lesson plan to satisfy 3rd-grade inclusive education students’ individual learning needs on the subject of plant life cycle, and to develop three instruction materials based on this lesson plan. In the first stage of this three-staged research, visually impaired students’ individual learning needs were determined by conducting workshops with science teachers, elementary school teachers, and special education teachers. Then, the learning outcomes of science education programs were determined. In the second stage, teaching materials suitable for students’ personal characteristics were designed by the teachers after assessing the students’ needs. Visually impaired students also participated in the process of developing the educational material. In the last stage, students were taught according to the lesson plan with the materials prepared according to the 5E learning model. After the lessons, data were collected through semi-structured interview forms to determine the students’ opinions on the lessons and materials. Descriptive analysis was used to analyze the qualitative data obtained. The research results showed that the teaching material responded to the needs of the students and contributed positively to their conceptual learning.

The Role of a Sensory Diet in Improving the Quality of Psychosocial Functioning of Students in Inclusive Education

Effective sensory processing is necessary for physiological regulation, the generation of appropriate behavioural responses and the development of academic skills. The physical environment in the classroom and at school can impact a child’s ability to become engaged in education. By creating proper sensory diets and a sensory-friendly classroom, teachers can help children achieve an optimal level of arousal and become successful students. That is why paying attention to the possibilities of creating a sensory-friendly environment is so essential as providing the appropriate amount of sensory stimuli tailored to students’ needs and capabilities. An in-depth literature review has been carried out to justify the role of a sensory diet and a sensory-friendly classroom. Analysing the theoretical and scientific context justifies the development of sensory programs in inclusive education. It shows the possibilities for both using and adapting them to the needs of students.

Teachers and students in inclusive education in a difficult pandemic situation ‒ initial conceptualization. Part 1

In 2019, like other countries, Poland faced an unforeseen and difficult problem, which was the COVID-19 pandemic. The regulation of the Minister of National Education (2020) regulated solutions in the period of temporary limitation of the functioning of the education system units in connection with the preventing, counteracting and combating of a pandemic. Many matters and areas of social life have been verified, thus gaining new, sometimes unexpected meanings. This applies to various areas of personal and social life, including adapting the education of children and youth to the changed conditions of their education. The traditional form of education has been replaced by remote home education. For almost a year, teaching took place in changed conditions, some classes in a remote mode, some in a stationary mode, and also in a hybrid mode. In a pandemic learning environment, all participants in the learning process had to face the challenges and try to cope with the situation. Both teachers and students as well as parents faced unpredictable, difficult situations. The aim of this article is to conceptualize the situation of teachers and students in inclusive education in the context of the difficult situations they experience related to the COVID-19 pandemic. The reference to the concept of a difficult situation made it possible to consider it in the context of: (1) deprivation of needs; (2) overload with school duties; (3) difficulties in fulfilling tasks; (4) emerging conflicts; (5) experiencing threats. This article is a theoretical outline of inclusive education in the difficult times of the pandemic. It contains selected assumptions for constructing a measurement tool that diagnoses complex and unpredictable educational situations that fit into the concept of difficult situations.

К проблеме доказательной психологической оценки социальной компетентности школьников в инклюзивном образовании

<p>The purpose of the article is to analyze the problems of psychological assessment of the school students’ social competence in inclusive education according to evidence-based approach, which implies the link between science and practice. The article discusses the main theoretical approaches to the definition of the concept of social competence: through indicators of personal effectiveness and the ability to achieve personal goals in social interaction; through a set of social skills and activities: as sensitivity to the problems of interaction between people, as an outcome of social, emotional and cultural intelligence. The integrative taxonomy of social competencies is considered as a theoretical framework for reviewing existing methods and identifying the need to develop new psychodiagnostic techniques, as well as for creating individual profiles of school students in inclusive education. The possibilities and limitations of using psychological methods and techniques adapted to the Russian-speaking sample for diagnosing the social competence of school students are discussed. The use of psychological diagnostic methods to assess the effectiveness of educational practice is considered from the point of view of evidence-based approach requirements.</p>

Computational Neuro-physiological Model (CNP) to Profile Lower Primary School Students in Inclusive Education: A Concept Paper

Inclusiveeducation (IE) is commonly accepted internationally as a standard right for all children. Malaysia has similar aspiration to implement the concept in the school system. However, it appears IE is challenging for parents, teachers and students. One of the challenges is to produce a well-trained and competent teacher to recognize learning abilities and disabilities of individual students. The Malaysian government is committed to ensure children to receive equality in education. Malaysia Education Blueprint (MEB) spells out 75% of children with learning disabilities must be part of IE by 2025. There is a gap in IE studies in terms of investigating the relationship between emotions and learning ability among students in IE environment. Therefore, this concept paper proposes a standard profiling model by using the Computational Neuro-physiological (CNP) model to profile lower primary school students in IE. This paper also emphasizes the possible use of EEG technology in detecting the emotion, behavior and mental state that can be used to indicate the student’s learning ability in the inclusive education. This research is important to be carried out to have a student's profile which can be used to facilitate teachers to improve their competencies in teaching and handling the students

ПОДГОТОВКА БАКАЛАВРОВ К СОПРОВОЖДЕНИЮ ОДАРЕННЫХ ДЕТЕЙ В СИТУАЦИИ ИНКЛЮЗИИ

The article analyzes the possibilities of preparing future teachers to accompany gifted students in inclusive education. The content of psychological and pedagogical disciplines, as well as practical tasks (research, diagnostic, project) has been modernized. The discipline of choice "Psychological and pedagogical foundations of support for gifted students" developed and implemented.The subjective experience received by bachelors contributes to the formation of an attitude to the problem of a gifted child in the context of inclusion

Возрастная динамика социальной ситуации развития младших школьников в условиях инклюзивного образования

The article presents results of an empirical study of the age dynamics of the social situation of develop¬ment in primary school students in inclusive education. The study sample consisted of 328 children aged from 7 to 11, including 18 children with SEN, studying in two inclusive schools in Moscow. The hypothesis of the study was that the characteristics of the objective and subjective aspects of the social situation of chil¬dren’s development change in accordance with the two phases of primary school age. The characteristics of the social situation of the development of children were measured using the “Sociometry” method and two projective methods: “Color Test of Relationship” and “Sentence Completion Test”. The age dynamics is ob¬served in changes in the social position and the system of orienting images of primary school students. The significant differences between the distribution of sociometric statuses of students in inclusive classes and the age standard obtained in the conditions of traditional education were found. The results of the study reveal the specificity of elementary school students’ development in conditions of inclusive education.

Взаимодействие социальных субъектов в инклюзивном высшем образовании: этические риски и барьеры

the inclusion of people with disabilities in professional activities through inclusive higher education has become a necessity of the modern world. The effectiveness of interactions between different social groups during the educational process is largely due to the level of ethics in the relationships of the subjects. The authors investigated the grounds for inclusion in higher education, its ethical risks and barriers, the readiness of teachers and students to interact in the educational process. The leading theoretical approach was the concepts of inclusion and the social concept of disability, which make it possible to comprehensively consider the issues of socialization and social adaptation of young people with disabilities, including in vocational guidance and professional adaptation. The study was conducted by interviewing students, interviewing university professors, social professionals working in universities. The article presents the results of the study: the problems of vocational and ethical interaction of students in inclusive education were identified, the readiness of teachers and students for inclusive education and the conditions for increasing its effectiveness were assessed. The results can help to improve inclusive education and social adaptation of youth with disabilities.

The challenges and opportunities of visually impaired students in inclusive education: The case of Bedlu

Despite many efforts invested in for the successful implementation of inclusive Education in public primary and secondary schools in Ethiopia, there are still numerous challenges facing this area. This paper describes the challenges and opportunities in an inclusive education of a visually impaired student, Bedlu. In undertaking the study, a case study design was employed. In order to examine the thoughts of Bedlu, he was interviewed about his experiences at his school and in his class. In addition, his school and classroom setting was observed. Content analysis was done on the transcriptions of the interview data and the field notes. The findings show that even though there are some opportunities that support inclusive education, these opportunities do not guarantee their implementation effectively. The interview results indicated that inadequate budget, lack of necessary materials, absence of qualified professionals, shortage of professional growth, and development trainings were some of the major factors that hinder the full implementation of inclusive education. It was also concluded that the challenges outweigh the opportunity on the full implementation of inclusive education. As a recommendation, strong collaboration among stakeholders, non-governmental organizations along with the concerned bodies, training offered for professional teachers in special needs education, and appropriate budget allocation in order to realize the effective implementation of inclusive education were suggested.

TEACHERS’ ATTITUDES TO SPECIAL NEEDS STUDENTS IN ENGLISH LANGUAGE TEACHING

The purpose of the study: This study aimed to investigate the teachers' attitudes to special needs students and also the contribution that will be useful in inclusive education.
 Methodology: This study used qualitative methods. The research subjects were five general teachers who teach students with special needs in inclusive education in Jambi, Indonesia. The sampling procedure was used for purposive sampling. The data were collected by a semi-structured interview with five teachers from different backgrounds of teaching. The recorded interview data were transcribed. The documents were then studied, labelled, and elucidated comprehensively.
 Main Findings: The result of the research revealed that teachers’ attitude to special need students is good. In addition, the contribution of the teachers’ attitudes is formed from this research, such as the transformation of the value of each student, the strategies of the teachers like seating arrangement, the using of the different curriculum, teaching aids and rapport.
 Applications of this study: To achieve education for all and education equality, the government in Indonesia increases the number of inclusive education. The findings of this research are expected to add new knowledge to the scope of inclusive education especially in EFL contexts. Theoretically, the results of this study are expected to provide some references and contributions for the study on special needs students in inclusive education.
 Novelty/Originality of this study: This issue becomes a new atmosphere for teachers, especially for EFL teachers in teaching the various students. It is essential to know teachers' attitudes to special needs students in the context of inclusive education because that aspect will be piloting to the contribution of the teaching and learning process.

Discriminative Stigma Against Inclusive Students in Vocational High School in Mataram, Indonesia

Inclusive students have equal position, right, and obligation in any aspects of need; similarly in inclusive education, the disabled have rights to get reasonable education in Indonesia. This research explained Discriminative Stigma against Inclusive Students in Inclusive Education in SMK (Public Vocational High School) Negeri 5 Mataram, being the unit of analysis in this qualitative research with case study approach. The data obtained from the field through observation, in-depth interview and documentation was then analyzed using Lemert’s labeling theory. The result of research showed that discriminative stigma against inclusive students of SMK Negeri 5 Mataram, as to: firstly inclusive students get labeling and bullying based on their physical condition, considered as incapable of doing activities like the normal ones. Secondly, there is a different assessment system by teacher to inclusive students. Inclusive school is needed to interact socially without discrimination and to minimize discriminative stigma against inclusive stigma to prepare the future.

Student teachers’ attitudes towards cooperative learning in inclusive education

Past research points to cooperative learning as a potentially effective means of fostering the academic and social development of students in inclusive education. This study examined the attitudes of student teachers towards the use of cooperative learning in inclusive education as well as correlating variables. In addition, potential differences between future teachers’ attitudes towards the use of cooperative learning methods in inclusive classrooms were investigated according to the teaching programme they were enrolled in and the students’ type of impairment. In two consecutive studies, we collected data from a total of 544 student teachers. Analyses revealed relationships between student teachers’ knowledge, self-efficacy, attitudes, and subjective norms regarding the use of cooperative learning in inclusive education. Results also showed differences in attitudes towards the use of cooperative learning in inclusive education depending on the students’ type of impairment, with the least positive attitudes held towards students with impaired social-emotional development.