Success Of Inclusive Education Research Articles

A Brief Overview of the Inclusive Education System

The goal of inclusive education as a pedagogical approach is to give all students equal access to education, regardless of their differences, backgrounds, or abilities. In order to better understand inclusive education systems, this research paper will look at their guiding principles, advantages, difficulties, and best practices. This paper clarifies the significance of establishing inclusive learning environments and provides strategies for formulating and putting into practice successful inclusive education policies and practices through a thorough analysis of the literature, case studies, and empirical data. This paper advances our understanding of inclusive education and its role in advancing social justice, diversity, and academic excellence by synthesizing existing research and insights.

Manajemen Guru Pendamping Khusus Di SDN 1.2 Belimbing Raya Kabupaten Tabalong

This research based on the reality in the field where in Tabalong Regency itself there is only one elementary school that provides a Special Assistant Teacher for children with special needs in the implementation of inclusive education, so the existence of GPK itself is very difficult to find. The role of GPK in implementation of inclusive education is very important because it is an integral part and supporting pillar in the success of inclusive education. The management of GPK is the same as the management of regular educators but there are some things that need to be considered, given their job is to accompany children with special needs. This research aims to find out how the management of special assistant teachers at SDN 1.2 Belimbing Raya. This is field research with a qualitative approach. The conclusion is that the existence of GPK supports the success of students with special needs not only in improving individual student learning experiences, but also helps create an inclusive and supportive learning environment for all children. Correct management of GPK is very important in ensuring that inclusive education runs effectively and comprehensively. Therefore, appropriate selection and placement, training and professional development, team collaboration, monitoring and evaluation, as well as open and clear communication. Considering the importance of GPK, it would be better for this GPK to have a psychology education background in special needs education.

Students with special educational needs in regular classrooms and their peer effects on learning achievement

This study explores the impact of inclusive education on the educational outcomes of students without Special Educational Needs (non-SEN) in Peru, utilizing official Ministry of Education data and implementing cross-sectional regression analyses. Inclusive education is a complex issue that, without appropriate adaptations and comprehensive understanding, can present substantial challenges to the educational community. While prior research from developed nations offers diverse perspectives on the effects of inclusive education on non-SEN students, limited evidence exists regarding its impact in developing countries. Our study addresses this gap by examining inclusive education in Peru and its influence on non-SEN students, thereby contributing to the existing literature. Our findings reveal that, on average, the presence of SEN students in regular classrooms does not significantly affect their non-SEN counterparts. However, we uncover heterogeneous results contingent on the specific type of SEN and students’ academic placement. These results emphasize the importance of targeted resources and parental involvement in facilitating successful inclusive education, particularly for specific SEN types. In summary, this study underscores the need for tailored strategies and additional resources to foster the success of inclusive education and calls for further research in this field to expand our understanding and enhance educational policy.

Ikimokyklinio ugdymo pedagogų požiūris į įtrauktį ir įtraukųjį ugdymą

The research focuses on the attitudes of kindergarten teaching staff (teachers and pedagogical assistants) towards inclusion, their views on the problems they encounter in the education of children with special educational needs and their views on the importance of the measures introduced in the education of these children. Two questionnaires were used for data collection. Attitudes through a questionnaire by the researcher Marian Mahat (MATPIES) were measured. The second questionnaire of own construction consisted of six questions, two of which focused on the problems encountered by educators in the education of children with special educational needs and their views on the importance of the measures introduced for these children. The questionnaire was completed by 284 kindergarten teaching staff members. The correlation between the degree of problems reported by teaching staff in the education of children with special needs and the attitudes of teaching staff towards inclusion was not confirmed. The correlation between the assessment of the need for measures for successful inclusive education and the attitudes of teaching staff towards inclusion was not statistically significant.

Inclusive Education Practices: Fostering an Accessible Learning Environment for Diverse Learners

Inclusive education, focusing on creating an accessible learning environment for diverse learners, is a crucial aspect of contemporary educational practices. This journal article explores the implementation of inclusive education practices and their impact on fostering a learning environment that accommodates the needs of students with diverse abilities, backgrounds, and learning styles.
 The background of the research emphasizes the global shift towards inclusive education as an approach to address the diverse needs of learners in mainstream educational settings. The research gap centers around the need for a comprehensive understanding of the practical strategies and interventions that contribute to the successful implementation of inclusive practices.
 The urgency of this research lies in the importance of providing equitable educational opportunities for all students, regardless of their differences. The article reviews previous studies to identify successful inclusive education models, challenges faced, and the innovative approaches adopted by educators and institutions.
 The novelty of the article lies in its in-depth analysis of inclusive education practices, shedding light on the pedagogical, social, and institutional factors that contribute to creating an inclusive learning environment. It discusses the role of teacher training, curriculum adaptation, and the use of assistive technologies in promoting inclusivity.
 The objective of the research is to offer insights into the effective implementation of inclusive education practices and their positive outcomes on diverse learners. The study aims to benefit educators, policymakers, and practitioners by providing evidence-based recommendations for creating inclusive learning environments that foster the holistic development of all students. Overall, the article contributes to the ongoing discourse on inclusive education and its significance in promoting educational equality and social integration.

Pendampingan Penggunaan Media Ajar Adaptif untuk Siswa Berkebutuhan Khusus di SD Inklusi

Inclusive education aims to ensure that all students, including those with special needs, receive an adequate education. Adaptive educational media has become an increasingly important tool for facilitating learning for students with special needs in inclusive schools. This program aims to help inclusion teachers develop and implement adapted teaching materials for students with special needs in inclusive primary schools in Magetan Regency. This program explores the concept of mentoring, the benefits of adaptive media, and how mentoring can enhance the effectiveness of using adaptive media to support the learning of students with special needs. The implementation approach begins with a reinforcement and socialization phase, continues with a mentoring implementation phase, and ends with an evaluation phase. In the context of inclusive education, the use of adaptive instructional materials, accompanied by thoughtful support, can help students with special needs realize their learning potential. Adaptive educational media enables personalized learning, while advisors provide the guidance and support students need. The combination of these two factors plays an important role in supporting successful inclusive education.

Educational inclusion of deaf children: current policy, practices, and future possibilities.

This paper examines policies and practices of inclusive education for young deaf children in Ghana. Though existing Government policy promotes the principles and implementation of educational inclusion of all children in Ghana, caregivers often encounter significant challenges ensuring access to early years' education for their deaf children. We used Bronfenbrenner's (2005) bioecological systems theory and interviewed 15 educators of deaf children and 9 hearing-health clinicians, to capture different knowledge, experience, and perspectives on policy, practice, and inclusive approaches to deaf children's education. We ask: (a) How do teachers, clinicians, and caregivers connect to promote early childhood care education (ECCE) for young deaf preschoolers in Ghana? and (b) What resources and precarities are available to educators of deaf children and hearing-health clinicians in sustaining inclusive educational practices across urban and rural contexts in Ghana? We address these unanswered questions about the potential pathway to bring about changes in policy and practice in promoting successful inclusive education for deaf children in Ghana. Implications for national and international policy and practice of ECCE for deaf children are discussed and recommendations are made.

University Readiness for Inclusive Digital Education in Industry 4.0 Era: Survey Results

The emergence of Industry 4.0 has brought about remarkable technological progressions, leading to substantial transformations in work environments. This has created a globally shared vision that the educational and training systems should be improved to offer high-quality, inclusive, and accessible digital education to develop essential skills and abilities that guarantee job readiness and assimilation into the current labour metamorphoses of era 4.0. In Europe, the reform of education at all levels in response to the concepts of University 4.0 and Education 4.0 is outlined as a key priority. In this regard, outlining the factors for successful inclusive digital education, as well as the barriers to its implementation, is crucial. This paper presents some of the main results of a survey conducted in Bulgaria, Greece, Italy and Latvia, aiming to determine the readiness of universities to provide inclusive Industry 4.0 education.

Suggestions for Successful Inclusive Education of Hearing-Impaired Students through Qualitative Analysis

The purpose of present study was to provide suggestions for successful inclusive education of students with hearing impairments. We conducted focus group interviews involving five adults with congenital hearing loss who had received the inclusive education and five mothers of children with hearing impairments who are currently in the mainstream education setting. The data were explored by using the phenomenological analysis method in terms of three categories: the reasons for choosing mainstream schools, experimences with teachters and classmantes, and future directions for achieving successful inclusive education. Based on the analysis of interview, the choice of mainstream inclusive schools was motivated by the desire to use oral communication and interact with non-disabled peers. The experiences with peers and teachers at the mainstream schools were generally positive. In addition, students with hearing impairments expressed a preference for education that focuses more on understanding their shared disabilities with their friends at school, rather than general information about disabilities. The current results suggest that future studies should investigate peer relationships within the schools and explore educational policies related to the hearing impairment.

Teachers’ perceptions of their experience with inclusive education practices in Saudi Arabia

The literature on inclusive education suggests a set of practices that teachers need to implement to achieve successful inclusive education. The intent of the current study was to contribute to the development of inclusive education in Saudi Arabia by providing an initial investigation of the extent to which teachers possess knowledge and skills in using these practices. The sample of the study consisted of 125 teachers who were surveyed about their experience in using inclusive teaching practices. The vast majority of the participants indicated they had sufficient experience with inclusive teaching, regardless of the teachers’ gender, whether they had special training on inclusive education, teachers’ education level, or school level. However, special education teachers reported more experience with inclusive education practices than general education teachers. The results of the study highlight the importance of considering the concept of inclusion in teacher preparation programs and suggest several practical implications and directions for future research.

Early Childhood Teachers' Perspective on The Implementation of Inclusive Education

<table class="2" width="519" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="519"><p><em>The purpose of the study was to determine the views of early chilhood teachers and their preparation in implementing inclusive education in the city of Salatiga. This research method uses descriptive qualitative and field research. Data were obtained through interviews and questionnaires from early chilhood teachers in Salatiga City. The collected data is followed up with data reduction, data display and drawing conclusions. The results show that not all early chilhood teachers understand that Salatiga has declared itself as an inclusive city since 2012. The research data shows that some early chilhood teachers understand about inclusive education but they are not ready to accept children with special needs because they feel incapable in providing services, facilities, have special teachers for children with special needs, and do not yet have an inclusive curriculum so they are afraid that it will make the child's situation worse. The preparations needed by early chilhood teachers to implement PAUD inclusive schools are preparing facilities and infrastructure for learning for both children with special needs and normal children, preparing mature programs through mature inclusion curricula, preparing special teachers such as psychologists/special therapists and equipping teachers and parents in receiving and handling children with special needs through training activities. The success of inclusive education apart from the readiness of educational institutions is to change the public's understanding of children with special needs, children with special needs have the same rights as normal children so it is necessary to build cooperation with parents and the community to learn together to build inclusive schools.</em></p></td></tr></tbody></table>

Challenges Of a Hard of Hearing Learner in Online Language Education

While inclusive education (IE) is embraced at the conceptual level and desired at the classroom level, successful IE implementation remains highly complex. COVID-19 (Coronavirus Disease 2019) outbreak which necessitated a quick switch to remote instruction made IE even harder to put into practice. Despite several studies regarding inclusion during face-to-face education, there has been quite limited research on online education and inclusive practices. This exploratory case study of qualitative nature took place at a state university in the southeast of Turkey with three participants: a hard of hearing (HH) English as a foreign language learner who is a freshman enrolled at the English Language Education Department and his two instructors. Data were collected by means of semi-structured interviews, journals, and narrative reports. Interviews were conducted with the student about the challenges he had and instructors’ practices during distance education, and with instructors about their general opinions towards IE and their online education practices regarding the inclusion of that student. Data were analyzed through thematic analysis. The analyses of student data revealed one major theme as “rechallenge” of an already challenging life and subthemes as nature of online education, instructors’ practices, delayed/ limited feedback, and lack of interaction. Instructors’ data revealed themes as beliefs and attitudes towards IE and need for training. Findings presented the challenges of online education for a HH pupil with significant implications, suggesting many solutions to the problems HH learners face, and raising public awareness on IE.

Evaluation of Physical Condition and Mental Ability of Physically Challenged Pupils in Inclusive Education Centres in Jordan

The study made an evaluation of the physical condition and mental ability of physically challenged pupils in inclusive education centres in Jordan. In order to carry out this study, specified research objectives were formulated and used for the study. The research design for this study is a survey design. The target population for this study included all physically disabled pupils in preschools in Amman, Jordan. A simple random sample was made up of 376 pupils with physical disabilities. The instrument used for data collection was a questionnaire. Data from completed questionnaires was subjected to percentage analysis. The findings demonstrated and conclude that inclusive education development must shift away from a deficit mindset and towards a focus on community collaboration, attention to existing assets, and scaling up successful inclusive education policies and practices. The study recommends that appropriate policies and laws to support inclusive education be made to protect physically challenged pupils against marginalization. that more special education teachers should be employed to cover the deficit and motivate the existing ones.

Implementation of the Inclusion Program in the Performing Arts Class at XYZ School in Jakarta

Every learner matters equally despite all learning needs, and to achieve this, the implementation of inclusion is important, especially in teaching and learning. Inclusion means providing opportunities for all students with unique learning needs to learn with other students in a general educational environment. Successful inclusive education acknowledges, comprehends, and addresses student variety and variances. This present study aimed to know the implementation of inclusion programs in the Performing Arts class at XYZ School. The study involved eight Arts teachers. The research used a research design to obtain data or information through teachers’ questionnaires and open-ended questions through interviews about inclusion programs, especially in Performing Arts education. The questions were designed in a Likert Scale format. The finding showed that most teachers understand the importance of inclusion programs in teaching and learning. The result showed that 2 (25 %) teachers strongly agreed and 6 (75%) teachers agreed that the inclusion program is important to be implemented in the school. Some strategies and challenges were also shared during the interview. Hence, to complete this challenging task, teachers, parents, and schools need to collaborate to achieve common objectives. Furthermore, facilities, professional development, training, and collaboration are essential to support inclusion. The study's findings, teachers, believe that inclusion programs are important, and to complete this challenging task, teachers, parents, and schools need to collaborate to achieve common objectives

ECCE teachers’ attitudes in Ireland towards including children with special educational needs

ABSTRACT Significant international attention has been paid to teachers’ attitudes and the variables affecting them, as these are considered crucial for successful inclusive education. This article reports on an investigation of Early Childhood Care and Education (ECCE) teachers’ attitudes to the inclusion of children with special educational needs (SEN) in Ireland, and whether attitudes are affected by personal or setting characteristics, including State funded interventions. Until the recent development of the Access & Inclusion Model (AIM), children with a disability had variable access to the universally funded ECCE Scheme. Teachers in a random sample of 1,725 ECCE services across Ireland were surveyed, using an established attitude scale, yielding 173 responses. Statistical analysis found teachers with special-education qualifications have more positive attitudes. Teachers perceiving their inclusive experience as successful also have more positive attitudes, as have those who think buying in assistance is feasible with AIM funding. However, teachers unsure whether AIM improves their service’s ability to include children with SEN have more negative attitudes. This study highlights the need to address the AIM in-class assistance model, teacher qualifications/training and successful inclusive experiences, to protect the positive attitudes which are critical to inclusive practice.

Perceived Challenges in Inclusive Education: An Exploratory Study of Primary Schools in Pakistan

Abstract This study aimed to explore the challenges perceived by teachers towards inclusive education in primary schools in Pakistan. It also highlighted the importance of parental involvement in promoting inclusive education. Despite promises, the local government seems to have failed to provide equal access to education for all children in Pakistan. Among various hindrances, negative attitudes of the public, particularly among teachers and parents towards inclusive education can be considered the most significant deterrents to inclusive education in primary schools in Pakistan. Using an exploratory qualitative research design, in-depth interviewswere conducted with primary school teachers (n = 15 selected purposively) and parents (n = 5 selected purposively) having children with special needs. Having a pre-decided inclusion criterion, schools were selected using the purposive sampling technique. The findings of the study reveal that a successful inclusive education setup requires proper comprehension of inclusive education and diversified learning needs, responsible school management, and enhanced parent-teacher relationship. Schools are recommended to conduct awareness programmes for inclusive educational setups. There is also the need for teachers’ training programmes to address the need for inclusive education in society.

Cognitive Meaning of Inclusive Education of Students with Disability in Regular Education Teachers

Background: Successful inclusive education strongly represents the development of society, promoting better living conditions for students with disabilities.
 Objective: This study explored the mental representation of knowledge of inclusive education and disability held by regular education teachers with experience in this field.
 Methods: First, participants performed a conceptual definition task through the Natural Semantic Networks technique. Teachers defined ten target concepts related to the cognitive schema of inclusive education. They had 60 seconds to define each target, using verbs, adjectives, nouns, and pronouns, after rating the definers’ quality to conceptualize the target. Subsequently, the authors implemented a constraint satisfaction neural network to simulate the school inclusion schema's behavior and carried out a chronometric cognitive analysis using data from the first study.
 Results: Participants organized the educative inclusion meaning on four dimensions (definition, actors' qualities, stakeholders, and inclusion program effects). However, some concepts about school integration and conventional education appeared in the educative inclusion schema. Further, computer simulations showed that participants seem to have an internal locus of control over inclusive actions. Generally, experience with students with disabilities promotes the formation of a favorable educational inclusion schema. However, even though participants in this study have experience in inclusion programs, they are still constructing the inclusive education schema.
 Conclusion: The cognitive evaluation provides useful information to empower teachers to be aware of their knowledge and biases on inclusive education and the importance of their work in the success of school inclusion programs.

Student teachers' perceptions of the collaborative relationships between universities and inclusive elementary schools in Indonesia

Background: The collaborative relationship between universities and inclusive elementary schools has not been maximally practiced. The form of collaboration that universities with inclusive elementary schools have carried out is still limited to the need to complete lecture materials during the semester. There is a gap between the theory and practice obtained by student teachers at universities when they have to teach in inclusive elementary schools. As a result, they have not contributed to solving problems that occur in inclusive elementary schools. The collaborative relationship between inclusive elementary schools and universities directly implies that the success of inclusive education is determined by the competence of student teachers whose lecturers have successfully educated them in order to teach in inclusive elementary schools. Compared to the background that the inclusive education system is developing in Indonesia, the researchers investigated student teachers' perceptions at universities regarding inclusive university-inclusive elementary school collaborative relationships. Methods: During data collection, an online survey and in-depth interviews of student teachers about individual experiences and their ideas about the form of inclusive elementary schools-university partnerships was conducted. The data analysis used was a thematic analysis technique. Result: The result summarizes student teachers' statements, revealed three main themes: provision of inclusive education needs, research, and field practice. The student teachers revealed that the collaborative relationship between universities and inclusive elementary schools is essential in order to develop holistic, inclusive practices in a collaborative partnership based on input-needs, which has a two-way impact or benefit for both parties. Conclusions: Furthermore, collaborative relationships must be in the form of long-term programs, such as continuous assistance, and adaptation to the development of inclusive education through lecture materials. To achieve successful inclusive education in Indonesia, we also recommended that the government make policies on multi-sectoral collaboration in order to support inclusive education.

Student teachers' perceptions of the collaborative relationships between universities and inclusive elementary schools in Indonesia

Background: The collaborative relationship between universities and inclusive elementary schools has not been maximally practiced. The form of collaboration that universities with inclusive elementary schools have carried out is still limited to the need to complete lecture materials during the semester. There is a gap between the theory and practice obtained by student teachers at universities when they have to teach in inclusive elementary schools. As a result, they have not contributed to solving problems that occur in inclusive elementary schools. The collaborative relationship between inclusive elementary schools and universities directly implies that the success of inclusive education is determined by the competence of student teachers whose lecturers have successfully educated them in order to teach in inclusive elementary schools. Compared to the background that the inclusive education system is developing in Indonesia, the researchers investigated student teachers' perceptions at universities regarding inclusive university-inclusive elementary school collaborative relationships. Methods: During data collection, an online survey and in-depth interviews of student teachers about individual experiences and their ideas about the form of inclusive elementary schools-university partnerships was conducted. The data analysis used was a thematic analysis technique. Result: The result summarizes student teachers' statements, revealed three main themes: provision of inclusive education needs, research, and field practice. The student teachers revealed that the collaborative relationship between universities and inclusive elementary schools is essential in order to develop holistic, inclusive practices in a collaborative partnership based on input-needs, which has a two-way impact or benefit for both parties. Conclusions: Furthermore, collaborative relationships must be in the form of long-term programs, such as continuous assistance, and adaptation to the development of inclusive education through lecture materials. To achieve successful inclusive education in Indonesia, we also recommended that the government make policies on multi-sectoral collaboration in order to support inclusive education .

Mapping of Technological and Support Resources for the Inclusion of Students with Disabilities in Higher Education Institutions

ABSTRACT Universities are making great efforts to provide quality and inclusive education for all. However, the number of students with disabilities or educational needs studying higher education is still low. Student support resources are essential to the success of inclusive education. An inclusive education indicator has been developed that establishes a ranking of those universities best prepared to offer inclusive resources. As an example, the indicator has been developed for the case of Spanish public universities, based on information provided by the Spanish Network of Support Services for People with Disabilities at University, which produced an online University Guide for Students with Disabilities with several areas and points that collect information on the resources available at universities. This indicator is dynamic and can be updated quickly and easily. Through it, universities may know in which aspects they need to improve. In addition, they could take as a reference those universities that are better positioned according to the value of the indicator.