Support Inclusive Education Research Articles

Insegnanti di sostegno e educazione inclusiva: una ricerca su atteggiamenti, autoefficacia, autovalutazione di conoscenze e competenze, e comportamenti in classe

SUPPORT TEACHERS AND INCLUSIVE EDUCATION: A STUDY ON ATTITUDES, SELF-EFFICACY, SELF-ASSESSMENT OF KNOWLEDGE AND SKILLS, AND BEHAVIORS IN THE CLASSROOM Abstract This exploratory study analyzes attitudes toward inclusion, self-efficacy in implementing inclusive education, knowledge, and skills for managing pupils with special needs, and behaviors implemented for school inclusion in a sample of 391 support teachers without specialization. The results highlight favorable attitudes towards inclusion but reveal the persistence of beliefs that justify the separation of students with special needs. Teachers report a good level of self-efficacy in inclusion but perceive themselves to be less competent in managing classroom dynamics. Many teachers, while perceiving themselves as skilled in managing relationships with colleagues and planning, perceive gaps in the knowledge and skills needed to implement effective inclusive education. Especially self-efficacy in implementing inclusive education appears to be related to knowledge, skills, and inclusive behaviors. This research suggests the need to strengthen the training of support teachers and promote inclusive behaviors to ensure effective inclusion.

Unlocking Potential: A Comprehensive Analysis of Inclusive Education Policies for Children with Disabilities in Nepal

Special Education Council was established in 1973 after the 1971 National Education System Plan transformed inclusive education in Nepal. Despite delays, 2015 constitutional mandates and 2019 National Education Policy support inclusive education. This review article examines Nepal's inclusive education policies from 1996 to 2017 focusing on changes and challenges. Recent successes include the 2010 ratification of the Convention on the Rights of Persons with Disabilities and the 2018 Compulsory and Free Education Act. The 2019 policy merger and 2076 Education Policy lack inclusive education implementation plans, indicating areas needing improvement. Utilizing Policy Implementation Theory alongside SWOT Analysis, this study endeavors to assess the efficacy of existing policies, evaluate historical adaptations, and scrutinize adherence to international commitments within the Nepalese context. As the International Institute for Educational Planning highlights, legislative frameworks play a pivotal role in fostering parity and inclusivity, underscoring the imperative for stakeholder consensus. Nepal's 2015 constitution meets international standards; however, physical accessibility is still a concern. The study focuses on accessibility, inclusive party laws, manifestos, and collaboration with OPDs, which are recommended for effective representation. Similarly, equal education and employment require inclusive curriculum design and barrier removal in inclusive education and vocational training. Nepal faces policy discrepancies, a lack of trained special educators, and insufficient resources. Implementing inclusive education policies in Nepal is challenging due to contextual, organizational, and policy barriers. It requires infrastructure investments, awareness campaigns, and targeted regulations. Infrastructure investments, awareness campaigns, and targeted regulations are needed implementing inclusive education policies in Nepal is complicated by contextual, organizational, and policy barriers. The study recommends a comprehensive, situation-specific strategy using school psychologists to promote inclusive mindsets in technical and vocational education with invest in infrastructure development to ensure physical accessibility for individuals with disabilities and enact policies that promote inclusive practices within educational and vocational training institutions.

TEACHERS’ SENTIMENTS, ATTITUDES AND CONCERNS ABOUT INCLUSIVE EDUCATION AND SELF-EFFICACY FOR INCLUSIVE PRACTICES

The present study explores Greek teachers' attitudes and sentiments about inclusive education and their overall self-efficacy in instructing students with disabilities. Further aims of the study are: (i) to determine the degree to which teachers' sentiments, attitudes, and concerns towards inclusion can be a predictive factor for teaching self-efficacy and (ii) to investigate the extent to which demographic variables and occupational profile are related to attitudes, perceptions, and concerns of inclusion and teachers' self-efficacy. 165 Greek teachers responded to (1) The Sentiments, Attitudes, and Concerns about Inclusive Education Scale Revised [SACIE-R]) (Forlin et al., 2011), (b) Teaching Students with Disability Efficacy Scale - TSDES (Dawson & Scott, 2013). The findings showed a positive correlation between teachers' self-efficacy for implementing inclusive practices and their attitudes, sentiments, and concerns regarding inclusive education. Greek educators are in favour of inclusive education, feeling positive about it and acting like positive role models. Self-efficacy is predicted by their attitudes, perceptions, and concerns which are influenced by demographic factors. The regression analysis indicated that self-efficacy in the effective adoption of inclusion is correlated with teachers' attitudes and perceptions. Results may help shape the curriculum for teacher preparation programs to further support inclusive education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0538/a.php" alt="Hit counter" /></p>

Shifting Paradigms

Shifting Paradigms

장애학생 교육권 보장과 통합교육 지원을 위한 ‘정당한 편의’ 제공 지표 개발

The purpose of this study was to develop indicators for providing reasonable accommodations
 for students with disabilities in order to both guarantee educational rights for students with
 disabilities and support inclusive education. Until now, there have been no standards or guidelines
 for providing reasonable accommodations in the field of education. To address this issue, we
 developed indicators for providing reasonable accommodations by conducting literature reviews and
 a Delphi survey with 20 experts. The Delphi survey questions were extracted through literature
 analysis, preparation of preliminary questions, and consultation with experts. As a result of the first
 and second Delphi surveys, the indicators for reasonable accommodations were developed,
 comprising a total of 51 indicators across five sub-areas (support system, appropriate education
 and evaluation, human support, learning and assistive technology devices and assistant dog support,
 and facilities and equipment). These indicators can serve as foundational standards and guidelines
 for providing reasonable accommodations to students with disabilities in inclusive education
 settings. This study holds significant importance as it pioneers the establishment of specific
 standards for providing reasonable accommodations in South Korea, thereby ensuring meaningful
 education for students with disabilities in inclusive educational settings. The findings of this study
 are expected to contribute towards improving the quality of inclusive education in South Korea.

An Agile Learning Methodology to Support Inclusive Education

Inclusive education is complex due to adapting the learning process to specific learning needs. Besides, some current national education models for inclusive education lack an agile, flexible, and collaborative methodology where all relevant participants, like parents, educators' instructors, and even information technology (IT) developers, can be involved. COVID-19 accelerated e-learning but established new challenges. This research method includes the test of a proposed scrum-agile learning methodology in an elementary education institute for three students with dyscalculia based on Scrum as an agile methodology proposed to adapt inclusive education processes. Among the benefits of the proposed methodology is the testing of the iterative design and application of an agile approach, quick adaptation, and formation of IT applications and contents. Also, the student's learning improvements were measured in this research experience, demonstrating that the proposed methodology supports inclusive education by improving collaborative interventions, flexible curriculum, attention to learning needs, IT integration, and instructor training. Thus, it can be argued that the proposed methodology can meet the new challenges of the evolution of inclusive education and national models, such as accelerated IT integration, collaborators' involvement, and specific students' attitudes and needs. This methodology can evolve to an 'agile and inclusive learning methodology'.

Changing Role of Specialist Provision in Supporting Inclusive Education: Final Synthesis Report

Changing Role of Specialist Provision in Supporting Inclusive Education: Final Synthesis Report

Changing Role of Specialist Provision in Supporting Inclusive Education: Policy Self Review Tool

Changing Role of Specialist Provision in Supporting Inclusive Education: Policy Self Review Tool

Flexible Facilitation: Coaching and Modelling to Support Inclusive Education

The practices of education, such as separate and resource placements, pull-out services, scripted intervention programmes, an emphasis on diagnoses, and behaviorist discipline practices, are not conducive to the goals of inclusive education. This study demonstrates how one instructional coach worked to disrupt traditional special education practices and guide special educators towards the use of more effective research-based instructional strategies and collaborative practices to promote inclusion. Using Robert Stake’s intrinsic case study methodology, we explored the perceived roles of coaching and modelling to promote inclusion through the lens of one coach who modelled methods for the special education teachers in multiple general education classrooms. The following themes emerged from the multiphase analysis of data collected throughout the coaching project: coaching as flexible facilitation, coaching as recognition of existing good practice, coaching pedagogical decision-making, coaching instructional reflectivity, and coaching collaborative partnerships. Coaching and modelling for special educators are recommended for promoting inclusive education as they embrace the complexity of changing classroom practice and can enhance collaborative instructional practice.

Division of International Special Education and Services (DISES) Information Brief February 2021

Division of International Special Education and Services (DISES) Information Brief February 2021

Resource Center as Support System on Inclusive Education in Malang

National Special Supervisory School is a special school which is designed as a resource center by the government. Technically, Inclusive education needs supporting system that works as an institution that provides technical assistance to schools with special needs children. This study aims to discover, describe, in-depth analyze and also to find whether this study can be used as an input, consideration, direction and expansion of knowledge for related parties, especially with regard to (1) How is the resource center collaborative program with teachers on supporting inclusive education implementation in Malang. (2) What kind of assistances that resource center provided to teachers on supporting child-friendly inclusive education implementation in Malang (3) what kind of obstacles that the resource center had to face while supporting the inclusive education implementation in Malang. The result of this study shows resource center collaborative program in supporting Inclusive education implementation in Malang has been running and implemented well. Some assistances given by resource center in supporting inclusive education implementation in Malang include the main assistances in providing information/ guidance to schools with inclusive education, assessment assistances, educational guidance for special needs children, consulting assistances, training assistances for inclusive education teachers, providing ( producing) learning resources in the form learning books which later be printed out in Braille. On the human resource perspective, the supports from special teachers are still limited. Some obstacles that resource center had to face in order to support inclusive education implementation in Malang are limited in term of human resources and other limitations on media development assistances. This study concludes that the role of the Resource Center in supporting Inclusive Education implementation in Malang has been running and implemented well.

Roma Children Going to Primary School: The Contribution of Interagency Working to Support Inclusive Education

Inclusive education can be promoted through partnerships between agencies supporting children and families, such as those in the scope of education, healthcare, social care, and welfare. Partnerships, often referred to as interagency working, were found to determine positive children’s educational outcomes, and home-learning environment in previous studies. However, evidence on impact and best practices is still limited. The aim of this paper was to study facilitating factors, and impacts of interagency working for inclusive education. Perspectives of service providers were analysed in regard to a Portuguese project aiming to promote inclusive education and academic progress of children in primary school from a Roma community living in a low-income neighbourhood. Findings indicated that facilitating factors of interagency working for promoting inclusive education included political support, participation of service users in the planning and delivery of interventions, and informal and collaborative working relationships. Positive outcomes were found regarding improved children’s school attendance and academic progress, and increased involvement of parents in children’s education.

Digital Divide, Digital Inclusion and Inclusive Education

Digital divide refers to the gap of unequal accessibility and experience for access and use of modern information and communication technologies; digital inclusion has a focus on a practical, policy-driven approach in this context that addresses the needs of communities as a whole. Inclusive education is a process of strengthening the capacity of education systems to reach out all learners being welcomed in regular classes and to support them to learn, contribute and participate in all aspects of the life in schools and training institutions. Inclusive education is in many European countries at the beginning, even though it has numerous benefits and supports digital inclusion. This chapter presents some aspects of supporting inclusive education through digital technologies, the impact of digital divide and digital inclusion on inclusive education and how could digital platforms support digital inclusion. Some example of European projects with own participation of authors are presented where inclusive educational methodologies and technologies have been developed to minimize the negative impact of digital divide on people with disabilities and support inclusive education and training.

Inclusive Education in Armenia

The article is on the Inclusive Education in general and the status of it in the Republic of Armenia. It mainly covers the notion of Inclusive Education, the functioning model of education in Armenia, its necessity and importance to be applied in many schools of Armenia. The subject is not new but still, there is a lack of information and awareness of it among the people living in Armenia, particularly parents and teachers. Some strategies and suggestions on the topic are included in the article too, that is how to develop and implement it in everyday schooling. Much attention is paid to the training of teachers and the connection of multidisciplinary bonds. Research in a few schools of Armenia proves that the issue is to be well observed to find proper solutions and to provide relevant information and implication of special education at schools and organizations willing to support Inclusive Education.

Using the ICF-CY to Support Inclusive Education in Ghana

The international classification of functioning, disability, and health for children and youth (ICF-CY) developed by the World Health Organization (WHO) is a framework for understanding concepts of disability specific to children and youth. This framework has been used in countries around the world to support the education of children with disabilities. In this article, we argue that the ICF-CY has the potential to inform and support Ghana’s education system and to improve the implementation of education for children with disabilities, particularly inclusive education, in Ghana. Specifically, we use children with intellectual and developmental disabilities (IDD) as an exemplar to examine how the ICF-CY can support inclusive education for children with disabilities within its main components: Body Functions and Structures, Activities and Participation, Environmental Factors, and Personal Factors. Examining the ICF-CY in these areas is significant, as many similar low- and middle-income contexts have yet to adopt the framework and may draw insights and lessons for its significance in educational contexts.

Japanese Systems to Support Inclusive Education for Children Requiring Medical Care, Current Status of Such Support, and Related Challenges—Based on the Results of Surveys Involving Departments of Education Supporting their Enrollment in General Schools

Based on the results of our surveys involving several municipal departments of education that support the enrollment of children requiring medical care in general schools, this report describes Japanese systems to support inclusive education for these children, the current status of such support, and related challenges. The municipal departments of education that systematically support inclusive education for children requiring medical care began to promote such education in their communities before the initiation of nationwide enrollment support for the children. In addition, their sections in charge of enrollment support also manage affairs related to human rights education, rather than general affairs for special support and education. Such a variation in the sections in charge resulted in differences in the purposes of support. Further nationwide surveys should be conducted to develop universal design principles and comprehensively support inclusive education for children requiring medical care.

障害児等のインクルージョン保育を支援する巡回相談( 保育・教育における「支援」とは何か)

障害児等のインクルージョン保育を支援する巡回相談( 保育・教育における「支援」とは何か)

Supporting inclusive and collaborative postsecondary education for adults with intellectual disabilities

Persons with disabilities face obstacles to education and employment that are both social and systemic. With rising demand for postsecondary degrees and technical skills for hourly and entry-level jobs, access to technology education is crucial. My previous and proposed research explores technology education for adults with intellectual disabilities in the context of 3D modeling and printing. Using the lens of this emergent technology, I have identified potential teaching and learning techniques that can be incorporated into an inclusive technology intervention for individualized instruction design.

The Development of an On-Line Virtual Educational Support and Social Interface Link (VESSIL) System for Parents of Children Presenting with an Autistic Spectrum Disorder (ASD) Designed to Support Inclusive Education

The Development of an On-Line Virtual Educational Support and Social Interface Link (VESSIL) System for Parents of Children Presenting with an Autistic Spectrum Disorder (ASD) Designed to Support Inclusive Education

Using Story as Sites of Dialogue, Disillusionment, and Development of Dispositions to Support Inclusive Education

This article reports on an ongoing action research project regarding stories and dialogue that can be used as experiences of difference and diversity, and their impact on the classroom environment/community and the teacher. Over a period of ten years, the researchers have engaged a total of 2400 teacher candidates, through their language and literacy course, in a discussion of what it means to be different and how these values and attitudes impact what happens in the classroom. Using children’s literature as a starting point, teacher candidates are encouraged to make connections between read alouds, reader response, critical literacy, and how this ultimately transforms their knowledge, values, and zones of comfort in both the teacher education classroom and the regular classroom.