Inclusive Education Classrooms Research Articles

Teachers’ noticing in inclusive and special school systems: the same or different?

ABSTRACT The quality of teachers’ noticing in the inclusive classroom is supposed to depend on teachers’ expertise. As part of professional development in video clubs, we compared Austrian and Swiss teachers’ noticing of inclusive teaching. While, in Austria, teachers worked in an inclusive setting, in Switzerland the participating school ran special educational needs (SEN) classes. This led to the interesting question of whether there were differences in teachers’ noticing between the two forms of special needs education. We conducted a video club with mainstream and SEN teachers four times locally and twice cross-nationally. A qualitative content analysis was carried out and the frequencies of categories were compared quantitatively between the groups and over time. Overall, the two groups did not differ in their noticing, which is somewhat surprising but can be explained by their generally high level of expertise in relation to heterogeneous teaching. Lesson content was the only significant category where teachers in inclusive classrooms showed higher frequencies of noticing. It appears that teachers with experience in either setting were able to assess meaningful heterogeneous teaching, but that opportunities for development of inclusive teaching practices are not yet being used fully.

Learning Dynamics and Adaptations of Learners with Special Educational Needs (LSENs) in English Language Teaching in Inclusive Classrooms

Learning Dynamics and Adaptations of Learners with Special Educational Needs (LSENs) in English Language Teaching in Inclusive Classrooms

The Czech version of the Teacher Efficacy for Inclusive Practice (TEIP) scale: validation and psychometric analysis of the instrument with primary school teachers

ABSTRACT The aim of this study was to conduct a detailed psychometric analysis of the Czech version of the internationally used Teacher Efficacy for Inclusive Practices Scale (TEIP) questionnaire. Using a sample of 1434 teachers (Nwomen 88%) from 140 primary schools in the Czech Republic, a confirmatory factor analysis was used to confirm the hierarchical structure of the questionnaire with three correlated dimensions representing the general higher-order factor of the TEIP. The 6-item subscales Efficacy in using inclusive instructions, Efficacy in managing behaviour and Efficacy in collaboration (ω ≥ 0.8) and the overall 18-item TEIP (ω ≥ 0.9) all showed acceptable reliability. Convergent, discriminant, concurrent, and criterion validity of the TEIP were confirmed. Full strict invariance of the measurements was achieved for the comparison groups of teachers in terms of their age. Overall, perceived self-efficacy was found to be relatively high in relation to the implementation of inclusive practices, with teachers holding special education qualifications scoring higher on the TEIP scale compared to those without such qualifications (d Cohen = 0.5). The TEIP was shown to work well in the Czech sociocultural environment and is a reliable tool for (international) comparison and evaluation of teacher self-efficacy regarding teaching in inclusive classrooms.

Teaching Strategies to Cope High School Students with Special Needs in EFL Class

Abstract. This study was conducted to investigate how students with special needs in a private school learn an English subject as a foreign language and to explore the English teaching strategies that are utilized by teachers at the secondary level. This study collected quantitative data from 3 teachers at Panjura Private School, Malang. This study used a case study in which the data collected from the interview guide and classroom observation checklist as the instruments to know the technique, challenges, and how the teachers solve the problem that comes from the challenges. The findings revealed that the primary challenges faced by teachers in inclusive classrooms are related to instructional strategies and media. Moreover, this study stands out for its focus on English language education for students with special needs in public schools, addressing a gap in previous research. It provides new insights into inclusive educational practices in a broader context, emphasizing the importance of understanding diverse classroom dynamics and meeting the needs of students with special needs in a general educational environment. Keywords: Student with special needs, private school, English teaching strategies

Comparison of social skills and problem behaviours of children with different developmental disabilities

Objectives Difficulties in social skills, such as a lack of understanding of emotions and thoughts, deficiencies in problem-solving, and struggles in establishing peer correlations, can negatively impact both the social and academic dimensions of one’s life, resulting in the emergence of problematic behaviors. Studies have consistently shown a correlation between the social skills and problem behaviors of children with developmental disabilities. Therefore, it may be essential to compare the social skills and problem behaviors across various developmental disabilities and understand the correlation between them to design effective intervention programs. Methods In this study, the social skills and problem behaviors of 172 children and 18 teachers in inclusive classrooms, special education classrooms, and special education schools were analyzed. The Social Skills Rating System-Teacher Form assessed children’s social skills and problem behavior profiles with different developmental disabilities. Results The findings revealed that children with autism spectrum disorder exhibited the most significant social skill deficits and the most intense problem behaviors. Following autism spectrum disorder, those with intellectual disabilities, learning difficulties, and language and speech difficulties experienced elevated levels of social skill deficits. In terms of problem behaviors, after autism spectrum disorder, those with intellectual disabilities, language and speech difficulties, and learning difficulties exhibited the most intense problem behaviors. Gender differences were observed, with girls demonstrating higher social skills and lower problem behaviors than boys. Children with developmental disabilities receiving inclusive education showed higher social skills than those educated in special education schools. Additionally, a strong negative correlation between the social skills and problem behaviors of children with developmental disabilities was identified. Conclusions Our results show that social skills and problem behaviors of children with developmental disabilities vary according to the type of disability, age, gender, and educational settings. In addition, our results show that improving the social skills of children with developmental disabilities can effectively prevent and reduce problem behaviors.

Strategies Used by the Teachers who are in Inclusion Classrooms Regarding the Students with Special Educational Needs

Integrating children with special educational needs in ordinary schools has been a central aspect of providing educational rights to every child. Sri Lanka is a country that values education, and the government schools provide free education facilities to every student concerning special educational opportunities for disabled students as well. Children with disabilities in Sri Lanka are educated through inclusion in mainstream or specialized schools. Teachers are the most important persons contributing to achieving the expected outcomes of inclusive education policy. They are the people who take action and implement educational reforms at the school level. A key element in the successful implementation of inclusive education is teachers’ ability to maintain and teach a classroom with an inclusive background. Therefore, the present research inquired about the strategies used by teachers in inclusive classrooms regarding students with special educational needs. The main objectives of the study are to find out the awareness about inclusive education among the teachers who are in inclusive classrooms, to identify the motivational strategies used by the teachers who are in inclusive classrooms, and to find out the teaching methods used by the teachers who are teaching in inclusive classrooms. Qualitative methods were used to collect data with classroom observations and semi structured interviews. A purposive sampling method was used to select the sample, and gathered data were analyzed thematically. Evidently, the teacher’s awareness of inclusive education was insufficient, and they were not provided with proper training regarding teaching in an inclusive classroom. Teachers used motivational strategies like reinforcement methods, assisting the issues of the SEN students, arranging the classroom environment according to the needs, and giving equal opportunities to the students. Most teachers used the lecture method in the classroom. Brainstorming and role-play were also visible. Less use of student-centred methods was visible. Proper awareness and training are needed to uplift the quality of teaching in inclusive classrooms in Sri Lanka.

Instructional Strategies and Challenges Faced by Teachers in Promoting Inclusive Learning for Learners with Hearing Impairments at Oriang’ Inclusive Primary School, Homa-Bay County, Kenya

Instructional strategies are key to the academic success of any education system. Diverse classrooms require diverse teaching methods that are responsive to the needs and abilities of all the learners. This study purposed to investigate the instructional strategies of teaching and learning used for the learners with hearing impairments and challenges faced by the teachers in inclusive classrooms. The study was conducted at Oriang’ Inclusive Primary School in Homa-bay County, Kenya. Ecological Systems Theory by Bronfenbrenner model (1989) was used. The study targeted all the 17 teachers and 620 learners. Purposive sampling technique was used to draw a sample of 26 respondents comprising the Head Teacher, 13 inclusive classroom teachers and 12 learners. Data collection instruments comprised a semi-structured interview guide and focus group discussion guide. NVivo software was used for analysis that involved systematic coding and organisation of data to identify recurring themes. The findings established that teaching and learning resources must be available to enable diversified instructional methods in inclusive classrooms that include learners with hearing impairments. Challenges included teachers lacking training in inclusive education, large class sizes and limited lesson duration that is not enough to attend to all the learners. The study recommends that the government, through the Ministry of Education, should allocate more funds to inclusive primary schools for the purchase of adequate teaching and learning resources to support the effective inclusion of LHIs and the County Governments should allocate funds for the construction of additional classes in inclusive primary schools to help in decongesting the classes.

ИНКЛЮЗИВТІ БІЛІМ БЕРУДЕ SCRATCH – ПРОГРАММАЛАУ ОРТАСЫН ЖОБАҒА БАҒЫТТАЛҒАН ОҚЫТУ ПРАКТИКАСЫНДА ҚОЛДАНУДЫҢ ЕРЕКШЕЛІКТЕРІ

Digital literacy plays a key role in the formation of an inclusive educational space that can adapt to the unique needs of each student, ensuring equal access to education. As a result of teaching the subject “Informatics” in general education schools, there are no specific examples of projects and pedagogi-cal methods successfully used in inclusive education through computer programs, for example, using Scratch. That is, there is a need for special children to develop computing skills, thinking with the help of software tools. In this regard, the research work aimed to identify the specifics of learning using the Scratch environment of the project – oriented method of teaching in inclusive classrooms. To achieve this goal, the conditions were first identified and the experience of the project method of teaching sec-ondary schools at the republican level was analyzed. Secondly, a curriculum of project tasks that form students’ system thinking has been developed, compiled in a Scratch programming environment. The effectiveness of the project-oriented teaching method is determined and the ways of practical implemen-tation are introduced through the optional class “Programming in the Scratch environment” according to the developed curriculum.In addition to the proposed course curriculum, an educational and methodological collection of practical tasks “creating a project in a Scratch environment” has been developed and introduced into the educational process, and the effectiveness of the proposed teaching methods has been determined as a result of the experiment.

Classroom Accommodations that Promote Inclusive Learning for Learners with Hearing Impairments at Oriang’ Inclusive Primary School, Homa-Bay County, Kenya

Classroom accommodations are key to promoting inclusive learning in a class that includes a diversity of learners. This study purposed to determine the classroom accommodations that enable the inclusion of learners with hearing impairments in inclusive classrooms. The study was conducted at Oriang’ Inclusive Primary School in Homa-bay County, Kenya and was guided by Ecological Systems Theory by Bronfenbrenner model (1989). The study targeted all the 17 teachers and 620 learners. Purposive sampling technique was used to draw a sample of 26 respondents comprising the Head Teacher, 13 inclusive classroom teachers and 12 learners. Data collection instruments comprised an observation checklist and an interview schedule. NVivo software was used for analysis that involved systematic coding and organisation of data to identify recurring themes. The findings established that all classes at the school were inclusive of learners with hearing impairments. Classroom accommodations included proper lighting, preferential seating, raised windows above the heads and painted doors to ensure conducive learning environment for learners with hearing impairments. The researcher recommends that the government, through the Ministry of Education, should allocate funds for purchasing cushioned seats, long curtains for the windows, chairs with legs fitted with rubber as mechanisms for noise reduction within the inclusive classrooms to promote the inclusion of learners with hearing impairments.

강원도 통합학급 및 특수학급 교사의 통합교육 인식 및 지원 요구

This study aimed to investigate the perceptions of inclusive education, practices related to Individualized Education Plans (IEPs), the current status of inclusive education implementation, and support needs among special education teachers and inclusive classroom teachers in Gangwon Province. Surveys were conducted using questionnaires designed for special education teachers and inclusive classroom teachers working in elementary, middle, and high schools in Gangwon Province. A total of 126 inclusive classroom teachers and 164 special education teachers participated in the online survey. The results of the analysis of the survey were as follows: Firstly, both inclusive classroom teachers and special education teachers expressed strong support for inclusive education. The highest proportion of respondents believed that when inclusive education is successfully implemented, it will create a sense of community that cares for and supports a diverse range of students. Secondly, most respondents reported that special education teachers primarily wrote individualized education plans (IEPs) after communication with general education teachers. Inclusive and special education teachers identified the most significant difficulty in creating and implementing IEPs as 'linking IEP goals with instruction at inclusive classroom instruction.' Thirdly, a high percentage of inclusive classroom teachers and special education teachers reported no experience participating in inclusive education training. Notably, both groups of teachers indicated that they rarely implemented co-teaching in inclusive education. The most frequently mentioned support needed when teaching students with special needs in inclusive classrooms was 'support for behavioral problems. Based on the research findings, implications were suggested regarding several supports to enhance the quality of inclusive education in Gangwon Province.

The Challenges of Inclusive Teaching in Albania and Its Issues in the Pre-School Curriculum

This study aims to explore the challenges faced by teachers in pre-school inclusive classrooms in Albania. Through a qualitative methodology, the research investigates the specific difficulties encountered by educators and offers suggestions for adapting teaching practices to effectively meet the needs and abilities of all students, regardless of their conditions and circumstances. The study includes 23 teachers interviewed in 5 schools/kindergartens where they teach in the preschool program classes in the city of Durrës. While the focus group included 26 third-year bachelor students enrolled in Preschool education for the 2022-2023 academic year at the University of Durrës Aleksandër Moisiu. The findings of the study highlight several key factors that can alleviate the challenges faced by teachers in inclusive classrooms. Firstly, it emphasizes the importance of providing assistant teachers, particularly specialized educators in the field of special education, to accompany students with disabilities. These professionals can offer dedicated support, expertise, and guidance, enabling a more inclusive learning environment. Additionally, the research emphasizes the significance of reducing the student-to-teacher ratio in these classrooms. By lowering the number of students, teachers can provide more individualized attention and support to each child, catering to their unique requirements. Furthermore, the study emphasizes the need for enhancing teachers' knowledge and skills in adapting teaching methods to accommodate the diverse needs and abilities of students with disabilities. Professional development programs, workshops, and training sessions can empower educators with effective strategies, specialized techniques, and resources necessary for inclusive classroom practices. In conclusion, by addressing these key factors, pre-school inclusive classrooms can meet the requirements of inclusive education. It is anticipated that these efforts will contribute to the alleviation of challenges and promote an inclusive educational environment where all students can thrive.
 
 Received: 29 July 2023 / Accepted: 30 September 2023 / Published: 5 November 2023

Emotional Resilience of Teachers in Inclusive Classrooms at a Rural School, South Africa

Emotional Resilience of Teachers in Inclusive Classrooms at a Rural School, South Africa

A hybrid curriculum: privileging Indigenous knowledges over western knowledges in the school curriculum in Kenya

This article explores the use of a culturally responsive pedagogy in inclusive classrooms in Kenya. Due to colonisation, the education system in Kenya has for many years reflected a British curriculum and context. Eight teachers in phase 1 and five teachers in phase 2 in four schools were interviewed. The research was conducted in central Kenya where the population is predominantly Gīkūyū (a language of central Kenya) speaking. A case study format was employed in the research. The findings indicated that teachers used Gīkūyū (the people of central Kenya) cultural ways in their teaching in inclusive classrooms but their efforts were undermined by policies that supported western teaching strategies. They said that the language used in learning and teaching, and stories and textbooks did not reflect students’ lived experiences and background. Recommendations included using a hybrid curriculum that privileges a culturally responsive pedagogy over western ways in the school curriculum.

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.

Assessing the Psychometric Properties of the Practice and Product Inventory of Supporting Students with ASD (PPI-SSA): A Concise Assessment Tool for Teachers in Inclusive Classrooms

Globally prevalent, Autism Spectrum Disorders (ASDs) have negative consequences on students’ social, intellectual, emotional, and post-school transition results. While assessment tools exist, the majority of them were developed from the perspective of clinical psychology and/or healthcare. Some are lengthy and commercialized, and some have weak factorial validity. A feasible and practical assessment method, from the perspective of educational psychology and assessment, is required to better accurately and effectively assess the social and academic performance of ASD students in inclusive settings. With an emphasis on teachers’ practice and output in helping students with ASD in inclusive education, this study evaluated the Practice and Product Inventory of Supporting Students with ASD (PPI-SSA) psychometric qualities. PPI-SSA was designed to be practical, concise, and especially suited for quantitative research on ASD. The inventory was administered to 411 teachers in Hong Kong, and exploratory and confirmatory factor analyses confirmed the PPI-SSA’s reliability and validity. A follow-up path analysis examined the concurrent validity of the PPI-SSA, revealing significant pathways between teachers’ intentions to implement inclusive education and each of the respective dimensions within the PPI-SSA. Measurement invariance results showed that the PPI-SSA demonstrated configural, metric, scalar, and residual invariance across primary and secondary teachers. The PPI-SSA, as a non-commercial instrument, has meaningful implications. It can facilitate the efficient collection of more empirical data on the social and academic achievements of students with ASD, informing evidence-based improvement of inclusive practices. It can assist in teachers’ practice to identify the diverse social and academic needs of students with ASD to align with their corresponding adjustments of teaching strategies.

Factors Contributing to Low Academic Achievement Among Pupils with Hearing Impairment: A Case of Selected Inclusive Primary Schools in Dodoma Municipality, Tanzania

The aim of this study was to contribute to knowledge about learners’ academic achievement by examining factors impeding the academic achievement of pupils with hearing impairmentsin public inclusive primary schools in DodomaCity, Tanzania. The study used a qualitative approach informed by a case study design. It had a sample size of 67 participants, including 24 inclusive primary school teachers, 6 head teachers, 1 special education officer, and 36 hearing-impaired pupils from six (6) inclusive primary schools in Dodoma municipality. Interview guide and observation checklists were used to collect data. Qualitative data analysis procedures were used to analyse the data. The findings revealed that inappropriate pedagogical approaches, lack of expert teachers and professional development, as well as a lack of learning facilities in inclusive classroom, were key factors responsible for low academic achievement among hearing impairments pupils. In conclusion, curriculum developers couldconstruct curriculum that is flexible and consumable by all types of learners. The study recommends that, in-service training of inclusive classroom teachers should cover new methods of teaching; identification other disabilities in hearing impairments pupils; teaching; preparation and usage of appropriate teaching and learning materials.Keywords:Disability, hearing impairment, inclusive, inclusive education, impairmentJINSTITUTE OF ADULT EDUCATIONJournal of Adult Education in TanzaniaJAET June 2023, Vol. 25, Issue 1 pp. 17-40eISSN:2961-6271(Online)Copyright © The Author(s)All Rights Reserved. Published by IAEDOI: https://doi.org/10.61408/jaet2023v25i01.02

Development and validation of a short form of the Teacher Efficacy for Inclusive Practices Scale (TEIP‐SF)

AbstractHigh self‐efficacy is a marker of successful teaching and is, therefore, a subject of great interest to research on inclusive education. One of the most frequently used instruments to assess such beliefs is the Teacher Efficacy for Inclusive Practice (TEIP) scale. Although used widely, some studies did not precisely replicate the original factor structure, and no short form of the TEIP scale currently exists, although this could enhance measurement efficiency. This study (1) systematically assessed the TEIP scale's factor structure and psychometric properties, (2) identified potentially problematic items and developed a more concise short form of the scale, and (3) evaluated its dimensionality and criterion and convergent validities using three validation samples of teachers in three different countries (486 in Switzerland, 189 in Australia and 276 in Canada). Compared to the full‐length TEIP scale, the TEIP‐SF uses half the items, demonstrates better model fit and reveals a clearer distinction of domain‐specific factors. In conclusion, the TEIP‐SF represents a concise, efficient means of assessing teachers' self‐efficacy about teaching in inclusive classrooms.

Challenges Faced by Teachers in Inclusive Classrooms in Early Childhood Education (ECE) Setting

Challenges Faced by Teachers in Inclusive Classrooms in Early Childhood Education (ECE) Setting

Fears towards disability and their impact on teaching practices in inclusive classrooms: An empirical study with teachers in Greece

Our research examines Greek special and general education teachers' fears toward disability and their impact on teaching in inclusive classrooms. We interviewed 12 teachers from the region of Attica (Athens) and documented attitudes and beliefs toward disability, with the goal of identifying teachers' personal sources of resistance to inclusion. Medical paradigm of understanding disability and the absence of inclusive school culture are some of the results that revealed teachers’ sources of resisting to inclusive changes and the way these affect their teaching. Based on these findings, we discuss a two-pronged process that shifts the existing culture of understanding disability and welcomes diversity in schools.

A special call from inclusive classroom teachers of Turkish students with specific learning disabilities (SLD): “I don’t want them to dissappear!”

Students with specific learning disabilities continue their education in an inclusive environment in Türkiye. Teachers play an important role in effectively teaching students in inclusive settings. Teachers' classroom practices in reading, the most difficult academic area for students with specific learning disabilities, are critical for achieving successful results. There is a limited number of studies on this subject. This study aims to analyse the requirements, problems, and opinions of inclusive primary school teachers who teach students with specific learning disabilities. A qualitative research method was used in this study. The data were collected via semi-structured interviews with 11 inclusive classroom teachers in a study group and analysed through the content analysis method. The results show that the resources required for teaching students with specific learning disabilities in reading are insufficient and that the students need reading improvement programs. In addition, the teachers stated that the additional resources to support the students’ reading skills should consist of short, fun, and interesting texts.