Inclusive Education Training Research Articles

Impact of learning barriers on academic performance of learners in selected secondary schools in Mtata

Learners have a right to education regardless of their limitations. However, there are still schools that are struggling to address learning barriers. This paper explores the impact of learning barriers on academic performance in selected secondary schools in Mtata, South Africa. The study was guided by the Ecological System and Inclusion Theories. A qualitative approach and case study design was adopted. Convenient and purposive sampling techniques were used to select 3 schools and 18 participants respectively. Data were gathered through semi-structured interviews. Thematic frames and thick descriptions were used to analyze data. Findings indicate that learners with learning barriers such as disabilities faced myriad of challenges including lack of resources, inability to attend to learners with challenges due to overcrowded classes and inadequate inclusive education training. The paper concludes that learning barriers have a negative bearing on the academic performance of learners. Effective inclusive education policies, teachers’ training, parental involvement and psychological support for learners are a necessity. Regardless of challenges, some teachers are scaffolding these learners. For improvement on learners’ academic performance, there is need for collaboration of government, parents and teachers. The use of technology in South African rural schools should be a priority. Providing learners with digital tools and skills to facilitate learning is important as technology in the classroom will facilitate teaching methodology variation and management of overcrowded classes. Future study should focus on the impact of using digital tools on the academic performance of learners with learning barriers.

Exploring teachers’ experiences in implementing the Screening, identification, assessment and support policy in South Africa

Inclusion and equitable education, as articulated by the fourth sustainable development goal and anticipated by 2030 seems hard to attain in a context where teachers’ practices are inconsistent with inclusive national policies. In the study reported on here we investigated South African teachers’ experiences in implementing the screening, identification, assessment, and support (SIAS) policy in their classrooms. The intersectionality of colliding worldviews and the pedagogy of discomfort were used as conceptual framework. We adopted a qualitative case study within an interpretive paradigm. Twelve teachers were purposively selected from 3 focus group discussions. The results reveal that a disconnect between the inclusive policy and classroom practices occurs because teachers have negative attitudes towards using the document and feel inadequately trained to implement it. We conclude with 3 essential lessons about teachers’ disengagement with the policy: (i) teachers are reluctant to complete the SIAS documents because of the added administrative burden and a lack of knowledge about inclusive education; (ii) more experienced teachers influence the worldviews of newly qualified teachers (NQTs); and (iii) inclusive education training conducted by the district-based support team (DBST) is inadequate resulting in a disconnect between practice and pedagogical practices.

Inclusive mindedness: evolving knowledge and beliefs of preservice educators in California

Early childhood special educators in the United States must familiarize themselves with the importance of inclusive practices and how to successfully implement these practices to support young students with disabilities in the least restrictive environment. Depending on the credentialing program special educators in the United States complete, their understanding and training in inclusive education can vary greatly. The purpose of this study was to address the need for training in inclusion by creating an Office of Special Education Program (OSEP) grant-funded inclusive education course for preservice early childhood special educators at one university in California and then to examine how the inclusion course changed early childhood special education teacher candidates’ knowledge and beliefs of inclusion. Over 4 years, 97 early childhood special education preservice teachers participated in pre- and postcourse surveys, which determined their perceptions, understanding, and practical skills of inclusive education increased, demonstrating course effectiveness.

Investigation of Teacher Candidates' Awareness towards Inclusive Education

This study aimed to examine the awareness of teacher candidates towards inclusive education. This mixed method study was performed with the convergent parallel mixed pattern. The sample of quantitative part of the study consisted of 708 teacher candidates in an education faculty determined by criterion sampling. The study group of the qualitative part of the research is 14 teacher candidates (preservice teachers) selected from among these participants. The research data were collected with Awareness Scale for Inclusive Education and Interview Form for Evaluation of Inclusive Education Course. The scale data were analyzed by descriptive and inferential statistics, and the semi-structured interview data were analyzed by content analysis. The results revealed that the awareness of teacher candidates’ inclusive education was at a moderate level. In addition, the awareness level of the participants who had inclusive education training was higher than the participants who did not, and the female participants had higher awareness compared to the male participants. The interview results revealed that training on inclusive education increased teacher candidates’ awareness of its history, aims, the students it encompasses, and its applications. According to the results of the research, it has been suggested to expand the inclusive education provided to teachers before and during the service.

Validation of a Questionnaire to Analyze Teacher Training in Inclusive Education in the Area of Physical Education: The CEFI-R Questionnaire.

Inclusive education is a right that has captured the attention of public institutions, researchers, and teaching professionals around the world. The beliefs and perceptions of teachers are a fundamental axis in knowing the state of these professionals regarding this ethical principle, allowing them to develop and implement different strategies. This study aims to explore the reliability and factor structure of the Evaluation of Teachers' Preparation for Inclusion (CEFI-R) questionnaire among physical education teachers. The sample consisted of 789 Spanish in-service teachers who completed the questionnaire to assess their readiness for inclusion in this subject. Exploratory and confirmatory factor analyses as well as reliability testing were carried out. A factor structure with four dimensions (conception of diversity, methodology, support, and community participation) was obtained. These dimensions consisted of 17 items with good and excellent goodness-of-fit values. In addition, a high reliability was obtained (Cronbach's Alpha = 0.71-0.93). Therefore, the CEFI-R could be considered a valid and reliable tool to analyze physical education teachers' perceptions of their preparedness for inclusive education.

The Sociological Perspectives of Learning Support Educators in the Early Years and Primary Education in Gozo

This study explores functionalist, conflict, and interactionist sociological perspectives held by learning support educators in Gozo on the notion of inclusivity and its correlation with pedagogical strategies for students with a statement of needs in Gozitan primary state schools. Sociological perspectives are the scientific perceptions of the logic behind particular societal behaviours observed within social groups. This paper presents a review of literature related to the sociological perspectives of educators on notions such as schooling, inclusivity, and impairment. Qualitative data were collected using two one-hour focus groups, held remotely due to the COVID-19 pandemic. Following analysis of the data, the findings particularly show how inclusive education in primary state schools in Gozo has seen dramatic improvement. The way that educators function according to their habits rather than their sociological perspectives was also strongly shown. Moreover, the findings suggest that teacher and learning support educator role-merging has advantageous effects on role fulfilment and educational inclusivity. While the findings suggest a clear need for further inclusive education training for teachers, they also outline how there needs to be a stronger collaboration between Ministry stakeholders and state school educators to formulate more educator-initiated inclusive education policies and procedures. In light of such findings, this research recommends an appropriate combination of all three perspectives to work towards schools that emphasise a nurturing and collaborative atmosphere.

Teachers’ experiences of in-service training on inclusive education: a South African perspective

The object of this research: The purpose of this qualitative phenomenological study was to explore and describe teachers’ experiences of in-service training on inclusive education. While diverse literature has dealt with teachers’ experiences of in-service training programmes and the conceptualization of inclusive education, the majority of these studies show limited focus on in-service training programmes tailored according to identified classroom needs.
 Methods: This study adopted a phenomenological research design. The purposive and conveniently selected 8 participants enrolled in the BEd Honours (Learning Support) distance education programme participated in the study. Furthermore, the study’s data collection process involved telephonic semi-structured interviews. The study used a thematic data analysis method.
 The main scientific results: The findings in this study indicated that the themes of learning barriers and inclusive education training. Moreover, the findings indicated that BEd Honours is informative and necessary for professional development; however, some participants shared concerns about the limited application material in the training programme.
 The area of practical use of the research results: This is for teachers in the in-service training. By identifying and uncovering teachers’ needs to implement inclusive education, these findings can be used to improve in-service training programmes

Pre-Service Primary School Teacher University Training for Inclusive Education in the Czech Republic and Ukraine: An Exploratory Study

The present exploratory study examines pre-service primary school teacher university training in inclusive education in the Czech Republic and Ukraine. Based on the theory of planned behavior (TPB), attitudes, subjective norms, and self-efficacy of first- and last-year students were assessed. The overall differences in item scores between first-year and last-year students are in both countries small and insignificant. These results suggest that the potential of professional training is not fulfilled. Therefore, we suggest further proactive university curriculum development based on the research-supported forms of training.

The self-efficacy of private school teachers toward the implementation of inclusive education in Ghana: A mixed-methods study

BackgroundAlthough efforts toward practicing inclusive education have stalled in countries such as Ghana, the available data have mainly centred on enacting inclusive education in public schools. With private schools being notable alternative service providers to public schools, understanding private school teachers’ perceived self-efficacy toward teaching students with disabilities in the classroom is essential.MethodTo develop insights into inclusive practices, a two-phase mixed-methods design was adopted for this study. In the first phase, 82 teachers from six private schools responded to the self-reported Teacher Efficacy for Inclusive Practice (TEIP) scale. In the second phase, there were 10 participants, including principals (n= 3), heads of department (n= 4) and teachers (n= 3). While the quantitative data were subjected to confirmatory factor analysis,t-tests, analysis of variance and linear regression, the qualitative data were analysed thematically using the components of the TEIP scale asa priorithemes.ResultThe study confirmed the structural validity of the TEIP scale in measuring teachers’ self-efficacy and the correlations and covariances between efficacy in managing behaviour and performing instruction and collaboration. There was divergence between the quantitative and qualitative data and background variables, such as educational qualifications, pre-service training in inclusive education and participation in professional development, which provided additional insights into the teachers’ self-efficacy.ConclusionThe findings show that some private school teachers teach students with disabilities despite having no confidence in their capabilities. The study findings underscore the need to create more training opportunities for private school teachers to enhance their confidence in practicing inclusive education in schools.

Perceptions of Saudi Arabian school teachers in private general education schools toward the inclusion of students with disabilities

BackgroundTeachers’ attitudes and perceptions are of significance to the inclusion of students with disabilities in the general education classroom with their typical peers. AimsThis study quantitatively investigated the perceptions of private elementary school teachers regarding the inclusion of students with disabilities in the general education classroom. Methods and procedureThe study sample comprised 213 teachers working in private elementary schools in Riyadh, Saudi Arabia that offer inclusive special education programming alongside a general education curriculum. The Opinions Relative to the Integration of Students with Disabilities (ORI) survey, was utilized to adapt the survey instrument for this study. Results and outcomesWe concluded that private school teachers have a slightly negative attitude toward the inclusion of students with disabilities. Although the results did not reveal a relationship between teachers’ attitudes and their age or education level, a relationship was found between their perceptions toward inclusion of students with disabilities and the type of disability, the individual teacher’s gender, the role of the teacher (general vs. special education), and the individual’s training in inclusive education. Conclusions and implicationsThe implications of the results to Saudi and beyond and suggestions for further research including outside of the urban context are discussed.

Teachers’ Attitudes towards Inclusive Education at Greek Secondary Education Schools

Advocates of inclusive education believe in the right of all learners to education and the many benefits it delivers. Teachers’ attitudes and beliefs toward inclusive education are instantly reflected in their classroom activities and practices. This research will concentrate on special and general education teachers in Greek secondary schools. It will investigate their attitudes toward inclusive education and how these attitudes alter as a consequence of variables such as age, gender, teaching experience, and inclusive education training. Quantitative, main, and correlational research was obtained between groups using a non-experimental technique. The sample was taken from 307 educators, who were almost equally divided between general and special education. The SACIE-R questionnaire was used to assess teachers’ attitudes toward inclusive education. The outcomes of the research demonstrated that attitudes toward inclusive education were impacted by the kind of special education received, as well as age and general education teaching experience. Furthermore, positive attitudes were impacted by gender, but negative sentiments and concerns were influenced by general education and special education teaching experience. Finally, the study revealed low levels of negative sentiments, medium levels of concerns, and high levels of favourable attitudes toward inclusive education.

Factors affecting attitudes of Secondary School Educational Practitioners towards Inclusive Education in Mauritius

Inclusive education, as an educational reform to achieve education for all is referred to as educating students with special education needs in regular schools. This relatively new concept in Mauritius seems to be facing a number of challenges. Given the worldwide interest for IE, unfavourable attitudes would be a major hurdle in the implementation of IE in Mauritius. A positive attitude of education stakeholders in Mauritius is vitally important to complement inclusive efforts. The study endeavoured to determine the relationship of demographic factors, beliefs and self-efficacy on attitudes in the Mauritian context. A quantitative non-experimental descriptive survey research design was used in this study and respondents included 588 educators and 42 rectors/deputy rectors in 21 secondary schools (state and private). Investigating respondents’ attitudes was conducted through a specifically designed survey instrument. Results indicated an overall neutral attitudes towards IE. Training in inclusive education was found to significantly influence attitudes and a positive correlation of self-efficacy and beliefs on attitudes was found. These findings support the need for capacity building that could help nurture positive attitudes and foster inclusive environments in Mauritius. The study provides insights for future research to further the understanding of attitudes towards IE in Mauritius.

Agresywne zachowania uczniów ze SPE jako źródła lęków nauczycieli. Korelacja osłabiająca sukces edukacji włączającej

In inclusive education, teachers work with all students, including those exhibiting aggressive behaviors. Today, many teachers struggle with challenging student behavior. The study aims to examine (1) aggressive behaviors in students with SPE – a source of teacher frustration in inclusive education, (2) the consequences of these behaviors triggering fears in teachers, and (3) the relationship between teacher seniority and likely consequences as per objective 2. The survey was conducted among 188 teachers. The data were analyzed using descriptive and correlational approaches. We determined that (1) the main source of teacher frustration is the physical aggression displayed by students with ASD, ADHD, ODD and CD; (2) the fear students with SEN may hurt other students is prominent amongst teachers, with a linear correlation between predictable consequences, where the strongest links appear between prediction of conflict in a classroom and the accusation of incompetence levelled at teachers by parents of students with SEN and between the fear of losing self-control and disapproval by superiors; (3) no significant relationship exists between the seniority of teachers and their perception of the sources of frustrations and fears. Against the background of the results, we formulated recommendations on inclusive education training for teachers.

SEM model for technological, ecological and inclusive teacher training in times of pandemic

This work tries to analyze the relationship between teacher training (TT), teacher training in inclusive education (TTIE), teacher training in technologies (TTT), teacher training in ecology (TTE) and teacher training in time of pandemic (TTP), through a confirmatory factor analysis (CFA) with structural equation model (SEM) of a Likert scale created ad hoc, validated and confirmed. For the search for answers, a non-experimental, descriptive, explanatory and correlational research process has been carried out. The instrument used to collect the data has been a scale, which has been validated in content and with an excellent Cronbach's alpha (.902). The construct validity has been carried out with an exploratory factorial analysis (EFA). The sample has been of 598 students of Master's Degree in Teacher Training and the last year (4th) of the Primary Education Degree from the University of Jaen (Spain). It can be concluded that there is a relationship between the different forms of teacher training, from the correlational analysis the highest coefficient is between teacher training and teacher training in ecology and teacher training in inclusive education. From the CFA it is confirmed that this correlation is a very strong one, so that inclusion and ecology should be central axes in all teacher training, on the other hand, it concludes the low relationship between teacher training and teacher training in times of pandemic, so that, at least in theory, Covid-19 should not affect teacher training.

Implementation of Inclusive Education in Learning Process at Senior High School Malang City, Indonesia

One of the Public Senior High Schools in Malang has been implementing an inclusive education system since 2009. This School has been trying to serve children with special needs hitherto. In one of the inclusive schools in Malang city, the number of students with special needs (the academic year 2017-2018) is recorded in the school document of 9 students with special needs and 37 students with special services (have health problems). However, it is indicated that the learning process in class is not suitable for the type of student needs in the class. This study aims to investigate the learning process in these inclusive schools. The current research is explained in a descriptive qualitative method. As a result, schools do not make curriculum modifications that are compatible with inclusive education. This school only has one special guidance teacher, and only he has attended a training program in inclusive education. In addition, there are indications that the teacher's attitude toward students with special needs is negative. The indication can be seen from the teacher's efforts in implementing learning. The teacher still uses a classical learning system that is not modified. Thus, it is necessary to improve services for students' diversity in schools, increase the number of special tutors, include them in inclusive education training programs, and make curriculum modifications that are appropriate for students with special needs. The teacher is also indicated to have a negative attitude towards students with special needs in the classroom.

Whole School SEND (WSS) Review: study protocol for a two-arm pragmatic parallel cluster randomised controlled trial in 160 English secondary schools

BackgroundThe trial will study the effects of the Whole School SEND Review on secondary school pupils in English mainstream education, to understand the impact of the intervention on academic attainment, wellbeing, and school attendance. The Review is designed to facilitate whole-school change through providing enhanced, intensive and sustained support and training in inclusive education for school special educational needs coordinators and leadership teams. The trial will have a specific focus on pupils designated as having special educational needs or disabilities.MethodsWe recruited 160 English secondary schools (approx. 58,000 pupils across two cohorts) to a two-arm pragmatic parallel cluster randomised controlled trial, with allocation at the school level. Randomisation will be stratified by school region. The primary outcome is attainment in English language (using standardised national test results at 16 years) for pupils designated as having a special educational need (approx. 4000 pupils). Secondary outcomes will be measured for pupils both with and without a special educational need designation and include pupil wellbeing (measured using the Strengths and Difficulties Questionnaire), absences and exclusions, and attainment in Mathematics and English language at 16 years. The intervention will be implemented from July 2021 and analysis of outcomes (for the year 9 cohort) will take place in September 2023, with further analysis (for the year 8 cohort) in September 2024 if the evaluation shows that acceptable implementation fidelity has been achieved.DiscussionPupils with special educational needs represent a significant and often vulnerable part of the secondary school population, are disproportionately likely to be excluded from school, eligible for free school meals, or supported by children’s social care. Despite these multiple important areas of need, school leaders report substantial challenges in making additional provision for this group. Previous research has highlighted the development of inclusive school cultures (rather focusing primarily on targeted individualised approaches) as being important. This trial will investigate how an intervention designed to drive whole school change may lead to outcomes for pupils with and without a special educational needs designation. As such, this trial is expected to make an important contribution to research evidence and to UK educational policy.Trial registrationISRCTN registry ISRCTN11339306. Registered on 12 March 2020 (retrospectively registered).

Compulsory Education Teachers’ Perceptions of Resources, Extracurricular Activities and Inclusive Pedagogical Training in Spain

Inclusive education is an issue of great interest and social and pedagogical significance in the quality of the education system. Its impact on the context, reality and training of teachers is a decisive impulse to build an open mind in relation to diversity as a characteristic element of education and today’s society. The objective of this study was to explore the perceptions of compulsory education teachers (primary and secondary) about teacher training, resources, and after-school activities in the care of students with specific educational support needs associated with disability in 12 Autonomous Communities of Spain. A survey has been carried out, for which an ad hoc questionnaire was built, involving 2457 docents. A descriptive and inferential analysis has been carried out by means of an average comparison between each issue and the different intrapersonal factors. Specifically, two types of tests have been used, using the SPSS version 25 program for analysis: testing independent samples (Levene test and t-test for equal means) and one-way ANOVA according to the type of independent variable considered. Among the results is the need to increase teacher training in inclusive education, the existence of divergences on the material, and spatial resources available for diversity care. Similarly, the relevance of after-school activities was identified as initiatives and spaces for the visibility of diversity and culture of inclusion in schools.

Effect of head teachers support for teachers professional development on inclusive education implementation

<p>The study investigated the effect of head teachers’ support for teachers’ professional development on inclusive education implementation. Bartalanffy (1969) open systems advocates for head teachers to utilize management initiatives with partnerships to implement inclusive education. Descriptive survey was applied, and Chi-square tested the null hypothesis. Questionnaires were administered to 71 head teachers and 297 teachers, supplemented by document analysis. Interview was used on eight Quality Assurance Standards Officers (QASOs) and four Education Assessment Resource Centre Officers (EARCs). Quantitative data was coded and analyzed using descriptive statistics, and presented in frequency tables and bar graphs. Qualitative data was coded, transcribed and presented in narrative form. Both quantitative and qualitative data findings were discussed in juxtaposition with confirming or refuting the research evidence, and reinforcing the interpretation. The Chi-square results established that there was relationship between head teachers’ support for teachers’ professional development with inclusive education implementation. However, majority of head teachers and teachers lacked specialized skills in assessment of diverse learners, 77.5% and 80.5%; behaviour management, 74.7% and 79.1%; differentiated teaching, 80.3% and 81.1%, derailing teachers’ productivity and learners’ performance. Therefore, it was recommended that head teachers in collaboration with multi-agencies facilitate teachers’ inclusive education training in order to effectively implement inclusive education.</p>

Predictors of the Attitudes of Preservice Teachers Toward Teaching Students With Down Syndrome in Regular Schools in Ghana

AbstractWhile research suggests that the inclusion of students with Down syndrome (DS) in regular classrooms has a positive impact on their learning, in general, a supportive teacher with a positive attitude is fundamental in shaping these students' school experiences. In Ghana, despite a large number of children with DS, there is little research exploring preservice teachers' attitudes toward including students with DS in regular schools. In this study, we recruited preservice teachers from teacher training institutions to understand the predictors of their attitudes toward teaching students with DS in regular classrooms. Using the revised Sentiment, Attitude, and Concern about Inclusive Education scale (SACIE‐R), 855 preservice teachers were recruited from three colleges of education (n = 524) and two campuses of a public university (n = 331). Although the preservice teachers were ambivalent about teaching students with DS, several demographic variables—such as preservice training in inclusive education, practice experience, and confidence teaching students with disabilities—emerged as significant predictors of attitudes. The study limitations, recommendations for future research and implications for policymaking are discussed.

Development tendencies of the inclusive education system at higher medical school: adaptation, maintenance, professional readiness

This article considers the issues of adaptation and organization of the educational process, barrier-free environment and readiness for professional activity of students with disabilities in inclusive education in conditions of inclusive education in a medical university. The relevance of this work is determined by one of the priority areas of state policy in the field of higher education - access to higher education for people with disabilities in inclusive education. Inclusive education at the university is designed to ensure not only the realization of the right of students with disabilities in inclusive education to higher education, but also to solve the problems of socialization and professional demand for such people. In order to improve the process of introducing inclusive education at the Ryazan State Medical University named after Academician I.P. Pavlov, a study was conducted, the main problems and ways of solving them were identified, related to the organization of the educational process, the conditions of the barrier-free environment and the readiness for professional activity of students with disabilities in inclusive education. An increase in the proportion of university teachers who have undergone advanced training in inclusive education also contributes to solving problems. Adaptation of educational programs and educational and methodological support for persons with disabilities includes psychological, pedagogical and tutor support etc. The organization of the educational process using distance education technologies is one of the priority conditions for teaching students with disabilities and/or HIA. The use of this technology makes it possible to significantly expand and modify some educational standards for students with disabilities in inclusive education, namely, to create an individual way for each student with disabilities in inclusive education in a medical university. It is proposed to use training techniques such as: online consultation of teachers; VR technologies; availability of training materials 24/7; online webinars that facilitate the inclusion of such students in the educational and research activities of the university. The professionally organized educational space and educational process of the university provide not only a high level of mastery of professional competencies, but also contribute to the formation of personal qualities of students with disabilities in inclusive education, necessary for their successful socialization, life and activity in society.