Inclusive Education: Supporting Diversity in the Classroom
... The same observation can be made for other groups of marginalized populations. Inclusive education, as it is now more commonly understood, therefore addresses everyone, regardless of origin, socioeconomic status, language, culture, etc. [32,45,46] . The ultimate goal of this perspective is to combat racism, injustices, social exclusion, attitudes, and behaviors that manifest in some individuals when they come into contact with diversity related to multiple social classes, ethnic backgrounds, religions, genders, and abilities [29][30][31][32] . ...
... Social justice here refers to "the elimination of institutional domination and oppression of marginalized groups" [38] . Inclusive education is based on an ethical principle and refers to the right to alterity; proponents of the approach consider social, ethnocultural, linguistic, and religious diversity to be an asset rather than a weakness [46,50,51] . Thus, students are not stigmatized or labeled, while still acknowledging or not denying the differences that characterize them, to avoid falling back into the indifference to differences denounced by Bourdieu [52] ; rather, the aim is to transcend these differences by integrating and drawing from them [31] . ...
... In these environments, "children who are difficult to educate in regular schools are not considered as having 'problems,' but as an opportunity to challenge the methods [...] to make them more adapted and flexible" [29] . The focus is on empowering young people and actively involving them in their learning to increase their self-esteem and academic success [46] . School staff are encouraged to have high expectations for students and to make them feel that they have the right to be different [30] . ...
This issue reveals that the implementation of inclusive education is an unfinished challenge, both within the system and for individual self-improvement. This process of changing practices, by continually questioning the school’s responsibility for the (re)production of inequalities, exclusion, and unequal social relations, is riddled with obstacles, unpredictable situations, and strong emotions. In particular, the researchers point out that many systemic mechanisms of school culture contribute to replicating and reifying hierarchical school experiences and exacerbating processes of institutional discrimination against immigrant backgrounds and/or racialized students. The empirical research presented also highlights the deficit thinking of school staff toward immigrant students and their parents. The results show that staff tend to use linguistic and cultural gaps between students and the school system to explain academic failure. Be that as it may, the researchers as well as the school actors and students interviewed in this issue suggest fertile ways to improve inclusion in the school context, stressing the importance of giving voice to the various actors to move toward institutional transformation.
... For teachers to be inclusive in their teaching, it is worth considering various teaching strategies including direct instruction. Direct instruction is a strategy that involves explicit step-by-step teaching, which can be done with a whole class, a group of learners, pairs or individual learners (Loreman et al. 2010). Even though this strategy might exhibit exclusive characteristics as compared to whole class, it has some positive elements that can benefit learners with different learning needs by offering one-on-one instruction. ...
... Differentiated instruction is an inclusive pedagogical practice that implies the carrying out of learners tasks that are planned to be pedagogically inclusive in order to deliver the curriculum to diverse learners in a classroom setting during teaching and learning (Loreman, Deppeler & Harvey 2010). In defining differentiated instruction, Tomlison (2005) indicates that it is a philosophy of teaching that is more focused on the basis that learners learn best when teachers accommodate their diversities in their preparedness levels, interests and learning profiles. ...
... When implementing co-teaching, Armstrong (as cited in Hattie 2008) argues that co-teaching allows for more individual attention being paid to the learners. Co-teaching demonstrates the modelling of collaboration by adults in the classroom based on Loreman et al. (2010), which is a valuable technique when illustrating the benefits of collaboration to learners. Co-teaching is inclusive in its nature as it allows collaboration between teachers by sharing their teaching strategies based on their various classroom context and learners they engaged with in their profession. ...
Background: It is arguable that teachers’ understanding of the roles of various stakeholders and their need to sometimes assume some of these roles influenced how they practice inclusive education that results in influencing the choice of strategies that they will employ in the classroom.Aim: This article presents factors influencing how foundation phase rural teachers practised inclusion during teaching and learning in ordinary classrooms.Setting: The study was conducted in Limpopo, South Africa, from four selected schools.Methods: Four foundation phase teachers were purposefully selected to participate in the study. Direct observations and supplementary data through individual interviews were employed to elicit data from in-service foundation phase rural teachers.Results: The findings from the data revealed that teachers’ current understanding of inclusive pedagogy is influenced by knowledge of inclusive pedagogical practices, professional development, reflective teaching and planning of lessons contents, which was found to be inadequate, whilst the absence of teacher development through workshops and lack of parental involvement and teachers being in loco-parentis is found to be another contributing factor.Conclusion: The study supports that foundation phase rural teachers should be capacitated and empowered through consistent teacher development workshops. Parents also need to be empowered on their support role in order to fully realise inclusive pedagogy in rural classrooms. Finally, the study recommends further research on teacher development and teachers being in loco-parentis in rural foundation phase classrooms.
... For teachers to be inclusive in their teaching, it is worth considering various teaching strategies including direct instruction. Direct instruction is a strategy that involves explicit step-by-step teaching, which can be done with a whole class, a group of learners, pairs or individual learners (Loreman et al. 2010). Even though this strategy might exhibit exclusive characteristics as compared to whole class, it has some positive elements that can benefit learners with different learning needs by offering one-on-one instruction. ...
... Differentiated instruction is an inclusive pedagogical practice that implies the carrying out of learners tasks that are planned to be pedagogically inclusive in order to deliver the curriculum to diverse learners in a classroom setting during teaching and learning (Loreman, Deppeler & Harvey 2010). In defining differentiated instruction, Tomlison (2005) indicates that it is a philosophy of teaching that is more focused on the basis that learners learn best when teachers accommodate their diversities in their preparedness levels, interests and learning profiles. ...
... When implementing co-teaching, Armstrong (as cited in Hattie 2008) argues that co-teaching allows for more individual attention being paid to the learners. Co-teaching demonstrates the modelling of collaboration by adults in the classroom based on Loreman et al. (2010), which is a valuable technique when illustrating the benefits of collaboration to learners. Co-teaching is inclusive in its nature as it allows collaboration between teachers by sharing their teaching strategies based on their various classroom context and learners they engaged with in their profession. ...
Background: It is arguable that teachers’ understanding of the roles of various stakeholders and their need to sometimes assume some of these roles influenced how they practice inclusive education that results in influencing the choice of strategies that they will employ in the classroom. Aim: This article presents factors influencing how foundation phase rural teachers practised inclusion during teaching and learning in ordinary classrooms. Setting: The study was conducted in Limpopo, South Africa, from four selected schools. Methods: Four foundation phase teachers were purposefully selected to participate in the study. Direct observations and supplementary data through individual interviews were employed to elicit data from in-service foundation phase rural teachers. Results: The findings from the data revealed that teachers’ current understanding of inclusive pedagogy is influenced by knowledge of inclusive pedagogical practices, professional development, reflective teaching and planning of lessons contents, which was found to be inadequate, whilst the absence of teacher development through workshops and lack of parental involvement and teachers being in loco-parentis is found to be another contributing factor. Conclusion: The study supports that foundation phase rural teachers should be capacitated and empowered through consistent teacher development workshops. Parents also need to be empowered on their support role in order to fully realise inclusive pedagogy in rural classrooms. Finally, the study recommends further research on teacher development and teachers being in loco-parentis in rural foundation phase classrooms.
... Earlier research evidence has shown that students with SEN in mainstream settings acquire significantly better academic and social learning achievements and effective involvement with their local communities than their counterparts in non-inclusive settings (Ballard, 2011;UNESCO, 2005). Studies have also pointed out the need for improvements in curriculum, pedagogy and assessment practices (Loreman, Deppeler, Harvey, 2010;Slee, 2012) to cater for student diversity. In education systems such as that of Bhutan, where a common standardized curriculum is taught with textbooks and resources supplied centrally by the Ministry of Education (MoE), the quality of students' learning is likely to be hampered due to teaching practices that are unresponsive, lacking in creativity and innovation. ...
... To make matters worse, textbooks supplied by the MoE are often not sufficient in numbers for school use, or sometimes, are not supplied on time. Loreman et al., (2010) asserts that everyone benefits from successful inclusion. The professional practices of inclusive teachers benefit in improving the learning of all students, irrespective of their individual differences. ...
... The professional practices of inclusive teachers benefit in improving the learning of all students, irrespective of their individual differences. In a review of some selected studies to examine the benefits of inclusive education, Loreman et al., (2010) have identified the following as some of the positive outcomes of inclusive education. ...
The meaning of disability and inclusive education presented here is based on a review of relevant literature and aims to inform relevant stakeholders in Bhutan. A clear and shared understanding of the concepts of disability and inclusive education is crucial to ensure that efforts towards inclusion are designed and implemented in line with Bhutanese values and ethos. Some prominent models of disability are described and key benefits of inclusive education are discussed to inform planning for inclusion in Bhutan. To position this discussion in the Bhutanese context, inclusive education is related to the Educating for Gross National Happiness reform initiative, to explore connections in terms of principles and values of education.
... Los educadores deben estar capacitados para adaptar el currículo, implementar estrategias pedagógicas diferenciadas y pág. 3233 proporcionar apoyos individualizados que permitan a los estudiantes con discapacidades múltiples alcanzar su máximo potencial (Loreman et al., 2021). ...
... Los principales desafíos identificados incluyen la falta de formación adecuada (78.3%), insuficiencia de recursos (58.3%), y resistencia al cambio por parte de colegas (58.3%). Estos hallazgos son coherentes con investigaciones previas que subrayan la importancia de la formación continua y el apoyo institucional en la implementación de metodologías inclusivas (Loreman et al., 2021). ...
El presente estudio se centra en analizar las metodologías empleadas en la educación especial para abordar la discapacidad múltiple, tanto intelectual como física, desde una perspectiva inclusiva y orientada al éxito académico y social de los estudiantes. Se destaca la importancia de un enfoque inclusivo que permita el pleno desarrollo de los estudiantes con estas condiciones, reconociendo sus potencialidades y adaptando las estrategias educativas de acuerdo a sus necesidades individuales. A través de una revisión exhaustiva de la literatura y la investigación en el campo de la educación especial, se examinan diversas investigaciones y prácticas, resaltando tanto los desafíos como las mejores prácticas para garantizar una educación de calidad y equitativa para todos los estudiantes. El estudio también aborda la implementación de tecnologías asistidas y su impacto en la educación de estudiantes con discapacidades múltiples. Se analiza cómo estas tecnologías pueden facilitar el acceso al currículo y mejorar la participación y el rendimiento académico de estos estudiantes. Además, se discuten las barreras que los educadores enfrentan al integrar tecnologías asistidas en el aula, y se proponen soluciones para superar estos obstáculos. Asimismo, se enfatiza la necesidad de una formación especializada para los educadores, destacando la importancia de programas de desarrollo profesional continuo que incluyan el uso de tecnologías asistidas y metodologías inclusivas. La formación adecuada de los docentes es crucial para el éxito de las estrategias educativas inclusivas y para garantizar que los estudiantes con discapacidades múltiples reciban el apoyo necesario para alcanzar su máximo potencial. El estudio también subraya la importancia de la colaboración entre todas las partes interesadas, incluyendo a los docentes, las familias, los especialistas en educación especial y los responsables de la formulación de políticas. Esta colaboración es esencial para crear un entorno educativo inclusivo y de apoyo que promueva la equidad y la justicia social en la educación. El estudio proporciona recomendaciones prácticas para los educadores y formuladores de políticas educativas, con el objetivo de mejorar los sistemas educativos existentes y asegurar una educación inclusiva y equitativa para todos los estudiantes. Se espera que estas recomendaciones contribuyan a la creación de entornos de aprendizaje más inclusivos y al pleno desarrollo de los estudiantes con discapacidades múltiples.
... This essentially reflects the nature of exclusion which obstructs the full participation of all learners in educational activities (Loreman et al., 2011). Content and Language Integrated Learning (CLIL), a pedagogical approach that emphasises both language learning and content learning in a single educational programme (Coyle et al., 2010), has also long been considered to be elitist, which favours and is assumed to be the most beneficial for the learners who are evaluated to be advanced and advantaged in intelligence, academic performance and all the other socio-educational factors (Bruton, 2015;Broca, 2016;Rumlich, 2014). ...
... Although the participants did not mention the term of differentiation in interviews, they did highlight how this online CLIL programme was different from other classes they were taking. Devkota (2021), elitism in online learning amid COVID-19 could derive from the lack of instructional support for those disadvantaged learners, and this essentially reflects exclusion in education rather than inclusion and highlights the need to respect individual learner's needs, eliminate marginalisation and promote engagement (Loreman et al., 2011). When elitism tends to be the norm, low student achievement could be commonplace in online classrooms in the time of COVID-19 crisis (Beck & Beasley, 2020), and this could the same case when language learners' needs could not be fully met by inappropriate instructions or pedagogical approaches (Mahyoob, 2020). ...
... Although the equitable provision of education to all students is still far from reality in Australia (Anderson and Boyle 2019), there has been progress over the past fifty years. Prior to the 1970s many students with complex or profound disabilities did not attended school at all, with only those considered to be 'educable' or 'trainable' enrolled in special schools (Loreman et al. 2011). The year of 1973 saw the release of the Schools in Australia report, a report which insisted on a valuing of diversity within Australian education, and by 1981 every State and Territory had a policy for students with a disability (ACER, 1998). ...
... A separate inquiry revealed teachers received little or no pre-service training in special education, in-service training was scarce, and access to teachers with specialist skills was often not available (Rohl and Milton 2002). Typically the theme of most papers investigating inclusive practices in Australia conclude that while current standards have come a long way, they still fall short of expectation (Bourke 2010;Fields 2007;Howard and Ford 2007;Loreman et al. 2011;Subban and Sharma 2006;Westwood and Graham 2003). ...
Inclusion is a concept that has gained momentum across the world (Sharma et al. 2018). While inclusive practices are always evolving, there has been a slow but definite progression in the shift towards an inclusive future. In today’s inclusive climate more and more children with special educational needs (SEN) are entering the mainstream classroom in which teachers are expected to cater to their needs (Bentley-Williams et al. 2017). However, this may prove problematic if teachers hold negative attitudes towards the inclusion of these students. Teachers’ attitudes towards inclusion may influence their willingness to accommodate students with special educational needs in regular classrooms (Bentley-Williams et al. 2017). Additionally, negative teacher attitudes towards inclusion generally sustain substandard academic achievements and behaviours for students with special educational needs (Bradley 2009). Therefore, as the topic of inclusion opens for debate, teacher attitudes become of particular interest. In order to gain a solid understanding of the complex issues associated with inclusion it is essential to examine relevant policy and legislation changes, prevalence of students with special needs, inclusive benefits and concerns, pre and in-service teacher attitudes and pre and in-service teacher training programmes in special education.
... The significance of hearing the voices of people with disabilities is particularly relevant in the field of education. Loreman, Deppeler, and Harvey (2010) critiqued 'traditional' notions of special education that silence the voices of people with disabilities. These authors argue that listening to the voices of students with disabilities enables insider perspectives on learning and education in general and avoids the danger of these students being underestimated or overlooked. ...
... Participants believed that students without disabilities benefit equally both socially and academically from inclusive education and that the inclusion of students with special educational needs does not create any disadvantage or disrupt the learning of their non-disabled peers. This confirms the benefits of inclusive education as being pervasive and not just limited to students with disabilities (Ainscow, 2005;Loreman et al., 2010). ...
This study provides a retrospective view of past students with visual impairment (VI) regarding their experience in inclusive settings in the Bhutanese education system. Twelve past students (10 males and 2 females) with VI completed an online survey via Qualtrics. The survey consisted of a 37-item survey termed the Bhutanese Attitudes towards Inclusive Education– Past Students (BATIE-PS). Eight open-ended questions were also included in the survey, which allowed the participants to elaborate on their experience and views regarding inclusive education. This paper relates to participant experiences therefore, only responses to the open-ended questions are reported. Findings included the benefits of being able to make friends with sighted students, the opportunity to learn and interact with a wider circle of students, gaining broader perspectives, and developing self-confidence to manage their lives independently. The study also revealed that the principals’ and teachers’ lack of knowledge and training, limited resources, inaccessible infrastructure, social stigma, negative perspectives and inadequate education regarding disability and inclusive education were some of the barriers that needed to be addressed for inclusive education to be successful.
... pandemic. This essentially reflects the nature of exclusion which obstructs the full participation of all learners in educational activities (Loreman et al., 2011). Content and Language Integrated Learning (CLIL), a pedagogical approach that emphasises both language learning and content learning in a single educational programme (Coyle et al., 2010), has also long been considered to be elitist, which favours and is assumed to be the most beneficial for the learners who are evaluated to be advanced and advantaged in intelligence, academic performance and all the other socio-educational factors (Bruton, 2015;Broca, 2016;Rumlich, 2014 With this brief introduction in mind, the author of this paper wishes to focus on the context of an online CLIL programme offered by a particular Chinese higher education provider during COVID-19 lockdowns with an attempt to rectify online learning elitism and examine whether CLIL is elite or not. ...
... I was afraid at the beginning that this programme was only suitable for those overachievers, but later on, I realised that I could also make a progress with the teacher providing different learning materials, processes and tasks to us We were doing different things, but all of us were moving towards the same learning objectives I could learn at my own pace, and indeed, I have learned a lot! According to Devkota (2021), elitism in online learning amid COVID-19 could derive from the lack of instructional support for those disadvantaged learners, and this essentially reflects exclusion in education rather ha i c i a d high igh he eed e ec i di id a ea e eed , e i i a e a gi a i a i a d promote engagement (Loreman et al., 2011). When elitism tends to be the norm, low student achievement could be commonplace in online classrooms in the time of COVID-19 crisis (Beck & Beasley, 2020), and this could he a e ca e he a g age ea e eed c d be f e b i a ia e i c i edag gica approaches (Mahyoob, 2020). ...
Educational elitism is an issue to be tackled, the necessity of which has already been widely established but reinforced amid COVID-19 pandemic given that learning has been greatly disrupted; elitism in
Content and Language Integrated Learning (CLIL) is a matter of debate, the settling of which still awaits more empirical studies in different educational contexts. Conducted in a particular Chinese higher education provider, this mixed-methods study examined the effects of CLIL in an online English teaching programme and indicated that when teaching practices were appropriately designed and enacted in response to learners’ differing needs, students of different academic capabilities could make remarkable achievement in both language learning and content learning. This makes a contribution, though small, toward dispelling the myth of elitism in CLIL and establishes some evidence on the promotion of inclusive education in the time of the COVID-19 crisis. However, a critical view should be held to elitism in either online education or CLIL with a much wider research agenda in various educational contexts to be explored.
... This essentially reflects the nature of exclusion which obstructs the full participation of all learners in educational activities (Loreman et al., 2011). Content and Language Integrated Learning (CLIL), a pedagogical approach that emphasises both language learning and content learning in a single educational programme (Coyle et al., 2010), has also long been considered to be elitist, which favours and is assumed to be the most beneficial for the learners who are evaluated to be advanced and advantaged in intelligence, academic performance and all the other socio-educational factors (Bruton, 2015;Broca, 2016;Rumlich, 2014). ...
... Although the participants did not mention the term of differentiation in interviews, they did highlight how this online CLIL programme was different from other classes they were taking. Devkota (2021), elitism in online learning amid COVID-19 could derive from the lack of instructional support for those disadvantaged learners, and this essentially reflects exclusion in education rather than inclusion and highlights the need to respect individual learner's needs, eliminate marginalisation and promote engagement (Loreman et al., 2011). When elitism tends to be the norm, low student achievement could be commonplace in online classrooms in the time of COVID-19 crisis (Beck & Beasley, 2020), and this could the same case when language learners' needs could not be fully met by inappropriate instructions or pedagogical approaches (Mahyoob, 2020). ...
International Conference on Social and Education Sciences includes full papers presented at the International Conference on Social and Education Sciences (IConSES) which took place on October 21-24, 2021 in Chicago, IL, USA. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The IConSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.
... Teachers' attitudes towards inclusion are pivotal to its success within mainstream settings (Ainscow 2007;Avramidis, Bayliss, and Burden 2000;Loreman, Deppeler, and Harvey 2010). This may be due to the notion that professional attitudes can act to either facilitate or constrain the implementation of innovative and challenging policies (Avramidis, Bayliss, and Burden 2000). ...
Many autistic pupils are educated within mainstream settings, due to positive changes in inclusive education policies and legislation worldwide. It is acknowledged that teachers’ attitudes can be a facilitator and a barrier to the success of an inclusive classroom, and teachers’ knowledge of autism and training received on different educational needs are potential factors influencing attitudes. Few studies have assessed teachers’ attitudes to social communication and interaction (SCI) differences in autistic students, or factors associated with these attitudes, yet SCI differences can significantly impact student-teacher and student-peer relationships in the classroom. The present study examined teachers’ attitudes to SCI differences to understand how these relate to their general knowledge of autism, and the hours of training received on different educational needs. Data were collected via an online survey and semi-structured interviews. The results showed teachers’ attitudes to SCI differences were significantly positively correlated with knowledge of autism, but not with hours of training received. The interviews generated four themes: (1) manifestation of SCI differences in the classroom, (2) inclusive practices and barriers to inclusion, (3) the role of a teacher and (4) the value of training, and highlighted generally positive teachers’ attitudes towards autistic students with SCI differences, while acknowledging challenges.
... Teachers are the frontline agents of inclusive education, as they are directly involved in the teaching and learning of diverse students in the classroom (Black-Hawkins, 2010;Jordan et al., 2010;Loreman et al., 2010). Teachers' ability to foster an inclusive learning environment depends on their knowledge, skills, beliefs, and attitudes toward inclusion, as well as their pedagogical practices and strategies (Avramidis et al., 2000;Forlin et al., 2009;Sharma et al., 2008). ...
... o Teachers and school staff need ongoing professional development to effectively implement inclusive practices. Training programs should focus on inclusive teaching strategies, classroom management, and the use of assistive technologies (Loreman, Deppeler, & Harvey, 2010). ...
Education is the cornerstone of human development and societal progress. It is through education that individuals acquire the knowledge, skills, and values necessary to thrive in an ever-changing world. This book, "Inclusive and Exclusive Education: Concepts, Practices, and Challenges," seeks to explore two distinct yet interconnected approaches to education that have profound implications for learners, educators, and policymakers alike.
The journey of writing this book was inspired by the growing discourse on the importance of inclusive education and the ongoing debates about the roles and implications of exclusive educational practices. As educational landscapes evolve, it is crucial to understand the dynamics of these approaches, their theoretical foundations, practical implementations, and the challenges they face.
Inclusive education, with its emphasis on integrating all students regardless of their abilities, aims to create a learning environment that is accessible and equitable. On the other hand, exclusive education, which often involves segregating students based on certain criteria, continues to be practiced in various forms, raising important questions about equity, effectiveness, and ethical considerations.
Throughout this book, readers will find a comprehensive examination of both inclusive and exclusive education. We explore into their historical contexts, theoretical underpinnings, and the policies that shape them. By presenting practical strategies, case studies, and a comparative analysis, we aim to provide a balanced perspective that highlights the strengths and weaknesses of each approach.
... Despite the introduction of the social model of disability into the conversation in Guyana, inclusive education remains a practice of opening access to mainstream schools without any transformation for children with SEND. Inclusive education encompasses the process of school transformation and a focus on children's entitlement and access to education (Kozleski et al., 2011;Loreman et al., 2011;Mitchell, 2005;Slee, 2011;Smith, 2010;Topping, 2012). Also, the fragmented approach to inclusive education evident in Guyana's eleven education districts needs to be unified to embody an inclusive education system. ...
The conceptualisation and contextualisation of Special Education Needs and/or Disabilities (SEND) in Guyana are still in the nascent stages of disability conversations. The discursive field of disability, as it is mapped in official discussions in the Global North and Metropolitan West like the United States of America, United Kingdom, Australia, Canada, Finland etc does not yet exist in Guyana; and has not yet made its way into the formal education system. Guyana has been making significant efforts to provide an inclusive education system for its population since the drafting and passing in Guyana’s parliament of the Guyana’s Disability Act in 2010. The education system continues to undergo metamorphosis in making provision for children with SEND and has restarted the curriculum reform process. However, a significant challenge still presents a barrier to the full participation of children with SEND in the education system. This barrier is the conceptualization of inclusive education and the modification and/or adaptation, as well as, reasonable adjustments of international inclusive frameworks crafted in the Global North and Metropolitan West to suit the local education, culture and social context of Guyana in the Global South. This paper articulates the challenges, opportunities and achievements within Guyana as the education system continues in its pursuit and metamorphosis to become a fully inclusive education system. The positions presented also reflect the shared experiences of children with SEND placed in mainstream schools and their teachers. It offers an opportunity for budding laboratory schools in Guyana and the Global South to implement and model contextualized inclusive education practices that can be adopted more generally within the local education context and frame a wider understanding in the Global North and Metropolitan West.
... It is the practice and process that will have the greatest impact in supporting students. IEP has been promoted as a tool for enabling teachers to make adaptations to lesson planning and the curriculum in order to take account of the needs of individuals and to ensure that they gain access to learning alongside their peers (Loreman, Deppeler, and Harvey, 2010) [6] . This is a shift away from a medical approach, focusing on the child's deficiencies to a position where the teacher becomes responsible for planning and teaching in such ways as to overcome barriers that children may be experiencing in access to learning (Ainscow and César, 2006) [2] . ...
Every student in academic milieu has area of strength and weakness that exhibits his or her learning uniqueness. The learning needs of students differ from one another. Once the learning needs of a student are not lucidly recognized by the classroom teacher, the abuse of such student is inevitable. This study therefore focused on teachers' knowledge, perception and attitude towards the implementation of Individualized Education Plan (IEP) in building inclusive culture in Nigeria. A sample of 81 teachers was randomly selected in some selected inclusive schools in Lagos state, Nigeria. Three main instruments used in the study to elicit information from respondents were Teachers' Knowledge towards IEP in Building Inclusive Culture, Teachers' Attitude towards Implementation of IEP in Building Inclusive Culture and Teachers' perception towards Implementation of IEP in Building Inclusive Culture. The finding revealed the quintessential roles teachers' knowledge, attitude and perception play in the implementation of IEP to build inclusive culture in Nigeria. Hence, it was recommended that teachers should endeavour to enrich their knowledge, increase positive attitude and have good perception towards the implementation of IEP in building inclusive culture in Nigeria.
... The idea is endorsed by international organizations through various conventions and guidelines such as the Salamanca Statement on Special Education (UNESCO, 1994), the Dakar Framework for Action-Education for All (UNESCO, 2000), Sustainable Development Goal (SDG) 4 (United Nations, 2015), and the Convention on the Rights of Persons with Disabilities (United Nations, 2006). Inclusive education draws on human rights principles, theories of social justice and equity, and a social model of disability that aims to reduce social discrimination and exclusion in schools and society (Loreman et al., 2011;Smith, 2010). Inclusive education allows presence, participation, and achievement for all children in general education classes . ...
This study explores potential barriers to curriculum accessibility for lower-secondary school students with visual impairment in Senegal. A qualitative case study approach was used with purposeful sampling to collect data at a special school for students with visual impairment, and the three junior high schools that offer placement to the students with visual impairment after primary graduation from the special school. The study comprised 22 participants including six students with visual impairment, six regular teachers, three paraeducators, three special education teachers, and the four administrators of the schools. Data were collected using semi-structured interviews, focus group discussions, and classroom observations. The study concluded that students with visual impairment in lower secondary schools face several obstacles to having proper access to the general education curriculum. The results highlight a lack of training and skills for teachers having students with visual impairment in junior high schools, a shortage of curriculum materials and adaptations, inconvenience of classroom environment, and a restricted collaboration between actors.
... As has been previously discussed, while policy internationally has been moving towards a greater focus on inclusive practice and provision, many students with AEN continue to be enrolled in separate specialised settings [13]. Loreman, Deppeler, and Harvey [65] contend that practices such as providing students with AEN-reduced timetables in mainstream education, placing them in segregated classrooms within mainstream schools, or offering substantially different study programmes in regular classrooms do not align with the principles of inclusion. However, in order to enact sustainable and coherent inclusive practices within schools, an accepted values-based framework needs to be accepted by all within the school and adapted for translation into action [29]. ...
Inclusion is an important aspect of achieving the Sustainable Development Goals (SDGs) in education. This article will discuss the significance of recent developments in the field of school-based bullying prevention and evaluate their applicability to the policy discourse of inclusive education. Both inclusive education and school-based bullying remain contested phenomena without a clear consensus regarding their definition or how to operationalise them as concepts within school policy or practice effectively. UNESCO’s Scientific Committee has recently proposed the Whole Education Approach, which conceptualises a holistic, socially engaged, and interconnected vision for policy development in addressing school-based bullying prevention. Importantly, the Whole Education Approach conceptualises incidences of bullying as indicative of a deficit of care and support within the surrounding social environment, thus adopting an ecological and relational focus regarding bullying prevention. In addition, bullying prevention is viewed as requiring coherent collaboration between the school, family, and other relevant stakeholders in the local social community surrounding the school. This includes government funding, resource policies and national legal frameworks. This article argues that this approach may also have utility within inclusive education policy in supporting a more integrated and holistic promotion of social inclusion, underpinning equal opportunities in recognition of the diverse needs of all learners in schools. This article discusses the details of the Whole Education Approach and emphasises how this framework can also address educational inclusion by adopting an integrated, multi-elemental focus on supporting collaboration across stakeholders relevant to the lives of pupils within schools.
... Inclusive education generally includes social acceptance, acceptance of difference and diversity, consideration of human rights, social justice, and equality, as well as a social disability model and a socio-political education model. It also covers the school transformation process and focuses on children's access to education and training (Kozleski, Artiles, and Waitoller 2014;Loreman, Deppeler, and Harvey, 2011;Slee, 2011;Topping, 2012). ...
... The IEP goals designate a plan of action to address individualised areas of need to aid the student in succeeding in the academic curriculum and developing appropriate functional living skills (Kurth and Mastergeorge 2010;Loreman, Deppeler and Harvey 2010). According to Kovač-Cerović, Jovanović and Pavlović-Babić (2016) the 'IEP has been promoted as a tool for enabling teachers to make adaptations to lesson planning and the curriculum in order to take account of the needs of individuals and to ensure that they gain access to learning alongside their peers.' ...
Contents Enhancing the Digital Transformation of African Universities: COVID-19 as AcceleratorPaul Tiyambe Zeleza & Paul Mzee Okanda............................. 1 Competencies and Proficiencies in Special Education: The Case of Ethiopian UniversitiesWorkneh E. Woldehana & Damtew Teferra......................29 Teaching Styles of Educators in Higher Education in Eritrea: Teacher-centred or Student-centred?Ali Suleman Abdella & Aslam Fataar.............................45 Comparing Pedagogy in Kenya’s Public Universities: The Roles of University ManagersSusan M. Kilonzo, Kennedy Onkware, Pamella A. Oloo & Simon G. Omare.............................63 Information Communication Technology (ICT) Utilisation and Associated Barriers in Teaching among Middle-level Academics in Nigerian UniversitiesJohn Lekan Oyefara, Pius Adejoh, Waziri B. Adisa, Khadeejah A. Abdulsalam & Tunde Alabi ......................95 Les imaginaires populaires de la femme âgée face aux accusations de sorcellerie en République Centrafricaine : une perspective genréeNarcisse Landry Kevis Kossi.........................121 Politique de financement et gouvernance des universités publiques Sénégalaises : vers un nouveau paradigme ?Melyan Mendy..................................141 Existe-t-il un effet genre dans les performances académiques des étudiants dans les facultés des sciences économiques et de gestion au Cameroun ? Cas de la FSEG de l’Université de Yaoundé IIEtienne Atala.......................................171
... Additionally, the availability and accessibility of necessary resources, including assistive technologies, learning materials, and supportive personnel, are crucial for inclusive education (Elkins, 2005). A comprehensive assessment of the accessibility and availability of these resources is imperative to ensure equitable opportunities for all students (Loreman et al., 2010). ...
Inclusive education is a fundamental principle that provides equal opportunities and access to education for all individuals, including those with disabilities. However, implementing inclusive education at the tertiary level poses unique challenges that require careful examination and strategic interventions. In this regard, this paper explored the state of disability-inclusive education at the School of Arts and Humanities (FLSH) in Meknes, focusing on understanding the perspectives and experiences of stakeholders, along with the challenges they face in creating an inclusive learning environment. To reach this goal, this case study followed a qualitative approach to research by relying on participant observation, in-depth interviews, and a focus group session with the stakeholders at FLSH Meknes to collect the data. A participant observation report was generated, and a thematic analysis was used to analyse the remainder of the data. The findings highlighted the need for increased awareness, training, collaboration, and accessibility to foster a genuinely inclusive educational environment. Based on these insights, this paper offered comprehensive recommendations for students, teachers, administrators, policymakers, and future research endeavours, aiming to promote disability-inclusive tertiary education and create a supportive and inclusive learning environment at FLSH Meknes and beyond. ii Résumé L'éducation inclusive est un principe fondamental qui garantit l'égalité des chances et l'accès à
... Successful inclusion helps to remove barriers to learning by minimising inequalities related to presence, accessibility, participation and achievement in education (OECD, 2020;UNESCO, 2017). In education, we strive for valuing diversity in the classroom, welcoming unique student characteristics and abilities, responding to varied learning needs and engaging all learners effectively, and this is also the case in foreign language (FL) teaching (Coady et al., 2016;European Agency for Development in Special Needs Education, 2012;Loreman et al., 2011;. ...
The survey research reported in this paper aimed to show how foreign language teachers’ (N = 69) self-efficacy beliefs and concerns related to implementing inclusive instructional practices with learners with dyslexia, as well as their attitudes to inclusion in foreign language education, change as a result of the teachers’ participation in an intensive face-to-face course on dyslexia and foreign language teaching. The pre-post comparisons identified a statistically significant improvement in self-efficacy beliefs and attitudes, with large and medium effect sizes, respectively, as well as a decrease in concerns, with a small effect size. Moreover, the perceived level of knowledge of dyslexia reported by course participants after the course increased significantly compared to pre-course knowledge, with a large effect size. The perceptions of knowledge were crucially related to pre-course self-efficacy beliefs and concerns, as well as to post-course self-efficacy beliefs. The impact of several background variables on self-efficacy beliefs, concerns and attitudes was investigated. We found no significant effects of general teaching experience, experience in teaching learners with dyslexia, teaching context (country), full-time employment and level of education on self-efficacy beliefs and attitudes both before and after the course. The initial effect of previous training on self-efficacy beliefs disappeared in the post-course questionnaire. No significant effects of previous training were observed for pre-course and post-course concerns and attitudes. The initial effect of level of education and experience in teaching a foreign language to learners with dyslexia on concerns disappeared in the post-course questionnaire. Teaching context (country) and full-time employment differentiated participants with regard to how concerned they were about implementing inclusive teaching before the course, and these differences persisted after the course. Age differentiated participants in the attitudes to inclusion they held before the course, but this difference disappeared after the course. Finally, teacher trainers differed significantly from other course participants regarding pre-course self-efficacy and post-course concerns, with a small to medium effect size.
... Students with SLD will, thus, be included in the classroom environment, manage to participate, interact, and be educated not feeling excluded or isolated by the school community. Including all learners in the educational process has been of main interest to the educational community worldwide since it is widely accepted that high-quality education can only be achieved by addressing students' diverse learning needs, creating and expanding opportunities for active learning and participation, and, thus, securing equal educational rights for all students (Forlin, 2013;Loreman, Deppeler & Harvey, 2011;Sharma, Forlin, Deppeler & Guang-xue, 2013;Nijakowska, Tsagari, & Spanoudis, 2018). ...
Since the vast majority of classrooms worldwide include students with different learning styles, abilities, interests, needs, and also specific learning difficulties, educational systems should adapt and create learning environments in which all students develop and progress according to their abilities and potential. The present chapter, based on bibliographic references, suggests the implementation of inclusive education in mixed-ability classrooms to support the needs of students with specific learning difficulties and to achieve the inclusion and participation of all students in the educational process. The creation of inclusive classrooms, in which all students participate, acquire knowledge, and achieve their personal learning goals, requires employing differentiated instruction practices and innovative educational processes and methods. Teachers having received appropriate training can guide students throughout a most productive, creative, and fulfilling learning process by addressing their learning difficulties and ensuring their participation.
... Todo ello constituye un reto ante el problema de la discapacidad, asociado con las llamadas barreras o "interferencias" de comunicación. (25,26,27) En otras palabras, obstáculos que dificultan la transmisión del mensaje entre el emisor y el receptor, los cuales pueden generar distorsiones y malentendidos, que rompen en definitiva el proceso comunicativo. ...
This study explored the inclusion of students with disabilities in higher education, focusing on policies, practices, and challenges within a specific faculty. The research question analyzed barriers and strategies for inclusion. A mixed methods approach was adopted, combining quantitative and qualitative analysis of data collected through surveys, interviews, focus groups, and document review, with the participation of students with disabilities, faculty, and administrative staff. The findings demonstrated notable progress in inclusion, reflected in concrete policies and practices, such as scholarship programs, reasonable accommodations and assistive technologies. However, challenges persist in the training and sensitization of faculty and administrative staff, as well as in the removal of physical and architectural barriers. Analysis of the results showed a general trend towards greater inclusion in higher education, but inequalities still exist in access, participation and academic success for these students. A holistic and collaborative approach is needed to foster an inclusive culture that values and respects diversity and individual differences. This study provides valuable data for the continuous improvement of policies and practices in the field of inclusion of students with disabilities in higher education, underscoring the importance of treating inclusion as a dynamic and ever-changing process that demands the commitment and collaboration of the entire educational community. Areas for improvement and ongoing challenges were identified, emphasizing the need to continue working on specific strategies and policies to ensure equal opportunities and foster an inclusive culture that benefits all students, regardless of their individual characteristics and needs.
... The IEP goals designate a plan of action to address individualised areas of need to aid the student in succeeding in the academic curriculum and developing appropriate functional living skills (Kurth and Mastergeorge 2010;Loreman, Deppeler and Harvey 2010). According to Kovač-Cerović, Jovanović and Pavlović-Babić (2016) the 'IEP has been promoted as a tool for enabling teachers to make adaptations to lesson planning and the curriculum in order to take account of the needs of individuals and to ensure that they gain access to learning alongside their peers.' ...
This study explores and analyses the competencies and proficiencies of final- year university students studying special education in two public higher education institutions in Ethiopia. A total of fifty-five final-year students were purposefully sampled with the results that these students severely lacked the requisite competencies and proficiencies in areas and skills that are crucial for personal and professional advancement in higher education. The study also observes that the training of university students does not sufficiently incorporate practical experiences and effective exposure to the tools and methods that schools employ to provide robust special education services. The study, based on the analysis of knowledge of the Individual Education Plan, concludes that final-year students involved in this study lack the requisite competencies, experiences and proficiencies which are key skills necessary for special education teachers.
... İnclusion is an education model that argues that the healthiest education environment for all children with special needs is the general education classroom and that they should receive the support they need in the classroom without leaving their peers (Karabulut, 2018;Nichols & Sheffield, 2014;Solis, et al., 2013;Sucuoğlu, 2006). The aim of integrating is to meet the needs of all children (Loreman et al., 2011). In this sense, in order to be able to talk about the implementation of inclusion in schools, it is necessary to create a school culture that accepts differences and reflects access to education opportunities as a right (Yazıcıoğlu & Sümer-Dodur, 2021). ...
Son yıllarda araştırmalar niteliği ve etkiliği tartışma konusu olan bütünleştirme kavramı, özel gereksinimli çocuklar için en iyi eğitim ortamının genel eğitim sınıfı olduğunu ve gereksinim duydukları desteğin sınıf içinde akranlarından ayrılmadan almaları gerektiğini savunan bir eğitim modelidir. Bütünleştirmenin başarılı bir şekilde uygulanması için öğretmenler, aileler, okul yöneticileri, akademisyenler gibi paydaşlara çeşitli rol ve sorumluluklar düşmektedir. Bu bağlamda araştırmanın amacı Millî Eğitim Bakanlığı’na bağlı resmi okul öncesi görev yapan müdür ve müdür yardımcılarının bütünleştirmeye ilişkin görüş ve önerilerini belirlemektir. Bu amaç doğrultusunda araştırma, nitel araştırma yöntemlerinden bütüncül tek durum çalışması olarak gerçekleştirilmiştir. Araştırmanın katılımcılarının belirlenmesinde amaçlı örneklem yöntemi kullanılmıştır. Bu anlamda okullarında özel gereksinimli öğrenci bulunan, okul öncesi kurumlarda görev yapan ve araştırmaya gönüllü olarak katılan 20 okul yöneticisi araştırmaya dahil edilmiştir. Araştırmanın verileri yarı yapılandırılmış görüşme soruları ile toplanmıştır. Elde edilen veriler içerik analizi ile analiz edilmiştir. Araştırmanın sonunda okul yöneticilerinin bütünleştirmeye ilişkin görüşleri beş ana tema altında toplanmıştır. Bu temalar; özel gereksinimli bireyler, güncel durum, bütünleştirmenin etkileri, okul yöneticilerinin rolü, beklenti ve önerilerdir. Araştırmanın sonunda okul yöneticileri, bütünleştirmeye yönelik olarak Bireyselleştirilmiş Eğitim Programı (BEP) hazırladıklarını, destek eğitim odası açtıklarını, aile eğitimleri düzenlediklerini ve okulda farkındalık eğitimi ile ilgili çalışmalar yaptıklarını belirtmişlerdir. Ayrıca materyallerin yetersiz olduğunu, olumsuz tutumların ve bilgi kirliliği olduğunu bildirmişlerdir. Bütünleştirmenin etkilerine ilişkin olarak farklılıklara saygı, bütünlük, farkındalık gibi olumlu etkilene değinmişlerdir. Okul yöneticilerinin bütünleştirmedeki rol ve sorumluluklarının ailelerle iletişim, koordinasyon, denetim, materyal temini ve liderlik olduğunu ifade etmişlerdir. Son olarak ailelere, politika yapıcılara, akademisyenlere, öğretmenlere ve bakanlıklara yönelik olarak beklenti ve önerilerini dile getirmişlerdir.
... The experience of Canadian teachers deserves special attention, which is actively picked up by Ukrainian specialists in the field of special pedagogy and psychology (Loreman & Deppeler, 2001). Among Western research concepts, Loreman's (2007) technological direction "seven pillars of inclusion" deserves special attention (Loreman, Deppeler & Harvey, 2005;2010). In Western pedagogical practice, inclusive education is recommended for children who have even minor deviations from the norm (Sianciolo & Prokhorenko, 2021). ...
El objetivo de este artículo fue probar la efectividad del modelo horizontal de implementación de tecnologías pedagógicas para la enseñanza de alumnos de primer grado con trastornos del espectro autista en el proceso de educación inclusiva. El estudio fue una forma de experimento que duró un año con la participación de clases de control y experimentales con alumnos con trastornos del espectro autista. El estudio involucró métodos tales como evaluación experta de programas de aprendizaje diferenciados, llevar un diario de la observación de las actividades de aprendizaje de los niños, presencia de un psicólogo tutor y un maestro de escuela primaria. Se aplicó el método de observación por un psicólogo práctico de la institución utilizando los criterios de manifestaciones emocionales, motivacionales y sociales de la conducta. Además, se recopilaron las características psicológicas de los alumnos de las clases de control y experimentales al inicio y al final del estudio. En el curso del experimento se utilizaron métodos de aprendizaje diferenciado como iconos, telarañas semánticas, “guiones gráficos” del texto en componentes de la trama. Con base en los resultados del estudio se encontró que la introducción de tecnología pedagógica horizontal dentro de la institución educativa tiene un efecto positivo en la motivación y adaptación social de los alumnos con necesidades educativas especiales en comparación con los resultados obtenidos en la clase control. En consecuencia, se puede concluir que la práctica del aprendizaje diferenciado necesita un mayor desarrollo y adaptación.
... The school leaders strongly agreed that students with SEN benefited from inclusive education socially, academically and in their socio-emotional development. Loreman, Deppeler, and Harvey (2010) reported the same social and academic benefits of inclusion. ...
An online questionnaire investigating the attitudes of Bhutanese school leaders towards inclusive education was conducted in 2016. The respondents were 20 school leaders, 16 males, and 4 females, with an average age of 41 years, and teaching experience ranging from 8 to 32 years. Responses revealed that this group of school leaders had generally positive attitudes towards inclusive education; however, they were uncertain about including children with high support needs resulting from socio-emotional, cognitive, and behavioural difficulties. Results confirmed that the school leaders’ religious beliefs did not negatively influence their
perceptions of disability and inclusive education. The findings from this exploratory study highlight the need for a legal and educational framework to underpin inclusive education in Bhutan. Such a framework will guide the provision of adequate professional learning for school leaders, appropriate resourcing, and the implementation of further systemic support.
... Una dintre problemele difi cile cu care se confruntă educația incluzivă se referă la modul în care ea poate să răspundă efi cient nevoilor de învățare și difi cultăților cu care se confruntă elevii cu difi cultăți de învățare (Guthrie, & Waldeck, 2008;Loreman et al., 2011). Aceste provocări includ proiectarea sistemelor școlare (Brooks, 2007), diferitele stiluri de învățare ale elevilor (Westwood, 2008) și lipsa implicării părinților (Anderson, & Minke, 2007;Baird, 2011;Westwood, 2008). ...
In Romania, since 1989, new trends have emerged in terms of transforming the educational system, so that it becomes accessible to all and offers equal opportunities for the beneficiaries of education. The aim of this research is to provide a multidimensional image of the socio-educational support environment accessible to students with learning difficulties/specific learning disabilities integrated in mainstream primary education in Oradea, from the perspective of the information, opinions and visions provided by primary education teachers and special pedagogues. The questionnaire based survey conducted among teachers in mainstream education allowed to obtain an overview of the issues analyzed in terms of opinions and evaluations. The focus group interview with participation of expert stakeholders aimed to obtain information from the social actors involved through their expertise and/or professional activity in the educational inclusion of students with learning difficulties. The overall picture of the research denotes that schools can provide specialized educational services for students in need, with only a small minority of schools not having the necessary conditions to provide these services. However, the research also shows that due to lack of knowledge or motivation, a significant share of the surveyed teachers do not use the various compensatory measures put forward in the national methodological recommendations that would contribute to improving students' chances. Primary school teachers would need, in this regard, to gain more expert knowledge from innovative models, experiences and good practices in the field.
... It is worth noting that scholars and practitioners who have studied problems of inclusion of children with disabilities in the educational process and at the level of social rehabilitation activities include the following foreign (Gargiulo, Metcalf, 2013;Loreman, 2010;McGhie-Richmond, Underwood, Jordan, 2007;Peterson, 2010;Smith, 2008;Vaughn, Bos, 2012 and others) and domestic experts (Baida, 2013;Belousova, 2018;Davydenko, 2015a;2015b;2015c;Dikova-Favorska, 2016;Dobrovitska, 2019;Kolupaeva, 2019;Myskiv, 2014;Mironova, 2016;Chernukha, Vasylyeva-Khalatnykova, 2019;Efimova, Sofiy;2006 and others). ...
Coming into being and development of inclusive education in contemporary Ukrainian society are analysed. The tasks of educational institutions in creating an inclusive space are defined, and the approaches to work with children with disabilities are identified. Works of foreign and domestic scholars and practitioners who studied the problems of inclusion of children with disabilities in the educational process and in the context of social rehabilitation activities are studied. Emphasis is placed on theoretical analysis of social rehabilitation practices of inclusion. A mechanism for implementing social rehabilitation practices of inclusion in the educational process of working with children with disabilities is suggested.
... Currently, there is a sufficient amount of research results that provide a scientific basis for theoretical understanding of the phenomenon of special education specialists training for professional activities in inclusive educational environment, in particular: theoretical, methodological and philosophical aspects of inclusive education are outlined (Loreman, Deppeler, & Harvey, 2010;Вahdanovich Hanssen, Hansén, & Ström, 2021;Kolupayeva & Taranchenko, 2016); the ways of professional training, retraining and advanced training for teachers and special teachers in the field of special education in inclusive educational environment are revealed ( (ISSA, 2010;Tankersley, Braikovich, & Handze, 2010), which resulted in the development of ISSA quality pedagogy principles, covering seven target areas (Interactions, Family and Community, Inclusion, Diversity, and Values of Democracy, Assessment and Planning, Teaching Strategies, Learning Environment, Professional Development). ISSA quality pedagogy principles, based on the latest research in the field of quality pedagogy, identify ways to develop professional skills and meet international trends in the field of providing educational services to children 3-10 years old, and they are consistent with the research results within the project "Teacher Education for Inclusion" (EADSN, 2012). ...
The article is devoted to the problem of compliance of special education teachers training in Ukraine with the implementation of inclusive education in accordance with international standards. It was found that despite many years of inclusive policy experience in Ukraine, inclusive practice is not implemented properly. The assumptions about gaps in the staffing of inclusive education are made. The level of professional readiness among future special education teachers for practice in inclusive educational environment is investigated and analyzed in the article. The comprehensive questionnaire developed by the authors was used as a diagnostic tool in current study. The questionnaire was designed in accordance with the content of such educational guidelines as the “Professional Development Tool for Improving the Quality of Work of Primary School Teachers” and the “Profile of Inclusive Teachers”. The main professional readiness criteria for practice in inclusive educational environment among future teachers are defined: Interactions; Family and Community; Inclusion, Diversity, and Values of Democracy; Assessment and Planning; Teaching Strategies; Learning Environment; Professional Development. The developed questionnaire is aimed to identify the level of development of different professional readiness components, such as: theoretical-cognitive and practical-active. The results showed low and medium levels of professional readiness for practice in inclusive educational environment among future special education teachers, that is insufficient to meet the social demand for training specialists to work in the new professional conditions of inclusive education.Correlation analysis revealed the leading role of the practical-active component in the system of professional training, which require increased attention to its practical component, based on both university practical training centers and pedagogical internship. The current study concludes on the necessity of transformation of professional training content for future special education teachers in accordance with international scientific achievements in the field of providing quality services to children with special educational needs.
... Inclusive education, though frequently referring to the respect of student differences, response to student needs and objection to normalization of disadvantaged students, has its own nature in the involvement of the full participation of all students into all aspects of schooling (Loreman et al., 2011). Contrast to the notion of integration that highlights student self-adaptation to existing schooling and curriculum and a sense of marginalization, inclusion is embedded in the idea that it is the schooling that should be adapted and reformed so that students can be fully involved into learning and maximize their learning outcomes. ...
Confronted with the challenges posed by COVID-19 pandemic, students, teachers, educators and other stakeholders have to make the best of online learning from home and look at ways of optimizing remote learning experience. Embedded in the nature of inclusive schooling and organized in a specific public secondary school in Victoria, Australia, this study explores the effectiveness of Universal Design for Learning (UDL) on English as an additional language (EAL) students’ online learning proficiency. The research findings indicate that in the discipline of EAL, with the assistance of multiple means of representation, expression and engagement as well as a range of information-communication technologies (ICTs), UDL has positive effects on students’ academic performance and can trigger their positive attitudes towards online learning experience. This sheds light on the feasibility of improving remote learning quality and promoting inclusive online schooling that engages every student via the implementation of UDL integrated with different assistive technologies, which can be summarized as that UDL is one of the possible solutions to online learning that affords ample opportunities or more precisely, technical promises for the implementation of UDL.
... Inclusive education has been identified as an ethical requirement by the United Nations (UNESCO, 1994(UNESCO, , 2009) and proclaimed as effective pedagogical practice (Loreman, Deppeler, & Harvey, 2010). However, teachers have described feeling that they lack the knowledge and skills they need to deal with inclusive education (Heath et al., 2006;Slee, 2011). ...
... GPS stakeholders such as school managing committees, parent-teacher committees, Union Chairmen (local community leaders), and private donors to schools (i.e., local businesspeople and wealthy people) should work together to implement inclusive education successfully. These stakeholders express their positive attitudes toward implementing inclusive education in Bangladesh, and their positive attitudes are a significant resource for supporting inclusive education in GPSs (Ahmmed et al., 2012;Loreman, Deppeler, & Harvey, 2011). ...
Bangladesh adopted inclusive education for all government primary schools when it implemented the National Education Policy 2010. However, Bangladesh continues to face several challenges in implementing inclusive education, and low teaching quality remains a significant issue in teaching children with special needs. To overcome this challenge, Bangladesh is developing inclusive teacher education. The current study reviewed 25 studies published in the last 15 years to compile and describe teachers' needs for implementing inclusive education in Bangladesh. The primary purpose of this study was to investigate teachers' training needs to implement inclusive education. This study also addressed the challenges of limited teacher training resources and discussed the three critical components of teacher training: professional learning, practice and engagement, and specific training content, such as involving children with special needs and collaborating with stakeholders including students, parents, and local leaders. This study also found that government primary school teachers need to be involved in long-term pre-service training. The result of this study can be used to develop a teacher training program for inclusive education in the future to fulfill government primary school teachers' training needs in Bangladesh. The findings of this study suggest the in-service training for government primary school teachers be improved to provide them teaching techniques for diverse students and collaboration skills with stakeholders in school communities to implement quality inclusive education.
... Inclusive education is a multidimensional concept that includes the celebration and valuing of difference and diversity and consideration of human rights, social justice and equity issues, as well as the social model of disability and a sociopolitical model of education. It also encompasses the process of school transformation and a focus on children's entitlement and access to education Loreman et al. 2011;Mitchell 2005;Topping 2012;Slee 2011;Smith 2010). The overall goal of inclusive education has been stated as to ". . . ...
This chapter focuses on teaching learners with specific learning difficulties (SpLD) in the TESOL classroom and intends to inform the instructional classroom practices of teacher trainees and in-service teachers. It briefly characterizes SpLD and explains how they can impact the learning of additional languages. Based on the review of recent research findings, the chapter suggests ways of successfully including learners with SpLD in the TESOL classroom and discusses how reasonable accommodations can equalize learning opportunities. It demonstrates how the teaching process can be practically accommodated to support equity and accessibility in second language (L2) education by responding to the diverse special educational needs of learners. The principles and frameworks of Universal Design for Learning (UDL) and Differentiated Instruction (DI) are presented. The strategies for increasing accessibility, participation, engagement, and success of students with SpLD in learning the English language are delineated. The chapter discusses a multi-tier approach to accessibility which involves whole-class and more individualized teaching tailored to the needs of learners with SpLD that can be offered in small groups or on one-to-one basis. Also, the decision-making process concerning administering designated accessibility features and accommodations for instruction and assessment to individual students is described. The discussion concludes with suggestions for classroom-based research focusing on including learners with SpLD in the TESOL classroom.
In an era of rapid technological advancements and ever-evolving educational paradigms, the landscape of teaching and learning is experiencing profound transformations. The 21st century classroom is not merely a physical space but a dynamic environment where students and educators interact with verities of digital tools, innovative pedagogies, and diverse resources that cater to varying learning styles and needs. This edited volume, "21st Century Teaching and Learning in Classrooms," aims to serve as a comprehensive guide and resource for educators, researchers, and policymakerswho are committed to fostering an enriching and effective learning environment. By bringing together diverse perspectives, research findings, and practical insights, this book seeks to illuminate the innumerable ways in which teaching and learning are being redefined in contemporary educational settings. The chapters within this book excavate into a wide range of strategies, technologies, and pedagogical approaches that are at the forefront of educational innovation. Our goal in compiling this volume is to not only showcase exemplary practices but also to inspire and empower educators to rethink and reimagine their own instructional methods. The insights presented here highlight the importance of adaptability, creativity, and continuous professional development in addressing the challenges and opportunities of 21st century education.We hope that this book serves as a catalyst for reflection, discussion, and action among its readers. As you embark on this journey through the innovative and transformative practices featured in this book, we invite you to envision the possibilities and embrace the challenges of 21st century teaching and learning. Together, we can shape a future where education is not only effective but also empowering and equitable for all.
This study examined the associations between teachers’ beliefs and behaviors related to inclusive education (IE) and their evaluations of social and academic competences in students with Autism Spectrum Disorder (ASD) – important indicators of IE. Utilizing the Theory of Planned Behavior (TPB), the research investigated how teachers’ intentions to implement IE and their supportive practices affected the social and academic competences of students with ASD. The study involved 267 teachers from 78 mainstream secondary schools in Hong Kong. Teachers completed a questionnaire assessing attitudes, subjective norms, perceived behavioral control, and intention to implement IE. Information on teachers’ practices supporting students with ASD and their evaluations of social and academic competences of these students was also collected. Structural equation modeling (SEM) was used to analyze the relationships between these variables. Correlation analysis revealed positive and significant associations between teachers’ beliefs, inclusive practices, and their evaluations of social and academic competences of students with ASD. SEM indicated that perceived behavioral control significantly and positively influenced the social and academic competences of students with ASD through teachers’ inclusive practices. This study highlights the vital role of teachers’ control beliefs and inclusive practices in fostering the social and academic competences of students with ASD. By applying the TPB and SEM, the research contributes to understanding how teachers’ intentions and behaviors in implementing IE impact students’ outcomes. The findings offer practical implications for enhancing inclusive education practices for supporting students with ASD in mainstream schools.
Inclusive education models have garnered considerable attention as a means to promote equity and access for students with special needs. This review research paper critically evaluates various inclusive education models and their impacts on special needs students. Through an extensive review of literature, this paper explores the theoretical foundations, implementation strategies, and outcomes associated with inclusive education. The paper begins by delineating the conceptual framework of inclusive education, emphasizing its fundamental principles of diversity, equity, and participation. Subsequently, it examines diverse inclusive education models, including full inclusion, mainstreaming, and resource-based models, elucidating their distinctive features, advantages, and limitations. Moreover, the paper investigates the roles of stakeholders, such as teachers, parents, and policymakers, in the successful implementation of inclusive education. Central to this study is an analysis of the effects of inclusive education models on special needs students. It synthesizes empirical evidence regarding academic achievement, social integration, self-esteem, and overall well-being among students with diverse learning needs. Furthermore, the paper scrutinizes potential challenges and barriers to inclusive education, ranging from resource constraints to attitudinal barriers, and discusses strategies to mitigate these obstacles. The paper underscores the importance of adopting a holistic approach to inclusive education, one that addresses not only academic outcomes but also socio-emotional development and lifelong learning skills. By synthesizing current research findings and identifying gaps in the literature, this paper offers insights into future directions for inclusive education research and practice. Overall, this paper contributes to a nuanced understanding of inclusive education models and their effects on special needs students, providing a foundation for informed decision-making and policy development in the realm of inclusive education.
Ensuring that all students have access to learning in an inclusive classroom requires the application of complex and highly skilled craft knowledge by the classroom teacher. Teacher skills and attitudes, the pedagogical strategies they adopt, and the curriculum they teach are critical factors in ensuring inclusive and equitable practices are embedded in education systems. This chapter is concerned with teacher craft knowledge in relation to teaching students with impairments in inclusive classrooms. In this chapter, the teaching practices and craft knowledge of a selected group of eight practicing primary school teachers in the state of Victoria, Australia, will be examined against eight strands of inclusive teaching practice identified by the authors to interrogate the actions, beliefs, and practices that assisted the teachers in implementing inclusive education in their classrooms. When the strands are entwined, they represent a teacher’s holistic praxis. The strategies that the research participants used to support students with diverse needs, particularly strategies that had the potential to enhance the learning of all students, will be explored. Rather than focus on a lack of action regarding the implementation of inclusive education, the chapter will develop understanding about what works and identify and interrogate how inclusive practices are enacted by classroom teachers.
This paper provides various perspectives of scholars on inclusive education throughout its history and the role of an inclusive teacher in inclusive education schools with specific focus on children with disabilities that attend regular classes with their non-disabled peers.
The paper is based on the literature review of various research papers and studies that were published by prominent and specialized scholars, institutions and relevant organizations in the field of inclusive education, with a focus on disabled children and their rights to have equal chances for education in regular schools with their peers. The paper further reflects teachers experience and perception on the inclusive education process and the challenges they face in this regard.
Finally, the paper provides various views on what is expected by an inclusive teacher and what type of support and assistance they need to get from other educators and teachers specialized in education of children with disabilities in order to meet children’s needs in the context. The paper also describes the importance of inclusive teacher’s collaboration with the school management, children’s parents and caregivers and other relevant specialists in order to understand the specific background of child’s type of disability with the aim of adapting his teaching methodology, tools and materials as per child’s specific needs for an individualized education planning if needed.
It is expected that students with special needs participating in inclusive education will be able to meet their educational needs within the formal education system, spend time with their peers, and integrate with the society in an environment where they can display their interests and talents. Inclusion students are required to participate in some school activities outside the classroom as well as in-class practices and activities that enable their development. In this study, a case study, which is one of the qualitative research designs was used. The active participation of a student with special needs in a total of 18 school activities in the 2021-2022 academic year constitutes the implementation process. After the application, the impressions of the school stakeholders about the student participating in the out-of-class school activities were determined by the interview method. Research data were collected with “Image Records”, “Observation Checklist” and “Mastering Student Evaluation Form” prepared by the researcher. The records obtained during the activity were analyzed descriptively in the categories of developing relationships and taking responsibility. The views of six participants, who were observers of the student's social development, were analyzed descriptively. The findings obtained from the research showed that active participation in out-of-class school activities contributed significantly to the social development of the inclusive student.
This article places inclusive education in conversation with digital education, and it does so for two reasons. The first reason is that the increased use of digital education will need to be inclusive and should not result in increasing inequalities. The second reason is that the experience within inclusive education provides valuable insights which could benefit the development of digital education. This article is conceptually based, and its aim is to show how experiences in inclusive education could benefit the development of digital education and vice versa. It argues that like inclusive education, the increased use of digital education in the future will require a redefinition and revisioning of education. While policies and legislation as well as training in digital education are important, this article recommends that digital education will need to engage with the deep-seated values, beliefs and assumptions held by teachers, students, parents, and society at large, and will require careful attention being paid to the systematic organisation of online learning in terms of curriculum, pedagogy, and assessment just as inclusive education.
Η παρούσα ποσοτική μελέτη έχει ως σκοπό τη διερεύνηση των απόψεων
γονέων παιδιών με Διαταραχή Αυτιστικού Φάσματος (ΔΑΦ) αναφορικά με τη δομή και
τη λειτουργία της Παράλληλης Στήριξης (Π.Σ.). Μέσω τυχαίας δειγματοληψίας το δείγμα
της έρευνας αποτέλεσαν 185 γονείς [148 (80,0%) γυναίκες και 37 (20,0%) άνδρες]. Η
μέθοδος ανάλυσης των δεδομένων που χρησιμοποιήθηκε ήταν η περιγραφική και
επαγωγική στατιστική (SPSS 21). Οι γονείς παιδιών με ΔΑΦ αξιολόγησαν θετικά τη
φοίτηση των παιδιών τους στις τάξεις γενικής εκπαίδευσης και τις συναντήσεις τους με
τους εκπαιδευτικούς, ενώ μέτρια αξιολόγησαν την υποστήριξη που δέχονται σε ζητήματα
που προκύπτουν στο σπίτι τους. Από την άλλη, αξιολόγησαν αρνητικά τον τρόπο
προσλήψεων των εκπαιδευτικών ΕΑΕ, την ελλιπή ενημέρωση τους από το ΚΕΔΔΥ για το
πλαίσιο φοίτησης των παιδιών τους και τον τρόπο λειτουργίας του θεσμού της Π.Σ. Τέλος,
υπήρξαν και κάποιες εξαρτημένες μεταβλητές που έπαιξαν καθοριστικό ρόλο στις
απαντήσεις των συμμετεχόντων, όπως η εκπαίδευση, το επαγγελματικό επίπεδο, η
οικονομική κατάσταση, ο τόπος κατοικίας, το πλαίσιο φοίτησης του μαθητή (Δημόσια ή
Ιδιωτική Π.Σ.), και η βαθμίδα εκπαίδευσης (Α/βάθμια ή Β/βάθμια). Συμπερασματικά, οι
γονείς αναδεικνύουν ότι η δομή της Π.Σ. έχει σημαντικά οφέλη για τα παιδιά τους.
Ωστόσο, οι αξιολογήσεις τους έδειξαν ότι η εκπαιδευτική πολιτική της ένταξης δεν
εφαρμόζεται πλήρως.
An online questionnaire investigating the attitudes of Bhutanese school leaders towards inclusive education was conducted in 2016. The respondents were 20 school leaders, 16 males and 4 females, with an average age of 41 years, and teaching experience ranging from 8 to 32 years. Responses revealed that this group of school leaders had generally positive attitudes towards inclusive education; however, they were uncertain about including children with high support needs resulting from socio-emotional, cognitive and behavioural difficulties. Results confirmed that the school leaders’ religious beliefs did not negatively influence their perceptions of disability and inclusive education. The findings from this exploratory study highlight the need for a legal and educational framework to underpin inclusive education in Bhutan. Such a framework will guide the provision of adequate professional learning for school leaders, appropriate resourcing, and the implementation of further systemic support.
The Government of Bangladesh is placing great emphasis on ensuring an education to all marginalised including the children with special needs by initiating a range of policies and strategies. The Head Teachers as the critical player in implementing Government policies at school level are generally not fulfilling their expected role. It is intended to explore how the role of Head Teachers regarding the inclusion of special needs children is currently perceived and how it can be further developed. It is significant to know how and why the role of Head Teachers is undermined and ineffective for the successful inclusion of children with special needs. The study is a small-scale qualitative research project. Data was collected through interviews, FGD and documents review. Three key questions guided the whole study. Participants included six Head Teachers, three Assistant Teachers and three local education officials working in a district were interviewed. Additionally, along with some important relevant documents were reviewed. An FGD with the parents of special needs children was also conducted. It was found that despite various challenges most of the Head Teachers have positive attitudes towards the special needs children but unsure how to deal with the challenges effectively. Generally, inclusion of special needs children is being perceived as being one of physical access of physically disabled children to school. Limited understanding of the inclusion and special needs issues along with limited resources and their underdeveloped leadership role are the major hurdles that need to be addressed. More focused specialised training, enhanced funding from the Government and most importantly employing a distributed approach of leadership that includes and involves all stakeholders are considered by the study as being critical to moving practice forward.
This paper analyzes the role of the developed adaptation discipline “Psychology of personality and professional self-determination” in the formation of inclusive competence in the educational process of a graduate of the Medical Institute. The goal of the discipline Personality of psychology and professional self-determination: mastering of psychological knowledge about the main directions of development psychology, general, individual and age peculiarities of the human psyche, associated with the principles of the organization of processes of training, education, self-education, and personal development needed in future professional activity of the doctor. The results of the study of the discipline: forming an integrated understanding of the mechanisms of functioning human psyche, individual psychological characteristics of personality, social and pedagogical aspects of interpersonal interaction; developing students professionally significant abilities and personal qualities; forming a unit of knowledge students about the inner world and human behavior, teaching students to use this knowledge in professional practice “for the benefit of the patient”; teaching students the techniques and methods of perfecting their own personal and cognitive spheres, the motivation for personal and professional growth; developing skills to work with scientific literature; forming skills to apply the obtained knowledge in clinical practice of the doctor.
This study explores early childhood teachers' understanding of inclusion, beliefs and concerns about including young children with disabilities in early childhood programmes in Thailand. The study adopted a qualitative approach of group discussions to gather data from nine early childhood teachers selected from one large preschool enrolling 255 children aged 2-6 years in Bangkok, the capital city of Thailand. Using framework analysis (Ritchie & Spencer, 1994), the findings point to basic conceptualisations of inclusion with beliefs and concerns related to three important themes: (i) cultural and religious issues, (ii) training issues and (iii) type of disability as the main barriers to inclusive education of young children. How to support the teachers to accept all children and practise inclusion in totality have also been discussed.
Son yıllarda yapılan araştırmalarla birlikte, özel gereksinimli çocuklara ilişkin temel inançlar ve varsayımların değişmesiyle okulların da onlarla ilgili rolü değişmiştir. Bu çalışmanın amacı, okulların
bütünleştirme uygulamalarına yönelik yeterliliklerini ölçmek amacıyla ölçme aracı geliştirilmesidir. Çalışmanın amacı doğrultusunda, araştırmacılar sistematik bir süreç izleyerek “Okulların Bütünleştirme
Uygulamalarına Yönelik Yeterlik” ölçeği hazırlanmış ve hazırlanan ölçek toplam 582 öğretmene uygulanmıştır. Çalışmaya 2019-2020 eğitim-öğretim yılı bahar döneminde ilkokul, ortaokul ve liselerde görev yapmakta olan öğretmenler dahil edilmiştir. Ölçek 341 öğretmene uygulanarak elde edilen veriler üzerinde açımlayıcı faktör
analizi, 241 öğretmenden elde edilen verilerle doğrulayıcı faktör analizi yapılmıştır. Açımlayıcı faktör analizi sonucunda, dört faktör (okul rehberlik hizmetleri, destek eğitim odası hizmetleri, çevresel eğitsel düzenleme, öğretmen bilgi düzeyi) ve 25 maddeden oluşan bir yapı ortaya çıkmıştır. Ortaya çıkan bu yapının geçerliği doğrulayıcı faktör analizi ile test edilmiş ve ölçeğin kabul edilebilir düzeyde uyum indeks değerlerine sahip olduğu görülmüştür. Ayrıca Cronbach Alfa güvenirlik (iç tutarlık) katsayısı .95 olarak bulunmuştur. Faktörlere ait güvenirlik katsayılarına bakıldığında ise .87 ile .94 arasında değiştiği tespit
edilmiştir. Elde edilen bulgular sonucunda, ölçeğin okulların kaynaştırma uygulamalarına yönelik yeterliliğini ölçmek için geçerli ve güvenilir olduğu görülmüştür. Geliştirilen bu ölçekle ülkemizdeki bütünleştirme uygulamalarının çok boyutlu olarak değerlendirilmesi amacıyla kullanılabileceği, değerlendirme sonuçlarına göre
uygulamalarda değişiklik ve iyileştirmeler yapılabileceği düşünülmektedir.
In Bronfenbrenner’s ecological model, the chronosystem embodies the patterning of events and transitions that occur over the course of an individual’s life, including sociohistorical events that impact on that individual. It can also include events that may have occurred prior to the individual’s birth. Further, though, the chronosystem reflects how these major events and their timing can influence a person’s life. It considers how the movement of time impacts or influences an individual.
ResearchGate has not been able to resolve any references for this publication.