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Principles of inclusive practice in schools: what is COVID-19 teaching us?
Abstract
In March 2020, schools worldwide closed due to COVID-19 and students were required to continue learning from home. Following a review of principles for inclusive practice in schools, we share related literature focusing on how school systems employed these principles during online delivery. After describing emergent themes, we provide a commentary suggesting that the online learning environment resembled the “building of a plane, while flying”. Although there was disregard of a number of principles globally, positive stories are also shared to disseminate ideas for moving forward. We conclude with some key recommendations for future development of inclusive education in schools.
... Home-school collaboration intervention is effective in helping achieve desired school outcomes for students, including changes in school-related behavior and academic performance (Bradford et al., 2023). This intervention is a valuable strategy for fostering independent learning. ...
... We have used this source for the intervention protocol. This therapeutic intervention has been used to support students' independent learning (Bradford et al., 2023;Rosales, 2023), and has acceptable credibility. The goal and content of the intervention are presented in Table 2. ...
Home and school collaboration improves the social skills and resilience of children with visual impairment (VI). The current study explored the effect of home-school collaboration intervention on social-emotional competence in preschool children with VI. This research was an experimental study with pre-test, post-test and follow-up design with a control group. Thirty children with VI and their mothers were randomly chosen from Special School in Yasouj, Iran. Participants were randomly divided into treatment (n = 15) and control (n = 15) groups. The treatment group attended in a ten-session home-school collaboration intervention, while the control group attended the placebo sessions. Mothers of children with VI in both groups responded to the Social-Emotional Assets and Resilience Scale for Preschool (SEARS-Pre) three times, at pre-test, post-test, and follow-up phases. The results of Repeated Measures ANOVA showed that the main effect of the time factor on social-emotional competence in participants was significant (p = .001, η² = 0.98), and the effect of the intervention factor was also significant (p = .001, η² = 0.94). The research suggests home-school collaboration can promote social-emotional competence in preschool children with VI. The results of this research increase the interest of teachers and parents of these children in home-school collaboration, which indicates its scientific value. Moreover, this intervention can be used as a treatment for improving social skills and emotional assets in children with VI.
... Furthermore, both general and special education policies emphasize home-school collaboration as one of the important aspects in supporting children's learning [Education Act (2010: 800)]. Internationally, family-school collaboration has been listed as one of the key principles of successful inclusive practices in schools (Booth and Ainscow, 2016;Haines et al., 2017;Bradford et al., 2023). Nevertheless, available evidence suggests that during the pandemic, many students with SEND attending general lower secondary schools (grades 7-9) did not receive special educational support largely due to the absence of special teachers who were on sick leave (Swedish Schools Inspectorate, 2020; Public Health Agency of Sweden, 2021). ...
... 44). However, establishing and maintaining strong home-school partnerships to meet educational needs of students with SEND in general classroom settings is paramount, and has been highlighted as one of the clear lessons learned due to the COVID-19 pandemic worldwide (Bradford et al., 2023). ...
Introduction
Compared to other countries, Sweden did not introduce sudden lockdowns and school closures during the COVID-19 pandemic. Instead, the country chose a less restrictive approach to managing the pandemic, such as staying at home with any symptoms of cold or COVID-19, washing hands, and maintaining social distancing. Preschools and compulsory schools remained open. In this context, limited evidence exists about how Swedish families of students with special educational needs and disabilities (SEND) experienced collaboration with school professionals to support their children during the COVID-19, and how the pandemic affected parents’ perceptions of quality of their family life. The present study investigated parental perceptions of satisfaction with family-school collaboration and with family quality of life during the COVID-19 pandemic.
Methods
Twenty-six parents of students with SEND who attended general lower secondary schools (grades 7-9) completed a survey using three measures: the demographic questionnaire, the Beach Center Family Quality of Life scale (FQOL), and the Family-School Collaboration scale – the adapted version of the original Beach Center Family-Professional Partnership Scale. Descriptive statistics, Pearson correlations were used to analyse data.
Results
Parents felt less satisfied with family-school collaboration related to child-oriented aspects; they were least satisfied with their emotional well-being aspect of family quality of life. Strong, significant and positive associations were found between family-school collaboration and disability-related support aspect of FQOL.
Discussion
The findings point to the importance of family-school partnerships in promoting students’ positive school achievements, and in enhancing FQOL. The findings have practical implications for professional development of pre- and in-service teachers within the existing curricula of teacher preparation programs. Implications for further research are discussed given the study’s small sample size and challenges in recruitment of participants.
... For inclusion to succeed, teachers need to be supported and their efforts sustained to create, promote, and maintain inclusive schools (Bradford et al., 2023). Arguably, inclusive education is enthusiastically and intentionally facilitated and resourced (Ackah-Jnr, 2018;Boyle & Anderson, 2020). ...
How teachers are trained and professionally developed for inclusive education is an important focus of policy, research, and practice. Such preparation arguably affects their knowledge, skills, beliefs, attitudes, and motivation to improve student learning outcomes and transform practice. However, the context and approach to teachers' education for inclusion vary across countries and educational institutions and searching for its effective features remains an unending goal. To capture holistic perspectives on preparing teachers for inclusive education from a non‐Western, developing context, we used a multi‐site case study approach and conducted interviews with headteachers and teachers of early childhood settings and schools. Findings indicate inclusive education‐based training and learning programmes with practical, authentic, and blended characterisations support development of teachers' core knowledge, skills, values, and dispositions. This article also reveals essential synergies among the education programmes that are all requisites enhancing teacher preparedness, currency, and professionalism. The study suggests pre‐service training programmes essentially leverage new learning, knowledge, and capacity acquisition. In concluding, this article calls for rethinking inclusive teacher preparation as continuing synergistic and to attend to contextual influences on it.
... Much has been written about the lack of appropriate education of students with SENS during the pandemic (Bradford et al., 2023). It is important to remember that students bring different strengths and SENs to their schooling, and therefore may experience school differently from one another: Anderson et al. (2022) showed that while some students experienced mental health challenges including stress, anxiety, and increased isolation (Hoekstra, 2020;Navas, Amor, Crespo, Wolowiec, & Verdugo, 2021), other students with SENs excelled and experienced less stress during online learning (Whitley et al., 2021). ...
In 2024, over a third of Canadian educators said that they are never or rarely meeting their students' needs. The pandemic is over, so what is contributing to this situation and how can we address it?
In the article, the authors consider the issues of ensuring that schools and kindergartens are ready in the context of inclusive education, that is, to study the process and difficulties of developing inclusive schools and kindergartens. The research was conducted using document research methods, questionnaire research methods, focus group interview methods, and the Inclusiveness Index, which guides them through the process of developing inclusive schools and kindergartens. An analysis of a number of official documents on inclusive education of children with disabilities in general education schools and the procedure for inclusion of children with disabilities in preschool education services, approved by the orders of the Parliament of Mongolia, the Government of Mongolia, the Minister of Labor and Social Protection of the People, the Minister of Education and Science, the Minister of Health. In the study, school No. 12, kindergarten No. 7 of Darkhan-Uul region, school No. 1, kindergarten No. 8 of Dornod region, comprehensive school “Goviin ireedui” of Dundgovi region, kindergarten No. 3, school No. 105 of Songinokhairkhan district of Ulaanbaatar, kindergarten No. 253 “Support group” members are included. The results presented in the article reveal the problems of further accelerating the development process of inclusive schools and kindergartens in Mongolia, eliminating the identified difficulties, effectively providing quality education services for children, and increasing the comprehensive responsibility of the education sector in order to increase the inclusive competence of teachers.
Research in inclusive education reveals multiple studies that explore the efforts of individual stakeholders to create an equitable educational experience for students with disabilities. However, these individual efforts are often examined discretely, compartmentalising the contributions of various stakeholders. As a consequence, the complex interplay between these contributions has not been fully explored, with the capacity for a rich network of support being assumed rather than explicitly constructed. This report draws on the personal reflections of nine academics in the field of inclusive education from Australia, Canada, Germany, Greece, Italy, and Switzerland. Serving as both contributors and participants, this study draws together their personal interpretations and their expertise regarding the value of collective and collaborative inclusive education. Inductive thematic analysis of participant reflections yielded the view that stakeholders working together within an educational setting, offers more effective and appropriate opportunities to support learners with additional needs.
Teacher preparation in Canada benefits from innovative programming that supports vibrant, inclusive classrooms. We examine two Canadian-made programmes: The Three-Block Model of Universal Design for Learning, with particular focus on the social emotional learning block, and the Teaching Continuum, a model for inclusive physical education settings. We use the 3H Model of inclusive teacher education to analyze the fit of these two approaches to pre-service teacher inclusive education preparation and suggest ways they can become more entrenched within Canadian schools.
The extent to which inclusive schools can physically and pedagogically include children with disability and special educational needs or otherwise is also identified to depend largely on the physical environment. This descriptive, mixed methods study reports empirically driven data on the nature, accessibility, suitability and appropriateness of the physical environment of inclusive schools, and how these impact inclusive education (IE). A purposively selected sample of 164 teachers, with wide-ranging teaching experience was surveyed through a questionnaire. Observation data were also collected to complement the survey data. Study findings revealed that the physical environment of most ‘inclusive schools’ was of a poor quality, less accessible for children with physical and other sensory motor disability, and less suitable for most physical activities, including sports, and physical education for all children. Teachers, therefore, called on Government and the Ghana Education Service to urgently improve ventilation systems, decorations and colour in inclusive schools. They also highlighted the need for good architectural designs to facilitate effective natural and artificial illumination in classrooms and buildings, modification of facilities, and redesigning the physical landscape of schools to promote accessibility and use for all children, regardless of disability. The findings have implications for universal design environments for IE.
The article on barriers to parental involvement in education that was published in Educational Review in 2011 has been surprisingly widely read and cited. The article was prompted by concern over the apparent gap between the rhetoric and reality of parental involvement evident in preceding years. It presented a model which discussed four types of barriers to the establishment of effective parental involvement in education: individual parent and family barriers; child factors; parent–teacher factors; and societal factors. In order to provide an update on the 2011 article, and on the current situation regarding parental involvement, a small-scale study was conducted with 11 primary schools in the UK. Findings indicated that, while the above factors were still important, the pressures on parents due to declining support for families from external agencies and services has meant that schools are developing broader roles in supporting parents. This suggests that a more optimistic pattern of parental involvement in education may be emerging.
When the Three Block Model of Universal Design for Learning (Katz, 2012a) is implemented, outcomes related to student academic and social engagement were investigated in this study. 631 students from Grades 1 to 12 attending ten schools located in two rural and three urban school divisions in Manitoba took part in the study. Intervention and control groups were assessed pre and during intervention for academic and social engagement. Student and teacher demographics, types of task and grouping structures being assigned were investigated to determine impacts on engagement. Students completed several measures of classroom climate, belongingness, student autonomy, and inclusivity/exclusivity, and a selected sample were observed to obtain detailed information about their engaged behavior. Data were analyzed using repeated measures MANCOVAs. The intervention significantly increased students' engaged behavior, particularly active engagement, and promoted social engagement through increased peer interactions, student autonomy, and inclusivity.
With the impetus of the UN Convention on the Rights of People with Disabilities, inclusive education is an idea whose time has arrived around the world. Its scope goes far beyond learners with disabilities and has now been extended to cover all learners with special educational needs, whatever their origins. It also extends beyond the mere placement of such learners in regular classes to include consideration of multiple facets of education. The present paper examines a model of inclusive education that, in addition to placement, embraces vision, curriculum, assessment, teaching, acceptance, access, support, resources and leadership. For each of these facets, criteria are specified and indicators are
suggested.
This article examines how the development of inclusive education policies has been constrained by the adhesion of traditional regular and special education imperatives. The fragmentation of educational policy-making presses us towards exclusion; and the protection of professional interests reinforces individual pathologies and creates further exclusionary pressures. The authors contend that inclusive education is not a linear progression from 'special educational needs' and we must endeavour to understand the very different nature of these knowledge bases. Deconstruction is presented as a way of exposing exclusion as it is inscribed within inclusive education policies. The article ends with a series of openings for dialogue about inclusion which address the relationship between ideas and politics; a new politics of research; envisioning forms of schooling which eschew the modernist blueprint; reflexivity; and the teaching of inclusion.
Teachers are seen as key persons to implement inclusive education. Positive attitudes are therefore argued as playing a considerable role in implementing this educational change successfully. The aim of this study is to examine what attitudes teachers hold towards inclusive education, which variables are related to their attitudes and if these affect the social participation of pupils with special needs in regular schools. A review of 26 studies revealed that the majority of teachers hold neutral or negative attitudes towards the inclusion of pupils with special needs in regular primary education. No studies reported clear positive results. Several variables are found which relate to teachers’ attitudes, such as training, experience with inclusive education and pupils’ type of disability. No conclusion could be drawn regarding the effects of teachers’ attitudes on the social participation of pupils with special needs.
The worldwide rise in numbers of refugees and asylum seekers suggests the need to examine the practices of those institutions charged with their resettlement in host countries. In this paper we investigate the role of one important institution schooling and its contribution to the successful resettlement of refugee children. We begin with an examination of forced migration and its links with globalisation, and the barriers to inclusion confronting refugees. A discussion of the educational challenges confronting individual refugee youth and schools is followed by case studies of four schools engaging in good practice in the provision of education for refugee youth. Using our findings and other research, we outline a model of good practice in refugee education. We conclude by discussing how educational institutions might play a more active role in facilitating transitions to citizenship for refugee youth through an inclusive approach.
This paper provides a description of the demographic characteristics as well as the social and academic experiences of a nationally representative sample of Canadian students receiving special education services for an Emo-tional/Behavioural Difficulty (EBD) and a comparison group of students without disabilities (ND). Data summarized in this article were drawn from the National Longitudinal Survey of Children and Youth. Results reveal numerous areas of dif-ference between groups from student, parent, and teacher perspectives. In particular, the EBD group contained a significantly greater proportion of boys and students from low income families. Students in the EBD group reported hav-ing difficulty making friends and not liking school as much as their ND peers. Academic expectations reported by teachers and parents for children with EBD were significantly lower than for children without disabilities. Discussions of these findings as well as implications for practice and for future research are pre-sented.
In this article, family—school partnerships are discussed as a viable and essential way to increase the opportunities and supports for all students to enhance their learning progress and meet the recent demands of schooling inherent in accountability systems and most notably of Title I No Child Left Behind legislation. School psychologists are encouraged to make the family-school partnership a priority by collaborating with school personnel to (a) apply principles from systems-ecological theory to children's learning; (b) maintain an opportunity-oriented, persistent focus when working with youth and families living in challenging situations; and (c) attend to the process of partnering with families. Example opportunities for school psychologists to make this partnership a priority for children's academic, social, and emotional learning are delineated.
The countries of the Pacific region are reforming their educational policies to include learners who have frequently been excluded from receiving any form of education. They face many challenges to include learners into their schooling systems. This article systematically identifies and reviews research and policy documents from the region and reports on seven most commonly reported barriers and challenges these countries have faced. It also identifies positive developments from the region that could guide future efforts to address challenges and barriers to inclusive education. The article concludes with four key recommendations for the future development of inclusive education in the region.
The study examines secondary school students' perception of the climate in their classrooms with reference to inclusive education. A key objective of the study was also to examine psychometric properties of a newly developed Inclusion Climate Scale (ICS). Data were obtained using a paper-pencil survey in which 699 students (age = 10–17 years) from North Rhine-Westphalia (Germany) participated. The results of exploratory factor analysis revealed two factors (Factor I: Teacher Support and Care; Factor II: Emotional Experience). The Inclusion Climate Scale along with the two factors it contains showed satisfactory reliability and validity.
The whole civilized world commonly practices including of all the children into educational system regardless on their abilities or cultural and social status. In this context there is a topical issue of creation of a social environment within an educational institution that shall allow a child to fulfil him/herself, to feel inner connection with the world around, to realise his/her importance for the world. The objective of this research is to model the process of formation of readiness in teachers of elementary school to work within inclusive education. The article describes basic parameters of professional and physiologic readiness of elementary school teachers to inclusion of a child with special educational needs into educational process: new conception thinking, ability to realise personal and social value of work with children with special educational needs, readiness to continuous learning and self-development. In order to create effective ways of training teachers to work within inclusive education the methods of theoretical analysis and synthesis were used. The results of the study might be used in preparation of teachers to work in inclusive schools is a complex and systematic work, including professional selection of applicants to the pedagogical specialty and the inclusion of psychological and pedagogical disciplines with information about inclusive education.
Bringing together issues of theory, research, policy, and practice from both the countries of the South and the North, this ground-breaking book provides a critical discussion of recent developments in the field of inclusive education. The authors consider developments, both in current thinking about the meaning of inclusion and in terms of policies and practices, in the context of education systems across the world and their differences and inter-relatedness. Issues discussed include the increasing pressure on educators to develop a global policy agenda for inclusive education, the individual needs of children, the illusion of inclusivity and the importance of local contexts in determining policy. The book's international perspective illuminates common successes, failures, and concerns. © Ann Cheryl Armstrong, Derrick Armstrong & Ilektra Spandagou, 2010.
Based on the literature of the field, this article traces a continuum between parental involvement with schools, and parental engagement with children’s learning. The article seeks to shed light on an area of confusion; previous research has shown that different stakeholder groups understand “parental engagement” in different ways. Other literature makes it clear that the greatest benefit is derived from the furthest end of the proposed continuum, that is, parental engagement with children’s learning. The continuum gives examples of each stage of the movement along the continuum. The continuum is illustrated not only in prose but as a diagram. The article concludes with a discussion of the agency of parents and schools in the movement along the continuum.
Background: Bullying occurs largely at school. Given that the primary purpose of schools is to enhance student learning, it is important to examine the relationship between bullying and academic achievement.Purpose: A model of childhood bullying and school achievement using several family and school characteristics was developed.Sample: The sample consisted of children age 10–11 years (n = 2084) drawn from the Canadian National Longitudinal Survey of Children and Youth, which is a stratified random sample of 22,831 households in Canada.Design and methods: From scale and factor analyses, several factors were created and included in a latent variable path model.Results: The model fit the data well (Comparative Fit Index = 0.96), and the model converged in six iterations, χ(32) = 300.00, p
This article focuses on conceptual and empirical issues related to the links between social and emotional learning (SEL) and inclusive education. SEL can be defined as the process of socialisation and education related to personal, interpersonal and problem‐solving skills and competencies. This process takes place in formal and informal settings and is influenced by a complex interplay of individual, situational and cultural factors. Beside a person‐centred focus, effective SEL interventions are provided within supportive learning environments and are directed at enhancing the social–emotional environmental factors that influence learning. Underlying theories and models related to SEL are reviewed, completed by empirical data stemming from prevention science, and developmental psychology. The role of SEL will be investigated with respect to children with emotional–behavioural difficulties and their social and cultural context. Finally, the multifaceted role of SEL and its preventive potential in inclusive school settings through modifications of input and content, teaching strategies and processes, as well as the improvement of learning environments are outlined.
Inclusive education (IE), which calls for equal opportunities for students with diverse abilities in the achievement of knowledge, has been developed as a central pedagogical strategy in primary schools worldwide, including those in Turkey. Besides educators, the issue of IE becomes an important discussion area among designers who question the provision of supportive learning environments in terms of inclusion. Equal opportunity, diversity, social justice and participation are necessary parameters for a comprehensive understanding of inclusion and the evaluation of the spatial character of inclusive learning environments. The lack of clarity of ideas about inclusion leads to limited implementation of IE in Turkey. Insufficient provision of school facilities that are necessary for IE and a lack of effective and comprehensive design approaches for physical learning environments further complicate this situation. Design specifications in Turkish regulations regarding inclusive learning environments in primary schools remain too technical, as they merely focus on the issue of disability and special education rather than inclusion. This paper focuses on assessing the conformity of these regulations to universal design (UD), a recent architectural design strategy that supports the idea of inclusion in physical environments through its mission of design for all and design for equity and social justice and seeks to make physical environments accessible, usable and tolerable for all students with diverse abilities.
Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was conducted in the context of primary education in Bangladesh aiming to examine variables influencing teachers' attitudes towards inclusion of students with disabilities in regular classrooms. Data for the study was collected from 738 teachers working in 293 government primary schools in Bangladesh. The results indicated that perceived school support for inclusive teaching practices and a range of demographic variables including previous success in teaching students with disabilities and contact with a student with a disability were associated with more positive attitudes of the teachers towards the inclusive education. The results are discussed with possible implications for educators, policy-makers and international organisations working on the implementation of inclusive education. © 2012 The Authors. Journal of Research in Special Educational Needs
Data gathered from a short term longitudinal study within fifth grade classrooms (n = 378) were used to evaluate two process-oriented models linking peer rejection and negative peer treatment to children's self-concept, school engagement and adjustment. Both structural models linked peer rejection, victimization, and exclusion to children's self-concept, classroom engagement, and change in achievement (fall of fifth grade to the spring). The model evaluations indicated that peer rejection predicted both exclusion and victimization and that these forms of peer treatment, in turn, predicted academic self-competence. Academic self-competence, however, only partially mediated linkages to achievement change. Parallel (i.e. direct) linkages from exclusion and victimization to both academic self-competence and engagement were required for adequate model fit, as were direct links from academic self-concept and engagement to achievement change. An alternative model representing the hypothesis that academic self-concept fully mediated the relationships between the forms of negative peer treatment and children's engagement and achievement did not fit the data well.
Libro de metodología cualitativo para investigación en las ciencias sociales. La utilización de la computadora, el uso de datos y la recolección de los mismos. Se describen detalladamente numerosos métodos de datos y análisis.
Alberta sets guidelines for students to learn at home while classes cancelled. COVID-19 News
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Social and Emotional Learning: 7 Ways to Maintain Relationships During Your School Closure
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Why Trump was deaf to all the warnings he received. The president's incuriosity and paranoia hobbled his response
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Teaching to Diversity: The Three-Block Model of Universal Design for Learning
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As hospitals in Brazil teeter on the brink of collapse, Bolsonaro does pushups with supporters
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Inclusive Education Amid COVID-19: Lessons From Teachers Around the World
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Virtual education was "a disaster" for her son with down syndrome. Here's what students with disabilities really need
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Italy Cracks Down on Citizens Amid Lockdown: Number of Checks, Complaints Rises as Authorities Try to Enforce Stringent Lockdown Rules
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