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The UNESCO Salamanca Statement and Framework for Action on Special Educational Needs Education

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... The study took place in Sweden, which has an education system that is based on the idea of all students' equal rights to personal development and learning, highlighting the need of special support and stimulation for students with disabilities so that they can reach their potentials (SFS, 2010:800;UNESCO, 1994;United Nations, 2009). To meet these needs, the education system offers students with intellectual disability education in compulsory school for students with intellectual disabilities (7-16 years of age) and upper secondary school for students with intellectual disabilities (16-20 years of age) (SFS, 2010, p. 800). ...
... Implementing AAC in the classroom is challenging (Andzik et al., 2016(Andzik et al., , 2019Joginder Singh et al., 2020;Joginder Singh & Loo, 2023;Tegler & Melander Bowden, 2024) and without AAC, aided-speaking students' rights and opportunities to communicate and participate with agency in learning activities as well as in social activities with peers is severely restricted. Consequently, it is urgent to increase aided-speaking students' opportunities to ask image-based AAC questions in the classroom as they have the same rights to express opinions and to get educated as their typically speaking peers (UNESCO, 1994;United Nations, 2009, pp. Article 21, 24). ...
... Moreover, the detailed analysis showed that assistants' interactional awareness did not increase significantly, which might suggest that the CARM workshop did not fully meet their needs of communication skills training. However, based on assistants' importance in the classroom (Lindqvist et al., 2020;Warhurst et al., 2014), the restricted use of AAC in the classroom (Andzik et al., 2016;Joginder Singh & Loo, 2023) and students' rights to equal education (UNESCO, 1994;United Nations, 2009) we argue that assistants need, and should be offered, communication skills training to enable image-based AAC questions. Future research needs to investigate if, and how CA findings, can be used successfully in communication skills training targetingassistants. ...
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Augmentative and alternative communication Students' questions CARM A B S T R A C T This study investigates the effect of communication skills training concerning aided-speaking students' questions in classroom interaction. Eighty-two Swedish teachers and classroom assistants working with students using augmentative and alternative communication (AAC) participated. The study was based on the Conversation Analytic Role-play Method (CARM) and implemented as a pre-post intervention design. The results show significant change on self-efficacy but not on interactional awareness. Level of education in combination with firsthand contact with students was significant. The correlation between self-efficacy and interactional awareness indicated interdependency. The study highlights how AAC topics can be included in teacher education and communication skills training for professionals.
... The South Africa Government made an international commitment to promote Education for All (EFA) in Jomtien, Thailand, in 1990 [44]. This commitment was re-affirmed in Dakar in 2000 with the development of the Framework for Action [45]. ...
... This commitment was re-affirmed in Dakar in 2000 with the development of the Framework for Action [45]. The main aim of EFA, based in Salamanca, Spain, is fostering universal, high-quality basic education as a fundamental right for all children, youths, and adults [44]. EFA as an organisation represents 92 member states and 25 international organisations whose main objective is to ensure special needs education forms part of every discussion dealing with learners with disabilities [44]. ...
... The main aim of EFA, based in Salamanca, Spain, is fostering universal, high-quality basic education as a fundamental right for all children, youths, and adults [44]. EFA as an organisation represents 92 member states and 25 international organisations whose main objective is to ensure special needs education forms part of every discussion dealing with learners with disabilities [44]. As a response to the international call for EFA to address issues in special needs education, the former South African Department of Education [14] developed White Paper 6 on special needs education, and later, the Department of Basic Education [9] conceptualized the Screening, Identification, Assessment, and Support (SIAS). ...
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This study investigates managers' perceptions of the support provided by the Gauteng provincial government to Special Care Centres for Learners with Severe to Profound Intellectual Disabilities. It examines the challenges these managers face and evaluates the adequacy of governmental support from their perspective. Utilizing a Mixed Methods Research (MMR) approach with an exploratory sequential design, the research comprised two phases. In Phase 1, qualitative data were collected through face-to-face semi-structured interviews with 10 managers, followed by Phase 2, where 31 participants completed a questionnaire. Out of 45 centre managers, 14 did not return the questionnaire. The findings reveal that managers struggle to obtain support from various provincial government departments. While the Departments of Education, Health, and Social Development provide assistance in accordance with policy, departments such as Transport, Cooperative Governance, and Infrastructure fail to meet their obligations. The study recommends enhanced collaboration among provincial departments to improve support for the centres, focusing on transportation for learners to and from the centres, upgrading centre infrastructure, and establishing effective communication channels between managers and government departments.
... This can open up space for the construction of a school form in which educational processes are built on a relationship in which all educational actors play an important role. This idea that has been identified since the Salamanca Declaration, in which calls are made for schools to encourage the participation of the educational community in decision-making (UNESCO, 1994). Along these lines, there are several international researchers (Epstein, 1983;Garcia, 2002;Weiss, 2005;Kyriazopoulou & Weber, 2009) that highlight the benefits of the participation of different educational actors in education for reducing the risk of social exclusion, especially when it comes to students from more vulnerable groups 2 . ...
... Several studies (Spillane, Halverson & Diamond, 2001;Padrós & Flecha, 2014;Neves, Almeida & Ferreira, 2023) show that leadership has a direct influence on how the participation of educational communities develops. In line with this, UNESCO (1994) and European Agency for Special Needs and Inclusive Education (EASNIE, 2021) underline the role of leadership in promoting the participation of the entire educational community and define the commitment to inclusive education as a process that aims to respond to the diversity of students' needs through increased participation of all actors in the educational community (UNESCO, 2008). ...
... External stakeholders are one of the groups in the educational community and their participation is highlighted by various organisations as a sine qua non for the development of more inclusive schools. UNESCO (1994UNESCO ( , 2015, the European Agency for Development in Special Needs Education (EADSNE, 2009) and the OECD (2012b) recommend promoting partnerships between schools and local political leaders, social partners and the private sector, in order to create joint responses for more inclusive and democratic education in schools. In the national context, Law 31/2002, which establishes the evaluation system, and the Legal Regulation 147-B-ME-96, which establishes the "Educational Territories of Priority Intervention", highlight the importance of close liaison with the local community, collaboration with local authorities and the promotion of partnerships with business entities as a way of ensuring greater accountability of educational services; this collaboration adds actors to school organisations and educational processes, recommends the integrated management of resources and reconfigures the relationship between schools, local authorities and the private sector. ...
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En Portugal, el marco jurídico crea las condiciones para una mayor participación de la comunidad educativa en la promoción de la educación inclusiva. Las medidas de apoyo al aprendizaje y a la inclusión de los alumnos destacan el papel de las estructuras de nivel medio en la promoción de esta participación. En esta línea, las organizaciones internacionales también hacen énfasis en la misma orientación, mostrando un alineamiento político tanto a nivel nacional como transnacional. El estudio sigue la propuesta teórico-metodológica del ciclo político de Stephen Ball. El análisis de los datos siguió el método de análisis temático. En este artículo, demostramos cómo la relevancia de la participación de la comunidad educativa emerge como tema en la educación inclusiva a través del análisis de documentos internacionales/nacionales, así como cómo este tema es interpretado y traducido en el contexto de la práctica por los líderes intermedios a través de entrevistas. Los resultados revelan una falta de articulación entre las políticas abogadas por las organizaciones transnacionales y las prácticas reportadas por coordinadores (líderes intermedios) de Equipos Multidisciplinares de Apoyo a la Educación Inclusiva particularmente en términos de inclusión y participación en el proceso educativo.
... After all, to quote Thomas Jefferson, there is nothing more unequal than the equal treatment of unequals. In this context, "leaving no one behind" is the core of the educational agenda, students are being offered choice and flexibility in how they learn, and teachers personalize the process of learning (UNESCO, 1994). ...
... The World Congress on Special Education held in Salamanca, Spain (UNESCO, 1994) gave a major international impetus to inclusive education and set the goal for schools in the future to be able to serve all children, especially those with special educational needs. In Dakar, at the World Education Forum (UNESCO, 1994), it was declared that «Education for All» should consider the diversity and different needs of people with disabilities and special educational needs, poor children and children and those in disadvantaged situations, including children of ethnic and linguistic minorities. Following the international agenda for inclusion and in alignment with the principles of other countries of the European Union (Council of the European Union, 1990), in Greece, students with mild educational needs, emotional disabilities and behavioral problems are allowed to participate in Inclusion Classes that operate within general schools. ...
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The present study highlights about concept mapping as a Pedagogical tool in Differentiated Teaching Practice for Students with Learning Disabilities in Greek High Schools. Mechanics is a basic element of Physics and the main subject of the relevant course in the second grade of Greek high school. The main educational implications in the field of mechanics refer to the instruction of essential concepts such as force, pressure and energy. However, there is a research gap regarding the teaching of mechanics and the methods used to aid students with learning disabilities, especially in Greece. Teachers must often cater the diverse needs of the inclusive student population while simultaneously trying to meet the requirements of the mandated curriculum, with predefined educational goals, not given initiative to modify the content or teaching method accordingly to their students’ profile and needs. In this paper, a case study of teaching mechanics were presented to students with learning disabilities in the second grade of a general Greek high school. The purpose of this study is to examine the implementation and the efficacy of teaching mechanics to students with learning disabilities of the second grade of a Greek high school, using conceptual mapping. Generally, concept mapping can contribute to an effective learning in the field of science, lead to a deeper understanding of complex concepts and eradicate misconceptions, in a way that benefits especially students with learning disabilities. Concept mapping is one of the important approach for emphasizing the relation between concepts of physics, for example the relation of the concept of velocity to the concept of distance and time. The structured and hierarchical way to represent concepts, the emergence of relations between concepts and the variety in the presentation of information using a variety of colors, images, shapes, sketches and graphics, could help students with learning disabilities use the conceptual map as a tool for revision, learn the scientific terminology, consolidate the new information on their long-term memory and activate their involvement in the teaching process. As for the conduction of our research, an experimental teaching procedure took place, throughout an entire school year, in a physics resource room for students with learning disabilities of the second grade of a general high school, using conceptual mapping, during a sequence of successive instructions for the concept of energy. The questions asked by the student with learning disabilities during the instructions were recorded and analyzed to define his interest in mechanics with the use of conceptual mapping. In the same resource room and during the instruction, a control teaching procedure without the use of conceptual maps was realized for the concept of pressure to compare the two teaching procedures. In both phases, experimental and control teaching procedure, tests were administered before and after each instruction to identify learning barriers and investigate the prior to the instruction knowledge and the learning outcomes after it. Finally, we discuss the implications of our findings to teaching practices and future research in the field of teaching physics for students with learning disabilities.
... As a global descriptor of education policies (Vislie, 2003), inclusive education is based on human rights and has a firm "legal, rational, moral and empirical ground" (Bailey et al., 1998, p. 27). Its values and goals are promoted, supported and advocated in key international documents, such as the Salamanca Statement and Framework for Action on Special Needs Education (UNESCO, 1994), the World Education Forum Framework for Action (UNESCO, 2000), the Convention on the Rights of Persons with Disabilities (UN, 2006) and the Agenda for Sustainable Development Goals (UN, 2015), as well as in documents and related regulations at the national level. ...
... High-quality early childhood education and care (ECEC) institutions play a crucial role in enhancing children's wellbeing, fostering their learning and promoting positive developmental outcomes (e.g., Bodin, 2021;Lundqvist & Larsdotter;Odom et al., 2004). Additionally, they contribute to building an inclusive society, with the inclusive agenda serving to advance social equality, prevent discrimination and promote solidarity (Simó et al., 2020;UNESCO, 1994). Enhancing the comprehension of quality ECEC facilitates early identification and tailored pedagogical approaches that foster an environment conducive to optimal development, learning and long-term quality of life for every child, especially those at risk of social exclusion (Antulić Majcan & Drvodelić, 2022). ...
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In line with inclusive legislation, quality in inclusive early childhood education and care institutions refers to the available support and resources in order to provide a suitable environment for diverse children. The aims of this study are to determine (1) differences in teachers’ perceptions of the level of available and necessary support for preschool inclusion, and (2) the correlation between the perceptions of support and teachers’ sociodemographic data, attitude towards inclusive education and perceived competencies for inclusive teaching. A representative sample of 476 Croatian preschool teachers employed in 28 early childhood education and care institutions in the Primorje-Gorski Kotar County participated in the research. The Supports Scale for Preschool Inclusion was used to establish teachers’ perceptions of the necessary factors and available support for successful inclusion. Teachers indicated a lower level of available support for successful inclusion than required, while their perceptions of available support depended on their higher level of positive attitudes and perceived competencies for inclusive teaching. The perception of a higher level of perceived competencies for inclusive teaching and a more positive attitude resulted in a higher level of perceived available support, which supports previous findings underscoring teachers’ professional development for inclusive teaching as a baseline for ensuring high-quality inclusive early childhood education and care that supports the development of all children.
... The absence of similar data relating to the schooling and further education sector is unashamedly telling, and yet the merits of a diverse teacher workforce that includes disabled people is encouraged. There is also increasing national and international legislative and policy framework evolving and advancing inclusive education (UNESCO, 1994), increasingly adopting an evolving concept of disability and shifting towards a social justice and human rights perspective (UNCRPD, 2006). ...
... Would there be course for legal redress? Further still, in what way can segregated 'special' education be said to be 'decent' education, given the international policy shift towards an inclusive education system (UNESCO, 1994;UN, 2006)? What might it take to research such institutional violence, epistemic injustice and individual experience, rather than this being ignored and dismissed? ...
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This article focuses on a critique of the UK’s policy directive related to fitness to teach particularly in relation to the experiences of disabled people attending teacher education. It utilises Mad Studies to raise a different set of questions in relation to teacher education and higher education participation. As ‘madness’ is ‘beginning to be reclaimed by the user/survivor movement’ (Spandler et al., 2015, p.6), and in conjunction with the struggle for an inclusive higher education system, this article drawing upon experiential knowledge, explores issues of access to support, disclosure, and recounts the coercive power relations that position mad students – students experiencing distress and anxiety aspiring to be teachers in disadvantaged and marginal spaces. It recognises that there are tensions in using various terminological descriptors that shape and reshape discourses of power/knowledge. Given the increasing number of students being and becoming identified as having mental health difficulties (an official term in the higher education lexicon of name-calling) the university is coming under increasing scrutiny. Policy directives such as ‘fit to study’, and ‘fitness to teach’ pose specific barriers and challenges. Alternatively, the disciplinary fields of Mad Studies, (Critical) Disability Studies, and Inclusive Education, offer different insights and questions about how institutions can disrupt traditional ableist/disablist structures of normalcy and systems of discrimination. Rather than typical ‘curative’ policy directives related to ‘self-help’, ‘self-improvement’, ‘self-confidence’, ‘self-efficacy’ and notions of ‘well-being’, this article argues that such discovery/recovery policies are inherently discriminatory and deficient. This article builds upon the findings from a postgraduate research study which explored the experiences of Post Graduate Certificate of Education (PGCE) trainee students in terms of their interactions with different staff whilst on school placements (Pattinson, 2021). This previous small-scale study specifically utilised the use of questionnaires and interviews with university tutors, school teachers and students situated within the Southwest of England. Alongside drawing upon the lived experiences of trainee students and university teachers, it includes a personal narrative of one of the authors, Sarah, who shares her own previous teacher training experiences which are situated alongside emerging concerns with ableist/disablist policy directives. Within this context, this article examines these interactions in context of the so-called ‘fitness to teach’ policy, a current disciplinary requirement under legislative duties.
... Inclusive education, as written in the Salamanca Statement, proclaims education for all, including pupils with special education needs, within the regular education system and accompanied with adequate resources (UNESCO, 1994). Despite wide commitment to these core values, inclusive education remains context specific in terms of policy, culture and practice (Ainscow, 2020;Lindner et al., 2023;Moberg et al., 2020;Sharma et al., 2006;Takala et al., 2012). ...
... This study discloses some paradoxes in the Finnish model of inclusive education. Firstly, while Finland has adopted the "neighborhood school principle" by following the international policy on inclusive education as defined in the Salamanca statement (UNESCO, 1994), Finnish inclusive education still heavily relies on separate settings. Secondly, Finnish mainstream schools and teachers are the main actors in welcoming "children with differing abilities" (Saloviita, 2020, p. 270), even though their pedagogy is mainly based on a model of whole class teaching for all, resulting in division of tasks and expertise with special education teachers. ...
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Recent quantitative research showcased Finnish primary teachers' reluctance toward inclusive education. This study examines Finnish primary classroom teachers' perceptions of inclusive education and its relationship relative to separate special education settings in Finland. Thematic analysis is used to analyse interview data collected from five mainstream classroom teachers and five special education classroom teachers working in two regular schools and one special education school. Results suggest that "education for all" in the same class is a shared value among classroom teacher participants. However, mainstream and special education classroom teachers' views are in conflict in terms of inclusive practices. While mainstream classroom teachers are concerned with pupils' academic learning, special education classroom teachers are relegated to pedagogies of differentiation in separate and segregated settings. For education to become truly inclusive, more expertise on inclusive pedagogies must be integrated into future teacher training programs, in order to improve mainstream classroom teachers' commitment to inclusion.
... In addition, Indigenous knowledge is increasingly recognized for its strong affinity with knowledge management, inclusivity and diversity (Battiste, 2002;Funk & Woodroffe, 2023;Grande, 2018;Nesterova, 2020). The discourse on Indigenous knowledge and linkage with inclusive education is gaining greater attention and recognition, spearheaded by UNESCO's Education for All (EFA) and Salamanca Statement and Framework for Action on Inclusive Education (UNESCO, 1994(UNESCO, , 2000. Currently, the linkage is also relevant to ongoing global commitments highlighted in the Education 2030 Incheon Declaration, which commits for Sustainable Development Goal 4 for Quality Education and Sustainable Development (UNESCO, 2015). ...
... One of the factors includes international commitments such as the Salamanca Statement and Framework for Action on Special Needs Education. This Statement was the first ever of its kind to spearhead the universal norms of inclusive education in the 1990s (UNESCO, 1994). Before becoming a signatory member of the Statement in 1994, the Philippines also had pre-existing legal framework that could influence the signation. ...
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This study explores the development and implementation of the Indigenous Peoples’ Education (IPEd) policy in the Philippines, which institutionalizes the practice of cultural interface by combining Indigenous and non-Indigenous knowledge systems in the Philippine curriculum. Using actor-centered institutionalism as an analytical framework, this study investigates the motivations and processes behind the Philippine Government’s strategy of employing an interfacing model in policy and curriculum development. Through in-depth expert interviews and policy documents analysis, this study provides a comprehensive understanding of IPEd’s development and stakeholder involvement. The findings reveal that IPEd shifted from assimilationist approaches to an interface model of education, recognizing Indigenous peoples’ representation and rights to education, and participation in national policy development. The implementation of the IPEd policy necessitates continuous dialogue and collaboration between the Indigenous communities and the state, emphasizing rights-based approach to ensure meaningful inclusion of Indigenous knowledge systems. This study contributes to the ongoing agenda of inclusive education for Indigenous peoples at the national policy level.
... School's Programs to Support SEN students Education (2004) stated that special needs education was to be replaced by inclusive education which implies that segregated education was to be avoided, and the mainstream classroom should open up to diversity. The result of the interview with the coordinator of inclusive education in a Junior High School shows that the school has managed and provided facilities to be able to implement inclusivity at its best. ...
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The study focused on examining the instructional methods employed by English teachers in inclusive classrooms, as well as the typical difficulties encountered by these teachers in teaching in such settings. The researchers employed qualitative research methodology utilizing the case study approach, employing two primary instruments, namely interviews and observations. The research involved a school coordinator responsible for inclusive education, an English teacher who taught in inclusive classrooms, and children with special needs. The data were gathered over two weeks through two interviews and two outdoor observations. The data acquired were recorded using several methods, including tape recording, field notes, photos, and videos. The data were subjected to qualitative analysis to address the research topics. The study's findings are classified into three primary categories. The school provides programs that promote the implementation of inclusive education, including self-development programs and additional courses that help the development of basic life skills for students with special educational needs (SEN). There are 10 classes designated to accommodate at least one student with special needs in each session. Furthermore, in instructing English in inclusive classrooms, the teachers demonstrated a deficiency in employing targeted methodologies. However, they did utilize game-based technology such as Kahoot to facilitate engaging and pleasurable learning experiences. Furthermore, the outcome also indicates that the qualities of patience and sincerity hold significant importance in instructing students with special educational needs (SEN).
... In recent decades, there has been increasing momentum in the global movement for inclusive education based on international declarations, including the Salamanca Statement and UNESCO's Education for All initiative (UNESCO, 1994). Inclusive education is a shift to a more equal system that is different from segregated educational models (Ainscow, 2020) for all learners irrespective of their condition, whether physical, intellectual, social, emotional, or linguistic. ...
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The objective of the study was to develop an instrument, the Teacher Inclusion Attitude Questionnaire (TIAQ), for measuring Pakistani elementary school teachers' attitudes towards inclusive education. There remains a dearth of contextually validated instruments to measure teacher preparedness in spite of Pakistan's policy commitment towards inclusive education. TIAQ was developed by using extensive literature review and expert consultation in conjunction with aspects of culturally and contextually associated with the Pakistani education system. The researcher completed a questionnaire that was administered to 300 elementary school teachers drawn from public and private schools in Pakistan. The study investigated the underlying factor structure of teachers' attitudes and preparedness for inclusion through principal axis factoring with varimax rotation. The analysis revealed a four-factor solution explaining 72.9% of the total Variance: Professional Knowledge and Preparedness accounted for 18.45%, Attitudes and Beliefs for 18.29%, Resource Availability and Support for 18.21%, and Collaboration and Professional Development for 17.95%. The sampling adequacy and suitability of the data for factor analysis were also confirmed by the Kaiser-Meyer-Olkin Measure (.891) and Bartlett's test of sphericity (χ² = 4680.261, p < .001). High commonalities (ranging from .638 to .796) were shown for all items, with strong factor loadings (ranging from .778 to .880) on their respective dimensions. The psychometric properties of the TIAQ were found to be robust, and it was found to be a valid and reliable instrument for assessing teachers' readiness for inclusion in the Pakistani context. The findings of these studies will help education stakeholders to have a validated tool to assess and enhance teacher preparedness to implement inclusive education practices in Pakistani elementary schools.
... Por otro lado, las estrategias didácticas se entienden como acciones planificadas y adaptadas para promover un aprendizaje significativo, considerando las necesidades específicas de los estudiantes (Tobón, 2010). Por su parte, la inclusión educativa se refiere al proceso de identificación y eliminación de barreras que limitan el aprendizaje y la participación de estudiantes con necesidades especiales, fomentando una educación equitativa y de calidad (UNESCO, 1994). ...
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Este estudio exploró estrategias didácticas adaptadas para estudiantes con dislexia en el área de Lengua y Literatura, específicamente en el quinto año de Educación General Básica de la Unidad Educativa del Milenio “El Reventador”, Ecuador. Mediante un enfoque mixto y paradigma sociocrítico, se implementaron entrevistas estructuradas a docentes y se aplicó el Test Exploratorio de Dislexia Específica (TEDE) para diagnosticar dificultades lectoras y determinar estrategias efectivas. Los resultados revelaron que el 71,43% de los estudiantes evaluados presentaron un nivel insuficiente en habilidades lectoras, mientras que un 14,29% mostró un rendimiento regular en errores específicos, evidenciando la necesidad de intervenciones inmediatas. Se diseñaron estrategias innovadoras como la lectura en voz alta, actividades lúdicas, el uso de herramientas tecnológicas y adaptaciones curriculares, orientadas a mejorar la comprensión lectora, la autoestima y el desempeño académico. Asimismo, se destacó la importancia del trabajo conjunto entre docentes, familias y estudiantes, para potenciar un aprendizaje inclusivo y efectivo. Los hallazgos subrayan que las dificultades asociadas a la dislexia no solo impactan el desarrollo académico, sino también la integración social y emocional del estudiante. Este estudio concluye que la implementación de estrategias didácticas basadas en la personalización, el uso de recursos multisensoriales y el fortalecimiento de la colaboración familiar y escolar contribuyen significativamente al progreso educativo de los estudiantes con dislexia, fomentando su inclusión y desarrollo integral en el sistema educativo.
... Inclusive education originated from various social and political movements that occurred in the mid of 20th century. Various international and non-government organizations such as the Salamanca statement of the United Nations (UNESCO, 1994) and Dakar "World Declaration on Education for All" (UNESCO, 2000) demanded inclusive education as a medium to provide educational accessibility to all children. Inclusive education has no single definition; many organizations, agencies, and eminent persons have defined its meaning in their own ways. ...
Article
Pre-service teacher education programmes play vital role in shaping the professional careers of prospective teachers. It also nurtures prospective teachers with a theoretical understanding of assessment for learning. Teacher education curriculum should cater to the needs of visually impaired teachers in terms of assessments. Pre-service teacher training is also required to make assessment practices more meaningful for visually impaired prospective teachers to address challenges in 21st century classroom. The study primarily focuses on the fundamental understanding of assessment, issues, and challenges faced by visually impaired prospective teachers in India with special reference to assessment for learning. Thus, the teacher education curriculum in India can address the challenges faced by visually impaired teachers in assessment.
... UNESCO's Salamanca Statement (1994) was a critical moment, proposing inclusion as the most effective strategy to eliminate discrimination and achieve equal education for all. It recognized inclusion as a fundamental human right, and 92 nations worldwide began revising their policies to accommodate inclusion practices, allowing children with special education needs to attend mainstream courses (UNESCO, 1994). As a result, integration was replaced with the innovative approach of inclusion. ...
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This article seeks to shed light on various inclusive education (IE) aspects within the current educational policy landscape. IE stands as a beacon of progress, aiming to provide equal opportunities for quality education to all pupils, accommodating diverse and adapted responses to each learner's needs and unique abilities while eliminating discrimination and exclusion. Despite being considered a key educational goal in the Western world, implementation challenges arise owing to confusion between 'integration', 'inclusion', and IE. To clarify this confusion, the article examines IE's roots and developmental stages, considering societal perceptions that shaped them. The goal is to establish clear boundaries for the concept, facilitating a unified educational discourse. Special attention will be given to an examination of IE in Israel in 2024, as a test case of a society coping with broad societal heterogeneity, reflected in its education system. The article claims that to promote IE, the existing separation between regular and special education, which currently operates as two parallel and separate tracks, should be abolished. As long as a fragmented educational discourse persists, IE will continue to face conflicting voices of inclusiveness in theory and exclusion in practice. Hence, it is necessary to create a single educational heterogeneous inclusive system to address all pupils' diverse needs without separating between types of learners. This change will enable the development of an exemplary society that promotes values of equity, diversity, choice, and social justice.
... To measure the self-efficacy of student teachers in implementing inclusive practices, we used the 1 Almost throughout the paper, we use the unifying term student teachers (it is a synonym for terms such as pre -service teachers, pre-service educators, etc.). ...
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A growing trend in countries with educational policies oriented toward humanistic education is the application of the idea of inclusion in schools, aimed at supporting all students without exception and fully accommodating their needs. This approach is supported, among other factors, by the preparation of future teachers during their undergraduate studies. In addition to developing their professional competencies as inclusive educators, it is essential to monitor how much they trust their ability to influence educational dynamics in response to various instructional situations associated with classroom management. The purpose of this paper is, on the one hand, to adapt the Teacher Efficacy for Inclusive Practices (TEIP) scale (Sharma et al., 2012) for a sample of teaching students at Pavol Jozef Šafárik University in Košice, and on the other hand, to analyze the factors affecting their ability to guide (manage) student behavior, collaborate with other educational stakeholders, and implement inclusive teaching practices. The research sample consisted of 141 master’s degree students from the Faculty of Arts and the Faculty of Science at UPJŠ (average age AM=23.18; SD=1.33). To validate the research tool, we employed exploratory factor analysis (principal component analysis), as the obtained data did not correspond with the original model, which we tested using confirmatory factor analysis. Both the research instrument and its dimensions demonstrated optimal internal consistency. Considering the selected variables describing the research sample, we identified a statistically significant difference in the efficacy of student teachers in managing student behavior (field of study), in conducting inclusive teaching (year of study, completed types of pedagogical practice), and in collaboration with other stakeholders of education (passing of the subject/subjects with the issue of inclusive education). Findings suggest that increasing students' self-efficacy in these areas requires attention to their mastery experiences in reflecting on the possibilities of professional preparation, with regard to their specialization in the humanities and sciences.
... IE is the most effective strategy to enact the goal of EFA 12 . Educating special needs children (SNC) in inclusive settings has progressively gained momentum with the advent of the Salamanca Statement, which endorsed the idea of inclusive schools while emphasizing special needs education to be an integral part of all education programs 13 . It further significantly contributed to the agenda for achieving EFA, reaffirming the rights of everyone to education, This was to become a major influence in the development of inclusive policies and practices across the world in subsequent years 14 . ...
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Inclusive education is an international trend. Globally, the move away from segregation to the inclusion of children with and without special educational needs in regular classrooms has evolved over the past few decades as one of the significant strategies to ensure the right to "Education for All". While high-income countries have envisaged living up to the ideals of inclusive education, this remains daunting for low-income countries, including Sri Lanka. On the general assumption that general education teachers must be equipped with relevant knowledge, appropriate skills, and favourable dispositions to effectively work with an increasingly heterogeneous student population in regular classrooms, and teacher education institutions must play a significant role in preparing them to serve this purpose, however, in practice the question that always arises is how adequately they are being prepared. This phenomenological, qualitative, transcendental inquiry sought to investigate the daily lived experiences of general education teachers about their inclusive teaching. More specifically, with four pre-service teachers enrolled in the Bachelor of Education (Honours) degree and four in-service teachers enrolled in the Postgraduate Diploma in Education programs conducted by the Faculty of Education of the University of Colombo, Sri Lanka, this study explored their knowledge and understanding of inclusive education, epistemological beliefs and attitudes toward accommodating children with special needs in their inclusive classrooms, and their concerns about and preparedness to implement inclusive practices. Data obtained from semi-structured, face-to-face interviews were considered the primary source for the inductive thematic analysis. Key findings, derived from four themes; i. Knowledge and understanding of inclusive education for special needs children; ii. Sentiments and concerns; iii. Behaviour management; and iv. Learning-support teachers were discussed for their implications for further research within the context of teacher education.
... This knowledge can help them develop a higher level of self-efficacy to actually include SWI in their classes. The Salamanca Statement (UNESCO, 1994) has been adopted worldwide. It states that, in addition to placing SWI in mainstream schools, inclusive education should also enable these students to participate in activities and access pedagogical support to facilitate the full development of their potential. ...
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Objectives Using data from sociological research conducted among teachers of Polish schools in 2023, the authors investigated the attitudes of teachers towards students with impairments (SWI) participating in the program School Sports Club (SKS). Material and methods The analyses were based on research conducted in 2023 by the Department of Social Sciences at the Institute of Sport-National Research Institute (IS-PIB) among students and teachers of Polish schools. The presented results are part of a sociological study that included a total of 5,330 respondents, comprising 2,294 PE teachers and 3,036 students, and reflect the opinions of teachers towards students with impairments. Results The results indicated that most teachers do not have direct contact with SWI, which affects their opinions and lack of readiness to work with such students. Only 15% of teachers have experience working with impaired students, and 66% express openness to such cooperation, but often with certain conditions. It was found that teachers with longer work experience and higher qualifications are not more open to working with SWI. Teachers need appropriate training and continuous professional development to effectively include SWI in sports activities. Conclusions It seems necessary to pay attention to the interdisciplinary nature of education so that PE teachers have a broader view of their students’ needs. Practitioners with broad perspectives on conducting physical activity classes were more likely to use individualized criteria and facilitate integration than those who demonstrated narrow perspectives, such as strictly adhering to the curriculum and expected normative performance.
... School's Programs to Support SEN students Education (2004) stated that special needs education was to be replaced by inclusive education which implies that segregated education were to be avoided, and the mainstream classroom should open up to diversity. The result of the interview with the coordinator of inclusive education in SMP Laboratorium UM shows that the school has managed and provided facilities to be able to implement the inclusivity at its best. ...
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This study has three aims. The first was to investigate the program that support the inclusive education at SMP Laboratorium UM. Secondly, the study was aimed at investigating how the teacher teaches English in inclusive classrooms, and the common challenges faced by the English teacher in teaching an inclusive classroom. The researchers used qualitative research using the case study method with two main instruments, namely interviews and observations. The participants involved in this research were an inclusive education school coordinator, an English teacher in inclusive classrooms, and students with special needs. The data were collected in two weeks via two interviews and two field observations. The data collected were in the form of tape recording, field notes, pictures, and videos. Those data were qualitatively analyzed to answer the research questions. The result of the study is categorized in three main points. First, the school offers program that support the implementation of inclusive education, such as self-development program, and extra courses that facilitate SEN students’ development of basic life skills. There are ten classes assigned to accommodate at least one special need student in each class.   Second, when it comes to teaching English in inclusive classrooms, the teachers showed a lack of specific strategies, but they used game-based technology like Kahoot to make enjoyable learning.  The teachers faced challenges, like handling tantrums and moody students. Third, the result also shows that patience and sincerity are important when teaching SEN students.
... Hiçbir bireyin sosyal statüsü, fiziksel farklılığı, cinsel yönelimi, etnik kökeni, dili, dini, ulusu, ekonomik durumu ve yetileri sebebiyle ayrımcılığa maruz bırakılamayacağını belirtilmektedir. Bu yaklaşımın temel amacı, eşit eğitim hakkı sunan kapsayıcı bir eğitim modeli oluşturmaktır (Education, 2004;Framework, 2000). ...
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Amaç: Bu çalışma, üniversitelerde görev alan akademisyenlerin kapsayıcı eğitim ve sosyal içerme konularına yönelik bakış açılarını ve algılarını incelemeyi hedeflemektedir. Kapsayıcı eğitim, tüm öğrenciler için eşit fırsatlar sunarak kaliteli eğitim ve aktif katılımı amaçlayan bir yaklaşımken, sosyal içerme, eğitim kurumlarının farklılıkları kabul edip çeşitliliği destekleyerek öğrencilerin tam katılımını ve yüksek kaliteli öğrenim görmesini sağlamaya yönelik dönüşümünü ifade eder. Gereç ve Yöntem: Hacettepe Üniversitesi'nde 1 Mayıs 2023- 1 Mart 2024 tarihleri arasında yürütülen araştırma, fenomenolojik nitel desende gerçekleştirilmiş olup yarı yapılandırılmış görüşmeler kullanılmıştır. Demografik Bilgi Formu ve araştırmacılar tarafından literatür incelemesi sonucu oluşturulan açık uçlu sorular uygulanmıştır. Örneklem büyüklüğü 14’tür ve görüşmeler 25-30 dakika aralığında tamamlanmıştır. Bulgular: Katılım süreçleri, karşılaşılan problemler, öneriler, akademisyenlerin yaklaşımı ve eğitmenin rolleri olmak üzere beş temada incelenmiştir. Katılımcıların sosyal entegrasyon, erişilebilir fiziksel ortam, fırsat eşitliği gibi temalara birincil derecede önem verdikleri ve kapsayıcı eğitimi geliştirmek için interdisipliner bakış açısı ve eğitimcilerin eğitiminin yanında, aktivite, birey ve kurum temelli öneriler sunulması gerektiği belirtilmiştir. Sonuç: Araştırma, kapsayıcı eğitim ve sosyal içermenin temelde fiziksel, sosyal ve toplumsal yaşama katılım ile ilişkili olduğunu ve katılımı en fazla etkileyen faktörün erişilebilirlik sorunları olduğunu ortaya koydu. Akademisyenlerin ortak görüşü, bu sorunun çözümünde üst kurumların ve yönetimin rol oynadığı yönünde oldu. Özellikle kapsayıcı eğitim yaklaşımının uygulanmasında en sık problemle karşılaşan grup olarak öne çıkan dezavantajlı bireylerin eğitimine ve sosyal hayatına katkı sağlamak için akademisyenlerin kapsayıcı eğitim konusunda bilgi sahibi olmaları ve kişiye özgü eğitim modellerini uygulamaları gerektiği vurgulandı.
... Inclusive education was first launched formally at the Salamanca Statement and Framework for Action (UNESCO, 1994), under which educational settings adopt various measures to respond to the diverse needs of their students. This entails not only the admission of pupils from across different capabilities and backgrounds but also a school-wide approach to restructuring the education setting in such a way that it caters to the said changes (Ainscow, 2016;Nilsen, 2010). ...
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Twenty-first-century education as a powerful means of knowledge will possibly be shaped by the emphasis it places on having classrooms that are race-conscious and multicultural. The present article is based on a doctoral study that explores an under-researched area: experiences and understanding of multiculturalism in mainstream primary schools situated in the predominantly White places of Southwest England. The study was underpinned by a sociocultural theoretical framework; data were collected through semi-structured interviews with the adult participants, students’ classroom activities, and documentary analysis of school displays. The article focuses on the data generated from the students’ classroom activities. Findings show differences in knowledge level and access to multicultural education among participants that significantly influenced their perceptions of multiculturalism. The study findings illuminated two key ideas. The first key idea is the powerful role of multicultural education in teaching and learning for not only raising cultural awareness among students across communities but also becoming a mouthpiece of empowerment for students from ethnic minority communities by promoting an equitable school atmosphere of recognition and acceptance for them. Secondly, findings illuminate racialised power positioning that created (un)democratic conditions perpetuating broader societal structural (im)balances within the particular local sociocultural context.
... While SASL is recognised as the official language for the deaf in South Africa, the literature reveals that deaf students in HEI have little support due to, among other things, a lack of skilled human resources. Generally, SA has established legislation and policies that decolonise the education of the deaf based on international conventions, like the Salamanca Statement (UNESCO, 1994), the UN-CRPD (2006), and the Incheon Declaration (UNESCO, 2015). ...
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From Eugenics to the institutionalisation period, Deaf students were discriminated against. Their education in African countries is minimal, especially in tertiary institutions, including Rwanda. The study explored the academic experiences of deaf student teachers at a Teacher Training College (TTC) in Rwanda. It used the interpretive paradigm and qualitative research approach. The study employed a narrative case study. The study population comprised two TTC administrators, two deaf student teachers, all the sixteen tutors who taught the deaf student teachers, and two library workers. One TTC administrator, two deaf student teachers, one teacher, and one library worker were purposively sampled, comprising five participants. The study found that the TTC did not have resources to educate deaf student teachers. The study also found that the tutors and the deaf student teachers relied on detailed notes, handouts, and an interpreter. It also found that deaf student teachers preferred Rwandan Sign Language because they had no communication options. The study recommended that the Rwanda Basic Education Board should provide resources for the education of deaf student teachers. Moreover, the Department of Special Needs and Inclusive Education should have a viable Rwandan Sign Language group to educate the hearing TTC community on Rwandan Sign Language.
... The realization of social inclusion within secondary education in Bangladesh has gained traction as a crucial goal to ensure equitable learning opportunities for all students, regardless of social, economic, or physical differences. Several international frameworks have significantly shaped these efforts, including UNESCO's Salamanca Statement and the Dakar Framework for Action, both of which emphasize the rights of all children to quality education (UNESCO, 1994;2000). The foundational policy in Bangladesh, the National Education Policy (2010), aligns with these global standards and seeks to incorporate students from marginalized and diverse backgrounds, promoting inclusivity through culturally responsive and student-centered approaches (Ministry of Education, 2011). ...
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Bangladesh is among the nations that have ratified significant international statements promoting inclusion in education. The goal of social inclusion in education is to bring all students together in a consistent teaching-learning strategy; including a subset of disadvantaged children in regular classrooms is only one facet of this concept (Berryman, 2011). Recent studies have shown that the social environment of classroom activities and the academic context are frequently different in Bangladesh's inclusive education systems. At the same time, after this new learning environment of pandemic COVID-19, it has become imperative to rethink social inclusiveness in education. This study indicates the exact practices of social inclusion in the teaching-learning processes and behavioral aspects of secondary education (from grade 6 to 10) in Bangladesh according to National Education Policy 2010, Recommendations of Teaching quality improvement in secondary education project by Asian Development Bank, Final Report of Teaching Quality Improvement in Secondary Education Project (TQI-SEP), follow up of Secondary Education Sector Development Project (SE-SDP) and Secondary Education Quality and Access Enhancement Project (SEQAEP). This study explores the existing practices of social inclusion in the teaching-learning processes and behavioral aspects of secondary education in Bangladesh through literature review and primary data source. Primary data were collected from 60 selected samples (30 students, 20 teachers and 10 parents) based on convenient and snowball format with narrative approach. The results underscore the attitudes and real practices of the teachers' and practitioners of secondary schools of our country towards social inclusion. The findings can be supportive for the policy makers and stakeholders who are now working with development of the framework of National curriculum 2021, National Curriculum and Textbook Board (NCTB), Ministry of Education and can have a further study for how Bangladesh get predominant international treaties in teaching-learning development process especially in practice of social inclusivity in classroom level. There are many studies which are mainly based on the inclusion of primary education of Bangladesh. The ultimate philosophy of this study is to embrace all the learners in the social context of secondary education of Bangladesh with equitable access and participation in schools.
... Inclusive education has been practiced over time but globally was manifested during the 1994 Salamanca framework. The framework emphasises the right to education for all children regardless of their differences while insisting on effective identification of needs and support (UNESCO, 1994). Inclusive education was not just to enrol children in regular school but required supportive measures and a conducive environment. ...
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This study explored the experiences of teachers and students in implementing Individualized Education Programmes (IEPs) for students with visual impairment in Tanzania. The study employed a qualitative approach under case study design, situated at Shinyanga Secondary School in Kishapu district. A total of nineteen participants involved, including five special education teachers participated through interview and fourteen students with visual impairment participated through focus group discussion. The participants were selected purposively depending on their experiences in inclusive secondary school. The thematic analysis was used to analyse the data inductively. The study revealed three significant themes as experienced by the participants: the identification of the learning needs of students with visual impairment (VI), strategies to meet VI learning needs, and challenges during the implementation of the IEPs. The study found inadequate implementation of IEPs from the selected school due to several challenges, including informal strategies in identifying students with VI, irregular training for the IEP team and inadequacy of teachers of special education to accommodate the available students with VI. The study suggests that the identification of students with visual impairment needs to be formalized, regular knowledge updates for the IEP team, and a reduced workload for special education teachers. Although this research is confined to a single-school study, the findings can be used as a benchmark for the schools that face similar situations regarding IEP implementation
... Inclusion can be defined as a process that enables full participation and access to quality learning for all children within mainstream schools (UNESCO, 2019, p. 6). Inclusive education, therefore, implies learning methods, pedagogical strategies (e.g., accommodating preferences and rates of learning, appropriate curricula, organizational arrangements), and sometimes educational materials to recognize and meet the individual needs of each student, including gifted children and students with disabilities (UNESCO, 1994). However, teachers' attitudes are crucial for successful inclusion (Saloviita & Schaffus, 2016). ...
Article
The aim of this review is to synthesize the results of multiple studies that measured teachers’ attitudes towards gifted students and their education. A total of 1,356 references, 28 of which met our selection criteria, were identified through a literature search. The results suggest that teachers generally have a positive attitude toward the needs of gifted students. However, their attitudes toward pedagogical interventions, especially those that remove the child from their reference classroom, are more negative. The literature has tested several predictors of attitudes, but few have shown a robust effect, and the studies are difficult to compare due to significant methodological differences. However, interactions with gifted individuals and personal self-efficacy appear to be the most significant. Finally, there appear to be differences by country of origin related to the concept of giftedness. Further studies are necessary to confirm the impact of these variables and potential cultural differences.
... In many Nordic countries an inclusive educational policy was introduced before the Salamanca Statement (UNESCO 1994). This implies some structural denominators in what is often referred to as the Nordic model, such as 'a public, comprehensive school for all children with no streaming from the age of seven to sixteen years' (Imsen, Blossing, and Moos 2017, 568). ...
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This article focuses on the schools’ support service related to the Nordic ambition of inclusive education. This ambition entails a somewhat conflicted mandate, which both the schools and the support service find demanding to ensure in their collaboration. As a framework for discussing challenges and opportunities linked to a case study in Norway, the article also shows how this appears in Sweden and Denmark. The question is whether it is possible, through new forms of meetings, to develop an innovative collaboration on inclusive practice between the Norwegian Educational and Psychological Counselling Service and schools. The article builds on selected data from a larger project, using a cross-unit analysis to compare experiences from two different types of collaboration meetings in two different Norwegian municipalities. By this, we have searched for an understanding of the central prerequisites to succeed. The most significant finding is the importance of a leadership which is, under innovative conditions, capable of creating necessary psychological safety to develop the meetings towards real professional learning communities. Finally, the apparently persistent challenges of designing a suitable support service to realise inclusive education in the Nordic countries are discussed in light of a current Norwegian strategy called ‘The Competence Boost for Special Education and Inclusive Practice’. KEYWORDS Inclusive practice; professional learning communities; educational and psychological counselling service (EPS); collaboration; leadership
... The decision to analyse policy on the topic of IE specifically was made as a consequence of the ambiguity of such policy that has previously been identified in research, as will be shown in the following. IE was acknowledged globally as an important educational policy concept, with the publication of the United Nations Educational, Scientific and Cultural Organization's (UNESCO) Salamanca statement in 1994 (UNESCO, 1994). The concept of IE has been described as 'a masterpiece of rhetoric, easy to accept and difficult to be against' (Haug, 2017, p. 207). ...
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The multi-level governance education system in Sweden is complex, comprising many actors. This study focuses on one of them, which is thus far very under-researched: the Swedish Association of Local Authorities and Regions (SALAR, in Swedish SKR). We examine SALAR’s policymaking through a critical policy analysis of its policy document on the topic of inclusive education (IE). We take a poststructural perspective utilizing the analytical approach What’s the Problem Represented to be? (WPR), developed by Bacchi and Goodwin. We have identified problem representations, assumptions, and absences in the policy. The key finding is that SALAR uses the concept of IE, even though it is only vaguely defined, to govern school staff into self-governance by appealing to their presumed inclination to do ‘right’ by children, while simultaneously directing focus away from structural factors for which SALAR’s members are responsible. From a wider perspective, this is important because it shows how policy on IE is particularly well suited for governing towards self-governance in education practices, due to its positive connotations, and ambiguous meaning, which can be filled with whatever content suits the policy actor’s agenda.
... Inclusion, as a concept, was first restricted to the field of special education (UNESCO, 1994) but then it was generalized as an umbrella term for the right of all students to receive an education that caters to their diverse needs (UNESCO, 2000). Inclusion, in terms of migrant students, is mostly seen as a flexible, dynamic, long-term process that requires and encourages the linguistic and cultural interactions which enrich individuals and societies and do not threaten them (Smythe, 2024). ...
Article
The present research study seeks to examine secondary teachers’ perceptions regarding migrant students’ inclusion in the contemporary Greek school environment. Qualitative methodology was followed, and a semi-structured interview tool was used to collect the necessary data. Using the convenience sampling technique, eight teachers participated, and the data were analyzed through thematic analysis. The findings emphasize the important role of teachers, since they shape the classroom environment, provide emotional support and enhance academic learning. They seem to have a positive attitude toward migrant students’ inclusion, and they do their best to facilitate academic progress and emotional well-being. They find ways to overcome language barriers by providing differentiated material, individualized teaching and, when possible, use English as lingua franca or multimedia, videos, diagrams and collaborative learning. However, despite their good intentions and initiatives, they claim that migrant students’ academic and social inclusion meets a lot of obstacles and challenges. There are not enough reception classes and supporting structures, the material is inadequate, time and curriculum are pressing, and the educational process is lacking a spirit of interculturalism. Finally, the community role of migrants remains unknown, and there is a strong demand for teachers to undergo further professional development and training.
... The concept of inclusive education (IE), as articulated in UNESCO's (1994) Salamanca statement, envisions schools as inclusive institutions that accommodate all children, especially those with special educational needs. Despite commendable progress in expanding access to basic education, UNESCO (2017) has acknowledged that achieving genuine inclusion remains a challenge in almost every country. ...
Article
This analysis critically examines inclusive education (IE) policies in South Africa within global frameworks. Drawing on Nancy Fraser's (2008) theory of social justice, which includes recognition, redistribution, and representation, the study explores the thinking and assumptions behind policymaking and how these affect the complexities of implementing IE-particularly regarding diverse student needs and identities. Furthermore, it analyses how the policies aspired to equitable resource allocation and democratic participation (representation) within schools. The study employs Bacchi's (2009) "What's the problem represented to be?" (WPR) approach to trace the evolution of policies for IE from Education White Paper 6 (Department of Education, 2001) to a recent assessment, the Department of Basic Education's progress report on inclusive education (Parliamentary Monitoring Group, 2023). By analysing underlying assumptions in these policies, the WPR approach helps expose the intended goals and their practical implications for schools. This work enriches the discourse on educational equity and social justice by illuminating the challenges of operationalising IE in diverse contexts. It further examines how policy assumptions, as framed by the WPR approach, can hinder or facilitate achieving genuine inclusion. By exploring these complexities, the study offers valuable insights for fostering inclusive educational environments that align with global aspirations while acknowledging unique South Africa realities.
... In these positions, typically, special education teachers or coordinators work with multiple ECEC classes and provide consultation and support both to children and professionals. The background on the increase of such practices is stated to be in the development of inclusive practices, where the aim is to include all children, particularly those with special educational needs, appreciate differences and the diversity of children and support their learning in their everyday life environments (UNESCO, 1994). Consequently, in ECEC, early childhood special education teachers' (ECSETs) work is predominantly organized in a consultative manner (Curran & Boddison, 2021;Dinnebeil et al., 2009;Gärdeskog & Lindqvist, 2020;Harris & Klein, 2009;Staffans & Ström, 2022). ...
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In this paper, we investigate the discursive positionings of early childhood special education teachers (ECSETs) in situations where they describe challenges in organizing the support for a child in interprofessional collaboration. Relaying on research on occupational well-being of teachers, we state that such situations where professionals experience insurmountable challenges in organizing proper support for a child are potentially burdensome to ECSETs. However, because of ECSETs unique and ambivalent role as part of inclusive early childhood education and care (ECEC) system in Finland, they are in a particular risk to get burdened by the increasing demands of coordinating and organizing support. In the study, we utilized the writings of 55 ECSETs, collected using empathy-based method and analysed them with position analysis methodology to investigate how ECSETs position themselves in such challenging situations. As a result, we show how ECSETs positions include (1) reflective controller of coping, (2) burdened support organizer, and (3) self-blaming survivor. As a conclusion, we illustrate that while ECSETs hold no official or managerial positions in ECEC community, they strongly position themselves as the ones ultimately responsible for supporting the child but also other ECEC professionals, as well as maintaining their own wellbeing and coping in difficult situations.
... Indeed, concrete action in support of students with special educational needs emerged with the Salamanca Statement (UNESCO, 1994) and the Convention on the Rights of Persons with Disabilities (UN, 2006). The international regulatory and documentary landscape reaffirms the principles expressed by the Education For All (EFA) movement for equitable and inclusive education for all students, which is also among the goals of the 2030 Agenda for Sustainable Development adopted by the United Nations General Assembly (UNDP, 2015). ...
Article
Traditionally, giftedness was perceived as a fixed trait, exclusively evaluated through cognitive testing. However, contemporary perspectives view it as a dynamic and socially constructed attribute reflected in many domains. As this paradigm-shift aligns with global movements emphasizing the importance of avoiding labelling students and enhancing the full potential of all students, rather than just a selected few, it puts a spotlight on the social-emotional and character development (SECD) competencies needed to reach one’s potential. What we propose is an educational challenge: to establish increasingly inclusive educational contexts that bring out the potential of all students and extend educational techniques to encompass social-emotional and relational capacities essential for inclusive contexts. This paper introduces teaching techniques that foster these competencies through an SECD framework. This approach not only aims to nurture the potential of gifted individuals but also to cultivate their roles as proactive, engaged community members, emphasizing a comprehensive educational paradigm that integrates SECD into everyday inclusive learning environments.
... Setiap anak mempunyai hak untuk memperoleh pendidikan yang layak dan dapat mengakomodasi karakteristik, minat, kemampuan, dan kebutuhan belajar yang berbeda-beda, maka sistem seyogyanya dirancang dengan memperhatikan kenaekaragaman dan karakteristik kebutuhan anak. Dengan pendidikan yang layak anak dapat mengembangkan potensi yang dimilikinya (UNESCO, 1994). Salah satu cara mewujudkan pembelajaran yang selaras dengan karakteristik masing-masing anak, diperlukan suatu model pembelajaran yang dapat mengakomodasi semua anak dalam sebuah sistem pembelajaran yaitu adaptasi kurikulum. ...
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Setiap anak pada dasarnya memiliki karakteristik dan kebutuhan belajar yang berbeda-beda. Namun, sering kali guru menganggap semua anak itu sama. Penelitian ini secara deskriptif bertujuan untuk mendeskripsikan dampak dari penerapan adaptasi kurikulum terhadap perubahan sikap siswa dalam aspek kerja sama dan partisipasi. Penelitian ini merupakan penelitian kualitatif deskriptif dengan menggunakan teknik pemilihan subjek purposive sampling. Sumber data penelitian ini adalah guru kelas VI dan tiga siswa kelas VI. Hasil penelitian menunjukkan bahwa model adaptasi kurikulum telah diterapkan di SDN Demakijo II, dengan melakukan akomodasi berupa pemilihan metode pembelajaran, setting tempat, dan penggunaan dokter untuk modifikasi berupa penurunan indikator dan pemberian soal yang berbeda-beda ketika ulangan harian. Hal tersebut berdampak positif teerhadap kerja sama dan partisipasi siswa yang mana dengan akomodasi dan modifikasi yang dipilih dapat meningkatkan kerja sama dan partisipasi siswa. Dalam proses pembelajaran siswa berperan aktif dengan berdiskusi, saling bantu, bertanya, dan sebagainya. Penelitian ini diharapkan dapat membantu guru mengetahui kemampuan dan potensi masing-masing anak sehingga dapat memperoleh layanan yang sesuai dengan karakteristik dan kebutuhan belajarnya sehingga dapat meningkatkan kerja sama dan partisipasi anak dalam proses pembelajaran.
... The results of this study suggest that tensions in SENCOs' work arise between ideas rooted in the Salamanca statement (UNESCO 1994) and the potential movement away from the ideological vision of inclusive education in Sweden (Giota, Lace, and Emanuelsson 2023;Isaksson and Lindqvist 2015). Arguably, SENCOs ability to create and uphold professional relationships as part of a continuous boundary work may aid in the implementation of inclusive measures, but this occurs through a slow process of incremental change over time. ...
Article
Behavior analysis has a long tradition in academic institutions in Mexico. However, Applied Behavior Analysis (ABA) remains an underdeveloped component of public policies in healthcare, education, and welfare. This paper aims to assess the current state of ABA in Mexico, including its practice, recognition, regulation, and integration into public policies. An overview of the Mexican healthcare and education systems is provided as ABA services should be integrated into these structures. There is a specific focus on the management of developmental disabilities (DD) and autism spectrum disorder (ASD), for which ABA has been historically used. Recent advancements in Mexican legislation regarding the protection of people with DD and ASD and their right to receive effective attention and treatment are discussed. Also discussed are recent efforts for the creation of a professional association aimed at recognizing the effectiveness of ABA when designing empirically validated interventions. The potential impact of ABA services on public policies regarding healthcare and education in Mexico is highlighted. Finally, challenges are identified and recommendations are made to expand the reach of ABA in Mexico.
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As part of global efforts in inclusive education, more autistic students are attending mainstream schools. However, many have negative school experiences and lower educational attainment. Strengths-based approaches have been proposed to improve these outcomes, but there is limited research on their implementation in mainstream high schools. Understanding educators’ experiences with these approaches could provide insights into improving the inclusion of autistic students. This study aimed to understand educators’ experiences and perspectives on implementing strengths-based approaches for autistic students in mainstream high schools. Thirty-nine high school educators participated in semi-structured interviews or provided written responses in an online survey which were analysed phenomenologically. Ten themes were identified: (1) educator understanding of strengths-based approaches; (2) implementation of strengths-based approaches in schools; (3) identifying strengths through a holistic profile; (4) building student–teacher relationships through genuine interests; (5) strengths-based pedagogical strategies providing individualised support; (6) strengths-based curriculum adding meaning into standard curriculum; (7) strengths-based post-school transition providing pathways to adulthood; (8) the central role of collaboration in strengths-based approaches; (9) ongoing professional development equipping educators for strengths-based approaches; and (10) the impact of strengths-based approaches on individuals and school community. Educators reported favourable views towards strengths-based approaches but faced barriers across the educational system and school environment. Insights provided by educators play an essential role in closing the gap between inclusive education theory and practice, thereby improving school experiences and educational outcomes for autistic students.
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Abstract Within the global debate around inclusion, there is a common view that teachers’ attitudes are decisive in making inclusive education a reality. Research examining teachers’ attitudes towards inclusive education in Georgia is extremely scarce. With this gap in mind, this study aims at examining Georgian teachers’ attitudes toward inclusion of students with disabilities (SEN) in a regular classroom setting and ascertaining major factors behind their perceptions. The study utilizes explanatory sequential mixed-methods research, which enables us to provide a more nuanced explanation of teachers’ attitudes and possible predictors of their positive and negative attitudes toward inclusion. In terms of emphasis of approach, none of them is meant to be dominant but both have approximately equal weight. 811 teachers from 308 schools participated in this study. Teachers of Georgia are mostly ‘ableist,’ envisaging the inclusion from the lenses of medical diagnosis of a student. Long-term training (but not a short-term training) in inclusive practices is a predictor for both special educators and general education teachers. The factor of trainings as well as institutional support also affect the self-esteem of teachers. According to data analysis, special education teachers demonstrate a higher readiness for inclusion compared to subject teachers. This can be attributed to their greater exposure to persons with disabilities and a deeper knowledge of inclusive practices. General education teachers think mostly in terms of normalcy and ableisim when talking about inclusive education. Negative attitudes of both groups of teachers, and especially subject area teachers, vary dramatically depending on the type and severity of disability - teachers have explicitly negative attitudes regarding the inclusion of students with behavioral, intellectual and multiple disabilities. vii General education teachers have extremely narrow view of teaching of SEN children, limited to their behaviour management and partially, social development. Both groups of teachers associate the benefits of inclusion primarily with the social and emotional development of all children. At the same time, subeject area teachers have extremely low expectations toward academic attainment of SEN children. Both quantative and qualitative parts revealed that there is higher level of resistance to inclusion among secondary grades teachers, those teaching STEM, Georgian and English. The findings of the study can be used for the development of Georgia's education sector, particularly for improving the inclusive education model and revising the teacher professional development system. Ultimately, this can contribute to significant changes in the education system, which caters to the needs of every student. Key words: teachers, inclusive education, attitudes.
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The Deaf-Mutes Society (DMS) in Ahmedabad represents a landmark in the education and empowerment of individuals with hearing and speech impairments. This conceptual study explores the Society's historical evolution, operational framework and educational methodologies through a philosophical lens. By delving into the Society's inclusive practices and curriculum design, this paper highlights its role in enhancing the quality of life for students with disabilities. It also examines challenges faced by the organization and proposes pathways for future growth.
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