Within a few years the canon of skills, which reigned unchallenged for the first twenty years of the new century, was quickly replaced by that of inclusion, both nationally and internationally. In ...this contribution we do not want to dwell on the historical-cultural contingencies that have led to this reversal, we prefer to dwell on the idea of inclusive school and how it can actually be achieved.
This groundbreaking book aims to help readers, no matter what position they occupy on campus, develop the knowledge and capacities necessary to do this essential work and is premised on the ...understanding that identity, oppression, power, and marginalization cannot be addressed by looking solely at single identities.
Research illustrates that self-efficacy beliefs related to inclusive education impact teaching practices and could positively impact on students. This study explores how teacher self-efficacy has ...been measured and the factors that influence the perceived self-efficacy of teachers within inclusive schools. A systematic search for literature examining teacher self-efficacy for inclusive education practices yielded 71 studies for review. Analysis revealed that teaching experience and teaching context impacted self-efficacy. Knowledge of inclusive education policies elevated the self-efficacy beliefs of teachers. Confidence in teaching in inclusive classrooms, pre-service teacher education, professional learning and experiential contact with people with disability were also influential.
•Literature synthesis examining teacher self-efficacy for inclusive education practices generated five influential factors.•Teacher self-efficacy for inclusive education is significant in contributing to the effective delivery of learning programs within an education for all context.•Demographic variables such as knowledge of policy and legislation, teaching experience, context and age were observed to impact on teacher self-efficacy beliefs.•Pre service teacher education and in service teacher training were found to be important factors in improving teacher self-efficacy for inclusive education practices.•Experience interacting with people with disability was reported to influence higher levels of teacher self-efficacy for inclusive education.
The paper presents the results of a sociological study conducted in the Rostov region among high school students of general and specialized educational institutions in 2020 (N=11727). The purpose of ...the study is to identify attitudes towards inclusive and collaborative education. Particular attention is paid to the determinants of the type of educational institution of the respondents, the experience of coeducation, and the presence or absence of disabilities among the respondents. Experience of inclusive education and the type of educational institution is a stronger factor in determining attitudes towards inclusive services than the presence or absence of disability. The highest level of ableism is manifested to children with speech, vision, hearing and mental impairments. All respondents unanimously believe that the mainpositive consequence of inclusion is the ability to communicate, find a common language with different people.
An outreach or community service program was conducted in Surakarta City, Indonesia, by developing Inclusion House in collaboration with the Yayasan Lembaga Pendidikan Al-Firdaus (YLPAF, Al-Firdaus ...Foundation for Education), which oversees the Al-Firdaus Inclusion School. YLPAF also has a Puspa (Children’s Service Center), which carries out the main task of being a model for an inclusive education resource center. However, YLPAF faces challenges related to inclusive education resource centers in carrying out its duties because the inclusive school network that formed at this time still needs to be improved. This community service is carried out with a focus on Inclusion House , creating an integrated, inclusive school network where YLPAF is the learning resource center. The community service team from UNS acts as a facilitator in the formation of an integrated, inclusive school network in the city of Surakarta. This inclusive school network, formed through community service, connects YLPAF as a resource center for inclusive education with kindergarten, elementary schools, and a natural school. The commitment of schools ratified in a MoU contains a cooperation agreement in assessing special needs students and establishing communication regarding curriculum adaptation and classroom management in the inclusive education cluster network organization.
The aim of the research is to examine the opinions of school administrators on inclusive education. It was designed with one of the qualitative research methods, namely, the semi-structured interview ...method. 20 school administrators working in schools in Türkiye where inclusive education is implemented participated in the research. The data obtained from the participants were analyzed through the descriptive analysis technique. According to the results of the research, school administrators stated that support education services should be used and individualized education programs (IEPs) should be implemented properly in order to carry out inclusive education in an effective way. While it was pointed out that students with special needs are partially socially accepted by their peers, it was also revealed that there are students with special needs who face peer bullying. In addition, although school administrators considered the legal regulations regarding inclusive education as adequate, they found the teacher training on these regulations inadequate. Hence, it was observed that there has been a need for teacher professional training on inclusive education. Accordingly, what could be suggested is a special education teacher who would be supported in every school where inclusive education is provided.
PDF
