Inclusive Education: A Literature Review on Definitions, Attitudes and Pedagogical Challenges

Namanyane, Tebatso; Shaoan, Mirajur Rhaman

doi:10.47772/ijriss.2021.5324

Cited by 4 publications

References 20 publications

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Left-behind learners: Exclusion-inclusion paradox of 4IR/5IR education technology

Ojetunde

2024

E-Learning and Digital Media

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Connected Learning Environment (CLE) was pictured as a potent tool to implement inclusive education because it supports widened access to learning that is socially rooted. However, the fact that a series of events that warrant its usage have shown that different uninvestigated factors associated with learners may serve as a clog to its potential in fostering inclusive learning created an impetus for this study. An autoethnographic study was conducted, two experienced teachers from mainstream, integrated, and special schools were interviewed and the data collected were subjected to Interpretative Phenomenological Analysis. The result revealed that the holistic adoption of 4IR/5IR education technology may heighten the exclusion of learners of various categories due to socio-economic background, lack of learning support, and inherent intellectual disabilities among special students. Hence, the usage of 4IR/5IR education technology at the secondary level needs to be accommodated with more nuances as it tends to amplify educational exclusion.

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Left-behind learners: Exclusion-inclusion paradox of 4IR/5IR education technology

Ojetunde

2024

E-Learning and Digital Media

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Fostering Equal Education in Nigeria

Bruno

2023

Promoting Inclusive Education Through the Integration of LGBTIQ+ Issues in the Classroom

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This study aimed at advocating for equal right to education to all beneficiaries irrespective of variant sexual orientations and gender identities. Though the philosophy of Nigerian education has inclusive education at its centre, stakeholders at learning centres have turned against integrating LGBTIQ+ individuals to the mainstream of educational system. The study adopted discuss analytical method and data were analyzed through a wide range of sources like documented interviews/school plans, commentaries, books from library, and relevant websites. The research findings showed that variant sex orientation and identities constitute a core part in which some people are denied the right to education. The study concluded that access to education is a fundamental right which should be guarded judiciously.

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Inclusiveness for Whom and Why?

Jahan,

Rasheed

2024

Advances in Educational Marketing, Administration, and Leadership

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Inclusiveness, defined as equal access to opportunities and rights across age, gender, religion, and ethnicity, has garnered significant attention in global education since its endorsement in the Salamanca Statement of 1994. It represents a fundamental strategy for educational reform, prioritized by nations worldwide to provide equal and quality education through inclusive education (IE). IE aims to ensure access, presence, participation, and achievement for all students, regardless of diverse backgrounds. This chapter aims to critically examine how government policies, legislation, and educational improvement initiatives in Bangladesh align with the principles of IE. Specifically focusing on primary education, the chapter will analyze the status, acts, policies, and challenges related to IE implementation by the Government of Bangladesh (GoB). Additionally, it will explore critically the successes, obstacles, and the contributions of IE initiatives toward national sustainable development goals.

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Inclusive Education: A Literature Review on Definitions, Attitudes and Pedagogical Challenges

Cited by 4 publications

References 20 publications

Left-behind learners: Exclusion-inclusion paradox of 4IR/5IR education technology

Left-behind learners: Exclusion-inclusion paradox of 4IR/5IR education technology

Fostering Equal Education in Nigeria

Inclusiveness for Whom and Why?

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