Inclusive Education: Perspectives on Implementation and Practice From International Experts

Kurth, Jennifer A.; Miller, Amanda L.; Toews, Samantha Gross; Thompson, James R.; Cortés, Mónica; Dahal, Mukunda Hari; Escallón, Inés E. de; Hunt, Paula Frederica; Porter, Gordon L.; Richler, Diane; Fonseca, Indiana; Singh, Ruchi; Šiška, Jan; Villamero, Rolando Jr.; Wangare, Fatma

doi:10.1352/1934-9556-56.6.471

Cited by 21 publications

(12 citation statements)

References 36 publications

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“…Inclusive education means that all children learn together in schools that recognize and respond to the diverse needs of students, ensure quality education for all through appropriate curricula, organization, teaching strategies and resource use ( UNESCO, 1994 ), and overcome the barriers to the presence, participation, and achievement of all students in general education classes ( UNESCO, 2017 ). However, the original idea of inclusive education focuses on the education of a particular group of students—those with special educational needs (SEN)—to overcome practices of special education that have traditionally segregated students based on a medical model of disability ( Kurth et al, 2018 ). In this regard, inclusive education is generally acknowledged as the venue to enhance both the learning and social development of students with disabilities and other SEN, and therefore the way to fulfill their right to shared quality education in mainstream settings ( United Nations, 2007 ).…”

Section: Introductionmentioning

confidence: 99%

How Inclusive Interactive Learning Environments Benefit Students Without Special Needs

et al. 2021

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Growing evidence in recent years has led to an agreement on the importance and benefits that inclusive education has for students with special educational needs (SEN). However, the extension and universalization of an inclusive approach will also be enhanced with more evidence on the benefits that inclusion has for all students, including those without SEN. Based on the existing knowledge that learning interactions among diverse students are a key component of educational inclusion, the aim of this study is to identify the impact on students without SEN of being educated with students with SEN in shared, inclusive, interactive learning environments. Data were collected in three schools using a qualitative approach with a communicative orientation. Semistructured interviews were held with teachers as well as community volunteers participating in the schools. Further, focus groups were conducted with students and teachers. The results show that students without SEN benefit from participating in interactive learning activities with peers with SEN in different ways: (1) they learn to respect others, accept differences, and acknowledge different abilities, thereby creating opportunities for new friendships to develop; (2) they learn about abilities related to helping others participate and learn, to be patient and to gain the satisfaction in helping others learn and behave better; and (3) they benefit from the cognitive effort required to explain themselves and from the contributions of peers with SEN from which they can learn.

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Section: Introductionmentioning

confidence: 99%

How Inclusive Interactive Learning Environments Benefit Students Without Special Needs

et al. 2021

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“…However, the application of screening policies for ID identification in Brazil is still ineffective, with few epidemiological studies (Malta et al, 2016). Inclusive education is internationally recognized for providing equitable quality education to all children, especially children with ID (Kurth et al, 2018). The mild levels of ID may not be identifiable until school age, when the difficulty with academic learning becomes apparent (American Psychiatric Association-APA, 2013).…”

Section: Introductionmentioning

confidence: 99%

DIagnosys: An Analytical Framework for the Identification of Elementary School Students with Intellectual Disability

et al. 2021

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The identification of mild Intellectual Disability (ID) usually occurs late when the demands intrinsic to literacy reveal the typical signs to the educators. The study had two phases. The first phase aimed at developing a computation system (framework), named DIagnosys, an instrument designed to help educators identify students with characteristics compatible with ID, and to describe the operational, tactical, and strategic levels. The second phase verified the framework predictive sensitivity, using an artificial intelligence algorithm. For that purpose, the framework was applied in 51 teachers and their 1,758 students of 2nd and 4th grade, and their respective parents. We collected data using a checklist of signs compatible with ID, the Brief Problem Monitor (teacher and parent versions), the Wechsler Abbreviated Scale of Intelligence, and medical evaluation. The statistical analysis using a Confusion Matrix showed an accuracy of 82 and 95% for teacher and parent checklists, respectively. The decision-making model showed high indexes of sensitivity, providing evidence that teachers can be protagonists of the teaching-learning process mobilizing the parents to use the health care services.

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“…An inclusive education system that enables access to quality education seems to be a global quest that unfortunately has not yet been achieved by many countries. Educators are believed to be key role players in rendering the application of an inclusive education policy effective or ineffective in many countries (Kurth et al, 2018). For inclusive education to be a reality in South African primary and secondary schools, educators in South Africa (SA) are required to be well capacitated regarding the implications involved in the application of policies.…”

Section: Introductionmentioning

confidence: 99%

Factors Impacting the Application of an Inclusive Education Policy on Screening, Identification, Assessment, and Support of the Learners at Schools in South Africa

Matolo

Rambuda

2021

IJLTER

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The purpose of this research is to establish factors impacting the application of an inclusive education policy on screening, identification, assessment, and support of learners at schools in South Africa. The paradigm of the research is interpretivist because the policy is aligned to Bronfenbrenner’s bioecological theory which attests that, for an education system to be effectively inclusive, there should be a shift from a paradigm that views barriers within a learner in isolation to a paradigm that views the barriers in a learner. There is interconnectedness of the barriers with the rest of the systems within and outside the learner. The participants were seven school principals and five members of the district-based support team, who were purposefully sampled. Individual semi-structured interviews were conducted to elicit information on factors impacting the application of the policy. Data were analysed using the themes that emerged from the responses of the participants. Results reveal that the educators’ character traits, internal training and development, perceived policy application, and internal and external support for learners experiencing learning barriers impact policy application. The study recommends that aspiring educators must be adequately trained about policy at training institutions. Educators must be capacitated on policy application and every school must appoint a psychometric assessor who will provide information to educators on how best to support learners with learning barriers. The psychometric assessor must coordinate with the district-based support team for external support needs in policy implementation.

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Inclusive Education: Perspectives on Implementation and Practice From International Experts

Cited by 21 publications

References 36 publications

How Inclusive Interactive Learning Environments Benefit Students Without Special Needs

How Inclusive Interactive Learning Environments Benefit Students Without Special Needs

DIagnosys: An Analytical Framework for the Identification of Elementary School Students with Intellectual Disability

Factors Impacting the Application of an Inclusive Education Policy on Screening, Identification, Assessment, and Support of the Learners at Schools in South Africa

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