Practice and Innovations of Inclusive Education at School

Abstract

The article has carried out a meta-analysis of the research concerning practice and innovations of inclusive education at school. Investigation of the practice of inclusive education at schools has been intensified since the 1990s, after identifying the need to implement inclusion strategies and concepts at the international level. The first studies of inclusive education (until the 2000s) concerned beliefs and values as a factor, influencing the effectiveness of inclusion, strategies of inclusive education. Investigations after the 2000s have been aimed at more focused subject matter of the research at the local level in different countries: principals’ beliefs, teachers’ self-efficacy, the role of parental support, school ideology, models of inclusion at private schools, the severity of disability as a factor determining teachers’ beliefs concerning inclusion. Various inclusive models have been formed as a practice result of implementing inclusion. Two key effective approaches to integration of inclusion have been highlighted: integrated and differentiated. An integrated approach involves the introduction of innovations in inclusive education in the following elements of the educational system, namely: the concept (strategy) that defines the model, external preconditions and stages of inclusion; a school that defines the internal prerequisites for inclusion; a community. A differentiated approach is used in combination with theintegrated one in order to identify the internal prerequisites for inclusion: values, beliefs and attitudes of teachers, the competence of educators.

Readiness of Specialists in the Field of Education for Social Partnership: Inclusive Aspect

“…It should be noted that the family in modern conditions is the main social institution, customer and partner of education for various categories of children. Researchers claim that the effectiveness of work on the personal development of the child is largely determined by how effectively child' parents are involved in the pedagogical process, the extent to which they are competent to implement the educational function [5].…”

“…Working with the case, teachers and parents form components of basic competencies: the ability to solve problems, communicate, apply knowledge in practice, negotiate, take responsibility, tolerance, reflective skills, etc. [5].…”

Inclusive Elementary School Expectations University Engagement: Inclusive Education Practices in Indonesia

“…Good cooperation between the two parties provides an excellent opportunity to solve all the problems in inclusive education, especially in Indonesia. In particular, universities have a significant role in producing graduates -in education -who are expected to implement inclusive education practices in inclusive elementary schools (Kozibroda et al, 2020). Universities that organize special teacher education study programs or elementary school teacher education courses that hold inclusive education courses are an effort to bridge the needs and fulfillment of problem-solving in inclusive elementary schools.…”

The Role of Digital Marketing for the Indonesian Inclusive Boarding School

“…They admit that they are effective in conveying information to the public. For this reason, the importance of inclusive education innovation is built for better services (Kozibroda et al, 2020).…”