Proposing a Holistic Inclusive Education Model for Policy, Curriculum and Classroom Development

Teschers, Christoph

doi:10.24135/teacherswork.v17i1and2.299

Cited by 2 publications

(1 citation statement)

References 15 publications

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“…Funding to facilitate infrastructural issues of classroom buildings, seats, toilet facilities, quantity and quality of teachers, lack of cooperation among education stakeholders, inefficient electric power supply, inadequate and qualified personnel, accessibility and assessment, and abilities of parents/caregivers to support home learning are key factors to enhance inclusive education practices in digital transformation [8,[31][32][33].…”

Section: Rq1 Quality Assessment Of Conducted Research On Inclusive Ed...mentioning

confidence: 99%

Sustainable Management and Policies: The Roles of Stakeholders in the Practice of Inclusive Education in Digital Transformation

Ari¹,

Altınay²,

Altınay³

et al. 2022

Electronics

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Children are a country’s most valuable asset. Educating them and bringing them into society is one of the most fundamental tasks of a nation. The disadvantageous position that individuals with a disability are exposed to shows the importance of the need for inclusive education for the quality of life. It is important to use the merits of digital transformation to provide services and education for all to support sustainability. This research aims to shine a light on the problems related to inclusive education faced in the special education schools and rehabilitation centers and put forward suggestions for digital transformation. As inclusive means inclusion, social interaction, access, and equality for education, the role of digital transformation is examined for the quality of inclusive education. Self-reflection is a qualitative form which was employed in the research involving school managers and teachers who were selected randomly from the Special Education Schools and Rehabilitation Centers that participated in the research. It is revealed that most of the studies focus on inclusive education, the digital divide, social inclusion, online learning, and the implication of inclusive education in digital transformation. Although studies expose inclusive education in digital transformation, most of these have 0.20 quality criteria, showing an intensified need to extend the existing body of knowledge. It is shown that the vast majority of inclusive education aligns with the institution’s inclusive education vision and purpose. Concerning financing, it is difficult to find sponsors among non-governmental organizations to support the institution’s inclusive education-related material, equipment, and security needs, and Ministry of National Education funding is essential. There is a need to improve the inclusive education competencies of administrators and teachers, and in-service training should be provided. Self-improvement opportunities of administrators and teachers of the institution are significantly inadequate and should be improved.

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Section: Rq1 Quality Assessment Of Conducted Research On Inclusive Ed...mentioning

confidence: 99%

Sustainable Management and Policies: The Roles of Stakeholders in the Practice of Inclusive Education in Digital Transformation

Ari¹,

Altınay²,

Altınay³

et al. 2022

Electronics

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Professional Competences in the Context of Inclusive Education: A Model Design

Makhambetova¹,

Magauova²

2023

EUROPEAN J ED RES

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<p style="text-align: justify;">The most crucial factor influencing inclusive education is the preparation of educators for their professional activities. The aim of this study was to create and present a model for developing the professional competences of pre-service social educators in the context of inclusive education. The model reflected its main components: aim, objectives, methodological approaches, principles, technologies, study conditions, forms of training and stages of implementation (preliminary, main and final). The model introduced for professional activity in the conditions of inclusive education in the university's study process has the following characteristics: expediency, integrity, internal unity and consistency. The distinctiveness of the presented model lies in the possible application of taught subjects, such as the Inclusion in the Educational Environment module developed by the authors, educational internships and research work of students (RWS). Furthermore, the model is functional, based on a systemic and student-centred approaches and the principle of continuity of learning, i.e., lifelong learning (LLL).</p>

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Proposing a Holistic Inclusive Education Model for Policy, Curriculum and Classroom Development

Cited by 2 publications

References 15 publications

Sustainable Management and Policies: The Roles of Stakeholders in the Practice of Inclusive Education in Digital Transformation

Sustainable Management and Policies: The Roles of Stakeholders in the Practice of Inclusive Education in Digital Transformation

Professional Competences in the Context of Inclusive Education: A Model Design

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