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Research papers on Inclusive education

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  1. Multicultural Education: Issues and Perspectives

    James A. Banks, Cherry A. McGee Banks · 1989 · 3,473 citations

    Part I. ISSUES AND CONCEPTS. Chapter 1. Multicultural Education: Characteristics and Goals, James A. Banks. The Nature of Multicultural Education. High-Stakes Testing: A Challenge for Social Justice. Multicultural Education: An International Reform Movement. The Historical Development of Multicultural Education. How Multicultural Education Developed. The Nature of Culture in the United States. The Social Construction of Categories. The Dimensions of Multicultural Education. The School as a Social System. Summary. Questions and Activities. References. Chapter 2. Culture in Society and in Educational Practices, Frederick Erickson. Culture: An Overview. Alternative Definitions and Conceptions o

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  2. Changing student teachers’ attitudes towards disability and inclusion

    J.H. Campbell, Linda Gilmore, Monica Cuskelly · 2003 · Journal of Intellectual & Developmental Disability · 484 citations

    A total of 274 preservice teacher education students were surveyed at the beginning and end of a one‐semester unit on Human Development and Education which combined formal instruction with structured fieldwork experiences. The latter included interviewing community members regarding their knowledge of Down syndrome and opinions on inclusive education, and writing an associated report. At the end of semester, not only had student teachers acquired more accurate knowledge of Down syndrome, together with more positive attitudes towards the inclusive education of children with Down syndrome, but their attitudes towards disability in general had also changed, and they reported greater ease when i

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  3. What counts as evidence of inclusive education?

    Lani Florian · 2014 · European Journal of Special Needs Education · 475 citations

    Inclusive education takes many forms, raising important questions about what constitutes good practice, what counts as evidence of such practice and how it can be known. This paper responds to Göransson and Nilholm’s critical review of research on inclusive education by considering why a clear working definition of inclusion has thus far proved elusive. It agrees that new types of studies and more theoretically informed work is needed if knowledge about inclusive education is to advance. A framework designed to capture evidence of inclusive education in action is presented as an example of a tool that is both theoretically informed and can be used to transcend contextual differences to obtai

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  4. Variables affecting teachers' attitudes towards inclusive education in Bangladesh

    Masud Ahmmed, Umesh Sharma, Joanne Deppeler · 2012 · Journal of Research in Special Educational Needs · 182 citations

    Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was conducted in the context of primary education in Bangladesh aiming to examine variables influencing teachers' attitudes towards inclusion of students with disabilities in regular classrooms. Data for the study was collected from 738 teachers working in 293 government primary schools in Bangladesh. The results indicated that perceived school support for

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  5. An Empirical Study on Teachers' Perceptions towards Inclusive Education in Malaysia.

    Manisah Mohd Ali, Ramlee Mustapha, Zalizan Mohd Jelas · 2006 · International Journal of Special Education (IJSE) · 154 citations

    The hallmark of inclusive education is the teachers’ willingness to accept students with special needs. Their attitudes and knowledge about inclusive education are important as these are indicators of such willingness. The purpose of this study was to examine teachers’ attitudes and their perceived knowledge towards inclusive education in Malaysia. The respondents (n=235) were the mainstream and special education teachers in the public primary and secondary schools. They were given a set of questionnaire which sought their responses regarding their attitudes and knowledge towards inclusive education. The data were analysed using descriptive statistics such as frequency and percentages. The m

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  6. The The Advantages and Challenges of Inclusive Education: Striving for Equity in the Classroom

    Mayonel J Jardinez, Lexter Natividad · 2024 · Shanlax International Journal of Education · 134 citations

    Inclusive education is the process of integrating individuals with disabilities into a regular classroom, and it helps reflect the world’s commitment to equal educational opportunities as outlined in UNCRPD. It emphasizes the importance of embracing diversity and promoting acceptance among students who are impaired. This paper examines why it is important to include learners with impairments into mainstream classes and the favorable attitudes towards inclusive education among teachers, administrators and students. Many barriers hinder its implementation such as lack of professional development for teachers, insufficient facilities for learning, difficulty in creating relationships between cl

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  7. The impact of teacher training in special education on the implementation of inclusion in mainstream classrooms

    Orly Crispel, Ronen Kasperski · 2019 · International Journal of Inclusive Education · 134 citations

    One of the most controversial problems regarding educational inclusion is the inherent contradiction between high demands and special needs. Faced with this challenge, many general education teachers turn to training programmes to compensate for special education knowledge they lack and to acquire special education teaching techniques. In this study conducted in Israel, 10 teachers who recently participated in a special education training programme were interviewed. The interviews revealed their frustration, in view of the absence of any preparation that would enable teachers in mainstream classes to accommodate students with learning disabilities. Importantly, the interviewees reported that

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  8. Same Progress for All? Inclusive Education, the United Nations Convention on the Rights of Persons With Disabilities and Students With Intellectual Disability in European Countries

    Tobias Buchner, Michael Shevlin, Mary‐Ann Donovan, et al. · 2020 · Journal of Policy and Practice in Intellectual Disabilities · 113 citations

    Abstract Over the course of the last 30 years, inclusive education has emerged as a key aim of education policies around the world. Also in Europe, most countries took efforts to make their education systems more inclusive—which led to growing numbers of children and young persons with disabilities in general education in Europe. The implementation processes of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) fuelled these efforts. However, as some authors have argued, not all students with disabilities seem to have benefited in the same way from these developments—such as children and young persons with intellectual disability (ID). This paper aims to explor

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  10. Attitudes of pre-service mainstream teachers in Singapore towards people with disabilities and inclusive education

    Thana Thaver, Levan Lim · 2012 · International Journal of Inclusive Education · 69 citations

    2004 has come to be seen by many in Singapore as a watershed year with the shift in the position of the government towards encouraging greater integration of students with disabilities in mainstream settings. This study investigated the attitudes of 1538 mainstream pre-service teachers towards disability and inclusive education during this period of policy change. Analysis of the data indicated that the pre-service teachers had little or no knowledge and experience with disability, and generally possessed negative attitudes towards people with disabilities. They evinced ambivalent feelings towards inclusive education, and expressed a preference for special school placements for students with

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  12. Including students with disabilities in Education for All: lessons from Ethiopia

    Brittany Franck, D. Joshi · 2017 · International Journal of Inclusive Education · 60 citations

    ABSTRACT This article addresses the inclusion of students with disabilities into the Education for All and Sustainable Development Goals agenda through a case study of Ethiopia, a country aiming to promote inclusive education amidst rapidly rising school enrolments. The article begins with a review of debates concerning inclusive education in the Global South and the strategy taken by Ethiopia. It then examines how inclusive education is currently being implemented drawing on recent fieldwork at rural and urban schools in Tigray province. Through interviews, participant observation, and focus groups, we found that teachers and school administrators are generally in favour of mainstreaming ch

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  15. Designing Inclusive Physical Education with Universal Design for Learning

    Emily N. Gilbert · 2019 · Journal of Physical Education, Recreation & Dance · 23 citations

    As a society the growth in working with students with disabilities in schools has improved immensely, although there is a long way to go. Inclusion, integration and mainstreaming have continued to be hot topics in education in regard to students with disabilities. The purpose of this article is to discuss simple ways to ensure that your class is truly an inclusive environment for all students from the start of class. The strategies to be discussed are universal design for learning, instructional supports, incorporating student choice, and using multiple media for instruction (e.g., video, verbal, kinesthetic and photos). The importance of using these strategies in a successful inclusion clas

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  17. Inclusive education in a refugee camp for children with disabilities: How are school setting and children’s behavioral functioning related?

    T. Crea, Elizabeth K. Klein, Oladoyin Okunoren, et al. · 2022 · Conflict and Health · 14 citations

    Many refugee children face challenges accessing education, but refugee children with disabilities are especially vulnerable to exclusion from school environments as well as social settings. Mainstreaming is considered a best practice but may not always be feasible given the limited resources available in refugee camps. The purpose of this study is to examine the extent to which school setting (i.e., special needs vs. mainstream classrooms) is associated with changes in children’s prosocial behaviors (i.e., social skills and ability to get along well with peers) and behavioral difficulties, accounting for disability status. In Kakuma Refugee Camp in Kenya, researchers collected two waves of d

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  18. Inclusive education for children with disabilities in a refugee camp.

    T. Crea, Kerri Evans, R. Hasson, et al. · 2022 · Disasters · 9 citations

    Children in refugee camps, and particularly children with disabilities, face unique challenges to accessing education and are at high risk of being marginalized. Best practices suggest that mainstreaming is the optimal strategy for serving students with disabilities. This study examines the extent to which mainstreaming in a refugee camp helps promote children's prosocial behaviors, taking into account children's emotional and behavioral problems. In Kakuma refugee camp, Kenya, researchers collected data from parents of children currently enrolled in special needs education centers (n=65) and from those formerly enrolled at these centers who transitioned to mainstream classrooms (n=81). Chil

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  19. Inclusive Education Strategies for Successful Inclusion of Students with Disabilities in Mainstream Classrooms

    Muhammad Javed Aftab, Faisal Amjad, H.R. Chaudhry · 2024 · Academy of Education and Social Sciences Review · 9 citations

    This study aimed to assess the strategies that facilitate the effective inclusion for students with disabilities in mainstream classroom settings. It employed a descriptive quantitative research methodology, utilizing a pre-designed questionnaire for data collection that was informed by an extensive investigation of relevant literature and statistical analysis was performed using SPSS. This study included descriptive statistics as well as inferential methods such as t-tests and ANOVA to analyse the replies. The findings indicate that educators hold a predominantly positive view of inclusive education strategies, particularly in relation to co-teaching, differentiated instructions and Univers

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  23. Psychological support for children with special educational needs in an inclusive education

    Karibaev Zhasulan, Autaeva Akbota, Zhumabaeva Aziya, et al. · 2022 · Cypriot Journal of Educational Sciences · 3 citations

    The rate of disabled individuals is quite high in Kazakhstan. It is a fact that people with disabilities also have problems related to education and work, as well as the problems they face in social life. With the psychological support to be provided in the fields of education, the problems of the disabled individuals can be minimized, the deficiencies can be eliminated, and the fact that they know that they receive education with other individuals with equal opportunities can provide a sense of trust in disabled individuals. This study aims to determine the importance of psychological support for disabled children who continue their education. The qualitative research method was used in the

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  24. Concerns towards mainstreaming education for students with disabilities in China

    Yuxin Liu · 2023 · SHS Web of Conferences · 2 citations

    Typically, children with unique educational challenges are separated into various learning contexts. Despite the fact that this education strategy has been established for a while, various researchers and analysts have questioned its effectiveness. Recently, inclusion has gained popularity as a universal educational issue. To be specific, according to the inclusive education model, disabled children should get an equitable education opportunity. Most academics agree that engaging kids with special education needs in mainstream classes can improve their learning opportunities. However, in order to successfully implement mainstreaming education in China, lots of challenges are needed to be ove

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