Artículos de revistas:

1

Huerta, Ricard. "Silk Road Museums: Design of Inclusive Heritage and Cross-Cultural Education". Sustainability 13, n.º 11 (27 de mayo de 2021): 6020. http://dx.doi.org/10.3390/su13116020.

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This work is the result of a study on the characteristics that define some of the museums created on the Silk Road. The approach to these museums has focused especially on the observation of the educational and heritage aspects that define these institutions. Since 1988, numerous actions related to the Silk Road have been promoted by UNESCO. This old trade route has now become a route of dialogue between cultures. Each museum studied is characterized by promoting local and national issues that define it. Educational issues stand out, since the tradition of silk production is very important in each place. Another aspect observed is that heritage issues manage to strengthen the characteristic features of each community. I have interviewed those responsible and personally observed their facilities and collections. Each museum has chosen to highlight local differential factors, enhancing the aesthetic arguments of cultural identity. Finally, I examine the specific case of the Valencia Silk Museum, the most recent creation museum but also the oldest institution. In the conclusions, I highlight the importance of education in most of these institutions.

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2

Pinelopi Christani. "The creation of cultures of inclusion, the development of inclusive policies, and the implementation of inclusive practices". Magna Scientia Advanced Research and Reviews 10, n.º 2 (30 de marzo de 2024): 076–84. http://dx.doi.org/10.30574/msarr.2024.10.2.0006.

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With the Salamanca Declaration on Special Education, the entire educational system promotes and encourages the inclusion of all students in mainstream schools, regardless of their origin or developmental issues. Although inclusive education has followed a distinct and separate path from special education in its evolutionary phase, they both emphasize the common ideology of responding to the needs of students to ensure their full participation in the educational process, whether they have disabilities, behavioral problems, or face segregation due to different ethnic backgrounds.

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Koomen, Michele Hollingsworth. "Inclusive science education: learning from Wizard". Cultural Studies of Science Education 11, n.º 2 (18 de mayo de 2016): 293–325. http://dx.doi.org/10.1007/s11422-015-9668-6.

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4

Yasar-Akyar, Ozgur, Cinthia Rosa-Feliz, Solomon Sunday-Oyelere, Darwin Muñoz y Gıyasettin Demirhan. "Special Education Teacher’s professional development through digital storytelling". Comunicar 30, n.º 71 (1 de abril de 2022): 93–104. http://dx.doi.org/10.3916/c71-2022-07.

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This research presents the results of an exploration of special education teachers' understanding of how their participation in workshop-based digital storytelling (DST) would enhance their professional development concerning inclusive education. This study evaluates the usability of the Smart Ecosystem for Learning and Inclusion (SELI) platform for supporting teachers during the workshop-based digital storytelling process. We used a convergent parallel mixed-method research design approach with 47 secondary school teachers working with disabled people in the Dominican Republic. The results of this study indicated that the SELI smart learning platform had shown good usability in supporting teachers during the workshop-based digital storytelling pedagogical process. Besides, two themes emerge regarding how workshop-based digital storytelling can contribute to teacher professional development for promoting inclusive education. The resulting themes are expressing, listening, and learning through digital storytelling; and driving change with digital storytelling to create more inclusive environments. Teachers who participated in the interviews were optimistic about DST implementation. They expressed that the workshop worked for multiple ways of expression, listening from and connecting with other stories, and learning through DST. Moreover, teachers could reflect their idea about using DST in terms of its potential impact on inclusion in the classrooms for driving change, building meaningful learning, and influential practice when used in the classroom. Este artículo presenta los resultados de un estudio exploratorio de la forma en que los maestros de educación especial comprenden que las narrativas digitales, basadas en talleres, mejorarían el desarrollo profesional en relación con la educación inclusiva. El estudio evalúa la usabilidad de la plataforma Smart Ecosystem for Learning and Inclusion (SELI) para apoyar a los docentes durante el proceso de narración digital basada en talleres. Utilizamos un enfoque de diseño de investigación de método mixto paralelo convergente con 47 profesores de secundaria que trabajan con personas discapacitadas en la República Dominicana. Los resultados de este estudio indicaron que la plataforma de aprendizaje inteligente SELI había demostrado una buena usabilidad para apoyar a los docentes durante el proceso pedagógico de la narración digital basada en talleres. Además, surgen dos temas sobre cómo la narración digital basada en talleres puede contribuir al desarrollo profesional de los docentes para promover la educación inclusiva. Los temas resultantes son la expresión, la escucha y el aprendizaje a través de la narración digital; e impulsar el cambio con la narración digital para crear entornos más inclusivos. Los maestros fueron optimistas respecto a la implementaión de narrativas digitales. Además, los maestros reflexionaron en términos del potencial impacto de las narrativas digitales en inclusión en el aula, como promotoras del cambio, construyendo aprendizaje significativo y promoviendo una práctica influyente.

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OLIYNYK, Roksolyana. "Inclusive education in Poland: theoretical analysis". Humanities science current issues 2, n.º 39 (2021): 267–74. http://dx.doi.org/10.24919/2308-4863/39-2-43.

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Irby, Beverly J., Fuhui Tong y Rafael Lara–Alecio. "The Mutual Symbiosis Between Inclusive Bi-lingual Education and Multicultural Education". Multicultural Perspectives 13, n.º 3 (julio de 2011): 130–37. http://dx.doi.org/10.1080/15210960.2011.594374.

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Tudayan, Jhaynee Lou P., Justin Ian N. Ogoy y Jose J. Pangngay. "Developing a Cross-Cultural Competence Scale for Pre-Service Teachers: A Filipino Case Study". Philippine Social Science Journal 6, n.º 4 (5 de abril de 2024): 43–50. http://dx.doi.org/10.52006/main.v6i4.869.

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As classrooms grow increasingly diverse, cross-cultural competence (CCC) becomes imperative for pre-service teachers to create inclusive, equitable learning environments. Hence, this study focuses on developing a cross-cultural competence scale specifically for pre-service teachers that highlights the dynamic nature of education and the need to foster inclusivity amid increasing classroom diversity, aiming to address gaps concerning assessment tools dedicated explicitly for pre-service teachers. Exploratory factor analysis of an initial 29-item scale assessing knowledge, teaching flexibility, willingness to engage students, and cultural empathy administered to 109 Filipino pre-service teachers' responses ultimately yielded a 22-item, two-factor structure with sound psychometric properties: "Attitudes Toward Culturally Diverse Students" and "Cultural Knowledge and Teaching Flexibility." The factors align well with the conceptual domains of cognitive, affective, and psychomotor learning. This research significantly contributes a contextualized CCC instrument that enhances multicultural education and evaluates pre-service teachers' readiness for diverse classrooms, aligning with the educational dynamic imperative. In summary, this research makes an invaluable contribution to teacher training and multicultural education by developing a targeted and rigorously validated assessment tool.

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8

Rapanta, Chrysi, Mercè Garcia-Mila, Ana Remesal y Cláudia Gonçalves. "The challenge of inclusive dialogic teaching in public secondary school". Comunicar 29, n.º 66 (1 de enero de 2021): 9–20. http://dx.doi.org/10.3916/c66-2021-02.

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The challenge of creating more inclusive public schools addressing the needs of the 21st century Knowledge Society is a major one. In this paper, we focus on inclusion as a dialogical process to be adopted and developed by teachers and students alike in any classroom. The idea of inclusive dialogic teaching is explained and operationalised in an inclusive dialogic curriculum focusing on cultural literacy learning dispositions. In this study, which is part of a multi-country European project, eight Spanish and Portuguese secondary school teachers and their students participated in eight sessions performing dialogic lesson plans. Teachers attended two professional development sessions, one at the beginning of the project and another one later on. Classroom discourse data from sessions #3 and #8 were collected and analyzed using a pre-constructed coding scheme. The findings show a slight improvement in dialogicity from session #3 to session #8 with a persisting resistance from teachers to be more cumulative in their discourse. These findings confirm previous work showing that dialogic teaching is acquired gradually, and even when there are changes in teachers’ stance being more inclusive and inviting towards students, these changes do not necessarily represent a radical shift in the teaching methods towards being more student-centered. El reto de promover escuelas públicas más inclusivas que aborden las necesidades de la Sociedad del Conocimiento del siglo XXI es importante. En este artículo nos centramos en la inclusión como un proceso de diálogo que tanto docentes como estudiantes deben adoptar y desarrollar por igual en las aulas. La idea de la enseñanza dialógica inclusiva se explica y operacionaliza en un currículo dialógico inclusivo centrado en las disposiciones de alfabetización cultural. En este estudio, que forma parte de un proyecto europeo de varios países, ocho docentes de secundaria españoles y portugueses y sus estudiantes participaron en ocho sesiones que implementan planes de lecciones dialógicas. El profesorado asistió a dos sesiones de desarrollo profesional, una al comienzo del proyecto y otra más adelante. Los datos del discurso en el aula de las sesiones n.º 3 y n.º 8 se recopilaron y analizaron utilizando un protocolo de codificación validado. Los resultados muestran una ligera mejora en la dialogicidad de la sesión n.º 3 a la sesión n.º 8 con una resistencia persistente de los docentes para ser más acumulativos en su discurso. Estos hallazgos confirman el trabajo previo que muestra que la enseñanza dialógica se desarrolla gradualmente e incluso cuando la postura del profesorado pasa a ser más inclusiva y atractiva para el alumnado, este cambio no representa necesariamente un cambio radical en los métodos de enseñanza centrados en el alumnado.

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Faria, Paula Maria Ferreira de, Ana Carolina Lopes Venâncio y Denise de Camargo. "Emotions and teaching practices in inclusive education". Revista Espaço Pedagógico 30 (25 de julio de 2023): e14738. http://dx.doi.org/10.5335/rep.v30i0.14738.

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This article is an integrative synthesis of two studies conducted with teachers of inclusive classes in Brazil and discusses the reality of inclusive teaching in contemporary Brazilian schools. The goal is to foster reflection about emotions and teaching practices in inclusive contexts based on Vygotsky's Cultural-Historical Psychology. The results reveal that the practices express the Teacher's meanings and emotions to the inclusive process, affecting the teaching-learning processes. We conclude that the implementation of inclusive systems implies understanding the singularities of each real subject that is part of the school. Therefore, it is essential to recognize emotions and rethink practices, building new paths that promote and ensure real inclusion.

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Darmawan, Wawan y Ewilensia Magdalen Mbura. "Pendidikan Multikultural untuk Pembentukan Karakter Anak: Membangun Jembatan Harmoni Antarbudaya di Era Kontenporer". Visi Sosial Humaniora 5, n.º 1 (25 de junio de 2024): 224–32. http://dx.doi.org/10.51622/vsh.v5i1.2324.

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iIn today's increasingly complex global society, multicultural education has become a key focus in shaping children's inclusive and empathetic characters. This article explores the important role of multicultural education in shaping children who can appreciate cultural diversity and promote tolerance and cross-cultural understanding. Using a holistic and interactive approach, the article highlights effective educational strategies and practices to enrich children's learning experiences, facilitate intercultural dialogue, and address inequality and discrimination. The research employs literature review and case studies to investigate the impact and implementation of multicultural education practices in the context of children's character formation. By integrating multicultural values into the curriculum, creating inclusive learning environments, and actively engaging the community, multicultural education can serve as a solid foundation for building harmonious intercultural relationships.

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MARYANKO, Yanina, Mariia OHRENICH y Svitlana LAZARCHUK. "TO THE ISSUE OF INCLUSIVE HIGHER EDUCATION". Humanities science current issues 2, n.º 55 (2022): 220–25. http://dx.doi.org/10.24919/2308-4863/55-2-35.

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12

Piccioli, Marianna. "Self-assessment and self-improvement as inclusive school development". Form@re - Open Journal per la formazione in rete 22, n.º 1 (30 de abril de 2022): 30–48. http://dx.doi.org/10.36253/form-12645.

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What are the strengths and weaknesses in the cultures, management policies and organizational practices that make an educational institution inclusive? This is the question we try to answer with this investigation, using the comparative element between the Italian and the Catalan school systems. This work is based on three theoretical frameworks: inclusive education in coherence with the Disability Studies approach; autonomy and leadership for inclusion and the self-evaluation and self-improvement processes as an inclusive school development in accordance with the perspective proposed by the Index for Inclusion. Field research reveals that the relevant legislation plays a crucial role and schools must regain a pedagogical thought in which organizational practices and management policies are based on inclusive cultural and value-based foundations. Autovalutazione e automiglioramento come sviluppo inclusivo della scuola Quali sono i punti di forza e di debolezza nelle culture, nelle politiche gestionali e nelle pratiche organizzative che rendono inclusiva un’istituzione scolastica? Il contributo cerca di rispondere a questa domanda, anche attraverso la comparazione tra il sistema scolastico italiano e quello catalano, basandosi su tre quadri teorici: l’educazione inclusiva secondo l’approccio dei Disability Studies; l’autonomia e la leadership per l’inclusione; i processi di autovalutazione e automiglioramento come sviluppo inclusivo della scuola in relazione alla prospettiva proposta dall’Index for Inclusion. Dalla ricerca sul campo emerge che la legislazione di riferimento gioca un ruolo cruciale e la scuola deve riconquistare un pensiero pedagogico in cui pratiche organizzative e politiche di gestione siano fondate su basi culturali e valoriali inclusive.

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STEBLIUK, Svitlana y Olga KHOMA. "Development of primary education in Ukraine: inclusive learning". Humanities science current issues 3, n.º 39 (2021): 218–22. http://dx.doi.org/10.24919/2308-4863/39-3-34.

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14

Utari, Utari, Syazarah Soraya y Yuni Wulandari. "The gradual Islamisation of teacher education: Current trends and future implications in global inclusive education policy". Journal on Islamic Studies 1, n.º 1 (10 de junio de 2024): 1–16. http://dx.doi.org/10.35335/zhpdm826.

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This research analyzes the current trends and future implications of the gradual Islamisation of teacher education within the context of global inclusive education policy. The review examines the integration of Islamic principles and values into teacher education curricula and practices, aiming to identify opportunities and challenges associated with this process and its impact on inclusive education goals. By synthesizing findings from various studies, the review informs policymakers, educators, and stakeholders about the complex dynamics of Islamisation in teacher education and its implications for promoting inclusive and equitable educational systems globally. A rigorous and comprehensive methodology was employed, including a systematic search strategy across databases such as PubMed, ERIC, and Google Scholar, alongside hand-searching relevant journals and reference lists. Inclusion criteria focused on studies addressing the integration of Islamic principles into teacher education and their implications for inclusive education policies, while non-English studies were excluded. Data extraction and thematic analysis identified key patterns and trends across the selected studies. The review highlights a growing trend towards the Islamisation of teacher education in regions such as Malaysia, Pakistan, and Saudi Arabia, resulting in significant curricular and pedagogical changes. It identifies both opportunities, such as promoting cultural sensitivity and ethical development, and challenges, including concerns about inclusivity, academic freedom, and the marginalization of non-Muslim students. The need for further research is emphasized, particularly longitudinal studies on the long-term effects of Islamisation, comparative research across different regions, and interdisciplinary studies on identity intersectionality in Islamised educational settings. The findings underscore the importance of nuanced, contextually sensitive policies that align Islamisation efforts with inclusive education goals, ensuring respect for all students' rights and beliefs. For educators, professional development is crucial for integrating Islamic values effectively while fostering inclusive learning environments. Researchers are encouraged to address existing gaps to develop evidence-based policies promoting inclusive and equitable education for diverse cultural and religious backgrounds.. Research Highlights: Global Trends in Islamisation: The Research reveals a notable global trend towards the integration of Islamic principles and values into teacher education curricula and practices across diverse regions. Opportunities and Challenges: The review identifies both opportunities and challenges associated with the Islamisation of teacher education. Implications for Inclusive Education: The findings carry significant implications for policymakers, educators, and researchers involved in inclusive education.

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Salas-Torres, Lissette Margarita, Luis Alexander Pulido Joo, Liliana Morales Yanayaco, Miguel Ángel Canchari-Preciado, Luis Fernando Espejo Chacón, Jackeline Margot Saldaña-Millan y Carol Giovanna Torres-Solano. "Inclusive Education in Higher Education Students: A Systematic Review in Scopus and Web of Science Between 2019 And 2023". International Journal of Membrane Science and Technology 10, n.º 4 (28 de septiembre de 2023): 620–31. http://dx.doi.org/10.15379/ijmst.v10i4.2108.

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This study performs a systematic review of the literature on inclusive education in higher education students. The research followed the guidelines of the PRISMA methodology for the identification of records in the Scopus and Web of Science (WoS) databases during the period 2019 to 2023. During the information search process, a total of 199 records were found. From both databases, which after going through rigorous inclusion and exclusion criteria, 17 investigations were finally obtained that were included for the review. The included studies sought to answer the research question: What factors are important to promote inclusive education as a pedagogical model in higher education students? According to the information found in the systematization of the articles, 2 tables of contents were generated that show the authors, countries/regions according to the corresponding author, the keywords of the studies, the dimensions, instruments, study approaches, strategies of execution and conclusions of the studies in order to contrast data to find strengths or weaknesses in the studies that support answering the research question. The results showed that Spain is the leading country in publication with corresponding authors, with 82.4% of all studies. Likewise, 47.01% of the studies presented a quantitative approach. On the other hand, educational strategies stand out such as: the use of digital resources (videoconference), the use of ApS (Service-Learning), civic moral disconnection and didactic strategies (physical activities), since they aim to develop dynamics of academic development, cognitive, social and professional with the aim of promoting inclusive education in higher education students. Another factor to consider is the positive attitude of teachers towards disability and cultural diversity, so that they promote inclusion in their practices. In this way, it is concluded that, to promote inclusive education in higher education students, the following should be considered: teacher support, the use of innovative educational strategies and the open participation of all students in inclusive activities to promote a diverse education atmosphere in order to support students with physical, mental, sensory disabilities or cultural differences to obtain professional training.

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Farid, Md Shaikh. "Social Justice and Inclusive Education in Holy Cross Education in Bangladesh: The Case of Notre Dame College". Religions 13, n.º 10 (18 de octubre de 2022): 980. http://dx.doi.org/10.3390/rel13100980.

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This paper examines how Holy Cross missionaries in Bangladesh have interpreted the Catholic Church’s teachings on social justice and inclusive education and have implemented its recommendations at Notre Dame College. The Catholic Church’s documents on education provide direction, purpose, and rationale for Catholics across the globe. These documents advocate Catholic educators toward social justice in education by making education available, accessible, and affordable to all. This leads to the question of how Holy Cross adopts social justice and inclusive education at its elite educational institutions such as NDC, which charges high tuition and enrolls mostly urban meritorious students. The paper is based primarily on a combination of the examination of written documents and fieldwork involving interviews with Holy Cross personnel. The study reveals that the Catholic concept of social justice, social teachings and inclusive education are applied partially at NDC. As recommended by the Catholic Church, Holy Cross educators have taken different educational programs and social projects—both formal and non-formal—to serve the poor and underprivileged at Notre Dame College. However, as the admission policy of the college is based on the results of previous examinations, there is very little scope for the poor and underprivileged groups to get admitted to the college. Furthermore, the institution fails to include children with special educational needs because there are no special opportunities at the college for students with special educational needs.

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Mahar, Matthew T., Harsimran Baweja, Matthew Atencio, Harald Barkhoff, Helen Yolisa Duley, Gail Makuakāne-Lundin, ZáNean D. McClain, Misty Pacheco, E. Missy Wright y Jared A. Russell. "Inclusive Excellence in Kinesiology Units in Higher Education". Kinesiology Review 10, n.º 4 (1 de noviembre de 2021): 390–97. http://dx.doi.org/10.1123/kr.2021-0042.

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The aim of this paper is to emphasize the value of developing cultural awareness in kinesiology students to prepare them to enter the workforce in a world where the principles of justice, equity, diversity, and inclusion are evolving. The authors provide examples of sustained and impactful practices from three kinesiology units in higher education that have been recognized with the American Kinesiology Association Inclusive Excellence Award. The case studies demonstrate that institutional support for inclusive excellence is instrumental in development of sustainable experiences. Kinesiology leaders can demonstrate commitment to inclusive excellence by supporting faculty who conduct teaching, research, and service activities that meet their institution’s inclusive excellence goals. Other areas where kinesiology units can influence student development include curriculum, student engagement activities, university and community partnerships, and leadership for inclusive excellence.

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Valencia Arias, Jackeline, Alejandro Valencia-Arias y Danny Zurc. "Evolution and research trends of inclusive museum studies: a bibliometric approach". Kepes 17, n.º 22 (1 de julio de 2020): 161–92. http://dx.doi.org/10.17151/kepes.2020.17.22.7.

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Inclusion is defined as the opportunity disabled people have to fully participate in different contexts: education, work, consumption, entertainment, and other daily social activities. For an understanding of that, this study aims at examine the evolution and research trends of the field of inclusive museums in order propose a line of research that includes growing and emerging concepts in this area of knowledge. For that purpose, technological mapping was carried out by means of a bibliometric analysis that examined 284 publications indexed in Scopus from 1987 to 2018. Results indicate that 47 countries have carried out studies on inclusive museums, within the framework of the research lines inclusive education and education in museums. Research that has been disseminated in greater measure through American journals. This bibliometric study on inclusive museums enabled to shed light on the productivity, impact, and networking of researchers in this field. Finally, this study constitutes a relevant starting point that not only presents trends in the field of inclusive museums but also encourages university communities and cultural institutions (such as Latin American museums) to consider the role they play in said area, as well as the visibility of their research efforts.

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Zabeli, Naser y Majlinda Gjelaj. "Creating Inclusive Cultures, Policies, and Practices Using the Index for Inclusion: The Kosovo Case". International Journal of Diversity in Education 20, n.º 1 (2020): 49–62. http://dx.doi.org/10.18848/2327-0020/cgp/v20i01/49-62.

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KLYUCHKOVYCH, Tetyana. "INCLUSIVE EDUCATION IN SLOVAKIA: NORMATIVE BASES AND DEVELOPMENT PRIORITIES". Humanities science current issues 1, n.º 54 (2022): 280–85. http://dx.doi.org/10.24919/2308-4863/54-1-42.

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Yuliia, KLOCHKOVA. "INCLUSIVE EDUCATIONAL PROCESS IN HIGHER EDUCATION INSTITUTIONS OF UKRAINE". Humanities science current issues 1, n.º 56 (2022): 251–66. http://dx.doi.org/10.24919/2308-4863/56-1-36.

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KONOZ, Oksana. "Development of inclusive education in Ukraine in the period of integration and inclusive processes 2001–2010". Humanities science current issues 1, n.º 48 (2022): 320–27. http://dx.doi.org/10.24919/2308-4863/48-1-50.

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Hasas, Ansarullah, Wahidullah Enayat, Musawer Hakimi y Ezatullah Ahmady. "A Comprehensive Review Of ICT Integration In Enhancing Physics Education". MAGNETON: Jurnal Inovasi Pembelajaran Fisika 2, n.º 1 (19 de enero de 2024): 36–44. http://dx.doi.org/10.30822/magneton.v2i1.3106.

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This comprehensive review explores the landscape of Information and Communication Technology (ICT) integration strategies in physics education, aiming to provide a holistic understanding of the current state of affairs and offer insights for future developments. The review synthesizes findings from a diverse range of studies, encompassing various ICT tools and methodologies employed in physics education globally. The analysis begins by identifying key ICT integration strategies that have demonstrated efficacy in enhancing student engagement and learning outcomes. The review sheds light on the evolving role of technologies such as Learning Management Systems (LMS), multimedia tools, and flipped classroom models in the physics education domain. Notably, the synthesis underscores the importance of considering cultural contexts and the need for cross-cultural comparisons in studying ICT integration. Challenges and opportunities associated with ICT integration are critically examined, emphasizing issues of access, instructor preparedness, and potential biases in existing literature. The implications of these challenges extend to recommendations for future research, including the necessity for longitudinal studies, cross-cultural investigations, and exploration of under-researched areas. Moreover, the review highlights the impact of ICT integration on diverse student populations and advocates for a more inclusive approach in designing educational interventions. The research implications encompass the identification of effective strategies, exploration of understudied areas, and the need for professional development interventions to enhance instructor readiness. This abstract encapsulates a roadmap for future research, emphasizing the potential of longitudinal studies, cross-cultural comparisons, and investigations into the impact of ICT integration on diverse student cohorts. Overall, this review contributes to the ongoing discourse on optimizing physics education through the judicious integration of Information and Communication Technologies.

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Diatlenko, N., A. Goncharenko, H. Smolnykova, D. Sabol y O. Kocherga. "Alacrity of Preschool Education Teachers to Work with Children in Inclusive Groups". International Journal of Criminology and Sociology 10 (31 de diciembre de 2020): 139–48. http://dx.doi.org/10.6000/1929-4409.2021.10.18.

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To make preschool inclusion successful and to have children gain the expected benefits, teachers need to be provided with functional teacher training programs that foster positive attitudes and provide them with a meaningful experience. The purpose of the study was to investigate the readiness of educators of preschool education institutions in Kyiv to work in inclusive classrooms. In the process of integration into the European community, Ukraine has focused on educational reforms, in particular, the creation of conditions for the introduction of inclusive education in educational institutions. The parameters of the research are taken into account, such as attitude to the idea of inclusion, possession of the necessary arsenal of pedagogical practices, understanding of barriers and ways to overcome them on the way to the organization of inclusive education. A structured questionnaire of preschool teachers attempts to reveal their attitudes towards inclusive education in general and to assess the conditions that promote or hinder the emergence of willingness and willingness to work in an inclusive group. The results of the study showed that a significant number of educators have a negative attitude to the idea of inclusion, believing that children should study in special groups or in special institutions (but not boarding schools). Educators name a number of barriers that prevent them from being positive about inclusive education, and underestimate their readiness for such work.

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Gómez-Hurtado, Inmaculada, René Valdés, Inmaculada González-Falcón y Felipe Jiménez Vargas. "Inclusive Leadership: Good Managerial Practices to Address Cultural Diversity in Schools". Social Inclusion 9, n.º 4 (13 de octubre de 2021): 69–80. http://dx.doi.org/10.17645/si.v9i4.4611.

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Educational inclusion of foreign pupils has become a priority objective in recent years in many countries worldwide. Attending to the cultural diversity of pupils and providing an inclusive educational response is now a main goal of education systems. In this context, educational leadership is a key factor for school improvement. Management teams face the difficult mission of responding to the diversity of people that make up the educational community in a scenario marked by the expansive increase in migrant families and the scarcity of inclusive and intercultural government programmes. This article explores good management practices for cultural diversity management in six early childhood and primary education centres in Spain and Chile from an inclusive leadership approach. Factors that influence the development of inclusive leadership and the process deployed to carry out diversity management are examined. Through a qualitative methodology, six case studies were carried out using the interview, participant observation, and document analysis as instruments. The main outcomes show the importance of leaders in promoting an inclusive collaborative culture, in classroom practices focused on the knowledge and cultural capital of foreign pupils, the development of organisational and didactic strategies based on the recognition and participation of the educational community, its commitment to social justice, a management of diversity based on collaboration, and a shared concept of educational inclusion. The conclusions show four common dimensions in the good practices of each country: professional development of the community, school participation, inclusive school culture, and positive management of diversity.

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POZNIAK, Olena. "Methodological aspects of inclusive creationeducational environment". Humanities science current issues 3, n.º 47 (2022): 295–300. http://dx.doi.org/10.24919/2308-4863/47-3-48.

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HOLUBTSOVA, Liubov, Serhii PLUTALOV y Krystyna DZHALAMAHA. "Inclusive theatre for children of autists". Humanities science current issues 1, n.º 46 (2021): 66–71. http://dx.doi.org/10.24919/2308-4863/46-1-10.

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Svitlana, LYSYUK. "INCLUSIVE EDUCATIONAL ENVIRONMENT OF ART SCHOOLS". Humanities science current issues 2, n.º 56 (2022): 37–42. http://dx.doi.org/10.24919/2308-4863/56-2-6.

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Mutia, Evi, Iskandarsyah Madjid, Noor Azuddin Yakob, Jhon Andra Asmara, Ratna Mulyany, Fazli Syam BZ, Farid Farid et al. "Community Service: Entrepreneurship And Cultural Collaboration To Improve The Quality Of University". International Journal Of Community Service 3, n.º 4 (29 de noviembre de 2023): 261–68. http://dx.doi.org/10.51601/ijcs.v3i4.227.

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This community service carries the theme of entrepreneurship and cultural collaboration, which aims to improve the quality of universities. Universities act as centers of academic learning and as agents of positive transformation and foster an entrepreneurial mindset among their students. This activity was carried out by the Faculty of Economics and Business, Universitas Syiah Kuala, in collaboration with the Graduate School of Business, Universiti Kebangsaan Malaysia. Using Service Learning (SL) and Partnership/Collaboration methods, this program combines entrepreneurship and cultural collaboration, providing a holistic approach to university engagement. Entrepreneurship education has gained significant recognition as a catalyst for innovation, economic growth, and job creation. Cultural collaboration, in parallel, underscores the importance of preserving and celebrating cultural diversity while fostering cross-cultural understanding, which in this program is carried out by rebranding the university in particular and Aceh in general. As the university grows, its commitment to community service remains a cornerstone of its mission to create a better, more inclusive, and culturally enriched society. Future initiatives could explore deeper aspects, such as innovation and sustainable collaboration strategies.

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Samsonova, E. V., E. N. Kutepova y M. N. Alekseeva. "Special features of the inclusive educational environment in organizations of secondary vocational education". Professional education in the modern world 12, n.º 4 (26 de marzo de 2023): 714–22. http://dx.doi.org/10.20913/2618-7515-2022-4-12.

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Introduction. The development of the model of inclusive educational environment (IEE) became relevant due to the implementation of inclusive education in professional educational organizations of secondary vocational education. It is a necessity to monitor and evaluate the inclusive educational environment in the organization. This, in turn, leads to the development of effective managerial decisions in planning and design.Purpose setting. The article aims to discuss the results of research conducted by the Institution of Inclusive Education»s Problems of Moscow State University of Psychology and Education. The research is dedicated to the specificity of creating an inclusive educational environment in educational institutions of secondary vocational education. It is based on the IEE model created by Institution»s academics.Methodology and methods of the study. Used methods and methodology are based on the system and activity approach in education. IEE model is a matrix organizational structure in which the basic components of educational environment correlate with basic criteria of inclusiveness. The link between inclusive environmental conditions and support of the proactive position of all entities with diverse educational needs is crucial here. The IEE model provided a survey for key participants of the educational process (students, teachers, managers) to evaluate an inclusive educational environment on-site. Eight professional educational organizations from two regions of the Russian Federation (Krasnoyarsk region and Pskov region) participated in the survey. The respondents in the study are 8 managers, 232 teachers, and 1811 students. 17,3 % of these students are people with health limitations.Results. The results show major discrepancies between opportunities created by organizations (given the specificity of secondary vocational education) and students» abilities to use such opportunities.Conclusions. Thus, we can assume that any favorable conditions are inadequate unless they are inquired for by students and supported by their subjective position and proactive participation according to the core principles of inclusive education.

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Pridham, Bruce, Dona Martin, Kym Walker, Rosie Rosengren y Danielle Wadley. "Culturally Inclusive Curriculum in Higher Education". Australian Journal of Indigenous Education 44, n.º 1 (2 de abril de 2015): 94–105. http://dx.doi.org/10.1017/jie.2015.2.

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The Australian National Program Standards for Teacher Education prioritises knowledge of culturally inclusive practices and challenges the educational community to present research on well-structured, inclusive, cross-curricula education partnerships. This article meets this challenge as it explores a core unit of work for undergraduate teachers with Indigenous education as its foundation. Most importantly, the paper presented here provides an overview of how to develop culturally appropriate pedagogical practice through culturally inclusive curriculum. Both the unit of work and the paper are built on the principles of Constructive Alignment. In engaging with the article, the reader will use the 4Rs of reflection, as used by the pre-service teachers within the unit of work, to personally engage with curriculum conversations. This engagement demonstrates excellence in education design and offers clear alignment with the Australian Curriculum Studies Association's (ACSA’s) principles for Australian curriculum.

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Tur-Porcar, Ana-M., Anna Llorca-Mestre y Vicenta Mestre-Escrivá. "Aggressiveness, instability and social-emotional education in an inclusive environment". Comunicar 29, n.º 66 (1 de enero de 2021): 45–55. http://dx.doi.org/10.3916/c66-2021-04.

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In the context of inclusive schools, social-emotional learning encourages student involvement in classroom life and is related to a decrease in maladaptive behaviour. The objective of this study is to analyse the impact of a social-emotional education program on aggressiveness and emotional instability in childhood. Participants were 555 children aged 7 to 12 years (M=9.2 and SD=1.5), 55.5% boys and 45.5% girls. The children were students of primary education at six public schools in Valencia (Spain). The sample was distributed into an experimental group (317 children; 57.2% of the total participating population) and a control group (238 children). The teachers of the experimental group received training to implement the program in class. The teachers of the control group received no training and did not apply the program. The results in the pre-test and posttest phases in both groups are analysed. In the pretest phase, significant differences appeared between the groups: the experimental group showed higher levels of aggressiveness and emotional instability than the control group. In the post-test phase, aggressiveness and emotional instability decreased significantly in the experimental group (medium-high effect size), whilst aggressiveness and emotional instability increased in the control group. The effects of the program on the students are discussed further. En el marco de la escuela inclusiva, el aprendizaje socioemocional y personalizado fomenta la implicación del alumnado en la vida del aula y se relaciona con la disminución de la conducta desadaptativa. El objetivo de este estudio es analizar el impacto de un programa de educación socioemocional en la agresividad y la inestabilidad emocional en la infancia. Han participado 555 niños/as de 7 a 12 años (M=9,2 y DT=1,5), 55,5% niños y 45,5% niñas. Estudian Educación Primaria en seis colegios públicos del área metropolitana de Valencia (España). La muestra se ha distribuido en un grupo experimental (317 niños/as; 57,2% de la población total participante) y un grupo control (238 niños/as; 42,8% del total). El profesorado del grupo experimental recibió formación para implementar el programa en clase. El profesorado del grupo control no recibió formación ni aplicó el programa. Se analizan los resultados en la fase pretest y postest en ambos grupos. En la fase pretest, aparecen diferencias significativas entre los dos grupos: el grupo experimental muestra niveles más altos en agresividad e inestabilidad emocional que el grupo control. En la fase postest bajan significativamente la agresividad y la inestabilidad emocional en el grupo experimental, con un tamaño del efecto medio-alto; mientras que en el grupo control suben la agresividad y la inestabilidad emocional. Se discuten los efectos del programa en el alumnado.

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Jurgena, Inese, Ingrīda Keviša y Anna Līduma. "THE INTEGRATION OF THIRD-COUNTRY NATIONALS IN THE LATVIAN EDUCATION ENVIRONMENT: THE CURRENT SITUATION AND KEY ISSUES". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (25 de mayo de 2018): 186–95. http://dx.doi.org/10.17770/sie2018vol1.3086.

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Due to the European migrant crisis, the issue concerning the integration of refugees, third-country nationals, into Latvia’s society has become increasingly topical in the last years. Since a lot of refugees are under 18, schools also must be ready to accept learners of other nationalities and cultures and help them integrate into the community of the host country. According to studies conducted in Latvia, the system of education needs to change the attitude towards the integration of immigrants in the school environment. Therefore, the incorporation of inter-cultural experience in the curricula of teacher-training institutions is a significant factor that could enable pre-service teachers to prepare for their professional life and the implementation of the approach of inclusive education at school. The aim of the article is to analyse the current situation and the main issues concerning the integration of the children of third-country nationals in the Latvian school environment and the multi-cultural Latvian society. The study is based on the analysis of scientific literature, documents, academic research data as well as student essays. Having analysed the opinions of 166 respondents, the authors of the article concluded that it is important to promote the development of a positive attitude to the inclusion of third-country nationals in the Latvian education environment in the process of teacher training, focussing on cross-cultural communication and the principles of inclusive education.

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Sosa Neira, Edgar Andres. "Text Mining for Identifying Topics about Inclusive Education and ICT". International Journal of Learner Diversity and Identities 29, n.º 2 (2022): 79–94. http://dx.doi.org/10.18848/2327-0128/cgp/v29i02/79-94.

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Negara, Cahya Kusuma, Dewa Ayu Eka Agustini y Luh Diah Surya Adnyani. "The perception of foreign language students toward the implementation of inclusive education". Journal of Research on English and Language Learning (J-REaLL) 2, n.º 2 (2 de mayo de 2021): 76. http://dx.doi.org/10.33474/j-reall.v2i2.10235.

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This research aimed to describe the implementation of inclusive education and identify the challenges students might have in English courses at SMK N 3 Singaraja. The research subjects were students with disabilities and regular students who studied at XI MM 2 (Multi-media). This research was a case study that used the descriptive qualitative method. The data collection was done by conducting a questionnaire and interview guide sequentially. The student's perception was measured from 3 aspects, namely perceiver, target, and social setting. The result from the questionnaire and interview was analyzed continuously and described descriptively. This research showed that students with disabilities and regular students have a good perception of inclusive education implementation. However, there were several challenges, such as lacking adaptation with inclusive classrooms, time, facilities, and special teachers. It implied that the teacher and school's staff should give examples, more chances, and more attention to the inclusive class students.

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Sanahuja, Aida, Alicia Benet Gil y Raquel Nieto. "Training on inclusion in higher education: prepared to work within the inclusive model? (Formación sobre inclusión en la educación superior: ¿preparados para trabajar desde el modelo inclusivo?)". Culture and Education 32, n.º 1 (2 de enero de 2020): 78–105. http://dx.doi.org/10.1080/11356405.2019.1705595.

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Adams, Jennifer, Bal Chandra Luitel, Emilia Afonso y Peter Charles Taylor. "A cogenerative inquiry using postcolonial theory to envisage culturally inclusive science education". Cultural Studies of Science Education 3, n.º 4 (8 de julio de 2008): 999–1019. http://dx.doi.org/10.1007/s11422-008-9130-0.

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Awang-Hashim, Rosna y Nena P.Valdez. "Strategizing Inclusivity in Teaching Diverse Learners in Higher Education". Malaysian Journal of Learning and Instruction 16, Number 1 (2 de junio de 2019): 105–28. http://dx.doi.org/10.32890/mjli2019.16.1.5.

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Purpose - As the classrooms in higher education are growing increasingly diverse, it is imperative that higher education practitioners build a responsive learning environment for diverse learners to optimize their potential. Continuing professional development programmes (CPD) are central to such strategic approaches that equip educators with essential knowledge and skills to handle diversity related issues, achieve equity and increase participation by students. Therefore, the present study aims to examine strategies used by higher education practitioners to address diversity and inclusion in teaching and learning. Methodology - Participants were nine academicians (6 males and 3 females) who emerged from natural retention along the iterative cycles on Community of Practice (CoP) participation. The present study adopted CoP as the theoretical lens and a methodological tool to understand what strategies higher education practitioners devise for their inclusive teaching and learning practices in response to the diversity related challenges. The data was collected through a series of observations and reflective journals. Initially, thematic analysis techniques were used to reduce data into two categories- strategies and challenges. Later, according to the prevalence and frequency count the strategies were analysed against the challenges reported and finally the strategies were reduced into major themes. Findings - Three major themes emerged that report the inclusive strategies conceived by the participants. The themes were - Inclusive/differentiated assessment which suggested that creating differentiated assessment that are inclusive in nature and can provide equal opportunity to every student to participate. The second theme, Motivation and Goal Strategies, revealed that students were found to be diverse in their goals for learning, hence, a variety of motivational strategies such as including students’ voice, providing them a clear rationale for studying and fostering relatedness were deemed suitable to address those differences. The final theme, inclusive pedagogy suggests a variety of accommodations to be made in pedagogy such as integrating technology, adopting culturally responsive material and initiating collaborative learning to address students’ differences. Significance -The findings have implications for faculty professional development, classroom teaching practices for inclusive pedagogy in higher education institutions and use of CoP as a framework for such developments.

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Soloveva, Tatiana S. y Veronika A. Sokolova. "Inclusion Problems in the Russian General Education System". Changing Societies & Personalities 7, n.º 3 (6 de octubre de 2023): 82. http://dx.doi.org/10.15826/csp.2023.7.3.242.

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The research examines the problem of implementing the principle of inclusion in the Russian education system as contributing to the development of inclusive society. The system and actor approaches were used to consider educational inclusion from the perspective of a wide range of actors. The study analyzes the main indicators characterizing the state and development of an inclusive education system taking into account certain barriers to its development. The main problems of implementing educational inclusion into the Russian system of general education are investigated. These include the definition of the object of inclusion, staffing, physical accessibility of educational institutions, adaptation of educational programs, funding, and willingness of different actors of the educational process to inclusion. The main positive changes and difficulties that arise during the implementation of inclusion in the Russian general education system are outlined. Key measures that should be taken to lift existing barriers and promote inclusion are proposed.

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Palaganas, Janice C., Matthew Charnetski, Sharon Dowell, Albert Kam Ming Chan y Kim Leighton. "Cultural considerations in debriefing: a systematic review of the literature". BMJ Simulation and Technology Enhanced Learning 7, n.º 6 (24 de mayo de 2021): 605–10. http://dx.doi.org/10.1136/bmjstel-2020-000857.

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BackgroundConversations are influenced by cultural perceptions, beliefs and values. Debriefing is a learning conversation. Without cross-cultural engagement or culturally relevant teaching, learning may be compromised and may result in an outcome opposite of that intended.ObjectiveThis systematic review explores cultural considerations in healthcare simulation debriefing. We sought to explore findings that could help debriefers create culturally responsive and inclusive debriefings.Study selectionStudies were included if they were peer-reviewed articles in any language and focused on healthcare simulation debriefing and global cultural considerations. Research study methods included qualitative, quantitative or both. The review included any health-related profession and level of learner.FindingsThree studies met the criteria. The purposes of the three studies were significantly different and did not directly study cultural considerations in debriefing.ConclusionsThe learner–educator relationship is at risk and learning may be negatively impacted without addressing cultural awareness. More studies are needed to fully describe the effect of culture on successful debriefing.

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Martin, Ethan L., Sarah N. White y Megan L. Hughes. "Student Perceptions of Cross-Cultural Learning Through Culturally Responsive Teaching Approaches". Research and Advances in Education 3, n.º 6 (junio de 2024): 39–49. http://dx.doi.org/10.56397/rae.2024.06.05.

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This study explores student perceptions of cross-cultural learning facilitated by culturally responsive teaching (CRT) approaches in the United States. Employing a mixed-methods research design, the study integrates quantitative survey data with qualitative insights from interviews and focus groups. The findings reveal that CRT significantly enhances student engagement and cultural awareness, with high ratings in these areas. Younger students (ages 18-24) reported higher engagement levels compared to older students, indicating age-related differences in CRT effectiveness. Qualitative data underscore the importance of teacher support, empathy, and knowledge in fostering an inclusive classroom environment. Despite the positive impacts, challenges such as inconsistent application of CRT and difficulties in understanding complex cultural concepts were noted. The study offers practical recommendations for educators and policymakers, emphasizing tailored CRT interventions, continuous professional development for teachers, and consistent application of CRT practices. Contributions to the field of education include empirical evidence supporting CRT effectiveness and insights into the nuances of student experiences across different demographics. Future research should focus on longitudinal studies, comparative analysis across educational settings, and the role of teacher professional development in CRT implementation.

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Manghi, Dominique, María Leonor Conejeros Solar, Andrea Bustos Ibarra, Isabel Aranda Godoy, Vanessa Vega Córdova y Kathiuska Diaz Soto. "UNDERSTANDING INCLUSIVE EDUCATION IN CHILE: AN OVERVIEW OF POLICY AND EDUCATIONAL RESEARCH". Cadernos de Pesquisa 50, n.º 175 (marzo de 2020): 114–34. http://dx.doi.org/10.1590/198053146605.

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Abstract The development of the concept of inclusive education was based on several sources and surrounded by other notions, such as failure, quality and effectiveness, which influence its interpretation and implementation. This article is a theoretical discussion that seeks to understand, from an educational perspective, how this confluence of ideas was formed. To that end, we establish a historical chronology of international policies, national Chilean policies, and research trends, which are understood as universal concerns, work hypotheses and objects of study, respectively. The discussion reveals the complexity of the concept when we contextualize it and when we clarify its logic in psycho-pedagogical terms and in terms of resource effectiveness, quality and inclusion.

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MOVCHAN, Liudmyla y Nataliia KOMISARENKO. "Basic principles of organizing of inclusive education in higher educational institutions". Humanities science current issues 2, n.º 41 (2021): 245–50. http://dx.doi.org/10.24919/2308-4863/41-2-37.

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Haug, Peder. "Words without deeds: between special schools and inclusive education in Norway". Pedagogy, Culture & Society 8, n.º 3 (octubre de 2000): 291–303. http://dx.doi.org/10.1080/14681360000200097.

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Ovchinnikova, Tatiana S., Svetlana B. Vasileva y Anastasia A. Taratorina. "Methodological support of the resource class in the context of inclusive education". Pushkin Leningrad State University Journal, n.º 4 (2021): 233–46. http://dx.doi.org/10.35231/18186653_2021_4_233.

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William, Agnes y Nestory Ligembe. "Effective Implementation of Inclusive Education in Enhancing Quality Education in Public Primary Schools in Tanzania: Teachers Awareness". Direct Research Journal of Education and Vocational Studies 4, n.º 1 (10 de marzo de 2022): 54. http://dx.doi.org/10.26765/drjevs20848400.

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Beaumont, Natasha E. "Drama as inclusive literacy in high diversity schools". NJ 44, n.º 2 (2 de julio de 2020): 120–31. http://dx.doi.org/10.1080/14452294.2021.1897250.

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SAMYAK, YOGENDRA y ALOK KUMAR. "CASTE BASED CENSUS: A LEAP TOWARDS INCLUSIVE SOCIETY". International Journal of Social Sciences and Management Review 06, n.º 03 (2023): 22–33. http://dx.doi.org/10.37602/ijssmr.2023.6303.

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Caste is a system of birth-ascribed stratification of the Indian society which places certain castes at the top and deprives certain castes in every sphere of life. India runs massive affirmative programmes to level the caste-based deprivations of the weaker sections (SC/STs and OBCs). A new policy in the form of a quota of 10 percent for the economically weaker sections (EWS) has emerged. All the affirmative programmes and a new EWS (economically weaker sections) quota are running on hazy projections and blurry extrapolations in the absence of caste-based data. The issue of caste-based census has surfaced once again in the lie of the forthcoming Census of 2021. This paper addresses the issue of the caste-based census. It advocates for the count of the castes in the census of 2021. It also advocates that the castebased census is an inevitable move for the Inclusive Society.

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SERHEIEVA, Valentyna, Olga ILISHOVA y Tetianа TSEHELNYK. "FORMING AN INCLUSIVE CULTURE AMONG PRE-SCHOOL TEACHERS". Humanities science current issues 3, n.º 55 (2022): 201–7. http://dx.doi.org/10.24919/2308-4863/55-3-31.

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Makulbek, A. Zh. "Inclusive education in Kazakhstan -preschool organizations: sociological analysis". BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 142, n.º 1 (2023): 460–72. http://dx.doi.org/10.32523/2616-6895-2023-142-1-460-472.

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The article presents the results of a sociological study conducted at the end of 2021 and the beginning of 2022 in a preschool institution for special children in Almaty. Quantitative and qualitative methods were used in the research (survey and focus groups). 18 respondents took part in the survey (10 parents of students, 8 teachers). A focus group was held with teachers involved in the inclusive education process. The study found that inclusive education is a new phenomenon in Kazakhstan's education system. It is difficult to implement inclusive education in many public preschools. The study revealed territorial differences amongrespondents regarding inclusive education. One of the objectives of the study was to analyze the problems that hinder the implementation of inclusive education. Four groups of problems were identified: resource, system, organizational, and interaction problems of subjects of the educational process. The author concludes that the main task of successfully introducing inclusive education in preschoolorganizations of the region is the need to organize professional training of teachers and curriculum for the implementation of this direction.

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