International Journal of Inclusive Education最新文献

{"title":"Self-Reported Autistic Traits and Stress Level of University Students in China","authors":"Jiang Zhen, Low Hui Min","doi":"10.57142/inclusion.v2i1.37","DOIUrl":"https://doi.org/10.57142/inclusion.v2i1.37","url":null,"abstract":"In Asian countries such as China, little research has been conducted on autism other than in early childhood, and thus the prevalence and psychosocial outcomes of young people with recognisable high levels of autistic traits remain largely unknown. This study used an online questionnaire format and the survey consisted of two scales, the Autism Spectrum Questionnaire (AQ-28) and the Perceived Stress Scale (PSS). The sample used for the study covered musicology majors, freshmen through seniors to ensure a diverse sample. A total of 111 undergraduate students participated in the survey. Their responses were analysed to examine the relationship between autistic traits and stress. The results of the study showed a positive correlation between autistic traits and stress, indicating that the higher the autistic traits, the higher the stress. Specifically, the social aspect of autistic traits was found to be the most significant predictor of stress. The findings suggest that it makes sense to provide social skills training to young people with high levels of autistic traits in order to improve their socialisation and reduce their stress. The paper also makes recommendations for environmental and social adaptation","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"36 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136134976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effect of Inclusive Education Training on Teachers’ Social and Personality Competencies","authors":"Irda Murni, None Nurhastuti, Johandri Taufan, None Ardisal, Teguh Wijaksana Isma","doi":"10.57142/inclusion.v2i1.32","DOIUrl":"https://doi.org/10.57142/inclusion.v2i1.32","url":null,"abstract":"Inclusive education system is a new challenge for teachers in teaching and learning activity. Homogeneity in learning activity has always been there but inclusive education system brings a new setting where regular students and students with special needs learn in the same classroom. The issue emerges due to teachers’ lack of competencies in implementing inclusive education. For this reason, teachers need to be provided with training on inclusive education. This research aims to examine whether teachers’ competencies can be improved through inclusive education training, specifically for social and personality competencies. This research used associative method which aims to find the influence of training on teachers’ social and personality competencies. The samples selected for this research were 42 elementary school teachers in inclusive education. The technique of data analysis used was T-test. Findings showed that inclusive education training has improved teachers’ social competency, while it gives no influence on teachers’ personality competency.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"231 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136158049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Research on The Integrated Education Adaptability of Visually Impaired Students—A Study on Binzhou Medical University from China","authors":"None ZhouBo, Kway Eng Hock","doi":"10.57142/inclusion.v2i1.26","DOIUrl":"https://doi.org/10.57142/inclusion.v2i1.26","url":null,"abstract":"The education of visually impaired students in China has also gone through a developmental stage from \"segregated education\" to \"special education\" and then to \"integrated education\". In this paper, we take the visually impaired students at Binzhou Medical College, the first university in China to provide higher education for the disabled, as the research object. The study was carried out to investigate the adaptability of visually impaired students, using various research methods such as literature review method, questionnaire method and case study method, we investigated and researched the adaptation of visually impaired students to integrated education from several aspects such as quality of life, social support, mental health level, self-esteem and self-efficacy study. Finally, the study proposed several countermeasures and suggestions, such as attaching importance to the physical and psychological rehabilitation of visually impaired students, emphasising the integration of education and rehabilitation, strengthening the training of professional teachers for visually impaired students, emphasising the complementarity between schools and professions, and improving the employment support service system for visually impaired students, which are of great significance in promoting the development of the cause of integrated education for visually impaired students and improving the adaptability of integrated education for visually impaired students.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136157985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the Community Perspectives on Promoting Inclusion in Performing Arts for Learners with Special Educational Needs: A Preliminary Study","authors":"Suhaila Mohamad","doi":"10.57142/inclusion.v2i1.30","DOIUrl":"https://doi.org/10.57142/inclusion.v2i1.30","url":null,"abstract":"This preliminary study aims to explore the perspectives towards inclusion in performing arts programs for learners with Special Educational Needs (SEN), identify the barriers and challenges they faced in accessing and participating in performing arts program in the community, identify best practices for promoting inclusion and to develop strategies and recommendations for making performing arts programs more inclusive and accessible in the Malaysian context. Triangulation method was utilised to ensure the validity and reliability of the data collected from 82 participants, namely from online survey, individual interviews, focus group discussions (FGDs) and document analysis. Qualitative methods were employed to analyse the data and gain insights into the attitudes and perceptions of the community towards inclusion in the performing arts programs. Although the findings revealed that most of the community members believe that learners with SEN are adequately supported, there are still significant barriers to inclusion, such as lack of programs and resources, lack of awareness and understanding of the potential of learners of SEN. This preliminary study also provides unique perspectives on the challenges and opportunities for inclusive practices that can consequently contribute to advancing the field of study in special education.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"311 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136158138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Difference and school exclusion in a time of COVID-19","authors":"Harry Daniels, Ian Thompson, Hilary Emery","doi":"10.1080/13603116.2023.2274110","DOIUrl":"https://doi.org/10.1080/13603116.2023.2274110","url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"47 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136316411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creating inclusive educational spaces: assessing assessment in a post-pandemic world","authors":"Thomas Thyrring Engsig, Christopher J. Johnstone, Matthew J. Schuelka","doi":"10.1080/13603116.2023.2274107","DOIUrl":"https://doi.org/10.1080/13603116.2023.2274107","url":null,"abstract":"ABSTRACTThis article traces the shutdown of large-scale assessment in two countries – the United States and Denmark – as a result of the COVID-19 pandemic. These two countries, which have complicated histories with large-scale assessment and inclusion of diverse students, were forced to adjust their testing agendas during 2020. This article seeks to explore what divergent and convergent pathways Denmark and the United States could take in regard to large-scale assessment, particularly in regard to educational inclusion and diversity. Large-scale assessment regimes at once delimit the imaginary of inclusion and actively promote segregation and ability-based tracking, but at the same time represent a space for conceptual inclusion in educational achievement. Given these complexities, we provide policy scenarios on assessments in a post-pandemic world that could hold the potential of transcending the paradoxes presented by the alignment of the elitist educational agendas of assessments on the one hand, and the agenda of inclusion on the other hand. To do so, we chronicle this recent history and then evaluate four future scenarios for the two countries through the lens of educational values and complex systems theory.KEYWORDS: COVID-19standardised testsU.SDenmarkinclusioneducational values Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsThomas Thyrring EngsigThomas Thyrring Engsig is associate professor and head of Research Centre on Inclusion and Exclusion in Pedagogy and Education.Christopher J. JohnstoneChristopher J. Johnstone is associate professor and Director of Graduate Studies for the Department of Organizational Leadership, Policy, and Development.Matthew J. SchuelkaMatthew J. Schuelka is a lecturer in the Department of Organizational Leadership, Policy, and Development; and Founder and CEO of Fora Education.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"39 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136261783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preparing student teachers for inclusive classes: the effects of co-teaching in higher education on students’ knowledge and attitudes about inclusion","authors":"Cedric Steinert, Susanne Jurkowski","doi":"10.1080/13603116.2023.2274113","DOIUrl":"https://doi.org/10.1080/13603116.2023.2274113","url":null,"abstract":"Teaching in inclusive classes requires that general teachers have basic competences in individualised support for students. Teacher education currently faces the challenge of preparing general student teachers for teaching in inclusive classes and stimulating their integration of knowledge about inclusion, special education, general school pedagogy, subject didactics, and subject science. Co-teaching of university lecturers from different disciplines can potentially bring multiple perspectives to classroom instruction. In an experimental pretest-posttest-design, this study investigates the effects of two co-teaching formats. Participants were 124 student teachers enrolled in primary education at a university in Germany. Dependent variables were student teachers’ knowledge about teaching in inclusive classes and attitudes towards inclusion of children with emotional and behavioral difficulties. Co-teaching was given by a university lecturer for special education and a university lecturer for general school pedagogy. The two co-teaching formats differed in the spacing of co-teaching units with continiuos co-teaching over the entire course of the semester and intermittent co-teaching at single points in time. Analyses revealed no differences between the conditions in student teachers’ knowledge about teaching in inclusive classes. However, student teachers in the condition with continious co-teaching reported more positive attitudes towards the inclusion of children with emotional and behavioral difficulties.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135167028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Between expansion and segmentation: revisiting old and new disparities in secondary education in Latin America","authors":"Felicitas Acosta","doi":"10.1080/13603116.2023.2274114","DOIUrl":"https://doi.org/10.1080/13603116.2023.2274114","url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"23 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135322375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The challenges of distance learning in Italy: new inequalities and implications for inclusive education","authors":"Lorenzo Vigevano, Paola Mattei","doi":"10.1080/13603116.2023.2266718","DOIUrl":"https://doi.org/10.1080/13603116.2023.2266718","url":null,"abstract":"ABSTRACTThe lack of professional training, information and communication technology infrastructure, and digital assets meant that the provision of public education in Italy was profoundly challenged by the shift to distance learning prompted by lockdowns and school closures due to COVID-19. The substitution of in-presence attendance with virtual classes affected schools’ capacity to effectively provide instructional time and imposed high participation barriers on students. The subsequent loss of learning time was disproportionate for Italian students, penalising socioeconomically-disadvantaged students, who lacked resources to access distance learning, with greater educational losses. The education sector’s response to the first pandemic wave generated winners and losers, thus deepening educational inequalities and jeopardising the inclusiveness of public schooling. This study explores the effect of the public education’s response to the pandemic on instructional time, singling out group-specific losses linked to distance learning and infrastructural deficiencies, and its implications for educational losses.KEYWORDS: Education policyinclusionCOVID-19schoolsdistance learning Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsLorenzo VigevanoLorenzo Vigevano is a policy analyst at Ismeri Europa. His primary research areas are educational policy evaluation, European policy evaluation, and educational assessment.Paola MatteiPaola Mattei is Full Professor of Public policy and political sciences at Department of Social and Political Sciences, University of Milan. Her academic interests concern comparative education policy, public policy, and educational assessment.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Canadian Nova Scotian Black learners in the Individualised Program Plan (IPP): intersectionality analysis and findings from a household survey","authors":"George Frempong, Raavee Kadam, Joyline Makani, Michelle McPherson, Nyasha Mandeya, Timi Idris","doi":"10.1080/13603116.2023.2263014","DOIUrl":"https://doi.org/10.1080/13603116.2023.2263014","url":null,"abstract":"ABSTRACTIn the Canadian Nova Scotian education system, the Individualised Program Plan (IPP) is designed to support students for whom the public school programme curriculum outcomes are not applicable or attainable. Schools can also place students in IPP programmes based on their behaviour. For minority students, especially Blacks, evaluation reports indicate their over-representation in these programmes and, therefore, the need for this research. Through intersectionality analysis of a household survey, our study explores how students’ multiple identities impact their designation as IPP. Our analysis indicated that schools tend to place Black male/female students from non-immigrant households with low socioeconomic backgrounds in IPP programmes making students with these multiple identities the most vulnerable. We argue for an intersectionality framework to address this challenge and inform the implementation of the current Nova Scotia inclusive education policy.KEYWORDS: Black Canadiansspecial placementintersectionalityNova Scotia education Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by Social Sciences and Humanities Research Council of Canada.Notes on contributorsGeorge FrempongGeorge Frempong is the inaugural Director of Research at the Delmore ‘Buddy’ Daye Learning Institute (DBDLI). He has over three decades of research and teaching experiences advancing knowledge in inclusive education policies and implementation.Raavee KadamRaavee Kadam is a Deveau/DBDLI Postdoctoral Fellow at Saint Mary's University and undertakes research that informs policymakers, educators, parents and the community on how to best improve educational opportunities and outcomes for Nova Scotian learners of African descent.Joyline MakaniJoyline Makani is an Assistant Professor and Management & Economics Librarian at Dalhousie University. Her current research activities sit at the intersection of information science, data management, knowledge management, collaboration, entrepreneurship and innovation.Michelle McPhersonMichelle McPherson is a former Science Atlantic's Program and Membership Support Officer.Nyasha MandeyaNyasha Mandeya is a former student at Dalhousie University.Timi IdrisTimi Idris worked as the Research Project Manager at the Delmore ‘Buddy’ Daye Learning Institute and is currently the Manager of the Promoting Leadership in Health for African Nova Scotians (PLANS) program at Dalhousie University.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135853667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}