Pub Date : 2023-08-22DOI: 10.1080/13603116.2023.2248479
Young-Hawk Lee, K. Yi
{"title":"Three Cs in becoming a culturally responsive teacher: Canadian physical education teachers’ perspectives","authors":"Young-Hawk Lee, K. Yi","doi":"10.1080/13603116.2023.2248479","DOIUrl":"https://doi.org/10.1080/13603116.2023.2248479","url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42819867","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}
Pub Date : 2023-08-16DOI: 10.1080/13603116.2023.2245478
Ahmed Bawa Kuyini, M. Alhassan, B. Mangope, T. Major
{"title":"Norwegian teachers: competencies perceived as important for inclusive education","authors":"Ahmed Bawa Kuyini, M. Alhassan, B. Mangope, T. Major","doi":"10.1080/13603116.2023.2245478","DOIUrl":"https://doi.org/10.1080/13603116.2023.2245478","url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41431755","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}
Pub Date : 2023-08-11DOI: 10.1080/13603116.2023.2245831
Vítor Maia, Sofia Freire
{"title":"Understanding teachers’ mindset regarding differentiated instruction: issues related to curriculum planning","authors":"Vítor Maia, Sofia Freire","doi":"10.1080/13603116.2023.2245831","DOIUrl":"https://doi.org/10.1080/13603116.2023.2245831","url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"13 6","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41277453","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}
Pub Date : 2023-08-08DOI: 10.1080/13603116.2023.2244956
W. S. Chow, Karen de Bruin, U. Sharma
{"title":"A scoping review of perceived support needs of teachers for implementing inclusive education","authors":"W. S. Chow, Karen de Bruin, U. Sharma","doi":"10.1080/13603116.2023.2244956","DOIUrl":"https://doi.org/10.1080/13603116.2023.2244956","url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42173442","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}
Pub Date : 2023-08-07DOI: 10.1080/13603116.2023.2241861
R. Valdés, Inmaculada Gómez-Hurtado
{"title":"Barriers and facilitators for leading the development of inclusive school cultures in Chile","authors":"R. Valdés, Inmaculada Gómez-Hurtado","doi":"10.1080/13603116.2023.2241861","DOIUrl":"https://doi.org/10.1080/13603116.2023.2241861","url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42022675","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}
Pub Date : 2023-07-31DOI: 10.1080/13603116.2023.2241045
Elizabeth Walton
The inclusive education policy agenda has not made a signi fi cant impact on the global problem of educational exclusion. Explanations for this lack of impact include inadequate teacher education, lack of resources, negative attitudes, and a policy-practice gap. This paper takes a di ff erent turn and, using the concept of classi fi cation, argues that the challenge to achieve more inclusive education is more fundamental than has been previously articulated. Key tenets of the inclusive education agenda demand a weakening of the insulation between categories that are sustained and advanced by current marketised and standards-driven education systems. Inclusive schooling weakens spatial insulation, collaboration weakens professional insulation, transformability weakens ability insulation, intersectionality weakens identity insulation, and inclusive pedagogy weakens pedagogical insulation. When inclusive education is mapped onto strongly classi fi ed education systems, limited instantiations of inclusive education are inevitable, and di ff erence and exclusion are re-inscribed. Change is possible if 1. Those advancing the inclusive education agenda acknowledge the identities and defences that classi fi cation constructs. 2. The workings of power that sustain insulation between categories in education are identi fi ed. 3. Counter-hegemonic action that weakens insulation and blurs boundaries is encouraged.
{"title":"Why inclusive education falters: a Bernsteinian analysis","authors":"Elizabeth Walton","doi":"10.1080/13603116.2023.2241045","DOIUrl":"https://doi.org/10.1080/13603116.2023.2241045","url":null,"abstract":"The inclusive education policy agenda has not made a signi fi cant impact on the global problem of educational exclusion. Explanations for this lack of impact include inadequate teacher education, lack of resources, negative attitudes, and a policy-practice gap. This paper takes a di ff erent turn and, using the concept of classi fi cation, argues that the challenge to achieve more inclusive education is more fundamental than has been previously articulated. Key tenets of the inclusive education agenda demand a weakening of the insulation between categories that are sustained and advanced by current marketised and standards-driven education systems. Inclusive schooling weakens spatial insulation, collaboration weakens professional insulation, transformability weakens ability insulation, intersectionality weakens identity insulation, and inclusive pedagogy weakens pedagogical insulation. When inclusive education is mapped onto strongly classi fi ed education systems, limited instantiations of inclusive education are inevitable, and di ff erence and exclusion are re-inscribed. Change is possible if 1. Those advancing the inclusive education agenda acknowledge the identities and defences that classi fi cation constructs. 2. The workings of power that sustain insulation between categories in education are identi fi ed. 3. Counter-hegemonic action that weakens insulation and blurs boundaries is encouraged.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41507774","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}
Pub Date : 2023-07-26DOI: 10.1080/13603116.2023.2238221
J. McClelland, Una O’Connor, Christine Shannon, K. Saunders, J. Little
{"title":"Exploring the role and experience of classroom assistants supporting pupils with visual impairment","authors":"J. McClelland, Una O’Connor, Christine Shannon, K. Saunders, J. Little","doi":"10.1080/13603116.2023.2238221","DOIUrl":"https://doi.org/10.1080/13603116.2023.2238221","url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48356655","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}
Pub Date : 2023-07-13DOI: 10.1080/13603116.2023.2214564
Jennifer Gurbin Harley
{"title":"Evaluating a transitional support intervention to improve educational outcomes and experiences for students registered with disability and inclusion services","authors":"Jennifer Gurbin Harley","doi":"10.1080/13603116.2023.2214564","DOIUrl":"https://doi.org/10.1080/13603116.2023.2214564","url":null,"abstract":"","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":" ","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45346953","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}
Pub Date : 2023-07-08DOI: 10.57142/inclusion.v1i2.17
Gusty Prayogo Aziz, H. Herlina, I. D. Aprilia
The research was conducted on Children with Intellectual disabilities in Paulus Tomohon with self-injury. This research has a purpose to get an overview of the effect the DRA technique to reduce self-injury. The research method used was experimental type SSR design A-B. The subject of this research is a student’s grade 1 junior level. The object in this research is behavior self-injury in frequency. The results showed a positive influence towards children, namely a decrease in self-injury behavior by using the DRA technique in terms of occurrence frequency. Evidence of the success of this study is the percentage overlap is 0%. Another evidence is the trend stability of 62.5%(variable) to 83.3%(stable) and at the mean level at A1 5.25 and B 1.08. concluded: by applying the technique of DRA can reduce self-injury in Children with Intellectual disabilities, by transferring word surprises that the subject really likes.
{"title":"Differential Reinforcement Alternative Techniques to Reducing Self-Injury Behaviour in Children with Intellectual Disabilities in SLB Paulus Tomohon","authors":"Gusty Prayogo Aziz, H. Herlina, I. D. Aprilia","doi":"10.57142/inclusion.v1i2.17","DOIUrl":"https://doi.org/10.57142/inclusion.v1i2.17","url":null,"abstract":"The research was conducted on Children with Intellectual disabilities in Paulus Tomohon with self-injury. This research has a purpose to get an overview of the effect the DRA technique to reduce self-injury. The research method used was experimental type SSR design A-B. The subject of this research is a student’s grade 1 junior level. The object in this research is behavior self-injury in frequency. The results showed a positive influence towards children, namely a decrease in self-injury behavior by using the DRA technique in terms of occurrence frequency. Evidence of the success of this study is the percentage overlap is 0%. Another evidence is the trend stability of 62.5%(variable) to 83.3%(stable) and at the mean level at A1 5.25 and B 1.08. concluded: by applying the technique of DRA can reduce self-injury in Children with Intellectual disabilities, by transferring word surprises that the subject really likes.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"116 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87843964","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}
Pub Date : 2023-07-08DOI: 10.57142/inclusion.v1i2.19
Tyas Suciati, O. S. Homdijah
The study aims to help children with cerebral palsy through a rubber band media intervention program, with a focus on gross motor skill and fine motor skill aspects. This study uses the Mix Method, which combines data from qualitative and quantitative sources. This research was conducted at SLB X Bandung, and the subject was a student with cerebral palsy. The subject has differences in the size of the hands and the shape of the fingers on one hand which causes difficulty in doing anything related to the right hand, including writing and drawing at school. With this the researcher makes the media according to the needs of the subject. Based on the final data, subjects experienced a significant increase in several aspects. However, the stimulus needs to be given beforehand implementing an intervention program, so that it is easier for the subject to remember numbers and make it easier for the subject the subject worked on a movement ability intervention program. Based on the results above, it can be concluded that the intervention program through rubber bands in cerebral palsy can improve movement abilities.
{"title":"Movement Ability Intervention Program’s Development Through Rubber Band for Cerebral Palsy Children","authors":"Tyas Suciati, O. S. Homdijah","doi":"10.57142/inclusion.v1i2.19","DOIUrl":"https://doi.org/10.57142/inclusion.v1i2.19","url":null,"abstract":"The study aims to help children with cerebral palsy through a rubber band media intervention program, with a focus on gross motor skill and fine motor skill aspects. This study uses the Mix Method, which combines data from qualitative and quantitative sources. This research was conducted at SLB X Bandung, and the subject was a student with cerebral palsy. The subject has differences in the size of the hands and the shape of the fingers on one hand which causes difficulty in doing anything related to the right hand, including writing and drawing at school. With this the researcher makes the media according to the needs of the subject. Based on the final data, subjects experienced a significant increase in several aspects. However, the stimulus needs to be given beforehand implementing an intervention program, so that it is easier for the subject to remember numbers and make it easier for the subject the subject worked on a movement ability intervention program. Based on the results above, it can be concluded that the intervention program through rubber bands in cerebral palsy can improve movement abilities.","PeriodicalId":48025,"journal":{"name":"International Journal of Inclusive Education","volume":"56 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74996414","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：