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Research papers on Inclusive education

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  1. Multicultural Education: Issues and Perspectives

    James A. Banks, Cherry A. McGee Banks · 1989 · 3,480 citations

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

  2. Changing student teachers’ attitudes towards disability and inclusion

    J.H. Campbell, Linda Gilmore, Monica Cuskelly · 2003 · Journal of Intellectual & Developmental Disability · 485 citations

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

  3. What counts as evidence of inclusive education?

    Lani Florian · 2014 · European Journal of Special Needs Education · 461 citations

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

  4. Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries

    Anne M. Hayes, Jennae Bulat · 2017 · 210 citations

    Having a disability can be one of the most marginalizing factors in a child’s life. In education, finding ways to meet the learning needs of students with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education—which fully engages all students, including students with disabilities or other learning challenges, in quality education—has proven particularly effective in helping all students learn, even while challenges to implementing inclusive education systems remain. This guide provides suggestions for developing inclusive education systems and policies, especially for low- and middle-income countries that

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

    Masud Ahmmed, Umesh Sharma, Joanne Deppeler · 2012 · Journal of Research in Special Educational Needs · 180 citations

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

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

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

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

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

    Orly Crispel, Ronen Kasperski · 2019 · International Journal of Inclusive Education · 132 citations

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

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

    Tobias Buchner, Michael Shevlin, Mary‐Ann Donovan, et al. · 2020 · Journal of Policy and Practice in Intellectual Disabilities · 109 citations

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

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

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

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

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

    Muhammad Javed Aftab, Faisal Amjad, H.R. Chaudhry · 2024 · Academy of Education and Social Sciences Review · 8 citations

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

  17. Mainstreaming Disabilities in the Education Sector: Implementation of Inclusive Elementary School Policy in Malang City

    Denny Iswanto · 2025 · PANGRIPTA

    Inclusive education ensures equal access to education for persons with disabilities. This study examines the implementation of inclusive basic education policies in Malang City and the challenges in mainstreaming disability rights. Despite the government's commitment through Law No. 8/2016 and PP No. 13/2020, disparities persist. Of 285 primary schools, only 95 offer inclusive education, with many lacking disability-friendly facilities. Using a descriptive qualitative approach and secondary data analysis, findings reveal key challenges: limited trained teachers, inadequate support staff, and insufficient infrastructure. The study highlights the need for enhanced teacher training, expanded in

  23. Cambodian Teachers’ Experiences of Inclusive Education for Students with Neuro-developmental Disabilities

    Amanda Ajodhia · 2023 · Asian Journal of Inclusive Education

    As the educational system recovers from destabilization following the Khmer Rouge, Cambodia gradually progresses toward sustainable and equitable education. Yet, inclusive educational access remains challenging for many rural Cambodian students with disabilities, especially those with neuro-developmental disabilities (NDD) (e.g., autism spectrum disorder [ASD], Down syndrome [DS]) due to lack of resources, teacher attainment and retainment, insufficient professional development in disability and inclusive education, teacher efficacy, and shortage of professionals specializing in inclusive and disability education. This paper explores how 19 general and special education teachers support ASD

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