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Sustainable engineering education requires us to address discrimination and inequity of experience, thereby contributing to a renewal of the engineering profession that reflects a rich diversity of experiences and perspectives. Many students experience discriminatory events in their classrooms, however the presence of teaching assistants in relatively high numbers means that they could provide both proactive support and reactive intervention to support inclusion and combat discrimination. This paper examines teaching assistants' (TAs) contributions, employing observations from students (3988), student teaching assistants (277) and doctoral teaching assistants (65). We found that (i) students overwhelmingly reported respectful interactions with their TAs, (ii) while both student assistants and doctoral assistants see inclusion as part of their role, student assistants expressed more confidence in their ability to foster inclusion. Our analysis indicates that TAs are a constructive force to build inclusive engineering classrooms, informing our recommendations for improvingcampus culture. [ABSTRACT FROM AUTHOR]

In recent years, there has been a growing interest in using robots within educational environments due to their potential to augment student engagement and motivation. However, current research has not adequately addressed the effectiveness of these robots in facilitating inclusive learning for diverse student populations, particularly those with dyslexia. This study proposes an inclusive learning system developed on two multi-modal robots, Kebbi and Minibo, with interactive (i.e., movable hands) and straightforward features. The system integrates various interactive elements, such as animations, songs, dance, gestures, and touch, to enhance students' learning engagement, interaction, and motivation and cater to their diverse needs. The study aims to examine the influence of different features from two unique multi-modal robots on the engagement levels of students with/without dyslexia and their needs when engaging with robot learning. Two research questions are posed: (1) What are the features of multi-modal robots that could effectively improve the learning engagements of students with/without dyslexia? (2) What are the needs of students with/without dyslexia when engaging with robot learning? To this end, a comparative study is conducted where 64 students participate in a five-day robot-led training program, while another 73 students receive traditional teacher-led training. Pre/post questionnaires are administered to evaluate students' engagement levels, and semi-structured interviews are conducted to obtain additional insights. The findings reveal that students with dyslexia are better suited to the interactive and multi-modal features of Kebbi. In contrast, students without dyslexia may prefer the more straightforward features of Minibo, which can still effectively promote engagement and learning. Multi-modal robots can boost engagement and motivation in students with and without dyslexia through novelty and cognitive load management. Emotional connections and interactive elements, such as empathetic and customizable features, enhance engagement and improve learning outcomes. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Disability Studies is the property of Canadian Disability Studies Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

People with disabilities consistently advocate for their right to be self-determined. Decades of research highlight the positive impacts of self-determination intervention on in-school and post-school outcomes of secondary students with disabilities. Increasingly, self-determination interventions are being implemented in inclusive contexts for all students, including students with and without disabilities. To enable implementation with high fidelity, further examination of the supports needed by teachers is required. In this study, the authors examine the impacts of differing intensities of teacher implementation supports (online modules only vs. online modules + coaching) on the initiation of the self-determined learning model of instruction (SDLMI) by schools and teachers and outcomes for students that arise from more intensive implementation when schools and teachers do initiate. Results suggest that intensifying teacher implementation supports has a positive impact on a cascading series of outcomes for schools, teachers, and students. In this study, the authors discuss the implications of the results for future research and practice. [ABSTRACT FROM AUTHOR]

The study explores and compares current teacher competencies as well as their concerns relating to behaviour management practices with students in a sample of Thai classrooms. Four hundred twenty teachers from public schools including general schools and special education schools were randomly selected and invited to participate in the study. A self-report questionnaire on teacher competencies and concerns were sent and 74.76% collected (314 teachers consisting of 248 general teachers and 66 special education teachers). Descriptive statistics were used to report on the basic data set. Two-way ANOVA was used to compare teacher competencies and concerns between types of teachers. Results found that there was no difference in perceived competencies in dealing with students with behaviour problems between special education teachers and general teachers. Most participants reported that they tended to use preventative strategies more than positive reactive strategies and negative reactive strategies such as corporal punishment in managing the behaviour problems in their classrooms. Both special education teachers and general teachers reported that they did not believe their knowledge and skills to be sufficient in dealing with student behaviour problems. The need for support from parents was reported as a major concern for both general and special education teachers. [ABSTRACT FROM AUTHOR]

Primary school educators in South Africa often experience difficulties in applying recommended adaptive assessment methods in large multilingual classes, with these challenges being exacerbated when teaching and assessing English as First Additional Language (EFAL). In this article, we report on a study that explored Grade 6 educators' knowledge and use of adaptive assessment methods when teaching EFAL. The national Policy on Screening, Identification, Assessment and Support ([SIAS] Department of Basic Education [DBE], Republic of South Africa [RSA], 2014) underpins our study as a theoretical framework. We followed a qualitative research approach to examine the knowledge as well as the classroom practices of 6 purposively selected educators who taught EFAL. The study was grounded in the interpretivist paradigm and investigated educators' lived experiences integrating adaptive assessment procedures into the teaching of EFAL in Grade 6 inclusive classrooms. We relied on semi-structured interviews, observation, and document analysis to collect data and performed thematic analysis to identify, analyse and report repeated patterns. The findings from our study indicate that the participating educators perceived their training in inclusive education and their use of adaptive assessment methods as inadequate, especially in the context of large, under-resourced classrooms. As a result, we recommend that educators should receive the necessary support from the school-based support teams and the district-based support teams to use adaptive assessment methods when teaching EFAL. [ABSTRACT FROM AUTHOR]

This study examined Cambodian teachers' knowledge and experience related to inclusive education and investigated differences in their knowledge and experience based on schools that implemented and did not implement inclusive education programmes. A survey was administered to 1,008 regular teachers from 236 primary schools of all 25 provinces and cities in Cambodia. Among the selected schools, 50% implemented inclusive education, while the other 50% did not. A four-part questionnaire was employed for data collection. Data analysis encompassed descriptive statistics, the Chi-Square analysis, and the independent sample t-tests. The study revealed that teachers had limited experience and knowledge in implementing inclusive practices. Teachers from schools with inclusive education programmes exhibited significantly higher levels of experience in inclusive education training (ϕ = 0.21, p < 0.001), teaching students with disabilities (ϕ = 0.21, p < 0.001), and collaborative efforts (ϕ = 0.23, p < 0.001) than those from schools without such programmes. They also demonstrated significantly greater knowledge concerning policies, inclusive education (t = -8.29, p < 0.001), and disability (t = -3.12, p < 0.001) than their counterparts. The study provides various implications for improved policies and teacher training programmes to enhance teachers' knowledge and experience for inclusive practices in Cambodia. [ABSTRACT FROM AUTHOR]

This article describes the qualitative phase of a larger intervention study, where pupils with learning disabilities (nine dyslexic pupils) were engaged in a pedagogically blended 'Reread-Adapt and Answer-Comprehend' (RAAC) and Theatre Art activities to enhance Higher Order Thinking Skills (HOTs) in reading comprehension. Data from pupils' answers in the reading comprehension passages, interviews with the Special Education Needs (SEN) teacher and observations were collected. Qualitative analysis based upon pre-determined categories of learning strategies from literature revealed pupils' application of HOTs in reading comprehension. Drawing from this study, the importance of addressing HOTs in reading comprehension among mainstream and SEN pupils and other implications for inclusive classrooms are discussed. [ABSTRACT FROM AUTHOR]

This article explores how legal academics approach sensitive topics in human rights law, specifically how content is chosen, curated and discussed with students. It draws on data collected as part of a small pilot study which looked at how human rights academics approach "controversial" topics and how their views on controversy and sensitivity may be reflected in their curriculum. It focuses on the wider debate around trigger warnings in higher education and explores how academics use them. It concludes that, despite their negative reputation, "trigger warnings" can play a necessary and welcome role in navigating sensitive material. [ABSTRACT FROM AUTHOR]

Students with disabilities (SWD) have consistently been excluded in science in science classrooms. As inquiry‐based instruction is the preferred method of science instruction, finding the best ways to teach using inquiry as an inclusive methodology is essential. The Science Writing Heuristic (SWH) is an argument‐based inquiry approach that has shown to be successful for SWD. The current study examines the efficacy of the SWH in inclusive elementary classrooms for SWD, specifically focusing on engagement. We introduce a theoretical framework for engagement for SWD across instructional needs. Additionally, the study analyzes behavioral observation data on engagement to evaluate the efficacy of the SWH for SWD. Randomly selected classrooms in treatment and control conditions across four rural midwestern schools participated in the current study. Teachers in the treatment group were trained in using the SWH approach for science instruction and compared to teachers in a control group who taught science using the district‐approved curriculum and methods. Mean scores were compared between SWD in SWH classrooms and their peers without disabilities and SWD in control classrooms. Multiple statistical and effect size analyses were conducted. Findings suggest that the SWH is an effective instructional approach that supports SWD in classroom engagement. [ABSTRACT FROM AUTHOR]

Encouraging and continuing inclusive learning environments is important to allow all students to be able to fully participate, engage, and learn. The online learning environment obliges educators to think creatively about how to achieve this goal. The aim was to investigate using virtual classroom for teaching special needs students in inclusive classrooms during and beyond Covid-19 from the perspectives of their teachers. Teachers of special education from integration schools in the middle stage in Makkah were targeted. A 15- item survey instrument was developed particularly for this research study . Quantitative research is carried out with the aim to investigate using virtual classroom(VC) for teaching special needs students in inclusive classrooms during and beyond Covid-19 from the perspectives of their teachers. A survey method was used. Data were collected through a structured self-administered questionnaire, which was based on the technology acceptance model(TAM). Pearson correlation(R) and multiple regression (MRA) were used to analyze data . Results indicated that the BI is positively affected by PU, PEOU. PU, PEOU yielded a coefficient of multiple regression (R) and a multiple correlation square. This shows that a total variance in BI is accounted for by PU, PEOU. In conclusion, the findings in this study contribute to the literature on TAM and its use in special education in particular. [ABSTRACT FROM AUTHOR]

Aim. The study aims to analyze the climate factors in inclusive classes in motivating students with special needs to increase their academic achievements and improve social behavior. Through a qualitative methodology, the study investigated several dimensions of supportive and open classroom climate on their impact on the performance of students with special needs in inclusive classrooms. Method. For the realization of this study, ninety-two (92) students/teachers of the "Teachers in Primary Education" program of the second cycle of studies at "Aleksander Moisiu" University in Dürres were included and were divided into four (4) focus groups. At the same time, semi-structured interviews were conducted with twenty-one (21) primary education teachers (grades 1-5) in three schools in the Municipality of Dürres. Results. The findings of the study highlight that collaborative climate factors in inclusive classrooms influence and motivate students with special needs. Several issues related to students' motivation have been identified, specifically: their motivation increases during group work, their motivation increases in project-based learning, and their motivation increases in the reinforcement of hard skills they bring to teaching supported by ICT. Conclusion. Students and teachers also reported that all these beliefs and attitudes directly affect the performance of students with special needs and therefore their achievements. Teachers emphasize that students with special needs are more involved in group work, and some of the benefits that students with special needs have, are: improved communication and interaction by strengthening cooperation and self-efficacy. [ABSTRACT FROM AUTHOR]

This article explores the contexts of work environment, agency and psychological wellbeing of teachers who handle inclusive classrooms in foundation phase education. This article argues that inclusive classroom environment is complex, and teachers are not only required to focus on the learners and meeting the inclusive requirements, especially in under resourced contexts, but also need to take cognizance of their general wellbeing which is essential for better learning outcomes. Unlike mainstream classrooms where teaching and learning activities follow traditional approaches/strategies, teachers of inclusive classrooms at the foundation phase schools in under-resourced contexts are sometimes required to go beyond their scope of training and forced to re-imagine teaching and learning strategies to accommodate most of their learners in the absence of collaboration, care, and other support structures. The teachers' resilience and agency of their own wellbeing is emphasized. This article brings to the fore the diversities within complex diverse classrooms, cultural, socio-economic, and linguistic backgrounds among others. This article is framed within the epistemological assumptions of resilience perspectives. [ABSTRACT FROM AUTHOR]

This study examined the emotional resilience of teachers in inclusive classrooms at a selected rural school in Gauteng, South Africa. A qualitative case study research design was adopted for this study. A sample size of six participants including both male and female were selected using purposive and convenience sampling techniques, the participants were drawn from a rural school in Gauteng East District in the Gauteng Province. The participants that were selected for this study possessed teaching experience ranging from 5 to 33 years. Data was collected through a semi-structured in-depth interview and analysed using thematic content analysis. It is expected that the findings from this study will contribute to the body of current knowledge on emotional resilience of teachers in inclusive classrooms and also influence leaners learning and development in inclusive classrooms. In addition, the findings from this study could assist the Department of Basic education to develop a curriculum that prepares pre-service teachers for the long-lasting and enduring cumulative risk in inclusive classrooms. [ABSTRACT FROM AUTHOR]

Self‐monitoring interventions have been found to be effective in improving the on‐task behaviors of students with a wide range of disabilities. However, there are ongoing limitations in the literature, including the (a) lack of planning in generalization and maintenance, (b) interventions are predominantly conducted in segregated settings, and (c) inadequate number of data points collected in each condition. In the current study, self‐monitoring was used to improve the on‐task behavior of three elementary school students with ADHD in inclusive classrooms in Turkey. A concurrent multiple‐baseline across‐participants design was used. Generalization and maintenance were programmed via sequential modification, partial withdrawal, and continuous data collection. Additionally, classroom teachers rated the students' overall classroom behaviors in each data collection session. Based on the visual and the effect size analyses (i.e., performance criteria‐based effect size [PCES]), the intervention was effective in improving the students' on‐task behaviors. The self‐monitoring intervention had 1.18 (high effect), 1.06 (effective) in generalization, and 1.14 (effective) in the first maintenance set and 1.03 (effective) in the second maintenance data set. The teacher ratings aligned with the increased on‐task behaviors of the students. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]

How can Science, Technology, Engineering, and Mathematics (STEM) faculty integrate a humanistic approach to create environments where students do not feel marginalized? Changes are necessary to address the historically exclusive climate and systemic oppressive classroom policies and classroom practices dominated by White, patriarchal, Eurocentric perspectives pervasive in many STEM higher education classrooms. By incorporating approaches and practices documented in the literature over time and across multiple STEM disciplines, faculty can create equitable and inclusive (EI) classrooms. However, the challenge for individual faculty members is consolidating the information to identify fundamental elements necessary for establishing EI spaces. This project addresses that challenge by conducting a comprehensive meta-synthesis of higher education literature to identify themes for what constitutes an EI classroom and recommendations for how faculty can facilitate one. The dataset includes 61 articles from 277 authors and 48 unique journals and reflects a timeframe of January 1995–June 2021. Our findings are organized into four key concepts, indicating that EI pedagogies related to the affective, cognitive, and metacognitive categories of learning are vital to an equitable and inclusive classroom. However, the essential finding of this analysis was the importance of the fourth key concept, faculty cultural competency and elements related to the climate and structure of the classroom, referred to as Faculty Agency and Action (FAA). The results of this meta-synthesis were compared to the most frequently cited seminal works within the field, demonstrating that although these individual works contain most, they do not include all of the themes indicated by this study and, in some cases, over- or underrepresent some of the topics discussed. As mirrored in the most frequently cited works and the findings of this meta-synthesis, it takes incorporating classroom-focused approaches and faculty’s reflective resolve to understand and change how dominant and privileged identities are reflected for classrooms to be equitable and inclusive in STEM.

Copyright of Journal of Special Education & Rehabilitation (2314-8608) is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Scholars in recent years have explored the connections between video games, literacy, and learning. Research illustrates that video games can serve as texts for engagement and analysis in English language arts classrooms. Scholars have also demonstrated how games themselves effectively integrate a complex array of learning principles that help players understand and progress in the game. In this article, we explore how recent efforts in game design to promote accessibility for differently abled gamers have implications for literacy education that can promote inclusivity and equity in English language arts classrooms. While recognizing the social construction of the concept of (dis)abilities, we explore existing literature on the video games, literacy, accessibility, and universal design for learning. We then demonstrate specific ways that video game designers promote visual, auditory, motor, and cognitive accessibility for gamers and share how literacy educators can draw upon these strategies to promote accessibility in their curriculum and instruction to help all students engage, learn, and thrive. [ABSTRACT FROM AUTHOR]

In 2001, the government of Lesotho increased access to schooling for all learners by incrementally eliminating school fees in primary schools. As a result, the admission of children with learning disabilities (LD) in primary schools also increased. Despite these important gains in the restructuring of the education system towards full inclusion during the past two decades, the national policy on teacher training and implementation and school- and classroom-based challenges, remain. Data for this qualitative study were generated through meetings with two groups of participants (Grade 1 teachers). Free-attitude interviews were also conducted in the meetings to conduct an in-depth investigation in the study and the generated data were analysed using conversation analysis. The study concludes that all identified challenges are surmountable and therefore require careful planning, dedicated effort and financial assistance to enable teachers to act as a driving force for inclusive schooling. [ABSTRACT FROM AUTHOR]

Co-teaching is becoming prevalent in meeting the needs of students with disabilities in the general education classroom. Co-teachers face more challenges in collaboration, relationships, and defining roles. Collective teacher efficacy is the shared belief that a team of co-teachers can make a positive difference in student achievement and school culture. This quantitative study aims to assess the teachers' self-efficacy and the collective efficacy of the co-teaching team to develop cohesive and working relationships to benefit students in inclusive middle classrooms in a suburban school district in the United States. Bandura's (1977) social cognitive theory and efficacy as a set of proximal determining factors of teachers' affect and actions theoretically framed the study. The research questions used focused on understanding the kinds of things that create challenges for teachers. Also, they considered the combination of the current ability, resources, and opportunities for teachers and the co-teaching team. The data from the instruments were collected, categorized, and tabulated for interpretation and analysis. The findings show correlated efficacy factors in student engagement, instructional practices, and classroom management. The results recommended for same planning time, collaboration, and understanding of shared roles of the co-teaching team. [ABSTRACT FROM AUTHOR]

The ability to self-regulate is a key focus for educators, especially for neurodivergent students, such as those with ADHD, fetal alcohol syndrome, mental health difficulties, autism, and/or anxiety. Students not being able to self-regulate frequently results in their behaviours being labelled as "naughty" or "challenging" by teachers. Continued dysregulation can lead to periods of suspension and exclusion, impacting both attendance rates for students and their broader families. Previous research has shown that the impacts of poor self-regulation can be wide-ranging, spanning both social and academic outcomes. The broad negative impact of poor self-regulation means that it is important to support families and classroom teachers to effectively improve children's self-regulation. However, to support families and educators, there is a need to develop and deploy a theoretical framework to suggest why self-regulation may be under-developed and, conversely, how self-regulation may be effectively developed across a wide range of contexts. This paper considers current literature exploring the links between individual experiences of emotions and connections with core abilities of interoception, self-regulation, emotional intelligence, and metacognition. It outlines a hypothesised model of how these abilities intertwine and how supporting core building blocks within educational settings can enable supportive and inclusive educational contexts, providing positive experiences for students and teachers alike. [ABSTRACT FROM AUTHOR]

Functional Diversity (FD) and inclusion are nowadays widely explored subjects, specifically in the field of English language teaching. This article examines the ways in which EFL teachers problematize their role in functionally diverse scenarios while exposing their efforts to improve the exercise of their profession in FD classrooms. By applying positioning theory (Harré, 2001), we analyzed the narratives of four English language teachers at a high school in Bogotá, Colombia. Data obtained from autobiographical narrative essays revealed three main findings: first, English language teachers positioned themselves as novice or apprentice in FD contexts; second, they struggled with their unpreparedness as they learned to work with FD students; and finally, they positioned themselves as agents of change to overcome difficulties and embrace an inclusive pedagogy. This study contributes to the field by raising awareness of real teaching problems and school situations that EFL teachers face, specifically those related to the struggles of the self (Méndez, 2017).

This study investigates the perspectives of teachers in Greece and Portugal on the effectiveness of a newly developed programme (FRIEND-SHIP intervention) aiming at fostering students’ social participation. Sixteen elementary school teachers, ten from Greece and six from Portugal, who implemented the programme in their classes were interviewed before and after implementation. The thematic analysis performed indicates that the intervention was perceived as successful in improving the students’ social skills and the overall classroom climate. Specific benefits were noted for students with disabilities and for those from racial or ethnic minority backgrounds. Overall, the FRIEND-SHIP programme was viewed as an easy to implement intervention with a relevant structure and content and was valued as very promising in fostering all students’ social participation.

School shyness may have immediate and long-term detrimental effects. Drawing on cultural-historical understandings of motivated actions and conceptual and material tools, the study examined how ten school leaders in three Norwegian elementary schools interpreted and responded to the demands on the school in their work with shy children. Data comprised individual interviews and concluding school-based group conversations with leaders. The schools were recognized as enabling teachers' responsive work with shy children in classrooms and presented a useful tension between central direction by school leaders and the professional discretion that enabled teachers' responsive pedagogies. The leadership teams' focus was school inclusion through adaptive pedagogies. This strong focus on inclusion emphasized classroom-based Tier 1 universal interventions. There were Tier 2 targeted interventions with shy children undertaken by social teachers, but they could seem ad-hoc by depending on teachers' capacity to identify the need for them. The implications for school leadership are discussed. [ABSTRACT FROM AUTHOR]

Dual immersion programs have proven effective in achieving biliteracy for all students. However, maintaining equitable practices at the core of such programs has become more challenging in remote learning due to the pandemic. It is necessary, therefore, to revise some of the benefits and challenges of digital instruction mediated by technology in these settings. Using a middle school Dual Immersion (di) program in Southern California as a background, and from the perspective of bilingual education teachers and professors, this article presents a theoretical model called Dual Immersion Digital Instruction (di2) that could serve that purpose. The model includes the five dimensions involved in just, equitable, and inclusive education: Technological, content, social, linguistic, and pedagogical. The article also analyzes the pedagogical opportunities and challenges that teachers in di programs face in regards to each of these dimensions when all instruction becomes fully online. Finally, the article discusses how the shift to online teaching in di classrooms could impact bilingual teacher education programs.

The research was designed to observe, describe and analyse elements of instruction and practice that define classrooms designed to reach all learners in a context of full inclusion. The authors' focus has been the underlying daily practices of classroom teachers used to ensure high-quality, equitable and personalised instruction. A multiple-case-study approach was carried out, with the voluntary participation of seven schools at the kindergarten, elementary and high-school levels. Multiple data collection methods were utilised, including in-depth interviews and extended classroom observation. The results reveal the foundational practices of the school and classroom that make it possible to reach all learners, facilitating their success. The systemic supports and strategies that ensure that all learners are able to participate, learn and be part of the class community are also described, as well as complexities still present in the inclusion processes, especially in relation to support and curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Across Europe, the enrolment of students with special educational needs in regular classrooms is increasing, although it does not always mean access to high quality educational experience. In this context, inclusive education has been enhanced in most educational systems, but its successful implementation is still limited and has become a challenge in most countries, and specially in secondary education, when segregation due to learning achievement is more frequent. Educational practices that take into account the potential of promoting learning interactions within heterogeneous groups of students have already demonstrated contributing to educational inclusion of students with special needs. In this study we analyse the case of a secondary education school located in Valencian Community (Spain), which educates students with special needs along with their typically developing peers and is characterized by its inclusive ethos. The analysis focuses on three educational strategies implemented in the school and their impact on educational improvement and inclusion of the students with special needs: (1) co-teaching, (2) interactive groups, (3) dialogic literary gatherings. Qualitative data were obtained from communicative focus groups with teachers, communicative life stories with students and relatives, communicative observations of the three educational strategies and documentary analysis. The findings show significant increase in the students' instrumental learning, as well as an improvement in these students' overall inclusion in the school.

During the coronavirus pandemic, schools across the world shut down and education was transferred online, with the education of half a million students in Singapore continued through "Home-based Learning" (HBL), delivered through online platforms, including the Student Learning Space (SLS), accessible to all schools. A system was developed to ensure that economically deprived families who lacked equipment could borrow this from school, and those with no internet connection at home could return to school to engage in online learning. By contrast, specialized support for children with special needs was not necessarily designed to address these needs. The impact of this on the potential 20,000 dyslexic learners in Singapore forms an important research area for further investigation. The current study gathered empirical evidence through one-to-one interviews of 4 students (2 from primary schools and 2 from secondary schools). Taking an ecological approach, the study also analysed the context of school, family and beyond. Hence, the study examined the participants' lessons and assignments as well as interviewed their mothers in order to form a complementary picture to answer the research question on their experiences of learning during HBL. The interview data was transcribed verbatim and analysed together with the artefacts for emergent themes across the cases. Data analysis surfaced 3 themes: dyslexic-(un)friendly use of technology, feedback-focused pedagogy and social-emotional support. These findings will help guide professional development for teachers in mainstream classes who design e-learning experiences for inclusive classes with dyslexic students. [ABSTRACT FROM AUTHOR]

Across Europe, the enrolment of students with special educational needs in regular classrooms is increasing, although it does not always mean access to high quality educational experience. In this context, inclusive education has been enhanced in most educational systems, but its successful implementation is still limited and has become a challenge in most countries, and specially in secondary education, when segregation due to learning achievement is more frequent. Educational practices that take into account the potential of promoting learning interactions within heterogeneous groups of students have already demonstrated contributing to educational inclusion of students with special needs. In this study we analyse the case of a secondary education school located in Valencian Community (Spain), which educates students with special needs along with their typically developing peers and is characterized by its inclusive ethos. The analysis focuses on three educational strategies implemented in the school and their impact on educational improvement and inclusion of the students with special needs: (1) co-teaching, (2) interactive groups, (3) dialogic literary gatherings. Qualitative data were obtained from communicative focus groups with teachers, communicative life stories with students and relatives, communicative observations of the three educational strategies and documentary analysis. The findings show significant increase in the students' instrumental learning, as well as an improvement in these students' overall inclusion in the school. [ABSTRACT FROM AUTHOR]

The ability to self-regulate is a key focus for educators, especially for neurodivergent students, such as those with ADHD, fetal alcohol syndrome, mental health difficulties, autism, and/or anxiety. Students not being able to self-regulate frequently results in their behaviours being labelled as “naughty” or “challenging” by teachers. Continued dysregulation can lead to periods of suspension and exclusion, impacting both attendance rates for students and their broader families. Previous research has shown that the impacts of poor self-regulation can be wide-ranging, spanning both social and academic outcomes. The broad negative impact of poor self-regulation means that it is important to support families and classroom teachers to effectively improve children’s self-regulation. However, to support families and educators, there is a need to develop and deploy a theoretical framework to suggest why self-regulation may be under-developed and, conversely, how self-regulation may be effectively developed across a wide range of contexts. This paper considers current literature exploring the links between individual experiences of emotions and connections with core abilities of interoception, self-regulation, emotional intelligence, and metacognition. It outlines a hypothesised model of how these abilities intertwine and how supporting core building blocks within educational settings can enable supportive and inclusive educational contexts, providing positive experiences for students and teachers alike.

There is much research into teachers' workplace wellbeing, but very little research investigating teacher assistants' wellbeing in the workplace – especially those who work in classrooms where students with a disability are present. Research among teachers has identified adaptability as a key to their workplace wellbeing. Following this research, among a sample of 128 teacher assistants who work in classrooms where students with a disability are present, we explored four workplace wellbeing outcomes (workplace enjoyment, participation, self-concept, and motivation) and the role of adaptability in predicting these wellbeing outcomes. Hierarchical path analysis showed that teacher assistants who were adaptable demonstrated significantly higher workplace enjoyment, participation, self-concept, and motivation. Findings suggest workplace adaptability as a critical element of workplace wellbeing for teacher assistants who support students with disability. [ABSTRACT FROM AUTHOR]

Background: Whilst it is known that weak central coherence (WCC) and global information processing (GIP) challenges contribute to teacher–learner task instruction challenges in learners with autism spectrum disorder (ASD), there are limited data on how teachers in inclusive classrooms respond. Weak central coherence and GIP behaviours manifest in classrooms when learners with ASD focus narrowly on minute detail whilst ignoring teachers’ instructions. Aim: The aim of the study was to describe three case studies of teacher–ASD learner verbal interactions during task instructions in inclusive classrooms. Setting: Three Grade 3, 9-year-old learners and their teachers were purposively sampled. The learners had been clinically diagnosed with ASD by an independent clinical educational psychologist. The learners’ schools, one government inclusive mainstream and one private school, were located in the Western Cape, South Africa. Methods: An interpretive qualitative case study design was chosen with non-participant observations and individual semi-structured interviews. The data were inductively analysed. Results: The learners with ASD struggled to comprehend the general classroom discussions and fixated on minute details. This obsessive behaviour was manifested in their inability to appreciate the global perspective of a situation. These tendencies often led to social isolation. Conclusion: This study highlights a deeper level of misunderstanding during teacher–ASD learner verbal interactions during task instructions. Learners understood the immediate or literal meaning of the verbal instructions, but were persistently pre-occupied with only one part of their teachers’ instructions and persevered with smaller details. This study was limited to three learners with ASD, and more studies are required to confirm the results.

Social acceptance is vital to students’ development. Being rejected by classmates can result in negative socio-emotional and academic outcomes. Finding relevant factors to be able to effectively support student social acceptance is especially challenging in inclusive classrooms because of the high heterogeneity of the student group. There is evidence that social acceptance is determined by the social behavior of students. In addition, current research suggests that affect-motivation dispositions, such as teacher attitudes, are related to teaching practices, which in turn are associated with student outcomes. This longitudinal study examines, on an individual level, the relationship between social behavior and the social acceptance of students. On a classroom level, the extent to which a teacher’s attitudes toward the inclusion of students with special educational needs affects their classroom management (i.e., implementation of clear rules and successful time management) is analyzed. In addition, the effect of teacher attitudes toward inclusion and classroom management on social acceptance in the classroom is investigated. The social acceptance of a sample of 580 students in 34 inclusive classrooms was assessed at the beginning and the end of the school year. In addition, student social behavior was rated by peers at the beginning of the school year. Teachers (n = 34) were asked about their attitudes toward inclusion at the beginning of the school year. One mathematics lesson in each classroom was videotaped to assess the teachers’ classroom management practices. Multilevel structural equation models revealed a positive relationship between student social behavior and their social acceptance in the peer group. Contrary to expectations, teachers’ attitudes toward inclusion did not predict their classroom management practices (i.e., implementation of clear rules and successful time management). As hypothesized, teachers’ classroom management predicted the level of social acceptance in the classroom, whereas teachers’ attitudes toward the inclusion of students with special educational needs did not. The study results are discussed in light of previous findings and implications for teacher education are described.

Refugee children have often witnessed or experienced trauma, violence, and death. While conflict harms the psychosocial well-being and emotional development of children, an inclusive educational environment can serve as a safe haven for refugee students. Drawing on qualitative data collected between 2015–2017 in Kakuma refugee camp in Kenya, including 81 semi-structured interviews and extensive feedback gathered during teacher training workshops, this paper examines the micro-level disciplinary practices among teachers that promote or impede the inclusion of refugee children. The paper presents the tension between teachers' own negative experiences with corporal punishment as students, and their justification for using corporal punishment as teachers. Additionally, it highlights the role that continuous professional development plays in making positive changes to teachers' beliefs and practices. The authors argue that providing a safe space for reflection and discussion on corporal punishment and positive discipline is pertinent to reducing negative practices and stress the key role teachers play in creating such environments. [ABSTRACT FROM AUTHOR]

Recently, teachers have been seeing an influx of students with autism spectrum disorders (ASD) in their classrooms. As this number increases, it is important that these teachers and teacher leaders be aware of the advances in the field regarding methods of working with children with ASD. Some of these practices are written down and published online for the public, but others are only found by accessing the authentic experiences of teachers who developed best teaching methods throughout their careers. This study seeks to be a resource for current educators and pre-service teachers in inclusive classrooms, sharing best practices working with students with autism. A literature review and teacher interviews were conducted exploring what designated special education and inclusive classroom teachers consider best practice in teaching elementary-age students with autism. Results indicate that effective teaching methods include a focus on consistency, visuals, and relationships. Participants communicated that there is a lack of resources available for teachers to learn about teaching students with autism, and that their practices were developed through observation and personal investigation. Participants emphasized teacher workshops and collaboration with colleagues as suggestions for improving teacher education on working with students with ASD. [ABSTRACT FROM AUTHOR]

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Conversation Analysis was used to explore how teachers, personal care assistants, and students organized inclusive multiparty classroom interaction when one of the students in the classroom used an eye-gaze accessed speech-generating device (SGD). Scaffolding and collaborative practices that created a response space for the construction of the eye-gaze accessed SGD-mediated turn were identified and analyzed. The participants were two adolescent students with severe cerebral palsy and intellectual disability who relied on eye-gaze accessed SGDs, and their teachers, personal care assistants, and classmates with intellectual disabilities. The data consisted of 2 hr and 40 min of video recordings collected in the participants' classrooms. Three practices were identified (a) the practice of explicit turn allocation organization and the use of display questions, (b) the practice of locally contingent on-screen scaffolding activities, and (c) the practice of dealing with turn competition by classmates. Teacher and assistant practices differed with regard to the student's access to the vocabulary relevant to answering the teacher's question. The practices were found to create a response space for students using SGDs accessed via eye gaze, thereby ensuring their educational inclusion in the classroom. [ABSTRACT FROM AUTHOR]

A number of studies have demonstrated visual schedules and work systems to be effective in assisting students on the autism spectrum to stay on task and work independently. However, evidence of effectiveness does not ensure a timely implementation of interventions in applied educational contexts. The translatability of interventions depends, to a large extent, on their contextual fit and how they are perceived by those that will use them. This mixed methods study examined general education teachers' responses to an information toolkit outlining the use of visual schedules and work systems as inclusive, whole-class practices. While teachers regarded the toolkit positively, their responses also offer insights into potential barriers to implementation. [ABSTRACT FROM AUTHOR]

This paper presents an action research project that aimed to increase opportunities for multilingual literacy engagement and identity investment for newly-arrived immigrant students in Norway. A language teacher and a researcher jointly developed a cross-curricular, multilingual module focusing on identity texts written in three languages: English, Norwegian, and each student's home language. Fourteen adolescent students speaking 15 different home languages participated. To assess the effectiveness of the multilingual pedagogical practices, the data collected included a language use questionnaire, student reflection logs, students' identity texts, lesson plans, and the teacher's notes and reflections. The results suggest that explicit emphasis on including all languages in students' linguistic repertories can help build inclusive classroom spaces and foster learners' multilingual identities. [ABSTRACT FROM AUTHOR]

Many paraeducators have no formal education beyond high school and are provided with minimal training once on the job. Furthermore, as more schools turn to inclusionary practices, the impetus for highly qualified paraeducators becomes more important. However, little research has examined efficient ways to train paraeducators who work in inclusive classrooms. Through an adapted alternating treatments design (AATD), the general and comparative effects of two prominent training approaches were assessed: didactic instruction and performance feedback. Analysis of these approaches on paraeducators' use of positive behavior support strategies in inclusive settings revealed that with an equal amount of training time for each approach, performance feedback consistently produced stronger immediate and maintained effects than didactic instruction. [ABSTRACT FROM AUTHOR]