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Currently, schools are not born inclusive, and teachers report feeling that this approach is alien to their practical possibilities, so they constantly ask for training on the subject. However, this training is hardly transferred to the school. This chapter has therefore set out to analyse how training bodies in Costa Rica are doing, and how much of this effort is permeating the educational culture. The methodologies applied were studied, as well as the background of good practices, with the final intention of guiding more effective training to make inclusion a sine qua non condition of being a school. [ABSTRACT FROM AUTHOR]

Participation is one key element of inclusive education. While the inclusion rate in German schools is rising, little is known with regard to children's participation in this context. This study examines the participation of children with and without impairments at three inclusive primary schools in Bavaria. Cross-sectional data was collected in parents and teachers of 124 3rd grade pupils (girls: n = 62, age: M = 9.5 years; boys: n = 62, age: M = 9.6). 27% of the parents stated their children had impairments (4.9% physical, 13.1% mental/ intellectual and 9.0% other/multiple). Participation in school and other life areas ('neighborhood & community', 'home' and 'living activities') was assessed by the 'Child and Adolescent Scale of Participation (CASP)'. Parents and teachers of children with impairments reported significantly lower scores in all CASP subsections and total score. In school, according to teacher rating, all pupils showed the lowest participation scores in educational activities with other children in the classroom and in communicating with children/adults. The results highlight the continuing challenges to reach meaningful participation of all children as a condition for effective inclusive education. This seems to be true not only for school but also for other social contexts. [ABSTRACT FROM AUTHOR]

Adolescents will face developmental tasks that must be completed before entering the next stage of development. One of them is to build stronger social relationships with peers, both with the same sex and the opposite sex. Adolescents need social adjustment to adapt to new tasks. The purpose of this study is to find out about social adjustments made by adolescents who have vision problems at the Padang City Inclusion School. This research was conducted in a qualitative descriptive way. The three teenagers who experienced low vision impairment were junior high and high school students at the Padang City Inclusion School. They are the informants of this research. The purposive sampling method is used to select informants. Interviews and observations were used to collect data. The results showed that the three informants had good social adjustment while studying at an inclusion school. They use their abilities to participate in social activities, utilize the rest of their vision, provide assistance, be willing to cooperate, accept dissent, seek to forgive others, and obey the rules. [ABSTRACT FROM AUTHOR]

The aim of this research is to determine the differences in the individual components of self-assessed self-efficacy for teachers' cooperation, taking into consideration whether educational associates provide them with adequate support in working with students with disabilities or not. In addition to the calculation of basic statistical parameters, in data processing, multivariate analysis of variance, t-test and discrimination analysis were used to calculate the differences between the observed groups. The obtained results show the presence of statistically significant differences in separate components of self-assessed self-efficacy for cooperation between teachers, taking into consideration whether educational associates provide them with adequate support in working with students with disabilities or not. The differences are evident both on the manifest and Latent levels. However, the variables in which teachers who receive support from educational associates show a higher level of self-efficacy for cooperation mostly relate to administrative-organizational support and freedom of expression of opinion, so it is necessary to better conceptualize this cooperation and its components, as well as the factors affecting it. The contribution of this research is twofold. It consists in acquiring results that allow insight into the structure of self-assessed self-efficacy of teachers working in inclusive conditions in the area of one region in Croatia. On the other side, this work contributes to the interpretation of the possible connection between specific components of teacher self-efficacy for cooperation in inclusive conditions with factors that could influence it when it comes to the support of educational associates. [ABSTRACT FROM AUTHOR]

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) 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.)

The implementation of inclusive education is still not balanced with the availability of supporting facilities, which is one of the biggest challenges for teachers. The inability to overcome these challenges can increase risk factors, leaving teachers vulnerable to psychological problems. Resilience is suspected to be one of the supporting factors for teachers to overcome various problems. Studies that identify various predictors that affect resilience are needed to optimize teachers' ability to deal with existing problems. This study aims to determine the role of self-efficacy and social support as predictors of teacher resilience in inclusive elementary schools. This study uses a quantitative approach with an ex post facto method. One hundred fifty-six inclusive elementary school teachers in Bantul Regency participated in this study. Data analysis used was structural equation modeling (SEM) techniques with partial least squares (PLS) modeling. The results showed that teachers' self-efficacy and social support could predict teacher resilience and its dimensions in inclusive elementary schools in Bantul Regency, contributing to the predictive relevance value (Q2) of 30.1%.

The purpose of this study was to obtain an overview of the problems faced or felt by teachers in the implementation of the assessment of students with special needs in primary schools providing inclusive education. This study uses a qualitative approach with a descriptive type of research. Sources of data in this study were teachers at SDN Semangat Dalam 1 Batola. Data collection techniques used interviews, questionnaires, and documentation. Data analysis used the Miles and Huberman model which consisted of data reduction, data presentation and conclusion drawing. The data validity technique uses member checks and triangulates data sources. The results of the study indicate that there are several problems or problems faced and felt by teachers in the implementation of the assessment of students with needs at SDN Semangat Dalam 1 Batola at this time, namely 1) the teacher's low understanding of the concepts and procedures for compiling comprehensive assessment instruments for children with special needs; 2) low participation of parents/families of students with special needs in providing information when collecting information on assessment implementation; 3) the teacher's low understanding in carrying out the analysis of the assessment data.

Audio description is a technique that was first introduced in the early 1970s by the American professor Gregory Thomas Frazier. Its aim is to describe the visual elements of a cinematographic or audiovisual work for blind or visually impaired individuals, providing them with essential information to understand the piece, including decors, characters, actions, and the actors' gestures. This technique has found success in the field of cinema. This success holds promising perspectives in the field of education, particularly in classes designed for blind and visually impaired students, as well as in inclusive classrooms with diverse needs. In this context, our contribution seeks to present and discuss the results of an integration experiment of audio description conducted with approximately twenty students from the Alaouite Organization for the Promotion of the Blind in Morocco, in the Fès-Meknès region. The objective of this experiment is to enhance pedagogical presentation and develop the visual, linguistic, and artistic capacities of students in inclusive classes, especially those who are blind or visually impaired. The project will be detaily presented, including its implementation and the key benefits it offers for the advancement of learning in Moroccan inclusive classrooms.

Inclusive education faces significant challenges requiring deep understanding and comprehensive solutions. This study aims to establish a holistic framework for understanding the challenges in inclusive education, the core mission of inclusive schools, and the essential qualities of teachers. The methodology employed was qualitative, using the grounded theory method. A total of 59 experts from 13 countries participated in this study. Semi-structured asynchronous virtual interviews were conducted and analyzed using ATLAS.ti software (version 8). The results identified eight persistent challenges to inclusive education. In addition, positive education was highlighted as the fundamental core of inclusive schools, with emphasis on the development of learning, well-being, engagement, resilience, motivation, mental health, affective and social outcomes, creativity, and happiness. Finally, the integral profile of the inclusive teacher was defined based on a four-dimensional model. This groundbreaking study introduces a novel comprehensive framework that revolutionizes our understanding of the enduring challenges in inclusive education. Elucidating the core mission of inclusive schools and defining the essential qualities of inclusive teachers offers transformative insights. This study’s implications, future perspectives, and limitations provide a wealth of valuable information for policymakers, educators, and researchers, paving the way for innovative approaches and enhanced inclusive educational practices.

In Pakistan, where the subject of special/inclusive education is still taboo, there is a need to promote inclusivity in education. However, the journey begins at the grassroots level by accommodating children with disabilities in a mainstream setup at the primary level. This paper presents the findings of an exploratory research study conducted in an inclusive private primary school in Karachi, Pakistan. This case study research draws on the pedagogical practices of classroom teachers in a private primary inclusive school in Karachi where children with disabilities study alongside their peers who do not have special educational needs or disabilities. The research study aimed to explore the strengths, weaknesses, opportunities, and threat factors that could optimize the teaching and learning process of children with special educational needs (CWSN) or children with disabilities (CWD) in the context of an inclusive school located in Karachi, Pakistan. Through an analysis of 16 semi-structured interviews and multiple classroom and field observations, teachers' understandings of their school's institutional values and their pedagogical practices to accommodate children with disabilities and inclusion were explored. The interviews were transcribed and analyzed using a SWOT–thematic qualitative method. The results of the SWOT analysis indicate how an inclusive school caters to the strengths of CWD and provides them with opportunities to sustain themselves in an educational setup. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic launched a challenge on the education system and required schools to make organizational changes in order to continue serving the local community. Essential to this process are support teachers who play a key role as agents of change. Despite their role, the perspectives, desires, and needs of these teachers have since been neglected, despite their centrality in contemporary Italy. Accordingly, the specific aim of this study revolves around supporting teachers’ experiences with digital technologies (i.e., learning applications, telecommunication media, and interactive devices) within a pandemic context, especially technologies used to maintain the educational bond with students with disabilities. Attuned to an interpretative paradigm, this qualitative research has an ethnographic design, which was implemented in a secondary school in a Northern Italian city. Throughout the article, we discuss the three main drawbacks found in fieldwork: (i) the prevailing change in bureaucratic management; (ii) the pervading mind–body binarism in teaching; and (iii) a long-term vision for inclusion being subject to a passive logic of adaptation. Finally, we reflect on some emerging implications. The first points to a necessary move from a rationalistic school management to an alternative model focused more on guaranteeing social justice among educational stakeholders. The second is that the very introduction of a new technology should be aimed at engaging actors whose work has been invisible to date in a school setting to empower them as key agents for change. The third suggests that, to overcome community disaggregation and mind-body binarism, a teacher-researcher figure is needed, a figure with holistic skills in addition to those of a technical nature delivered by institutional training programs. [ABSTRACT FROM AUTHOR]

The mental deficiency problematics represents a controversial and thoroughly studied field by the literature, the specificity of its typologies, its etiology and the inclusion of this particular category in society in general and in education in particular, representing some of the few directions followed by the specialists. This article proposes an exhaustive theoretical approach of the structure of personality of the mentally deficient, with a particular incision on the deficiency of intellect and how its symptomatic portrait can influence the integration of the mentally deficient and the selection of the type of education, inclusive or separate. The personality is in this way perceived as a factor of influence but at the same time as a premise for choosing the educational context for the mentally deficient. [ABSTRACT FROM AUTHOR]

in France, ULISs (localized units for inclusive education) offer a specific educational space within which coordinating teachers provide ongoing support to pupils with recognized disabilities. Our qualitative research study focuses on the implementation of educational pathways for the pupils involved. We focus on how coordinating teachers navigate this « in-between » space in their practices and how this in-between stance manifests itself. By outlining a few types of the positions adopted, we show how the practices and relational arrangements interact in a reflexivity that is enriched as experience is gained. [ABSTRACT FROM AUTHOR]

Tolerance is one of the essential characters to be instilled in a plural society. This study aims to determine the strategy for integrating the value of tolerance into civics learning in inclusive education schools. This research is qualitative descriptive research with interview data collection techniques, observation, and document analysis. The strategy for integrating the value of tolerance in civics learning in inclusive education-provided schools is carried out through the stages of planning, implementing, and evaluating learning. They were designing learning plans for regular and inclusive students and improving teaching competencies in inclusive classes. Implementation of learning is done by providing advice and motivation during learning, taking a dynamic approach with students, forming an attitude of empathy, appreciating the tolerant attitude shown by students, and applying a heterogeneous group learning model. The assessment is carried out by distinguishing the assessment content between students who do not have special needs and students with special needs that are adjusted to their obstacles and abilities.

This community service was carried out at the inclusive school X in Pekanbaru involving all Children with Special Needs. Children with Special Needs or commonly called ABK is a term for children who have physical, mental, social, or emotional conditions that are different from children in general. The use of the "Smart Learning" method which is optimized for children with special needs in inclusive schools is urgently needed to facilitate learning. This service involves collaboration between research teams, inclusive teachers, and principal to design, develop, and test the effectiveness of adaptive learning models that use information and communication technology (ICT). This "Smart Learning" method is specifically adapted to facilitate an inclusive learning process, taking into account the learning needs and preferences of each student. The method is carried out with the stages of observation, implementation and evaluation by presenting pre and post test surveys to find out the effectiveness of learning. The results of the post test show that the application of "Smart Learning" to children with special needs in inclusive schools can increase their active participation, motivate and increase their academic achievement

The COVID-19 pandemic launched a challenge on the education system and required schools to make organizational changes in order to continue serving the local community. Essential to this process are support teachers who play a key role as agents of change. Despite their role, the perspectives, desires, and needs of these teachers have since been neglected, despite their centrality in contemporary Italy. Accordingly, the specific aim of this study revolves around supporting teachers’ experiences with digital technologies (i.e., learning applications, telecommunication media, and interactive devices) within a pandemic context, especially technologies used to maintain the educational bond with students with disabilities. Attuned to an interpretative paradigm, this qualitative research has an ethnographic design, which was implemented in a secondary school in a Northern Italian city. Throughout the article, we discuss the three main drawbacks found in fieldwork: (i) the prevailing change in bureaucratic management; (ii) the pervading mind–body binarism in teaching; and (iii) a long-term vision for inclusion being subject to a passive logic of adaptation. Finally, we reflect on some emerging implications. The first points to a necessary move from a rationalistic school management to an alternative model focused more on guaranteeing social justice among educational stakeholders. The second is that the very introduction of a new technology should be aimed at engaging actors whose work has been invisible to date in a school setting to empower them as key agents for change. The third suggests that, to overcome community disaggregation and mind-body binarism, a teacher-researcher figure is needed, a figure with holistic skills in addition to those of a technical nature delivered by institutional training programs.

This paper presents a study whose objective was to characterize the formative, human, physical and community resources that make up good educational practices for the educational inclusion of students who suffer from a rare disease, as well as to detect the needs experienced by professionals and families regarding these resources. To this end, a cross-sectional and qualitative study was developed in which educational and health professionals, families and students with this type of pathology participated. The results suggest that educational, human, and community resources are considered key, and their orientation should focus on providing teachers with intervention strategies rather than on informing about these diseases. In addition, the existing human and physical resources are valued positively, although the need to expand them is pointed out, especially through the figure of educational technical assistants. Physical resources and materials are considered sufficient, highlighting the role of traditional resources as a complement to ICT. Another central element mentioned by the participants is the coordination and interdisciplinarity involved in addressing the needs of these students. Finally, the implications of these results for the development of inclusive practices are discussed. Besides, the main limitations of the study are presented, as well as futures lines of intervention and research which support the educational and social inclusion of these students. [ABSTRACT FROM AUTHOR]

Inclusive education has flooded the educational discourse in recent decades. This reality has been driven by different milestones, initially originating from social demands in defence of the recognition of historically excluded groups. Inclusive education has also gained relevance in international agreements such as the Salamanca Declaration of 1994 or the 2030 Agenda, and in legislative reforms at different national levels. Despite these initiatives, inclusive education has been transformed into selective education, leaving aside students with the most significant socio-sanitary educational needs. From this critical stance and using an intersectional conception of inclusive education, this article seeks to shed light on the educational response to an unknown and invisible group for which there is hardly any literature in the field of education: students with Rare Diseases (RD). More specifically, this study focuses on the pillars that support the structures of regular classroom and that contribute to the exclusion of the group of students under analysis: educational policies, the configuration of regular classrooms, educational practices and teacher training. We conclude with some recommendations for promoting the inclusion of learners with RD. [ABSTRACT FROM AUTHOR]

Copyright of Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern 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.)

Everyone, including students with impairments, has the right to access education. Many of these students, however, lack access to education. In this study, we discuss teachers' perspectives concerning students with disabilities in Indonesian inclusive schools. We gathered and obtained qualitative data through observation and in-depth interviews. 32 teachers who teach students with disabilities in inclusive schools participated. Data were analyzed by the Interactive Model of Analysis that comprises four steps: data collection, data display, data reduction, and conclusions. The findings revealed that the teachers' perspectives on inclusive education could be divided into four categories: equality and access, competency and training, caring and empathy, and facilities and human resources. Many obstacles remain in the way of implementing inclusive schools, including a shortage of human resources, limited facilities, and public acceptance of children with disabilities. Teachers in inclusive schools should be trained since the system requires more teachers who can teach children with disabilities. The government should provide sufficient and qualified training. This study is expected to be a source and example in strategic decision-making for policymakers regarding inclusive schools. [ABSTRACT FROM AUTHOR]

Developing quality learning in inclusive schools is an essential issue for educators. Several aspects that need to be considered to create quality learning in inclusive schools are assessment, lesson planning, good classroom management, learning materials and media development, implementation of accessible education using appropriate technologies and evaluation. These aspects are essential parts that must be appropriately addressed to produce quality learning. This study uses a mixed explanatory sequential design. Quantitative research instruments were used to collect data from 100 teachers on teacher involvement in quality learning in inclusive schools. The results of this study describe the condition of teacher performance in inclusive schools in developing quality learning. Involvement and collaborative efforts between teachers appear below. In this case, knowledge is more of a differentiating factor determining who does what in the learning and design process, while the universal learning rules are still not being fully implemented. This condition may influence the quality of learning for students with disabilities. It is hoped that future research will examine teachers’ attitudes and increase their efforts in developing quality learning for students with disabilities. Moreover, the principles of implementing UDL need to be integrated into the inclusive education curriculum in Indonesia.

Strengths-based approaches leveraging the strengths and interests of autistic students are increasingly recognised as important to meeting their school-related needs. A scoping review exploring elements contributing to strengths-based approaches for autistic students in schools was undertaken. Eighteen articles were identified, with results conceptualised according to the Bioecological Model of Development. One personal (strengths and interests), six microsystem (specialised instructions, curriculum integration, curriculum differentiation, common interests with peers, reciprocal roles and adult involvement), three mesosystem (matching resources and activities, real-life learning experiences and benefiting all students), and three exosystem (cost-effective and timesaving, collaboration with colleagues and parents and teachers' attitude and knowledge) elements were identified. Findings highlight the interrelatedness of the elements contributing to strengths-based approaches for autistic students, which can be used to aid in the development of more inclusive school environments. [ABSTRACT FROM AUTHOR]

The fundamental challenge in implementing inclusive schools is related to accepting students with special needs by other students. Lack of acceptance and respect for differences often trigger acts of bullying. There are insufficient studies describing that the perpetrator of bullying in school is a student with special needs. This study aims to measure the effectiveness of the educare program in improving students' pro-social attitudes to prevent bullying in inclusive schools. The Educare Program consisted of four lesson plan themes and became a treatment instrument. Single subject research (SSR) was used for the research method, implementing the baseline-intervention-maintenance (AB+M) phase with multiple baselines across subjects. Three students, including a student with a disability and a low pro-social attitude, were the subjects of this study. The data were collected through observation and analyzed through graphical visual inspection focusing on trend, level, latency, and percentage of all non-overlapping data (PAND). The results of the study presented in polygon graphs and PAND showed that the Educare Program is very effective in increasing students' pro-social attitudes. Almost all scores of pro-social attitudes obtained through trend with PAND reached 96.11%. [ABSTRACT FROM AUTHOR]

Introduction. The co-authors address current trends in the architectural design of inclusive schools. Their mission is to maximize the social involvement and integration of disabled children into groups of kids. The purpose of this research is to identify guidelines for designing inclusive schools and to make recommendations for the design of inclusive schools that conduct adaptation events.Materials and methods. The co-authors have used methods of comparative analysis and synthesis of foreign and Russian research, literary and design materials; findings of sociological surveys; a multidisciplinary approach that encompasses medicine, social science, and legal norms, that influence the guidelines for designing inclusive schools.Results. The research is focused on developing guidelines for designing inclusive schools and recommendations on the design of inclusive schools whose administration conducts adaptation events for children with minor disabilities and a normal level of intelligence, the vision acuity of, at least, 0.4 diopters, the hearing impairment of 26 to 40 dB, minor muscle-skeleton disorders, including wheelchair users, capable of getting around on their own. These results may be taken advantage of by architects, designing inclusive schools; they can also be taught at universities of architecture.Conclusions. The co-authors make recommendations for the design of inclusive schools designated for particular categories of disabled persons. The analysis of problems in the context of architectural and space-planning design of inclusive school buildings will allow to improve their structure and study their typology with a view to further development. The development of inclusive education, which is also regarded from the standpoint of architectural and space-planning design, draws human attention to the problem of responsibility for disabled children that must be be assumed by the society and the state.

Copyright of Revista Iberoamericana de Evaluación Educativa is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia Escolar 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.)

There is a consensus about the benefits of an artistic activity on health and well-being. In France, a gifted child is considered a special needs student for whom enrichment is advocated. Therefore, this study examines the extent to which a whole-class art enrichment program delivered to both gifted and non-gifted children benefits both student populations with respect to their school well-being. The art program was implemented in classrooms over the course of an entire school year (during the COVID-19 pandemic). The self-report French version of the Feelings About School scale (i.e., FAS) was completed in three steps (i.e., before, mid-program, and after) by a sample of gifted and non-gifted children benefiting from the program. The FAS scores of those students were also compared at the end of the school year with those of students who did not participate in the art program. Despite the pandemic context that requires caution in drawing definite conclusions, this study supports that (i) the fine arts practice is a lever of development, (ii) the sanitary situation was detrimental for elementary school students, and (iii) better adaptive capacities were exhibited by gifted children in this context. [ABSTRACT FROM AUTHOR]

taking the question of inclusive schools as a starting point, to help envisage an inclusive educational community, this article aims, on the one hand, to trace the evolution of the consideration of disability in the educational field, and, on the other, to consider the evolution of inclusion beyond the question of disability. It addresses the various questions that this new concept raises, while also putting them in dialogue with issues that arise outside the school gates, such as the problems of inclusion and inclusive societies, to identify the approaches, particularly in terms of training and professionalization, capable of meeting the challenges of conceiving and creating inclusive institutions. [ABSTRACT FROM AUTHOR]

Attention-deficit/hyperactivity disorder (ADHD) is a frequent diagnosis among children with emotional and behavioural difficulties. However, it is unclear which specific beliefs teachers hold about the disorder and how these shape their expectations. Essentialist beliefs about ADHD (the assumption that individuals with ADHD are fundamentally different from others) are prevalent in scientific and public discourse, but they may raise inauspicious expectations that could trigger negative self-fulfilling prophecies. In an online study, we randomly assigned preservice teachers (N = 213) to a group in which essentialist beliefs about ADHD were induced vs. a control group. The experimental manipulation induced essentialist beliefs, though only in a subgroup. In participants who had more previous experience with ADHD, essentialist beliefs could be induced and were associated with some of the pessimistic expectations studied. Our preliminary findings appear promising and should be further investigated to improve teacher training and to better support children with ADHD. [ABSTRACT FROM AUTHOR]

In Pakistan, where the subject of special/inclusive education is still taboo, there is a need to promote inclusivity in education. However, the journey begins at the grassroots level by accommodating children with disabilities in a mainstream setup at the primary level. This paper presents the findings of an exploratory research study conducted in an inclusive private primary school in Karachi, Pakistan. This case study research draws on the pedagogical practices of classroom teachers in a private primary inclusive school in Karachi where children with disabilities study alongside their peers who do not have special educational needs or disabilities. The research study aimed to explore the strengths, weaknesses, opportunities, and threat factors that could optimize the teaching and learning process of children with special educational needs (CWSN) or children with disabilities (CWD) in the context of an inclusive school located in Karachi, Pakistan. Through an analysis of 16 semi-structured interviews and multiple classroom and field observations, teachers’ understandings of their school’s institutional values and their pedagogical practices to accommodate children with disabilities and inclusion were explored. The interviews were transcribed and analyzed using a SWOT–thematic qualitative method. The results of the SWOT analysis indicate how an inclusive school caters to the strengths of CWD and provides them with opportunities to sustain themselves in an educational setup.

This study aims to describe the readiness of elementary schools in one of the sub-districts in Padang City, which includes personnel/teachers, facilities, and infrastructure, and a developmental assessment format for children with unique/inclusive needs. This research uses a descriptive quantitative method. The research subject is the elementary school Principal, which was selected using a simple random sampling technique. The research instrument used was in the form of questions packaged in a Google Form using the Guttman scale. Data were analyzed using descriptive statistics. The results showed that all schools responded well to the call for inclusive education in schools. However, the readiness of human resources, facilities, infrastructure, and several assessment systems are mostly not owned and not yet in schools. It shows that the enthusiasm for implementing inclusive education is practically not ready to be implemented considering the lack of availability of supporting facilities, both in terms of human resources and other supports.

Degenerative disease in general has always been a political problem related to how to deal with it and the state is present. This political issue is related to problems and procedures from the very beginning, where from the time of diagnosis of a disease to how to determine the future of people with disabilities or disabilities in the future. Since the parents received an expert diagnosis that their child was suffering from an autistic disease, since then life has changed. The illness suffered by a person after undergoing the process of being diagnosed by an expert will sooner or later affect the dynamics that affect all those affected towards their lives and themselves. Autism, a behavioral disorder that occurs when children are growing and developing, will affect families and family resources, especially when children grow and develop towards school age. This study wants to explore how parents handle it, how the suffering of a mother raising a child with autism, her ups and downs, and her communicative actions in raising her child. This research is a qualitative research, the type of research is case study, the social paradigm is social definition, data collection is through observation, interviews, and documentation. Data analysis using the Interactive Miles and Hubermann model with steps including Data Collection, Data reduction, Data display, data conclusion. The results of communicative social action research are needed to overcome children with disabilities, special needs such as people with autism.

The purpose of this study was to see the effect of the push-in pull-out learning model on student learning outcomes in science subjects in terms of academic competence at madrasah ibtidaiyah an inclusive school in Central Java Indonesia including; 1) the effect of critical thinking skills on student learning outcomes, 2) the influence of academic ability on learning outcomes students and 3) whether there is an interaction between the learning model and students' critical thinking skills. Academic competence includes the cognitive domain, psychomotor domain, and affective domain. The object of the research was the student of MI Ma'arif Keji and MI Muhammadiyah Kartasura in grade fifth in the academic year 2020/2021. The research method used was quasi-experimental research with an ttest analysis. By using a significance level of 5% for hypothesis testing, this study found three findings; 1) the push-in pull-out learning model had a significant influence on student's learning outcomes in psychomotor and affective domains, 2) student's academic capability did not influence their learning outcomes, and 3) there is no interaction between push-in pull-out learning model and academic capability. [ABSTRACT FROM AUTHOR]

In the education system of Kosovo for about 15 years in a row, inclusion was and is a matter of discussion, better said the inclusion of children with special needs in regular schools and classes. This research, entitled " Inclusive Education in Contemporary School of Kosovo", aims to assess the challenges and difficulties that inclusive education has, namely teachers in the real implementation of inclusiveness. So, through this research we aim to know what are the challenges and difficulties of the inclusive school in the development of children with special needs and to conclude how to alleviate those challenges so that the development of children with special needs bigger life. The field of study of this research is exploratory, explanatory and analytical, because it first aims to explore-research data on the work of educational institutions in the realization of inclusiveness, then it aims to explain these data by correctly clarifying the difficulties and challenges of inclusive education and in the end, it aims to analyze the data, coming to a conclusion about what the solutions are so that the challenges of comprehensive education are as few as possible and this type of education is implemented properly in the schools of Kosovo From this study we come to the conclusion that the main difficulties of inclusiveness in Kosovo are the large number of students in inclusive classes and the lack of assistants. The research is quantitative in nature, where the population of this study is 100 teachers of students with special needs of the inclusive school/class, participants from schools in Kosovo. A questionnaire was designed as a measuring instrument. [ABSTRACT FROM AUTHOR]

This article describes the concept of quality of life in the equation of quality of inclusive education starting from the Being-Belonging - Becoming approach, a model of quality of life validated by the University of Toronto. The aim of the study is to identify solutions for inclusive schools as a social actor (through educational and social practices) that has to be involved in improving the quality of life of beneficiaries for the peri- and post pandemic period. A semi structured interview (Voice of Beneficiaries) is the main method for a radiography of the quality of education addressed to children with special needs from urban and rural geographical areas during the pandemic period, by questioning 34 experts belonging to several interest groups (16 teachers with expertise, 5 school principals, 8 parents with expertise in the field and 5 representatives of NGOs) about their perception regarding socio-emotional development and well-being of stakeholders and how learning environments/learning and assessment strategies/teacher-student interactions have changed; their improvement proposals about. This process is not designed to be statistically significant, but rather to get ideas that can be important for further analysis. The identified solutions allow us to elaborate of a matrix of educational services listed in the Being-Belonging - Becoming pattern. [ABSTRACT FROM AUTHOR]

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