Relevant bibliographies by topics / Inclusive classroom

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Inclusive classroom'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2025

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Journal articles on the topic "Inclusive classroom"

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Polirstok, Susan. "Classroom Management Strategies for Inclusive Classrooms." Creative Education 06, no. 10 (2015): 927–33. http://dx.doi.org/10.4236/ce.2015.610094.

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Dinesh, Kumar, and Asha Yadav Dr. "Effective Inclusion Practices Of Inclusive Education." International Journal of Advance and Applied Research 10, no. 3 (2023): 290 to 297. https://doi.org/10.5281/zenodo.7687031.

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<em>Teaching with an inclusive approach is a technique that aims to satisfy the needs of all students&nbsp;regardless of their cultural or ethnic background. This dynamic climate requires educators to be conscious of their own inner and outer selves&nbsp;as well as their students. Inclusive learning provides all students with diverse learning and effective ways to achieving educational objectives in safe and welcoming environments. Learning in an inclusive classroom is possible for students of all skills and disabilities, regardless of their age or ability level. It is based on the notion that
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Sharma, Umesh, and Laura Sokal. "Can Teachers’ Self-Reported Efficacy, Concerns, and Attitudes Toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices?" Australasian Journal of Special Education 40, no. 1 (2015): 21–38. http://dx.doi.org/10.1017/jse.2015.14.

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This research was undertaken to determine if significant relationships exist between teachers’ self-reported attitudes, concerns, and efficacy to teach in inclusive classrooms and their actual classroom behaviour in Winnipeg, Canada. Five teachers completed 3 scales measuring their attitudes to inclusion, their level of concerns about teaching in inclusive classrooms, and their level of efficacy for teaching in inclusive classrooms. They were observed using a newly developed scale to measure their inclusive teaching practices. Each teacher was observed from 3 to 5 hours on different occasions.
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Sarker, Subarna, Md Khurshid Hassan Rajib, and Rubaiyat Jahan. "Potentiality of Democratic Competencies for an Inclusive Classroom." International Journal of Research and Innovation in Social Science VIII, no. IV (2024): 199–207. http://dx.doi.org/10.47772/ijriss.2024.804016.

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This conceptual paper examines the democratic competencies embedded in student-centric classroom practices, argues for the potentiality of student-centric classroom activities in catering to an inclusive classroom environment, and concludes that students’ participation in classroom activities that facilitate democratic competencies may contribute to inclusive classroom practices. Literature suggests that democratic education upholds the principles of inclusion in classroom practices by addressing any means of oppression since democratic values ensure free and active participation of students.
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Atieno, Odhiambo Lucy, Ong’ang’a H. M. Ouko, and Isanda Beatrice Onchari. "Classroom Accommodations that Promote Inclusive Learning for Learners with Hearing Impairments at Oriang’ Inclusive Primary School, Homa-Bay County, Kenya." International Journal of Research and Innovation in Social Science VIII, no. V (2024): 112–20. http://dx.doi.org/10.47772/ijriss.2024.805010.

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Classroom accommodations are key to promoting inclusive learning in a class that includes a diversity of learners. This study purposed to determine the classroom accommodations that enable the inclusion of learners with hearing impairments in inclusive classrooms. The study was conducted at Oriang’ Inclusive Primary School in Homa-bay County, Kenya and was guided by Ecological Systems Theory by Bronfenbrenner model (1989). The study targeted all the 17 teachers and 620 learners. Purposive sampling technique was used to draw a sample of 26 respondents comprising the Head Teacher, 13 inclusive c
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Welsbacher, Betty. "The Inclusive Classroom." Soundings (Reston, VA) 1, no. 3 (1988): 18. http://dx.doi.org/10.1177/104837138800100308.

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K, Melanie. "The Inclusive Classroom." Scientific American 330, no. 5 (2024): 52. http://dx.doi.org/10.1038/scientificamerican0524-52.

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Perera, Udeshini. "Strategies Used by the Teachers who are in Inclusion Classrooms Regarding the Students with Special Educational Needs." International Journal of Research and Innovation in Applied Science IX, no. VI (2024): 126–33. http://dx.doi.org/10.51584/ijrias.2024.906011.

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Integrating children with special educational needs in ordinary schools has been a central aspect of providing educational rights to every child. Sri Lanka is a country that values education, and the government schools provide free education facilities to every student concerning special educational opportunities for disabled students as well. Children with disabilities in Sri Lanka are educated through inclusion in mainstream or specialized schools. Teachers are the most important persons contributing to achieving the expected outcomes of inclusive education policy. They are the people who ta
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Butterworth, Lisa, Salih Rakap, and Emrah Gülboy. "A systematic review of studies investigating quality of inclusive preschool classrooms." Journal of Childhood, Education & Society 5, no. 3 (2024): 386–406. http://dx.doi.org/10.37291/2717638x.202453381.

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Inclusion of young children with disabilities in early childhood settings that are primarily designed for typically developing children is a recommended practice. Although several reviews have summarized the literature focused on the quality of preschool classrooms in general, extant literature does not include a study that specifically summarized results of studies focused on investigating quality of inclusive preschool classrooms. The purpose of this systematic literature review was to identify studies focused on examining quality of inclusive preschool classrooms, determine characteristic f
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Khalafov, Anar. "THE IMPACT OF USING GAMES IN THE INCLUSIVE CLASSROOM ON THE QUALITY OF INSTRUCTION." Baltic Journal of Legal and Social Sciences, no. 3 (October 17, 2024): 111–23. http://dx.doi.org/10.30525/2592-8813-2024-3-11.

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The inclusion of children with special educational needs into mainstream schools alongside their typically developing peers is a societal imperative within the framework of the modern education system. Numerous studies demonstrate that employing traditional (segregate) instructional methods in an inclusive classroom is ineffective. Consequently, identifying pedagogical approaches that endorse inclusive education stands out as a pressing concern in contemporary pedagogy. The Republic of Azerbaijan starts to develop an inclusive educational system following the UN-Convention on the Rights of Per
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Dissertations / Theses on the topic "Inclusive classroom"

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Elvey, Moya. "Implementing inclusion : classroom journeys." Thesis, Federation University Australia, 2020. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/170931.

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This study interrogates the professional experiences, attitudes and pedagogical choices of eight classroom teachers in regular schools and inquires into their impact on the development of inclusive teaching practices. Approached from the perspective of an experienced teaching practitioner, the study responds to the call for an increased focus on the role of classroom teachers in implementing inclusion in schools. The study is underpinned by a theoretical stance that promotes the value of inclusive education through a human rights, access and equity framework. It advocates for the importance of
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Makoelle, Tsediso Michael. "Exploring teaching practices that are effective in promoting inclusion in South African secondary schools." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html.

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Prior to the advent of the new democratic political dispensation in 1994, South African education had laboured under racially motivated discriminatory practices of active exclusion of the majority of learners. The authoritarian system located educational problems in the perceived deficiencies of the learner rather than in the repressive, top-down, non-participative, unreflective and uninclusive practices of the prevailing educational orthodoxy of the time. After 1994, the broader reconceptualisation of South African education sought to redress the imbalances of the past by creating equal oppor
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Thompson, Megan. "Inclusive Practices for the General Music Classroom." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1252.

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The purpose of this survey was to find patterns in methods elementary general music teachers use to create a successful environment in the inclusive music classroom. Twenty-four participants completed the survey. The most frequently used accommodation and modification methods were considered a part of the participants' regular teaching practice. The participants also indicated they did not collaborate with other teachers very often, which conflicted with findings from other studies. Further research would benefit from a larger sample size to make results more generalizable.
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Beggs, Sara. "Common Core Teaching Strategics in the Inclusive Classroom." Thesis, Chapman University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10635476.

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<p> In this qualitative case study, intersectionality of strategies for teaching in an inclusive classroom with students with disabilities and strategies for teaching the Common Core State Standards (CCSS) will be explored. A gap in the literature demonstrated a need for further research in the area of CCSS for students with disabilities and more particularly how students in an inclusive program access CCSS. In order to research the possible intersectionality of CCSS and inclusion of students with disabilities in education the use of qualitative case study methodology through the analysis of i
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Chauke, Margaret. "The management of inclusive education in the classroom." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-05222008-085029/.

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Li, Songze. "K-12 STEM Educators and the Inclusive Classroom." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/81252.

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The United States public schools promote inclusion and educational equity among diverse student populations. Considerable and growing numbers of students with categorical disabilities and Limited English Proficiency (LEP) are enrolled in regular classrooms. The systemic barriers in learning that they have could impact teacher perceptions and decisions about teaching practices as well as the teaching profession. These students have challenged K-12 science, technology, engineering, and mathematics (STEM) teachers to provide high-quality, accommodative service and equitable educational opportunit
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Ellerbrock, Rebecca S. "Differentiated Instruction in an Inclusive 5th Grade Cotaught Classroom." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307648966.

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Ellis, Laurel Taylor. "Elementary Teachers' Perceived Professional Learning Needs for the Inclusive Classroom." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6754.

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As a result of U.S. federal policy directives mandating inclusion, general education teachers in a rural elementary school in southern Maine were expected to be effective in working in inclusive classrooms with learners with diverse needs; however, teachers were meeting the mandates for inclusion but their students were not meeting the state's annual progress targets. The purpose of this project study was to explore teachers' perceptions of their readiness and needs for professional learning to work with diverse learners in the inclusive classroom. The research questions centered on teachers'
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Dixon, John A. "A Description of Instructional Practices in Inclusive Classroom Settings." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/29883.

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This study was designed to describe the experiences of general education students in elementary settings where the inclusion of students with disabilities was responsibly implemented. The research question investigated was: Do general education students have a meaningful opportunity to learn when sharing classrooms with students with disabilities? The participants in this study were assigned to two inclusion classrooms in an elementary school in northeastern North Carolina. The classrooms were observed during the months of January and February, 1999. Effective educational practices in inclusi
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Clemens, Cynthia Louise Jr. "Ecological Context of Friendship Development in an Inclusive Classroom." Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/31094.

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The purpose of this study was to create a detailed description of the ecological context of friendship development in an inclusive classroom. Of specific interest, was the friendship development of a target child with a diagnosed special need. This topic was investigated from multiple perspectives: the researcher/observer, the target student and her peers, the teacher, and the principal. The goal of the investigation was to identify the perceptions of these individuals in relation to the following issues: supports and resources, the ecological context of the classroom, and activities wh
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Books on the topic "Inclusive classroom"

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Inc, Teacher Created Materials, ed. The Inclusive classroom. Teacher Created Materials, 1996.

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Bailey, Sally. Drama for the Inclusive Classroom. Routledge, 2021. http://dx.doi.org/10.4324/9781003016373.

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Ferrara, Sandra L. Literacy and the inclusive classroom. Nova Science Publisher's, 2011.

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Boon, Richard T., and Vicky G. Spencer. Best Practices for the Inclusive Classroom. Routledge, 2021. http://dx.doi.org/10.4324/9781003233237.

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Baglieri, Susan, and Arthur Shapiro. Disability Studies and the Inclusive Classroom. Routledge, 2017. http://dx.doi.org/10.4324/9781315642543.

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Beth, Burt, and Gennaro Peter, eds. Behavior solutions for the inclusive classroom. Future Horizons, 2010.

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Lee, Lupart Judy, ed. The inclusive classroom: Educating exceptional children. 2nd ed. Nelson Thomson Learning, 1993.

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Simpson, Cynthia G. Teacher's survival guide: The inclusive classroom. Prufrock Press, 2011.

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Andrews, Jac. The inclusive classroom: Educating exceptional children. 2nd ed. Nelson Thomson Learning, 2000.

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Wood, Judy W. Practical strategies for the inclusive classroom. Prentice Hall, 2009.

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Book chapters on the topic "Inclusive classroom"

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Cardon, Lauren S., and Anne-Marie Womack. "Flipped Classroom." In Inclusive College Classrooms. Routledge, 2022. http://dx.doi.org/10.4324/9781003121633-3.

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Goepel, Janet, Helen Childerhouse, and Sheila Sharpe. "The inclusive classroom." In Inclusive Primary Teaching, 2nd ed. Routledge, 2025. https://doi.org/10.4324/9781041055815-4.

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Goepel, Janet, Helen Childerhouse, and Sheila Sharpe. "The inclusive classroom." In Inclusive Primary Teaching, 2nd ed. Routledge, 2025. https://doi.org/10.4324/9781041055815-5.

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Lebenhagen, Chandra. "Classroom Environment." In Autism and Inclusive Education. Routledge, 2024. http://dx.doi.org/10.4324/9781032687926-6.

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Faerm, Steven. "The Inclusive Design Classroom." In Introduction to Design Education. Routledge, 2022. http://dx.doi.org/10.4324/9781003049166-23.

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Harris, Helen. "Creating the inclusive classroom." In Addressing Special Educational Needs and Disability in the Curriculum: Geography. Routledge, 2018. http://dx.doi.org/10.4324/9781315457772-3.

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Cihak, David F., and Tammy Bowlin. "Classroom Management." In Best Practices for the Inclusive Classroom. Routledge, 2021. http://dx.doi.org/10.4324/9781003233237-5.

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Westwood, Peter. "Diversity in the classroom." In Inclusive and Adaptive Teaching. Routledge, 2018. http://dx.doi.org/10.4324/9781351061261-2.

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Westwood, Peter. "Diversity in the classroom." In Inclusive and Adaptive Teaching, 3rd ed. David Fulton Publishers, 2024. http://dx.doi.org/10.4324/9781032723594-2.

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Lush, Verity. "Evidence-Based Adaptive Teaching and How to Do It." In Building Your Inclusive Classroom. Routledge, 2023. http://dx.doi.org/10.4324/b23417-6.

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Conference papers on the topic "Inclusive classroom"

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Hlongwane, Khumbulani, Sthembiso Mthethwa, and Lindelweyizizwe Manqele. "Enhancing Diversity in Inclusive Learning Classroom Using OpenAI Whisper Model." In 2025 IST-Africa Conference (IST-Africa). IEEE, 2025. https://doi.org/10.23919/ist-africa67297.2025.11060520.

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Lawlor, Mary, and Valerie McGrath. "THE EFFECTIVE USE OF LANGUAGE AND OTHER METHODOLOGIES TO SUPPORT AN INCLUSIVE CLASSROOM TO ALLOW STUDENTS TO ACHIEVE LEARNING OUTCOMES IN ENGLISH, HISTORY AND RESOURCE CLASSROOMS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1639.

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Umirbekova, Akerke, and Laura Butabayeva. "PREPARATION OF TEACHERS FOR WORKING IN INCLUSIVE CLASSROOMS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1417.

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Yacobucci, Margaret M. "CRAFTING AN INCLUSIVE PALEONTOLOGY CLASSROOM." In GSA Annual Meeting in Phoenix, Arizona, USA - 2019. Geological Society of America, 2019. http://dx.doi.org/10.1130/abs/2019am-334698.

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Ateh, Comfort. "INCLUSIVE CLASSROOM ENVIRONMENT THAT ENHANCE LEARNING." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1740.

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Sivakova, Vania. "MODEL OF INCLUSIVE CLASSROOM IN BULGARIA." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0441.

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Burykina, Natalya M., and Svetlana A. Volosova. "Organizing classroom work in an inclusive environment." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-149-155.

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This article examines the features of effective organization of classroom work in an inclusive environment. The options for providing a choice to children with different intellectual abilities in accordance with individual interests, the characteristics of each child and the learning style are revealed. A special place in the article is given to the formation of a positive climate in the classroom, the formation of a community of students and the development of rules of behavior.
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Cvijetić, Maja, and Dejan Savičević. "Second Language Acquisition in the Inclusive Classroom." In 1. mednarodna znanstvena konferenca Vloga inkluzivnega pedagoga v vzgoji in izobraževanju. Unviersity of Maribor Press, 2018. http://dx.doi.org/10.18690/978-961-286-161-2.13.

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Chiusaroli, Diletta. "THE TEACHER’S PROFILE IN INCLUSIVE CLASSROOM MANAGEMENT." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1831.

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Burykina, Natalya Mikhailovna, and Svetlana Aleksandrovna Volosova. "Organizing classroom work in an inclusive environment." In СПЕЦИАЛЬНОЕ ОБРАЗОВАНИЕ: МЕТОДОЛОГИЯ, ПРАКТИКА, ИССЛЕДОВАНИЯ. Ярославский государственный педагогический университет им. К.Д. Ушинского, 2021. http://dx.doi.org/10.20323/978-5-00089-251-4-2021-149-155.

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Reports on the topic "Inclusive classroom"

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Hammers, Dustin. Teaching Strategies for an Inclusive Classroom Environment. Iowa State University, 2020. http://dx.doi.org/10.31274/cc-20240624-1378.

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Alan, Sule, Michela Carlana, and Marinella Leone. Inclusive Teaching: Spotting Social Isolation in the Classroom. National Bureau of Economic Research, 2024. http://dx.doi.org/10.3386/w32954.

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Merritt Johnson, Alexandra, and Kristian Lenderman. Socratic Circles: Building Tools for Racial Equity Classroom and Community Discourse. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/200.

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This report details how Reynoldsburg City Schools utilized the Inclusive Innovation model to introduce an innovative Open Educational Resource, Socratic Circles, designed to assist teachers in guiding discussions on racial and social justice in the classroom. These OER will be accessible to educators who are inspired by this work and interested in incorporating Socratic Circles into their classrooms. This report also offers insights from members of Reynoldsburg City Schools’ Inclusive Innovation Core Team on how they applied the Core Tenets of Inclusive Innovation throughout their process.
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Tay, Hui Yong, and Norman Kiak Nam Kee. Assessments for learning in inclusive classrooms. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/23254.

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This study builds upon recent research into Assessment for Learning (AfL) practices in Singapore secondary schools (Brown, Deneen, Fulmer, Leong, Tan, &amp; Tay, 2017 April). It aims to extend our understanding of certain AfL competencies highlighted in the latter study in a more specific context of an inclusive classroom, particularly mainstream school classes with students with Autism Spectrum Disorder (ASD). The incidence of ASD in Singapore is one in 150 children, higher than World Health Organisation's global figure of one in 160 (Ng, 2017). Students with ASD have the cognitive abilities
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Thevenard, Parjest, Alison Shell, Linette Victor, et al. Foundations of Collaboration. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/253.

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This primer explores the essential role of belonging in fostering effective collaborative learning environments. It examines how belonging and related principles serve as a foundation for creating supportive and inclusive classroom cultures where all students feel valued and engaged. The document delves into research-based strategies and practitioner perspectives, highlighting the critical link between belonging and positive learning outcomes. It discusses challenges educators face in creating classroom learning environments where all students feel they belong. The primer discusses that teache
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McElhaney, Kevin, and Danae Kamdar. Updated Summary and Synthesis of OpenSciEd Research. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/231.

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This report summarizes and synthesizes OpenSciEd research published from October 2022 to September 2024. This review includes 24 publications (journal articles, peer-reviewed conference proceedings, conference papers, doctoral dissertations, and book chapters), which fall into five broad categories based on their main area of focus: design, classroom enactment, teacher supports, system-level implementation, and student outcomes. The paper summarizes each paper and synthesizes the papers’ insights into five overarching themes: (1) curriculum design tensions, (2) promoting inclusive classroom cu
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Wachen, John, Mark Johnson, Steven McGee, Faythe Brannon, and Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, 2021. http://dx.doi.org/10.51420/conf.2021.2.

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In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which reve
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Yeo, Lay See, Maureen Neihart, Wan Har Chong, and Vivien Swee Leng Huan. Inclusive education in Singapore primary school classrooms. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27405.

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The purpose of the research is to examine the perceptions of primary school educators toward inclusive education in Singapore. The research study seeks to provide an understanding of inclusion as it is practiced in Singapore primary schools. It examines the features of inclusion and its implementation, the experience of primary school teachers, perceived barriers and facilitators of inclusion, and the benefits and disadvantages of inclusion.
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Ghosh, Arpita. Collaborative and inclusive classrooms through playful learning. The Economics Network, 2024. http://dx.doi.org/10.53593/n4119a.

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Busso, Matías, and Verónica Frisancho. Ability Grouping and Student Performance: Experimental Evidence from Middle Schools in Mexico. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004716.

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This article relies on a large-scale field experiment in Mexico to measure the effects of two ability-grouping models (tracking and heterogeneous/bimodal groups) on student learning outcomes during middle school. Both strategies yielded an average learning gain of 0.08 of a standard deviation. We find larger and more persistent effects among initially high-achieving students and no significant effects among low achievers. Students in top tracking enjoyed multiple advantages, particularly a concentration of high-performing peers and a very homogeneous classroom, that facilitated the teacher's w
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