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Journal articles on the topic 'Inclusive classroom'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

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 regardless of their cultural or ethnic background. This dynamic climate requires educators to be conscious of their own inner and outer selves 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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Das, Kaushik. "Inclusive Mathematics Education in Classroom Practice." Shanlax International Journal of Arts, Science and Humanities 8, no. 3 (2021): 1–5. http://dx.doi.org/10.34293/sijash.v8i3.3462.

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The present study focused on inclusive mathematics education in classroom practice. Inclusive mathematics education creates new challenges for teachers, requiring additional knowledge and possibly changed classroom practices. One teaching job gaining importance is differentiating through task design, as teachers need to provide conceptually rich learning opportunities even to students with mathematical learning disabilities. This paper investigates the ways teachers engage with inclusive mathematics in their classrooms. The main purpose of this study was to explore inclusive mathematics educat

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Anderson, David W. "Inclusion and Interdependence: Students with Special Needs in the Regular Classroom." Journal of Education and Christian Belief 10, no. 1 (2006): 43–59. http://dx.doi.org/10.1177/205699710601000105.

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MOVING BEYOND ARGUMENTS from social justice or human rights as a basis for inclusive classrooms, this paper advances a ‘theology of interdependence’ as a rationale for creating the classroom ethos desired in Christian education. A theology of interdependence provides insight into the culture of inclusive classrooms and forms the mainstay for an inclusive education and an inclusive worldview that stress community. Rather than discussing the how-to of inclusion, emphasis is on how-to-be inclusive. True collaboration between general and special education can best be accomplished through a theolog

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Kwon, Hyunsoo. "Secondary inclusive school teachers’ perceptions about inclusion, inclusive classroom, and teachers’ role for inclusion." Journal of special education : theory and practice 17, no. 3 (2016): 263–82. http://dx.doi.org/10.19049/jsped.2016.17.3.11.

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Griffin, Cynthia C., Martha B. League, Valerie L. Griffin, and Jungah Bae. "Discourse Practices in Inclusive Elementary Mathematics Classrooms." Learning Disability Quarterly 36, no. 1 (2012): 9–20. http://dx.doi.org/10.1177/0731948712465188.

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In this exploratory study, teachers’ use of standards-based, discourse practices and their students’ mathematics learning in inclusive elementary mathematics classrooms were examined. Two beginning teachers (one third-grade teacher, one fourth-grade teacher) and six students identified with disabilities or as low performing in mathematics participated in this study (three students from each classroom). Six classroom observations of teachers took place over 4 months focusing on a subset of indicators associated with Walshaw and Anthony’s framework of mathematics classroom discourse practices. F

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Aggarwal, Nishu. "Inclusive Classroom and Pedagogy." Shikshan Anveshika 7, no. 1 (2017): 41. http://dx.doi.org/10.5958/2348-7534.2017.00008.3.

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Ergin, Emel, and Hatice Bakkaloğlu. "Examination of in-classroom transitions in inclusive preschool classrooms." Early Child Development and Care 189, no. 5 (2017): 820–34. http://dx.doi.org/10.1080/03004430.2017.1345891.

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Bergen, Doris. "Technology in the Classroom : Using Technology in Inclusive Classrooms." Childhood Education 78, no. 4 (2002): 251–52. http://dx.doi.org/10.1080/00094056.2002.10522195.

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Peter, Makaya. "Rural teachers' perceptions towards the inclusion of learners with autism into inclusive classroom settings in zimbabwe: a case of chivi district primary schools." i-manager’s Journal on Educational Psychology 15, no. 3 (2022): 1. http://dx.doi.org/10.26634/jpsy.15.3.18499.

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This study investigated teachers' perceptions towards the inclusion of learners with autism into inclusive classroom settings in rural schools. It mainly focused on perceptions of rural teachers and investigates on understanding and knowledge of rural teachers on autism in their classrooms. It discuss the challenges faced by rural teachers including learners with autism and the ways to overcome. A phenomenological research design underpinned in which the researcher used indepth interviews and focused group discussions on interacting with the participants about their perceptions towards the inc

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K, Naja, and Dr A. Hameed. "A Conceptual Study on Effective Teaching Strategies for Inclusive Classrooms." International Journal of Emerging Knowledge Studies 03, no. 09 (2024): 690–96. http://dx.doi.org/10.70333/ijeks-03-09-038.

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Creating inclusive classrooms is a crucial aspect of modern education, aiming to provide equal learning opportunities for all students, including those with disabilities and diverse learning needs. The study reviews related literature to find effective teaching strategies for an inclusive classroom. To accommodate varied learning styles and capacities, the research strongly emphasizes differentiated training. Additionally, it discusses the Universal Design for Learning (UDL) framework, which offers a variety of interaction, representation, and expression options to improve teaching and learnin

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Geske, Joel. "Creating Inclusive Groups in the Advertising Classroom." Journal of Advertising Education 22, no. 1 (2018): 34–48. http://dx.doi.org/10.1177/1098048218768587.

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Creating inclusive classrooms, and especially creating inclusive and diverse working groups, can be a challenge in the advertising curriculum. The ad industry values diversity, and employers in general value students who know how to effectively work in groups. This article reports survey data of what makes students feel not included in classroom activities and provides suggestions for best practices in the classroom to make sure all students feel included and to minimize conflict.

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Lee, Suk-Hyang, Yun Hui Pyo, and Yeong-Soo Yi. "Perceptions and Support Needs on Inclusive Education of Special Education Teachers and Inclusive Classroom Teachers in Gangwon Province." Korea Association of Yeolin Education 31, no. 6 (2023): 189–218. http://dx.doi.org/10.18230/tjye.2023.31.6.189.

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This study aimed to investigate the perceptions of inclusive education, practices related to Individualized Education Plans (IEPs), the current status of inclusive education implementation, and support needs among special education teachers and inclusive classroom teachers in Gangwon Province. Surveys were conducted using questionnaires designed for special education teachers and inclusive classroom teachers working in elementary, middle, and high schools in Gangwon Province. A total of 126 inclusive classroom teachers and 164 special education teachers participated in the online survey. The r

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Peebles, Jodi, and Sal Mendaglio. "Preparing Teachers for Inclusive Classrooms: Introducing the Individual Direct Experience Approach." LEARNing Landscapes 7, no. 2 (2014): 245–57. http://dx.doi.org/10.36510/learnland.v7i2.663.

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Inclusion is a contemporary educational movement impacting the role of the classroom teacher. As a result, teacher education programs have made attempts to incorporate inclusive education as part of their curricula. An analysis of the literature reveals that inclusion training has favorable effects on the attitudes of preservice teachers, but has little effect on their perceptions of preparedness to teach in inclusive classrooms. A common complaint is that the focus is heavily weighted on theory, as opposed to practical experience. To address such concerns, the authors recommend the Individual

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Ibeabuchi, Glory, and Geraldine Ngenwie Omerekpe. "Teachers' Variables as Predictors of Effective Inclusive Classroom Instructional Practices in Owerri Municipal, Imo State, Nigeria." African Journal of Inclusive Education 6, no. 1 (2024): 136–46. https://doi.org/10.5281/zenodo.11205336.

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This study investigated the relationship between teachers' variables (knowledge, attitudes, participation in conferences/workshops, and specialized training in inclusive education) and effective inclusive classroom instructional practices in Owerri Municipal, Imo State, Nigeria. The research aimed to examine the predictive power of these teacher-related factors on the implementation of effective inclusive instructional practices. A survey research design of correlational type was adopted for the study. The population consisted of 540 secondary school teachers from all six public secondary scho

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Tchombe, Therese Munga Shallo, Shiynyuy Elinis Laila, and Ade Cyril Mancho. "Problems and Prospects of Learners with Visual Impairment in Biology Inclusive Classrooms of the Western Highlands of Cameroon." Journal of Education and Practice 7, no. 5 (2023): 58–87. http://dx.doi.org/10.47941/jep.1456.

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Purpose: This research work seeks to explore Problems and Prospects of Learners with Visual Impairment in Biology Inclusive Classrooms in some Subdivisions of the Western Highlands of Cameroon. Specifically, this study seeks to: Investigates if collaborative practices exist in a Biology inclusive classroom, examines if a tripartite relationship exist between the Biology teacher, LVI, and transcriber in a Biology inclusive classroom, examines constraints that restrict proficiency of LVI in a Biology inclusive classroom, and evaluates the prospects that LVI have in a Biology inclusive classroom.

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Cho, Kyungjin. "Qualitative Meta-Synthesis of the Inclusive Education Experience of Elementary School Teachers." Society for Cognitive Enhancement and Intervention 14, no. 4 (2023): 59–81. http://dx.doi.org/10.21197/jcei.14.4.4.

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Objective: This study analyzes the practical experiences and support demands of inclusive elementary classroom teachers regarding inclusive education. The goal is to propose practical support measures for the future operation of inclusive elementary classrooms. Methods: A qualitative meta-analysis was conducted on six qualitative research articles, each involving elementary school teachers with experience in inclusive classroom operation. The analysis followed the seven-step qualitative meta-analysis method proposed by Noblit and Hare (1988). Results: Inclusive teachers were found

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KING-SEARS, MARGARET E., and CRAIG S. CUMMINGS. "Inclusive Practices of Classroom Teachers." Remedial and Special Education 17, no. 4 (1996): 217–25. http://dx.doi.org/10.1177/074193259601700404.

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MAJOR DETERMINANTS OF THE FREQUENCY AND LEVEL OF INCLUSIVE PRACTICES FOUND IN GENERAL EDUCATION CLASSROOMS ARE THE COMFORT, COMPETENCE, AND PROFICIENCY THAT EDUCATORS FEEL WHILE IMPLEMENTING NEW PROCEDURES. THE PURPOSE OF THIS ARTICLE IS TO DESCRIBE PRACTICES THAT GENERAL EDUCATORS HAVE USED TO SUCCESSFULLY IMPLEMENT INCLUSION. A VISUAL ANALYSIS REPRESENTING EDUCATORS COMFORT LEVELS WITH SOME METHODS KNOWN TO BE EFFECTIVE FOR IMPLEMENTING INCLUSION IS DESCRIBED AS A MEANS OF TARGETING KEY AREAS IN WHICH EDUCATORS DESIRE PREPARATION AND SUPPORT. PROCEDURES FOR REPLICATING THESE METHODS ARE DESC

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Upadhayay, Giri Raj. "Sightless Students and Inclusive Classroom: A Case of a Sightless Girl." Prāgyik Prabāha 11, no. 1 (2023): 11–20. http://dx.doi.org/10.3126/pp.v11i1.55502.

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This study focuses on the classroom practices of a school run by the principles of inclusive policy and its strategies to treat sightless students in the inclusive classroom. The study aimed at exploring the classroom conditions of inclusiveness in a diverse classroom context. In order to attain the objectives, a case study research method was employed in which the data was collected from poor and sightless students who were purposively selected. The required information was collected through interviews and the observation of classroom context. The thematic analysis approach was used to analyz

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Nemi Neto, João. "Queer pedagogy: Approaches to inclusive teaching." Policy Futures in Education 16, no. 5 (2018): 589–604. http://dx.doi.org/10.1177/1478210317751273.

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While it is common knowledge that language shapes how we think about gender and sexual identity there is no standard educational practice to create awareness about the place of sexual and gender diversity in the context of language learning. This article draws on queer pedagogy and queer theory to devise teaching practices that acknowledge queer visibility in the classroom. The goal of this article is to examine strategies to enhance inclusion, recognition and visibility of sexual and transgender minorities in the classroom. I propose that language instruction is in need of a queer pedagogy th

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Andresen, Silje. "Being inclusive when talking about diversity." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 3-4 (2020): 26–38. http://dx.doi.org/10.7577/njcie.3725.

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This paper explores how discourses of national identity are managed in one of Norway’s core institutions – the educational system. As Norway changed into a multi-ethnic society, classrooms became a central arena for individuals with different religious and ethnic backgrounds to meet. How boundaries of ‘Norwegianness’ are managed in the classroom is therefore of importance. Based on a thematic analysis of observations of classroom lessons and interviews with teachers in schools in Oslo, I argue that teachers navigate between several different yet overlapping discourses of 'being Norwegian'. Usi

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Ziaulhaq, Muhammad, Nurnaningsih Nurnaningsih, Silaturrahmih Silaturrahmih, Nur Komalasari, and Venna Oktavia. "Pengaruh Manajemen Kelas Inklusif terhadap Prestasi Belajar Siswa Sekolah Dasar." Bima Journal of Elementary Education 2, no. 1 (2024): 24–28. http://dx.doi.org/10.37630/bijee.v2i1.1523.

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In the current educational context, the effectiveness of inclusive classroom management in improving student learning achievement in elementary schools has become an urgent topic for research. This study aims to analyze the influence of inclusive classroom management on student learning achievement, considering variables such as adaptive teaching strategies, support for the learning environment, and dynamics of student interaction. Using quantitative methods with a survey research design, this study involved a sample of 40 elementary school students from the city of Bima, selected through purp

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Bliznyuk, Olga, and Nikolay Senchenkov. "RESOURCE CLASSROOM AS A MODEL FOR ORGANIZING INCLUSIVE EDUCATION IN THE RUSSIAN FEDERATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 85. http://dx.doi.org/10.17770/sie2020vol3.5164.

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On the basis of inclusive education importance for children with disabilities and special educational needs, which contributes to the development of communication and socialization skills, as well as the development of tolerance among typically developing children, the aim of this work was to describe a resource classroom as a model for the effective organization of inclusive education in mainstream schools of the Russian Federation. The article defines a resource classroom in Russian educational system. The authors determine legal and regulatory frameworks to establish such classrooms. This s

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BEGIMOVA, M., and A. SHARIPOVA. "INCLUSIVE EDUCATION, INFORMING SOCIAL TOLERANCE." Yessenov Science Journal 48, no. 3 (2024): 83–87. http://dx.doi.org/10.56525/ugic6201.

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This article explores practical strategies for fostering inclusive educational environments by cultivating tolerant attitudes toward students with disabilities. Addressing students, teachers, and parents alike, the authors provide concrete methods for promoting understanding and acceptance within both inclusive and general education settings. The article moves beyond theoretical ideals, outlining specific interactive teaching techniques that can be readily implemented in classrooms. Role-playing games, art therapy, and story therapy are presented as engaging and impactful tools for breaking do

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Mishra, Dr Sabita. "ATTITUDE OF ELEMENTARY SCHOOL TEACHERS TOWARDS INCLUSIVE CLASSROOM AT ELEMENTARY STAGE." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 15, no. 2 (2024): 147–54. http://dx.doi.org/10.61841/turcomat.v15i2.14703.

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The present study has made an attempt to find out the attitude of elementary school teachers towards inclusive classroom. Teacher’s attitude has a significant role in implementing the inclusive education in classroom.The populationof the study comprised of all the elementary teachers of Puri district. Out of this, 70 teachers were selected through incidental sampling from 20 schools of Nimapara Block of Puri district. Teachers’ attitude towards inclusive classroom was studied on the basis of three demographic variables i.e. locality, qualification and experience. The study was descriptive in n

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Intong, Jhundell, Ann Marie Ompad, Marie Caburog, Helen Revalde, Dennis Plando, and Irene Mamites. "Optimizing Learning Environment Through Inclusive Classroom Management Strategies." World Journal on Education and Humanities Research 4, no. 2 (2024): 147–57. https://doi.org/10.22013/wjher.4.2.

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This study explored the relationship between the teachers’ demographic profiles and their utilization of classroom management strategies in inclusive classrooms. Utilizing a descriptive correlational research design, data were collected from 30 teachers through comprehensive questionnaires. The findings revealed a predominantly female and relatively young teaching staff, with the majority having master's units and specializing in General Content and Early Childhood Education. Analysis showed that classroom management strategies were generally well-utilized, particularly those involving p

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West, Tracey, Elena Soukakou, and Pam J. Winton. "Inclusive Classroom Profile Training Program." Infants & Young Children 34, no. 2 (2021): 83–94. http://dx.doi.org/10.1097/iyc.0000000000000189.

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Schaupp, Kristin. "Diotima and the Inclusive Classroom." American Association of Philosophy Teachers Studies in Pedagogy 3 (2017): 53–71. http://dx.doi.org/10.5840/aaptstudies201710525.

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McGowan, Joy. "Inclusive Terminology for Classroom Services." ASHA Leader 14, no. 4 (2009): 4. http://dx.doi.org/10.1044/leader.in2.14042009.4.

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Soodak, Leslie C. "Classroom Management in Inclusive Settings." Theory Into Practice 42, no. 4 (2003): 327–33. http://dx.doi.org/10.1207/s15430421tip4204_10.

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Butera, Gretchen, Gia Deasy, Kevin Miller, Laura Reissner, Carl Stein, and Mary Ellen Zeppuhar. "Classroom Behaviors of Students with Disabilities in Rural Inclusive Classrooms: An Observational Study." Rural Special Education Quarterly 16, no. 1 (1997): 19–29. http://dx.doi.org/10.1177/875687059701600104.

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Observational data were collected to compare classroom academic and social behaviors of 71 students with mild-moderate disabilities to those of their normative peers in 48 elementary inclusive classrooms. Fifteen categories of observed behaviors were recorded in six-second intervals that alternated with the recording of observed behaviors of normative peers in each classroom using the Classroom Behavior Record (CBR). Analyses indicated students with disabilities did not differ from their normative peers on fourteen measures of social and academic classroom behaviors. Students with disabilities

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Soukakou, Elena P. "Measuring quality in inclusive preschool classrooms: Development and validation of the Inclusive Classroom Profile (ICP)." Early Childhood Research Quarterly 27, no. 3 (2012): 478–88. http://dx.doi.org/10.1016/j.ecresq.2011.12.003.

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Maulidah, Winda Syafaatin, and Kurnia Mufalakhah. "Instructional Modifications in Inclusive Early Childhood Education: A Case Study of Teaching Strategies for Children with Autism in Yogyakarta." Global Educational Research Review 1, no. 2 (2024): 73–81. https://doi.org/10.71380/gerr-08-2024-20.

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Purpose – This study investigates the application and effectiveness of instructional modifications in an inclusive classroom, specifically focusing on a child with autism, at TK ABA Karanganyar, Yogyakarta. The research addresses the knowledge gap in inclusive education by exploring how teaching strategies can be adapted to meet the diverse needs of students, particularly children with special needs (CSN), and foster their academic and social development.. Design/Methods/Approach – A qualitative case study method was employed, utilizing semi-structured interviews, direct classroom observations

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Sarah, Yulia. "STUDY ON EFL CLASSROOM MANAGEMENT IN CLASSROOM AT SMP NEGERI 13 AMBON." JURNAL TAHURI 19, no. 1 (2022): 10–19. http://dx.doi.org/10.30598/tahurivol19issue1page10-19.

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Inclusive classroom is widely discussing around the countries regarding the benefits and the challenges of EFL teachers’ constraints in managing the inclusive classroom. This study is aimed at finding out (1) the facts of inclusive classroom management in EFL teaching and learning process, (2) the challenges faced EFL teachers in managing the inclusive classroom and (3) the new insights proposed by EFL teachers for better improvement in managing the inclusive classroom. The findings of the study revealed that; a) Both EFL teachers have clear comprehension about the concepts of classroom manage

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Lewis, Brooke. "How literacy resources contribute to a gender inclusive classroom." Kairaranga 23, no. 1 (2022): 35–49. http://dx.doi.org/10.54322/kairaranga.v23i1.274.

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The New Zealand Curriculum requires schools to be inclusive of all areas of diversity, highlighting the need for schools to ensure children of all genders feel physically and emotionally safe. Children develop concepts and expectations of gender norms at school which can influence self-esteem. Gender-inclusive classrooms are a safe environment for children to explore and express gender identities. One way that gender-inclusive classrooms can be achieved is through children’s literature, which can result in less bullying at school and higher self-esteem in gender-diverse children. The research

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Booth, Sarah, Helen Pope, and Katriona Hawthorne. "Supporting Primary 2 teachers through consultation and engagement with the CIRCLE framework for inclusive practice, in a post-Covid-19 context." Educational Psychology in Scotland 22, no. 1 (2022): 61–67. http://dx.doi.org/10.53841/bpsepis.2022.22.1.61.

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The Covid-19 pandemic created many challenges for teachers who had to adapt their practice to fit new online teaching models. Since this period of disruption has come to an end, there has been little research on how teachers are being supported as they return to the physical classroom. This research explores collaborative work between three trainee educational psychologists (TEPs) and two primary teachers, using the consultation model (Wagner, 1995) and the Child Inclusion Research into Curriculum Learning Education (CIRCLE) framework for inclusive practice (Maciver et al, 2021) to produce str

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Montgomery, Diane. "The Integration of Technology with UDL and RTI in Inclusive Classrooms." Open/Technology in Education, Society, and Scholarship Association Conference 2, no. 1 (2022): 1–5. http://dx.doi.org/10.18357/otessac.2022.2.1.70.

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The transition to inclusive classrooms in Ontario meant classroom environments had to adapt to the needs of students instead of students being expected to adapt to a standardized curriculum (Parekh, 2018). Although challenges existed in the implementation of this student centered approach, some teachers addressed these obstacles through the use of technology, Universal Design for Learning (UDL) and the Response to Intervention (RTI) frameworks. The transition to inclusive classrooms in Ontario meant classroom environments had to adapt to the needs of students instead of students being expected

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Vergara, Marife, Lilibeth Pinili, Niña Rozanne Delos Reyes, Regina Sitoy, Raymond Espina, and Lindley Saladaga. "Teachers’ Preparedness for Inclusive Education: Analyzing Knowledge, Confidence, and Classroom Management." International Journal of Educational Studies 8, no. 2 (2025): 54–64. https://doi.org/10.53935/2641533x.v8i2.323.

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This research assessed teachers’ knowledge, confidence, and classroom management regarding inclusive education. Findings showed that teachers were confident, moderately knowledgeable, and capable of managing inclusive classrooms, with strengths in fostering inclusive teaching practices, collaborating with others, and managing classroom behaviors respectfully. However, areas for improvement were identified, particularly in adapting to diverse needs, understanding Universal Design for Learning (UDL), utilizing adaptive technologies, and implementing individualized education plans (IEPs). Chi-squ

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Baig, Muntajeeb Ali. """To study the effect of peer support on classroom interaction of Differently abled students""." International Journal of Reflective Research in Social Sciences Vol-02, Issue 01 2, no. 1 (2019): 61–63. https://doi.org/10.5281/zenodo.8079346.

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Many schools are committed to inclusive classrooms for students with severe disabilities. But, numerous observational studies of inclusive classrooms draw the same conclusion: Social interactions among students with severe disabilities and their non-disabled classmates remain fairly infrequent. The present research article focuses on the effect of peer support on classroom interaction of differently abled students. It highlights the major findings of various Indian and Abroad researches related to the effect of peer support on classroom interaction of differently abled students. 

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Valdiri Vinasco, Carolina. "Bridging the Inclusion Gap in Colombian Language Classrooms: A Literature Review." Lenguaje 52, no. 02 (2024): e20814310. https://doi.org/10.25100/lenguaje.v52i2.14310.

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Inclusive classrooms are a priority for educators, as they bear the responsibility of ensuring equal opportunities for all students. Previous research in Colombia focuses on specific aspects of inclusion and there is a need for a comprehensive overview that offers a broader perspective of the state of inclusion within the country. This article addresses this gap by reporting findings from an analysis of eight Colombian journals from 2000 to 2023 regarding the issues of inclusion and the use of differentiated instruction in second and foreign-language classrooms. This study aims to identify the

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A. Adelakun, Dr Sariat. "Exploring STEM Kit Diagrams for Braille Readers in Inclusive Classrooms." Journal of Science Education for Students with Disabilities 23, no. 1 (2020): 1–10. http://dx.doi.org/10.14448/jsesd.12.0014.

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Diagrams appear in many school subjects but more prominent in science and mathematics taught in schools. Accessing these diagrams in an inclusive classroom has been identified to be problematic for blind students partly due to the teaching resources available and personnel type, support and sufficiency. Diagrams are mostly omitted by teachers leaving the blind person out in such classroom to access portion of education received by their peers. In many instances, questions with diagrams are treated as bonus for blind students in some countries which is not fair to them. This study explored the

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Vidyapati and Bhattak Romy. "Effectiveness of Teaching Practices for Primary Students in Inclusive Classroom." RECENT EDUCATIONAL & PSYCHOLOGICAL RESEARCHES (ISSN: 2278-5949) 11, no. 4 (Oct.-Nov.-Dec. 2022) (2022): 18–24. https://doi.org/10.5281/zenodo.7572104.

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A unique strategy for educating children with challenges and learning differences alongside typically developing students is known as inclusive education (IE). It indicates that all learners those with and those without disabilities can learn alongside one another by having access to standard school resources and a community learning environment with the necessary infrastructure of support services. To integrate disabled students into the system of regular education, there have been attempts on a global scale. We must consider and include children with special needs in ordinary classrooms if w

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