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Journal articles on the topic 'Inclusive education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Dueñas Buey, María Luisa. "Educación inclusiva = Inclusive education." REOP - Revista Española de Orientación y Psicopedagogía 21, no. 2 (2014): 358. http://dx.doi.org/10.5944/reop.vol.21.num.2.2010.11538.

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2

Baranauskienė, Ingrida, and Diana Saveikienė. "PURSUIT OF INCLUSIVE EDUCATION: INCLUSION OF TEACHERS IN INCLUSIVE EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 39. http://dx.doi.org/10.17770/sie2018vol1.3385.

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By focusing on teachers’ approach, the article analyses one of the most relevant issues of today’s realities of education – the inclusive education. The following is an important task for politicians for education, school leaders, teachers and greatly affects and influences the life of families with children with disabilities. Object of the research: inclusion of teachers in inclusive education. Aim of the research: to examine aspects of teachers’ inclusion in inclusive education by implementing the statistical analysis according to The Teachers’ Attitudes Toward Inclusion Scale (TATIS) survey

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3

Sharma, Reetu. "Inclusive Education: Need, Challenges and Strategies." RESEARCH REVIEW International Journal of Multidisciplinary 4, no. 3 (2019): 241–43. https://doi.org/10.5281/zenodo.2598646.

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Inclusive Education allows different and diverse students learn in the same class room. Inclusive education values the diversity and appreciates the unique contributions of each student. In inclusive education Every child feels safe and has a sense of belonging in truly inclusive setting. Inclusive system aims mainly to provide better quality education for all children without any barrier or exclusion including those who may be potentially marginalized due to disability, giftedness, migrants, poverty, gender, emotional or behavioural problems, family background etc. At present more and more ef

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4

Marsela, Robo. "Social inclusion and inclusive education." Academicus International Scientific Journal 10 (July 2014): 181–91. http://dx.doi.org/10.7336/academicus.2014.10.12.

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5

Soldevila Pérez, Jesús, Mila Naranjo Llanos, and Joan Jordi Muntaner Guasp. "Inclusive practices: the role of the support teacher." Aula Abierta 46, no. 2 (2017): 49. http://dx.doi.org/10.17811/rifie.46.2.2017.49-55.

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ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant i

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Soldevila Pérez, Jesús, Mila Naranjo Llanos, and Joan Jordi Muntaner Guasp. "Inclusive practices: the role of the support teacher." Aula Abierta 46 (July 29, 2017): 49. http://dx.doi.org/10.17811/rifie.46.2017.49-55.

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ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant i

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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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8

Hodkinson, Alan, and Chandrika Devarakonda. "Conceptions of Inclusion and Inclusive Education." Research in Education 82, no. 1 (2009): 85–99. http://dx.doi.org/10.7227/rie.82.7.

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9

Abidova, Nilufar. "Inclusive Education Of Children With Special Educational Needs." American Journal of Social Science and Education Innovations 03, no. 03 (2021): 476–80. http://dx.doi.org/10.37547/tajssei/volume03issue03-74.

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10

Molina Garuz, María Cruz, María Rosa Roselló Ramón, María Fernández Hawrylak, and Joan Jordi Muntaner Guasp. "Buenas prácticas educativas como motor de cambio en la atención del alumnado con enfermedades minoritarias." Educatio Siglo XXI 41, no. 3 (2023): 51–74. http://dx.doi.org/10.6018/educatio.565411.

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Inclusive good practices are successful actions or experiences that can be replicated to ensure educational quality for all. However, there is a paucity of data that identify what characteristics these practices should include to support students within an inclusive educational centre. This paper presents the meaning of good inclusive educational practices with special attention to students affected by rare diseases. The aim is to identify and characterise good practices within the framework of an inclusive school. A qualitative methodology is used and, as of different case studies from eight

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11

Watkins, Amanda, Simona D'Alessio, and Mary Kyriazopoulou. "Inclusive Education." Research in Comparative and International Education 4, no. 3 (2009): 229–32. http://dx.doi.org/10.2304/rcie.2009.4.3.229.

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12

Lim, Levan, and Rebecca Ireland. "Inclusive Education." International Journal of Disability, Development and Education 48, no. 3 (2001): 313–16. http://dx.doi.org/10.1080/10349120120073449.

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13

Clare, Brenda, and Kate Mevik. "`Inclusive Education'." Journal of Social Work 8, no. 1 (2008): 28–44. http://dx.doi.org/10.1177/1468017307084734.

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14

Fields, Barry A. "Inclusive Education." Australian and International Journal of Rural Education 3, no. 2 (1993): 11–15. http://dx.doi.org/10.47381/aijre.v3i2.374.

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For some years now most state and territory departments of education have embraced policies favouring the integration of children with special needs into regular classrooms (Asbman & Elkins, 1990). Many states have recently redefined their policies. This is particularly the case for Queensland and New South Wales where quite elaborate policy documents and management plans have been prepared and disseminated. The most recent policies reaffirm central office support for integration, but now within the context of inclusive education, social justice, and the imperatives of anti-discrimination

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15

Pereira de Caldas, Marinez, Damiana Dias da Silva, Zenilda Pereira de Queiroz Nunes, Maria Joseny Ferreira da Silva, and Sheila De Sá Leite Ferreira Lacerda. "INCLUSIVE EDUCATION." Revista Gênero e Interdisciplinaridade 5, no. 01 (2024): 212–26. http://dx.doi.org/10.51249/gei.v5i01.1872.

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This article aims to address a topic that is of concern to educators, the inclusion of the hearing impaired and about pedagogical practices that the teacher should be aware of when assisting the hearing impaired student. Much has been debated about inclusion in the educational area and, in this context, the education of the hearing impaired. It is of great importance the teacher’s collaboration in this fight against inequality, but unfortunately not everyone has the necessary knowledge to receive students with this type of disability. It is notorious that teachers are not yet ready to attend t

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Joaquina de Borba, Nara, Vanderleia Adriana Santin Ferreira, Tainara Palhares dos Santos, and Shalline Carvalho. "INCLUSIVE EDUCATION." Revista Gênero e Interdisciplinaridade 5, no. 03 (2024): 182–91. http://dx.doi.org/10.51249/gei.v5i03.2073.

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Inclusive education is an educational model that aims to ensure the access and participation of all students, regardless of their individual characteristics, such as disabilities, ethnic, socioeconomic, or cultural backgrounds. It promotes pedagogical practices that recognize and value diversity, aiming for meaningful learning for all students. The concept of inclusive education has evolved over the years, moving beyond simply integrating students with disabilities into schools. It now encompasses the promotion of educational environments that value the diversity and individuality of each stud

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Dr., Chandrahasa G. "Inclusive Education Issues and Challenges of Inclusive Education." International Journal of Innovative Science and Research Technology 7, no. 11 (2022): 1481–83. https://doi.org/10.5281/zenodo.7463710.

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Inclusive education has a collaborative and respectful school culture. Inclusive education faces many challenges and problems. Inclusive education is taking steps to overcome many problems of education. The challenges facing inclusive education are divided in to 4 categories. Attitudinal Barriers. Social Barriers. Infrastructural Barriers. Economic Barriers.  Social and curricular adoption Making all options of education. Developing strategies for meeting the education. The curriculum should meet all the requirements of inclusive education. Achieving national integrity through curriculum. Dev

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18

Soldevila Pérez, Jesús, Mila Naranjo Llanos, and Joan Jordi Muntaner Guasp. "Inclusive practices: the role of the support teacher." Aula Abierta 46 (July 29, 2017): 49. http://dx.doi.org/10.17811/rifie.46.2017.49-56.

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Abstract:

ABSTRACTThe purpose of this study is to describe and analyse the functions, tasks and actions of support teachers in inclusive classrooms in an ordinary school, moving from a therapeutic, integrative model to an inclusive one. Qualitative research in a longitudinal case study is presented, following two children with functional diversity over four years along three axes: the concept of inclusive education, the determination of good practices for inclusion and the role of the support teacher. The results allow us to propose different inclusive practices for support teachers, and a significant i

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19

ALKHARRAZ, Rola Abd Al-Rahman. "INCLUSION FROM THE PERSPECTIVE OF INCLUSIVE EDUCATION AND SPECIAL EDUCATION." RIMAK International Journal of Humanities and Social Sciences 04, no. 04 (2022): 67–87. http://dx.doi.org/10.47832/2717-8293.18.4.

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This article seeks to research the concept of inclusion from the perspectives of inclusive education and special education, and aims to identify the concept of inclusive education and special education and the concept of inclusion through them. I used the descriptive approach to suit the nature of the study, in order to identify the study problem, which is the answer to the study’s question, In order to identify the problem of the study, which is the search for integration through inclusive education and special education. Through the analytical study, I concluded that inclusive education is t

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20

Lacruz-Pérez, Irene, Ma Inmaculada Fernández-Andrés, and Raúl Tárraga-Mínguez. "ACTITUDES DE LOS DOCENTES HACIA LA EDUCACIÓN INCLUSIVA. ANÁLISIS DE LAS VARIABLES QUE INFLUYEN EN SU CONFIGURACIÓN." Universidad-Verdad, no. 80 (June 17, 2022): 44–57. http://dx.doi.org/10.33324/uv.vi80.515.

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El propósito de este trabajo fue analizar las actitudes de los docentes hacia la educación inclusiva en educación infantil y primaria, y determinar algunos de los factores que infuyen en la confguración de estas actitudes. Ciento veintiocho docentes de diferentesescuelas de la Comunidad Valenciana (España) completaron un cuestionario que evalúa las actitudes del profesorado hacia la inclusión. Se analizó mediante un ANOVA la infuencia del puesto de trabajo (maestro/a generalista o especialista de educación especial) y del modelo inclusivo de centro educativo donde desarrollaban su trabajo. Asi

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21

Florian, Lani. "INCLUSION: Special or inclusive education: future trends." British Journal of Special Education 35, no. 4 (2008): 202–8. http://dx.doi.org/10.1111/j.1467-8578.2008.00402.x.

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22

Seema. "Recent trends in Indian Education and special education and inclusive education." Global International Research Thoughts 11, no. 1 (2023): 58–62. http://dx.doi.org/10.36676/girt.2023-v11i1-12.

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The field of education in India has made significant strides in recent years, especially in the areas of special education and inclusive education. the most recent developments and innovations in Indian education, with a spotlight on the progress gained in special education and the move toward inclusive education practises. what effect India's different legal and policy initiatives and educational reforms have had on the state of special and inclusive education there. the value of inclusive practises in terms of the equality and inclusion they promote for students with disabilities in the clas

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., Dr Seema. "Recent trends in Indian Education and special education and inclusive education." Global International Research Thoughts 11, no. 1 (2023): 58–62. http://dx.doi.org/10.36676/girt.2023-v11i1-012.

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The field of education in India has made significant strides in recent years, especially in the areas of special education and inclusive education. the most recent developments and innovations in Indian education, with a spotlight on the progress gained in special education and the move toward inclusive education practises. what effect India's different legal and policy initiatives and educational reforms have had on the state of special and inclusive education there. the value of inclusive practises in terms of the equality and inclusion they promote for students with disabilities in the clas

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24

MORAES (UFPA), Kauê Felippe de, Bruna Rafaela Mendonça OLIVEIRA (UEPA), and Luciana De Nazaré FARIAS (UEPA). "RECURSOS DIDÁTICOS E INCLUSIVOS PARA O ENSINO DO MEIO AMBIENTE." Revista Margens Interdisciplinar 14, no. 23 (2021): 85. http://dx.doi.org/10.18542/mri.v14i23.9531.

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Este artigo refere-se à utilização de recursos didáticos e inclusivos para o ensino de Meio Ambiente, experiência realizada em uma turma de discentes do PARFOR que atuam no Ensino Fundamental com a disciplina Biologia. Tem por objetivo analisar as dificuldades enfrentadas por esses professores em formação que atuam com alunos com deficiência visual (cegos/baixa visão). A metodologia com base na pesquisa qualitativa, se deu em três diferentes etapas e culminou com a realização do workshop intitulado de “Recursos Didáticos e Inclusivos para o Ensino de Meio Ambiente”, onde foi construído e exper

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25

Machado, Glaé Corrêa, Andréia Mendes dos Santos, and Bento Selau da Silva Junior. "As perspectivas da Educação Inclusiva no curso de Pedagogia:." EDUCAÇÃO E FILOSOFIA 36, no. 76 (2022): 243–67. http://dx.doi.org/10.14393/revedfil.v36n76a2022-60460.

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Resumo: Este estudo objetiva analisar as perspectivas de futuros professores em relação às práticas pedagógicas necessárias para a inclusão de alunos com deficiência, assim como a possibilidade de construí-las no cotidiano escolar. Para participar da pesquisa, foram selecionadas dezesseis futuras professoras que estão cursando os últimos semestres do curso de Pedagogia e já atuam como estagiárias na Educação Básica. A pesquisa se fundamenta na abordagem qualitativa e utilizou as narrativas como instrumento da coleta de dados. A partir do processo de análise textual discursiva, identificaram-se

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26

Oliveira, Gilmar Antônio De, Ana Lúcia Bizerril de Brito, Angelita Silva de Almeida, and Maria da Conceição Pereira Ferreira. "Considerações Sobre Educação Inclusiva / Considerations on Inclusive Education." ID on line REVISTA DE PSICOLOGIA 13, no. 46 (2019): 446–58. http://dx.doi.org/10.14295/idonline.v13i46.1901.

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Este artigo discute a educação inclusiva enquanto demanda para promover a igualdade de oportunidades, valorizando as diferenças humanas, sejam elas quais forem: raciais, culturais, intelectuais, sociais, físicas, sensoriais ou de gênero. Para isso aconteça, é preciso que haja uma completa transformação no ensino, das práticas e de suas políticas adotadas, para que se possa assegurar um ensino inclusivo e democrática todos. As discussões levaram a conclusão de que, integração de alunos especiais em escolas regulares tem sido mais valorizada nos últimos anos, e isso parece ser resultado de const

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27

Kaur, Satinder. "Inclusive Education: Practices and Challenges." Journal of Advances and Scholarly Researches in Allied Education 15, no. 8 (2018): 68–71. http://dx.doi.org/10.29070/15/57869.

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CHOWDHURY, DR PIKU. "Ancient India and Inclusive Education." Issues and Ideas in Education 4, no. 2 (2016): 131–39. http://dx.doi.org/10.15415/iie.2016.42010.

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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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30

Ketenoğlu Kayabaşı, Zehra Esra. "Teachers’ Opinions on Inclusive Education." International Journal of Psychology and Educational Studies 7, no. 4 (2020): 27–36. http://dx.doi.org/10.17220/ijpes.2020.04.003.

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31

Shavkatovna, Oysha Choriyeva. "SPECIAL EDUCATION AND INCLUSIVE PRACTICES." American Journal Of Social Sciences And Humanity Research 3, no. 10 (2023): 145–48. http://dx.doi.org/10.37547/ajsshr/volume03issue10-22.

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Special education has become a vital component of the education system, aimed at catering to the diverse needs of students with disabilities. The implementation of inclusive practices in the field of special education has been a topic of growing interest and research in recent years. In this article, we will explore the topic of special education and inclusive practices,their benefits, challenges, and strategies for successful implementation.

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Kazımova, Gunay Salman. "Psychological aspects of inclusive education." Education and Development of Gifted Personality, no. 4(91) (2023): 5–9. http://dx.doi.org/10.32405/2309-3935-2023-4(91)-5-9.

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33

Kapustina, O. I. "THE ESSENCE OF THE CONCEPTS OF “INCLUSION”, “INCLUSIVE EDUCATION”, “INCLUSIVE EDUCATIONAL ENVIRONMENT”." Innovate Pedagogy, no. 77 (2024): 123–26. https://doi.org/10.32782/2663-6085/2024/77.24.

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34

Mitosis, Konstantinos, Paraskevi Spatidoglou, Marianthi Delihourmouzi, and Aikaterini Baiou. "Book review: Index for inclusion." World Journal of Advanced Research and Reviews 18, no. 1 (2023): 1001–5. https://doi.org/10.5281/zenodo.8178977.

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In this paper, an attempt is made to critically approach, through a bibliography review, the book Index for Inclusion by Booth & Ainscow (2011), which refers to inclusive education and the three dimensions of this approach, that is, cultures, policies and practices. First, the concept of inclusive education is analyzed, according to which all students must have equal opportunities for learning. Usually when referring to inclusive education it is considered that it only relates to special education, but the truth is that it is a broader term that includes all vulnerable and socially exclude

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35

Udych, Zoriana, Iryna Shulha, Liudmyla Chepurna, Liliia Rudenko, and Oksana Dzhus. "INCLUSIVE EDUCATION IN UKRAINE." Conhecimento & Diversidade 16, no. 41 (2024): 419–45. http://dx.doi.org/10.18316/rcd.v16i41.11506.

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Since 2017, Ukraine has intensified the processes of reforming and developing inclusive education and creating a learning environment that meets European standards in all educational institutions. At the same time, some challenges and barriers arise while implementing the strategy and conceptual framework of inclusion, which require in-depth study and argumentation. The article aims to study the challenges, conditions, and strategies for implementing inclusive education in Ukraine. The research methodology is based on a legal analysis of international and national legislative acts that contain

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Becker, Caroline, and Alexandre Guilherme Anselmo. "MODELO SOCIAL NA PERSPECTIVA DA EDUCAÇÃO INCLUSIVA." Revista Conhecimento Online 1 (January 2, 2020): 90. http://dx.doi.org/10.25112/rco.v1i0.1854.

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Este artigo apresenta a perspectiva do modelo social como possibilidade de transcendência do modelo médico na educação inclusiva. Tem por objetivo promover uma reflexão sobre a ideia de que uma educação inclusiva implica em pensar em uma sociedade inclusiva. Apresenta ainda diferenças sobre as perspectivas dos modelos médico e social dentro da educação inclusiva e suas implicações diante dos processos inclusivos. Para analisar a temática, como referencial teórico, realizou-se pesquisa sobre estudos na área da educação inclusiva, em especial sobre perspectivas do modelo médico e do modelo socia

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Movkebayeva, Z., and B. Dussenbayeva. "COMPETENCES OF A SPECIAL TEACHER IN INCLUSIVE EDUCATION." Bulletin of Kazakh National Women's Teacher Training University, no. 1 (April 9, 2021): 47–55. http://dx.doi.org/10.52512/2306-5079-2021-85-1-47-55.

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The article analyzes foreign and domestic scientific approaches to determining the professional competence of a special teacher for work in an inclusive education. In the context of the active spread of inclusive education in the country, it seems important to modernize their training for work in inclusive schools. The authors prove the need to improve the competencies of special teachers in the context of an educational inclusive process. The development of inclusively oriented professional and personal competencies among teachers largely depends on the success of the inclusion of children wi

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Nugent, Michael. "Reframing inclusion: an exclusive-inclusive approach." British Journal of Special Education 45, no. 2 (2018): 141–56. http://dx.doi.org/10.1111/1467-8578.12214.

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Shepherd, Hannah. "Inclusion and museums: developing inclusive practice." British Journal of Special Education 36, no. 3 (2009): 140–46. http://dx.doi.org/10.1111/j.1467-8578.2009.00437.x.

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Howladar, Dr Mita. "Barriers and Opportunities of Inclusive Education in Present Educational System." International Journal of Trend in Scientific Research and Development Volume-2, Issue-4 (2018): 2018–25. http://dx.doi.org/10.31142/ijtsrd14290.

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41

Maia de Assis, Felipe. "THE CHALLENGES OF INCLUSIVE SPECIAL EDUCATION IN REGULAR EDUCATION." Revista Gênero e Interdisciplinaridade 4, no. 03 (2023): 279–99. http://dx.doi.org/10.51249/gei.v4i03.1433.

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Inclusion in Brazil is still a challenge. Despite at least two decades after the consolidation of many of the rights of the disabled, a series of obstacles are still being faced for the inclusive process, both in special education and in regular education itself, to actually take place. Much progress has been made, but some obstacles still need to be overcome. The present work aims to reflect on the importance of inclusive education in Early Childhood Education and what to do about it. Among the specific objectives, talk about the legal system and the guaranteed right to inclusion; reflect on

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Junaidi, Ahsan Romadlon, Dimas Arif Dewantoro, Pravisi Shanti, and Gama Rahmita. "Inclusive Education in Higher Education: Baseline Study at Universitas Negeri Malang." Journal of ICSAR 6, no. 2 (2022): 196. http://dx.doi.org/10.17977/um005v6i22022p196.

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The implementation of inclusive education in higher education aims to ensure the fulfillment of the right of education for persons with disabilities. This study examined the implementation of inclusion at the Universitas Negeri Malang to obtain an illustration of the implementation of inclusive education. The three dimensions of inclusive education, including the creation of an inclusive culture, inclusive policies, and inclusive practices, become the framework for developing evaluation instruments. Respondents of this research were management staff, lecturers, education staff, and students. T

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43

Shakhnoza, Gozieva. "Inclusive Culture asA Pedagogical Dimension ofSuccessful Education." Current Research Journal of Pedagogics 6, no. 6 (2025): 12–15. https://doi.org/10.37547/pedagogics-crjp-06-06-03.

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This article discusses inclusive education and the development of an inclusive culture in society. The article reiterates the importance of inclusive education extending inclusion to every section of society, meeting the unique needs of each individual, and seeing significant changes in society. Methods and practices used to develop an inclusive culture are discussed as well.

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Regina Ribeiro de Araújo Medeiros, Leize. "INCLUSIVE EDUCATION AND EXCELLENT EDUCATION." Revista Gênero e Interdisciplinaridade 4, no. 05 (2023): 284–98. http://dx.doi.org/10.51249/gei.v4i05.1604.

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The present article has as objective to carry out a bibliographical survey on the history of education regarding school exclusion and the search for the socio-educational inclusion of students who need specialized accompaniment for an inclusive education that allows the true inclusion of the individual in the social environment to which this is inserted as the protagonist of this process of legal claim of their rights. In this way, we tried to bring up a different perspective and with new approaches to the teachers involved in this process so that they are prepared and oriented with technical

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Sánchez-Huete, Juan Carlos, and Alejandra Alexia Díaz-Pino. "ESPECIAL EDUCATION VERSUS INCLUSIVE EDUCATION." Imagens da Educação 13, no. 2 (2023): 4–6. http://dx.doi.org/10.4025/imagenseduc.v13i2.68679.

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Versus is a preposition that in Latin meant 'towards', but already in the fifteenth century it acquired in the English legal language the value of 'against', and with this meaning it is frequently used in today's Spanish. This is what this is really about, to elucidate whether special education should be oriented “towards” inclusive education; or if both models should face each other, or if, on the contrary, special education and inclusive education are models that must converge and be integrated into a school that accepts as a paradigm any educational need’s type. The goal of this call for pa

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Morgado, Beatriz, Mª Dolores Cortés-Vega, Rosario López-Gavira, Encarna Álvarez, and Anabel Moriña. "INCLUSIVE EDUCATION IN HIGHER EDUCATION?" Journal of Research in Special Educational Needs 16 (August 2016): 639–42. http://dx.doi.org/10.1111/1471-3802.12323.

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Hansen, Barbara A., and Linda E. Morrow. "Invitational Inclusive Education." Journal of Invitational Theory and Practice 18 (April 4, 2022): 37–44. http://dx.doi.org/10.26522/jitp.v18i.3915.

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This article invites all educators to consider the implementation of the tenets of Invitational Education (IE) as a firm foundation and precursor upon which can be built an Inclusive Education climate and mindset which encourages success for all students. This eighteen month study of two professors from Ohio’s Muskingum University shares from inception to implementation, the idea of creating a graduate course for teachers and administrators which merges the practices of Inclusive Education and Invitational Education. The course, entitled Invitational Inclusive Education (IIE), seeks to convinc

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Tamás, Katalin, and Gabriella Papp. "Inclusive kindergarten education." Gyermeknevelés 10, no. 2–3 (2022): 23–35. http://dx.doi.org/10.31074/gyntf.2022.3.23.35.

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The early education of children with special educational needs in kindergarten with their typically developed peers is a great opportunity for the next generation to have experiential knowledge that diversity is a natural, everyday thing at the level of abilities as well. In our longitudinal qualitative research, we describe the integrational process of a kindergarten in Budapest, as we followed the institutional transformation almost from the beginning of the integration. Research methods: recording of semi-structured interviews and then qualitative text analysis using Atlas.ti software; and

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Corcoran, Tim. "Health inclusive education." International Journal of Inclusive Education 16, no. 10 (2012): 1033–46. http://dx.doi.org/10.1080/13603116.2010.538867.

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Gervasoni, Ann, and Andrea Peter-Koop. "Inclusive mathematics education." Mathematics Education Research Journal 32, no. 1 (2020): 1–4. http://dx.doi.org/10.1007/s13394-020-00315-0.

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