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Journal articles on the topic 'Inclusive school policy'

Author: Grafiati

Published: 3 June 2025

Last updated: 1 August 2025

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1

Meliani, Fitri. "Understanding Inclusive Education Policy and Practice." ICONIC: Journal of Islamic Studies 1, no. 01 (2025): 25–34. https://doi.org/10.59166/n2hyex53.

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Inclusive education is a special education system in which all children with special needs are placed in the same class as typical students. This study aims to determine how effective the implementation of inclusive education policies in Cirebon City is. This study uses a qualitative methodology. The research was conducted at the Cirebon City Elementary School and Education Office. This data comes from two sources: secondary and primary data. Primary data comes from documents such as Implementation Reports, Inclusive Education Policy, and related literature studies.. Secondary data came from i

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Muhamad, Dr Aisa, and Dr Wardah Gyagenda Rajab. "An Investigation of the Implementation of Inclusive Education Policy in Central Uganda." International Journal of Research and Innovation in Social Science IX, no. VI (2025): 50–102. https://doi.org/10.47772/ijriss.2025.90600005.

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This study investigated the implementation of the Inclusive Education Policy in Central Uganda using a mixed methods approach. The research was guided by three objectives: to identify factors affecting inclusive education, assess school management practices regarding Special Needs Students (SNS), and examine teaching methods employed in inclusive settings. Data was collected from a sample of 250 respondents, including special needs students (SNS), their peers (SNP), teachers, parents, administrators, and education officials and analysed using SPSS software. Quantitative findings revealed gener

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Makoelle, Tsediso Michael, and Valeriya Burmistrova. "Funding inclusive education for equity and social justice in South African schools." South African Journal of Education 40, no. 4 (2020): 1–9. http://dx.doi.org/10.15700/saje.v40n4a2037.

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The implementation of inclusive education in South African schools has resulted in more demands being placed on them to make provision for the inclusion of learners with special educational needs in mainstream classrooms. This has brought about substantial changes regarding school financing in order to cater for a diverse learner population. This generic qualitative study conducted through interviews with 9 secondary school principals from formerly disadvantaged and advantaged schools, as well as policy document analysis, investigated the current school financing practices for inclusive educat

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DeMatthews, David, Bonnie Billingsley, James McLeskey, and Umesh Sharma. "Principal leadership for students with disabilities in effective inclusive schools." Journal of Educational Administration 58, no. 5 (2020): 539–54. http://dx.doi.org/10.1108/jea-10-2019-0177.

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PurposeCreating inclusive schools for students with disabilities is a major leadership responsibility for principals throughout the world. Each national, regional and local context is different, but every principal can help create and support inclusive schools. The purpose of this article is to describe the evolving context of inclusive education and school leadership in the United States aligning what is known to an established leadership framework (Hitt and Tucker, 2016), as there are similarities between the Hitt and Tucker domains and the work of leaders in inclusive schools. The authors e

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Shrestha, Madhav. "Integrated School Teachers’ Experiences on Implementing Inclusive Education Policy of Nepal." Educational Journal 2, no. 2 (2023): 86–93. http://dx.doi.org/10.3126/ej.v2i2.61698.

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This study entitled “Integrated School Teachers’ Experiences on Implementing Inclusive Education Policy of Nepal” was carried out to investigate the experiences of integrated school teachers in implementing inclusive education policy of Nepal. The study had been carried out by selecting ten integrated schools of Kathmandu valley by convenience sampling method. Ten special education teachers and ten physical education teachers from each schools were selected by purposive sampling method. Semi-structured interview schedule was prepared and administered to the participants through telephonic inte

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Werner, Shirli, Tom P. Gumpel, Judah Koller, Vered Wiesenthal, and Naomi Weintraub. "Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?" PLOS ONE 16, no. 9 (2021): e0257657. http://dx.doi.org/10.1371/journal.pone.0257657.

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Background While research has focused on understanding teachers’ attitudes towards the inclusion of children with special educational needs into general education classrooms, there are lacunae that have yet to be addressed. This study examined the association between perceived self-efficacy and attitudes towards inclusion among elementary school teachers. The study also examined the role of teachers’ self-efficacy as a mediating variable between knowledge of inclusion policy, perception of school support and teachers’ attitudes towards inclusion. Methods Teachers (N = 352) working in general o

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Wahungu, Daniel Kirogo, Ibrahim Oanda, and Violet Wawire. "Implementation of Inclusive Child Friendly Primary Schools Policy in Nyandarua County, Kenya." Msingi Journal 4, no. 1 (2020): 15–32. http://dx.doi.org/10.33886/mj.v4i1.177.

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The main problem addressed by this study was the implementation of inclusive child friendly primary schools policy in Nyandarua County. The Inclusive Child Friendly Schools (CFS) policy has become the vehicle through which the government is providing quality education for all children in school by creating a learning environment where all children can learn, all children want to learn, and all children feel included in the classrooms and schools. However, studies show that the conditions in schools are not adequately adapted to accommodate the diversity of learners and even many more children

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Kenny, Neil, Selina McCoy, and James O’Higgins Norman. "A Whole Education Approach to Inclusive Education: An Integrated Model to Guide Planning, Policy, and Provision." Education Sciences 13, no. 9 (2023): 959. http://dx.doi.org/10.3390/educsci13090959.

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Inclusion is an important aspect of achieving the Sustainable Development Goals (SDGs) in education. This article will discuss the significance of recent developments in the field of school-based bullying prevention and evaluate their applicability to the policy discourse of inclusive education. Both inclusive education and school-based bullying remain contested phenomena without a clear consensus regarding their definition or how to operationalise them as concepts within school policy or practice effectively. UNESCO’s Scientific Committee has recently proposed the Whole Education Approach, wh

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Fadhilah Putri, Zahra. "THE PRINCIPAL’S LEADERSHIP STRATEGY IN IMPLEMENTING INCLUSIVE EDUCATION POLICIES IN SMP NEGERI 2 YOGYAKARTA." Jurnal Khazanah Intelektual 4, no. 3 (2021): 932–53. http://dx.doi.org/10.37250/newkiki.v4i3.74.

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AbstractEducation is an important thing in human life. The success of an educational institution is largely determined by the leadership role of the principal. The principal is required to be able to bring the school towards the achievement of predetermined goals. Currently, the city of Yogyakarta has established an inclusive school policy as contained in the Regulation of the Governor of the Special Region of Yogyakarta Number 21 of 2013 Article 3 concerning the Implementation of Inclusive Education as a form of equity and a form of education without discrimination. However, in reality this p

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Nahorna, Olena, Svitlana Lytovchenko, Marian Tripak, Tamara Serhiienko, and Iryna Khmil. "PROVIDING INCLUSIVE LEARNING AT HIGHER SCHOOL." Conhecimento & Diversidade 15, no. 37 (2023): 193–209. http://dx.doi.org/10.18316/rcd.v15i37.10946.

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Providing inclusive learning at higher school is fulfilled on the basis of using specialized infrastructure, pedagogical practice and pedagogical workers’ effective work. An important direction of the study in the academic paper is the analysis of the key principles of forming inclusive learning at higher school using the experience of developed countries and its implementation in pedagogical practice. The issue of ensuring inclusive education is an urgent one for the social policy of any country, as it plays a significant role in ensuring the development of human capital and promoting demogra

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DeMatthews, David Edward, and Hanne Mawhinney. "Addressing the inclusion imperative: an urban school district’s responses." education policy analysis archives 21 (July 28, 2013): 61. http://dx.doi.org/10.14507/epaa.v21n61.2013.

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Over the past forty years, schools across the United States have become more inclusive for students with disabilities. However, in many high-poverty urban school districts, a disproportionate number of minority children with disabilities are segregated from their non-disabled peers. This article presents findings from a qualitative case study of one urban school district implementing special education-related inclusion reform over the course of four years. The district had a history of segregating students and numerous compliance issues with special education mandates; however, the arrival of

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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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Carrington, Suzanne, and Kris Holm. "Students Direct Inclusive School Development in an Australian Secondary School: An Example of Student Empowerment." Australasian Journal of Special Education 29, no. 2 (2005): 155–71. http://dx.doi.org/10.1017/s1030011200025331.

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This paper reports on processes employed at a secondary state high school in Australia, where students directed inclusive school development. The procedures used in the study were developed from the Index for Inclusion and included a student forum; a student presentation to parents, principal and teachers and a focus group interview with members of the school community. These procedures were designed to empower students to participate in school review and planning and evaluate the procedures developed from the Index for Inclusion. Samples of interview data from the school principal, staff, par

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Óskarsdóttir, Edda, Verity Donnelly, Marcella Turner-Cmuchal, and Lani Florian. "Inclusive school leaders – their role in raising the achievement of all learners." Journal of Educational Administration 58, no. 5 (2020): 521–37. http://dx.doi.org/10.1108/jea-10-2019-0190.

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PurposeThis article presents a model based on a review of international and European policy and current European Agency for Special Needs and Inclusive Education work on school leadership for inclusive education. The model aims to support analysis of the policy context and interactions between the structures and processes at different levels to ensure effective support for inclusive school leadership and development of appropriate competences. Key issues addressing competences for inclusive school leadership, support and professional development opportunities for inclusive school leaders and p

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Massouti, Ayman, Mohammad Al-Rashaida, and Mohamed Alhosani. "A Qualitative Study on Dubai’s Inclusive Education Policy from School Leaders’ Perspectives." Sustainability 16, no. 3 (2024): 1252. http://dx.doi.org/10.3390/su16031252.

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Inclusive education recognizes the diverse needs of students and ensures that each student has equal opportunities to learn and succeed. The Dubai government has implemented an inclusive education policy aimed at promoting equity and inclusivity in schools. This study aimed to investigate school leaders’ understanding, implementation, and perspectives of the Dubai Inclusive Education Policy Framework (DIEPF). To gather data, a qualitative study was conducted using semi-structured interviews with ten school leaders from private schools located in Dubai, United Arab Emirates (UAE). The findings

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Amalia, Mutia, Ismail Ismail, Bahrun Bahrun, and Nurhijrah Binti Zakaria. "SCHOOL MANAGEMENT POLICY ANALYSIS ON THE IMPLEMENTATION OF INCLUSION EDUCATION IN PRIMARY SCHOOLS." Jurnal Ilmu Pendidikan 30, no. 1 (2024): 90. http://dx.doi.org/10.17977/um048v30i1p90-97.

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The purpose of this research is to find out in depth about School Management in Implementing Inclusive Education in State Elementary Schools in Banda Aceh City. This research uses a qualitative approach with descriptive research type.Subjects in this researchtotaling 10 people consisting of 1 Head of Elementary School Department of Education and Culture, 3 principals and 3 class teachers, 3 subject teachers from each school, each of whom came from SD Negeri 1, SD Negeri 24 and SD Negeri 32, Banda Aceh City. Data collection techniques use observation, interviews and documentation. The data anal

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Neupane, Nam Raj, and Dhruba Prasad Niure. "Special Education Teachers' Knowledge on Inclusive Education Provision in Nepal." ILAM इलम 19, no. 1 (2023): 83–98. http://dx.doi.org/10.3126/ilam.v19i1.58597.

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The study aimed to explore the knowledge and awareness of the teachers of special schools regarding the inclusive education policy of Nepal. The study was guided by a qualitative paradigm followed by a descriptive design. Five special schools from Kathmandu Valley were taken as sample schools, of which two were chosen from Kathmandu, two from Bhaktapur and one from Lalitpur districts by the convenience sampling method. Similarly, 15 teachers (three teachers from each school) were selected purposefully. The semi-structured interview protocol was administered to the teachers for collating in-dep

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Silva, Fernanda de Fátima da Cruz, Adolfo Bezerra de Menezes, Riquelle Aparecida da Silva, et al. "INCLUSÃO ESCOLAR EM DEBATE: O DISTANCIAMENTO ENTRE A LEI E A PRÁTICA." Revista ft 29, no. 148 (2025): 56–57. https://doi.org/10.69849/revistaft/pa10202507191856.

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This article analyzes school inclusion within the context of Brazilian public education, with emphasis on the structural, human, and institutional barriers that hinder the effective implementation of inclusive educational policies. Its main objective is to highlight the gap between legal frameworks—such as the National Policy on Special Education from the Perspective of Inclusive Education (PNEEPEI)—and everyday pedagogical practices. The core issue lies in the disconnect between normative ideals and the actual conditions of teaching. The study is justified by the urgency of rethinking inclusi

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Ahmad, Qurtubi Dr MA. "LIMITING AND SUPPORTING FACTORS FOR SCHOOL TO IMPLEMENT SOCIAL INCLUSIVE SCHOOL PROGRAMS: A POLICY ANALYSIS." Jurnal Education jurnal Manajemen Pendidikan 9, no. 2 (2017): 1–12. https://doi.org/10.5281/zenodo.1291674.

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There is important task which faced by public and private schools to help a population of children with disabilities through inclusive education. School as education institution has formal and informal rules to support the inclusive education. There is a trend of inclusive social services to be given for children with special needs. As the school is a group of people who have the same goals and motives, school must achieve their interests through institutional structure of formal rules (law, regulation, contract, constitutional law) and informal rules (ethics, beliefs, and other unwritten norm

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Skutil, Martin, and Martin Strouhal. "The Issue of Inclusion in Secondary Schools from the Czech School Principals’ Point of View." Journal of Pedagogy 15, no. 1 (2024): 50–70. http://dx.doi.org/10.2478/jped-2024-0003.

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Abstract Since the introduction of new legislation in 2016, questions of inclusive policy have been constantly discussed not only in schools, but also among professionals, parents, and politicians. This article is part of a larger research survey mapping the state of inclusive education at all Czech Republic secondary schools. It presents the results for two regions in order to show what attitudes and views are held by principals on the implementation of inclusion in the education system. The research was carried out as a qualitative study and semi-structured interview were employed as the res

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Rosyidi, Rizky Amalia. "Inclusive School Policies: A Literature Study of Implementation Dilemmas." Journal of ICSAR 7, no. 2 (2023): 205. http://dx.doi.org/10.17977/um005v7i22023p205.

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This paper aims to examine the dilemma of implementing inclusive school policies. The method used is literature study. The inclusive school policy is a noble vision based on social justice. Even though many obstacles were found in its implementation, it is only fitting that stakeholders, in this case the government, take on a complex role in order to achieve optimal service in policy implementation. The government in this case takes the most important part in increasing the competence of teaching teachers in inclusive schools. Apart from considering competence, it is appropriate to consider su

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Sider, Steve, and Paul Ling. "Setting the Context for a Conference to Explore Intersectionalities for School Leadership and Inclusion." Exceptionality Education International 30, no. 2 (2020): 4–11. http://dx.doi.org/10.5206/eei.v30i2.11077.

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This article describes a conference held in Vancouver, Canada, that explored school leadership, inclusion, and Indigeneity. The conference, entitled Exploring Intersectionalities for Leadership and School Inclusion, provided an opportunity for educational scholars, government policy-makers, Indigenous Knowledge Keepers, school system leaders, principals, and teachers to examine how school principals can support students with special education needs in inclusive schools. This article provides the rationale, background, logistical details, and deliverables of the conference. In the conclusion, q

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Ari, Ida Ayu Nyoman Maye Denia, I. Wayan Lasmawan, and I. Gusti Putu Suharta. "PROBLEMS IMPLEMENTING INCLUSIVE EDUCATION POLICY AT TRI MURTI ELEMENTARY SCHOOL DENPASAR." International Journal of Applied Science and Sustainable Development (IJASSD) 6, no. 2 (2024): 119–28. http://dx.doi.org/10.36733/ijassd.v6i2.9465.

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Inclusive education is a policy implemented to integrate students with disabilities into the general education system. However, its implementation in the field still faces various obstacles. SD Tri Murti Denpasar, as one of the schools implementing this policy, has begun integrating students with disabilities since 2021. This research uses qualitative methods with a case study approach. Data sources were obtained through interviews, observation and documentation. The research subjects were teachers, school principals, and students' parents. The problems faced by Tri Murti Elementary School in

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Seeko, Limakatso, and Thokozani Mathebula. "Democracy and Inclusive Education Policy in Post-1994 South African Schools: Goal, Tension, and Struggle." Educational Research for Social Change 12, no. 2 (2023): 114–29. http://dx.doi.org/10.17159/2221-4070/2023/v12i2a8.

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Globally, the idea of inclusive democracy is synonymous with the participation, deliberation, and representation of citizens in the management of the affairs of nation-states. In the light of this global picture, South Africa's constitutional democracy and its inclusive education policy ensure the right to education for school-going children (from foundation, to the intermediate and senior phases). Unfortunately, the zones of exclusion (i.e. difficulties to exercise the right to education) have shown that in post-apartheid South African schools, inclusive education gains have not been enjoyed

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Hakiman, Khuriyah, and Siti Choiriyah. "Inclusive Madrasas in Central Java Indonesia: Culture, Policy, and Practices." DINIKA : Academic Journal of Islamic Studies 7, no. 2 (2022): 251–76. http://dx.doi.org/10.22515/dinika.v7i2.6327.

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This study aims to explore the implementation of inclusive education in inclusive madrasas, particularly madrasah ibtidaiyah, in Central Java, Indonesia. Four inclusive madrasas were involved, namely: Madrasah Ibtidaiyah Muhammadiyah Kartasuro Sukoharjo, Madrasah Ibtidaiyah Keji Ungaran Semarang Regency, Madrasah Ibtidaiyah Ma'arif Sidomulyo, and Madrasah Ibtidaiyah Salafiyah Kebumen. As qualitative research, several techniques were employed to collect data, including observation, interviews, forum group discussion, and documentation. The interviews with policy makers, school principals, vice

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Sarker, Anupom, and Towsif Unzum. "Addressing Barriers to Inclusion: Challenges and Recommendations for Inclusive Primary Education in Bangladesh." Journal of Education Review Provision 3, no. 2 (2023): 66–78. http://dx.doi.org/10.55885/jerp.v3i2.294.

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Despite policy commitments to inclusive education, significant barriers hinder its true realization in Bangladesh, particularly at the primary level. This research utilizes secondary data analysis to comprehensively identify and examine these challenges, drawing insights from official reports, academic literature, and stakeholder interviews. The study investigates four primary domains: policy and infrastructure, teacher preparedness and practices, attitudes and awareness, and accessibility and support mechanisms. Findings reveal systemic limitations in infrastructure and resource allocation, i

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Jefwa Mweri. "From policy to practice: Inclusion and the education of the deaf child in Kenya." International Journal of Science and Research Archive 7, no. 1 (2022): 186–97. http://dx.doi.org/10.30574/ijsra.2022.7.1.0045.

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This paper examines and analyses the challenges that inclusive education poses for children who are deaf and school going. Some of the challenges discussed following Antia and Levine (2001), include but are not limited to: Linguistic diversity, procedural differences and language proficiency. We argue in this paper that as far as inclusion is concerned, the school is just a “place” and one of the circumstances where inclusion can be practiced. However, there are also other experiences such as: the home, family, childcare and other socializing cases that cannot be precluded because of their imp

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Iryna, SamoiIova, Havrylenko Tetiana, Kozynets V. Oleksandr, Popadych Olena та Bondarenko Yuliia. "Сurrent trends in inclusive primary school". Revista Tempos e Espaços em Educação 13, № 32 (2020): 1–20. http://dx.doi.org/10.20952/revtee.v13i32.14961.

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Inclusive education is an important part of the general humanitarian attitude to create equal living conditions and self-realization of various members of society. It is important to diversify approaches to inclusive pedagogy. In particular, the need to take into account age differences in the education of children with disabilities, the need to distinguish inclusive tactics depending on the level of education, the requirement to systematize approaches to inclusive pedagogy from its first structural link and to potentially vocational education. In the system of inclusive education, the primary

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Mapanoo, Lindsay U., and Miguela S. Ting. "Inclusive Education in a Non-Sectarian Private Educational Institution: A Basis for Policy Making." International Journal of Multidisciplinary Research and Growth Evaluation 6, no. 2 (2025): 1790–95. https://doi.org/10.54660/.ijmrge.2025.6.2.1790-1795.

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Moving towards inclusion has become a significant step among educational institutions both in international and local fields. This, however, still presents several challenges that must be address starting from investigating the ideas of inclusion in an institution including its capability and resources to efficiently deliver and achieve the goals of inclusive education. This study was conducted in a non-sectarian private educational institution in terms of practices, culture, and policies which would be the bases for developing inclusive policies for the school. This involved 292 participants

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Billingsley, Bonnie, David DeMatthews, Kaylan Connally, and James McLeskey. "Leadership for Effective Inclusive Schools: Considerations for Preparation and Reform." Australasian Journal of Special and Inclusive Education 42, no. 01 (2018): 65–81. http://dx.doi.org/10.1017/jsi.2018.6.

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School leadership is critical to provide students with disabilities with opportunities to learn in inclusive schools. We summarise research about inclusive leadership, outlining factors that promoted and impeded inclusive schools in the United States. Next, we provide an example of a national collaboration between the Council of Chief State School Officers (CCSSO) and the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center that linked theProfessional Standards for Educational Leaders(PSEL; National Policy Board for Educational Administration, 2015) to a

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Kusmawati, Adistyana Pitaloka, Arita Marini, and Nafiah Marathon. "Implementation of Inclusive Education Policy for ABK in Subang Regency." Jurnal Ad'ministrare 9, no. 1 (2022): 69. http://dx.doi.org/10.26858/ja.v9i1.32921.

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This study aims to be able to implement inclusive education policies for Children with Special Needs in Subang Regency, West Java. Children with special needs are someone who has special physical limitations, such as visually impaired, mentally retarded, ADHD, and others. In Indonesia, children with special needs can continue their education to Extraordinary Schools (SLB) where these schools have skilled teachers and are able to provide motivation to learn for students with special needs. The research method used in this research is qualitative with a descriptive approach. This study describes

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Hansen, Janne Hedegaard, Charlotte Riis Jensen, Mikkel Christian Lassen, Mette Molbæk, and Maria Christina Secher Schmidt. "Approaching Inclusion as Social Practice: Processes of Inclusion and Exclusion." Journal of Educational and Social Research 8, no. 2 (2018): 9–19. http://dx.doi.org/10.2478/jesr-2018-0011.

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AbstractThe article presents the results of a review of international research investigating mechanisms and processes of inclusion and exclusion as an ongoing part of social practice in a school context. The review forms part of a research project investigating the social practices of inclusive education in primary and lower-secondary education (age 6–16) in public schools as constituted by processes of inclusion and exclusion. The project aims to shift the scientific focus of research in inclusive education from the development of pedagogical and didactic practice to the importance of communi

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Mrstik, Samantha L., Lisa A. Dieker, and C. Okechukwu Abosi. "An Examination of Inclusive Practices for Students with Learning Disabilities in Botswana: A Literature Review." Exceptionality Education International 30, no. 3 (2020): 124–43. http://dx.doi.org/10.5206/eei.v30i3.13510.

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The country of Botswana has passed laws to support the human rights of their citizens, including people with learning disabilities. In accordance with the United Nations’ guidelines, Botswana’s human rights initiatives, and the international movement toward inclusive education, inclusive educational reform is taking place. We have conducted a comprehensive literature review, the purpose of which was to establish the progress Botswana has made in special education policy, implementation of policy into schools, and the strides made toward inclusion. However, there are still many struggles compar

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Ngwarati, Caleb Rangarira, and Stella Muchemwa. "Inclusive education among learners with visual impairments in Masvingo North District, Zimbabwe." Eureka: Journal of Educational Research 3, no. 1 (2024): 44–55. http://dx.doi.org/10.56773/ejer.v3i1.37.

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Visually impaired (VI) learners face challenges at school especially in the developed world where resources are scarce. Since 1980, Zimbabwe prioritized universal education, aligning with the ‘growth with equity’ principle and ‘nobody left behind’ concept. The 1987 Education Act emphasized inclusivity. This study draws from three models—Social Model, Critical Disability Theory, and Vygotsky's Socio-Cultural Model—all advocating for educational inclusion. The study investigated inclusive education for visually impaired secondary school students in Masvingo North district, Zimbabwe, aiming to id

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Ronoh, Steve. "Disability through an inclusive lens: disaster risk reduction in schools." Disaster Prevention and Management: An International Journal 26, no. 1 (2017): 105–19. http://dx.doi.org/10.1108/dpm-08-2016-0170.

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Purpose The purpose of this paper is to use an inclusive lens to explore pathways and considers, through the voices of children and adult participants, the complexities in implementing effective disaster risk reduction (DRR) in schools comprising children with disabilities. It identifies obstacles and suggests policy recommendations that consider their needs in DRR. Design/methodology/approach This paper draws on a case study of two schools supporting children with disabilities in the New Zealand regions of Hawke’s Bay and Auckland, each with differing experiences of past natural hazards and d

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Basit, Abdul, Sapriya Sapriya, Dasim Budimansyah, Kokom Komalasari, Fauzi Abdillah, and Mona Adha. "Analysis of the Implementation of Inclusive Education as a Solution to the Problem of Obstructing Indonesia's SDGs." Journal of Lifestyle and SDGs Review 5, no. 3 (2025): e04976. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n03.pe04976.

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Objective: The aim of this research is to analyze the implementation of inclusive education in Indonesia. This research was taken because of the negative stereotype that quality education must be expensive. The existence of inclusive education aims to equalize education and there is no dichotomy between superior schools and ordinary schools. Theoretical Framework: Inclusive education is education for all regardless of their background (gender, ethnicity, disability or other weaknesses) by emphasizing the values of tolerance, anti-discrimination, equality and justice (Farrell, 2004; Lindner &am

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Foykas, Evaggelos. "Children’s Voice as a Parameter of Ryan’s Model for Promoting Inclusive Education: The Case of Greece." European Journal of Education and Pedagogy 5, no. 3 (2024): 1–7. http://dx.doi.org/10.24018/ejedu.2024.5.3.824.

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The choice of the appropriate model of educational leadership for the promotion of inclusive education is a key issue for contemporary educational policy. This paper focused on the role of children’s participation in democratic school leadership based on the Ryan model in order to promote good inclusive education practices in primary schools. Five school principals from different schools in Athens, Greece, participated in this research. The research showed that involving children in school leadership through a range of activities can enhance the participation of all children in the daily life

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Rasmitadila, Megan Asri Humaira, Reza Rachmadtullah, Achmad Samsudin, and Muhammad Nurtanto. "Exploring Lecturers' Perspectives on Inclusive Elementary School Mentoring Programs based on University-School Collaborative Partnerships in Indonesia." Journal of Education and e-Learning Research 9, no. 4 (2022): 233–39. http://dx.doi.org/10.20448/jeelr.v9i4.4202.

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The purpose of this research was to explore lecturers’ perspectives on the mentoring programs conducted by inclusive elementary schools based on university-school collaborative partnerships (USCP). The government has not fully addressed the problems faced in providing inclusive education in elementary schools in Indonesia. It is necessary to involve all parties, including universities, to help solve these problems. Universities should play an important role in the implementation of inclusive education through practical ventures such as continuous mentoring programs to enable positive outcomes

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Ekawati, Diyan, Bukman Lian, and Mahasir Mahasir. "Implementation of Inclusive Education Policy." Journal of Social Work and Science Education 4, no. 3 (2023): 568–76. http://dx.doi.org/10.52690/jswse.v4i3.511.

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This study aims to analyze the implementation of the inclusion education policy at the Regional Technical Implementation Unit SD Negeri 4 Koba, analyze the supporting and inhibiting factors for the implementation of inclusion education at the Regional Technical Implementation Unit SD Negeri 4 Koba Education Unit and provide recommendations for solutions for the development of inclusion education at the Regional Technical Implementation Unit SD Negeri 4 Koba Education Unit. This study used a qualitative approach, with observation, interview and documentation methods. The respondents in this stu

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Gilblom, Elizabeth A., Sarah L. Crary, and Hilla I. Sang. "“We Wanna Feel Like We Are America”: Examining the Inclusive and Exclusionary High School Experiences of New Americans in a Small City." International Journal of Multicultural Education 24, no. 3 (2022): 30–50. http://dx.doi.org/10.18251/ijme.v24i3.3201.

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This transcendental phenomenology centers on the perceptions and experiences of New Americans from Africa and Asia who attended high schools in a smaller urban area located in North Dakota. Using Anderson et al.’s (2014) ecology of inclusive education (EIE), we identify environmental factors that promoted or undermined inclusive education experiences for the New Americans in our study. Themes include: collaborative and welcoming EL teachers, differences between mainstream and EL classes and teachers, problematic experiences with school administrators, valued connections with American peers, an

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Stagg, Jillian. "Policy or Pathologization?: Questions into the Rhetoric of Inclusion and Acceptance in Schools." Canadian Journal of Disability Studies 8, no. 5 (2019): 18–41. http://dx.doi.org/10.15353/cjds.v8i5.565.

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   In the wake of a study released by the Public Health Agency of Canada in 2012 that focused on student belonging, safety, and inclusion in schools, the Ontario government introduced the Accepting Schools Act (Bill 13), which was successively passed into law that year. As an amendment to the longstanding Education Act, Bill 13 was a turning point for discourse surrounding safe and accepting schools, due to a specific focus on bullying, discrimination, and inclusion in fostering positive school climates. Following the recurrent rhetoric of inclusion, however, Bill 13 – as bot

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Irmawati, Irmawati, Rita Rahmawati, and Rusliandy Rusliandy. "the Implementation of Inclusive Education Policy at the Elementary School Level." Jurnal Administrasi dan Kebijakan Publik 9, no. 1 (2024): 168–84. http://dx.doi.org/10.25077/jakp.9.1.168-184.2024.

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Inclusive education in Bogor City is the main focus of achieving equitable and quality education for all, including children with special needs (ABK). Although there are currently inclusion regulations, their implementation is still faced with challenges. The purpose of this study is to describe how inclusion policies are implemented in primary schools. This research uses qualitative methodology with field studies at SDN Perwira, SDN Batutulis 2, and SDN Pakuan. Research informants totaled 14 people who were determined using purposive sampling techniques. Data was collected through observation

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Safrizal, Safrizal, Resti Yulia, and Desri Jumiarti. "School readiness analysis to implement an inclusive education policy: A case study at elementary school." Jurnal Penelitian dan Evaluasi Pendidikan 26, no. 1 (2022): 1–11. http://dx.doi.org/10.21831/pep.v26i1.45294.

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This study aims to describe the readiness of elementary schools in one of the sub-districts in Padang City, which includes personnel/teachers, facilities, and infrastructure, and a developmental assessment format for children with unique/inclusive needs. This research uses a descriptive quantitative method. The research subject is the elementary school Principal, which was selected using a simple random sampling technique. The research instrument used was in the form of questions packaged in a Google Form using the Guttman scale. Data were analyzed using descriptive statistics. The results sho

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Amoah, Anthony, Edmund Kwablah, Andrews Kofi Taayeli, and Benjamin Amoah. "Is an all-inclusive educational policy a determinant of voting behaviour in Ghana?" International Journal of Social Economics 49, no. 5 (2022): 653–68. http://dx.doi.org/10.1108/ijse-08-2021-0494.

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PurposeIn this study, the authors investigate Ghana's Free Senior High School policy as an all-inclusive development policy that drives voting behaviour.Design/methodology/approachUsing the snowball sampling technique and a statistically representative sample size of 413 eligible voters from Ghana, the authors estimate a multinomial logistic regression with its marginal effects.FindingsThe results show that as the number of Free Senior High School beneficiaries per household increases, the more the voters in that household are likely to vote for the policy implementor. Similarly, voters who be

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Rodriguez, Rizzie. "Leading Multicultural Schools: Strategies For Cultural Identity, Language Diversity, and Inclusive Policy Reform." Psychology and Education: A Multidisciplinary Journal 41, no. 10 (2025): 1144–54. https://doi.org/10.70838/pemj.411005.

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Educational leadership in multicultural settings demands strategies that foster inclusivity, equity, and responsiveness to cultural diversity. This qualitative phenomenological study examines leadership practices in multicultural schools in Lambayong, Philippines, focusing on how school leaders navigate cultural complexities while promoting equitable learning opportunities. Grounded in Culturally Responsive Leadership Theory, the Social Change Model of Leadership Development, and Transformational Leadership Theory, this study explores leadership approaches that support culturally inclusive pol

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MELO, Rosileide de Jesus de Souza, and Alexandre Augusto Cals e. SOUZA. "INCLUSIVE EDUCATION POLICIES FROM THE PERSPECTIVE OF TEACHING THE DEAF IN THE MUNICIPALITY OF IGARAPÉ-MIRI/PA, BRAZIL." Boletim de Conjuntura (BOCA) 17, no. 49 (2024): 01–22. https://doi.org/10.5281/zenodo.10465979.

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The debate on the issue of school inclusion policies is current and involves reflection on the groups that have been located in discourses of social exclusion and reflection on the right to education of groups that have been excluded from this right. In this sense, this research aimed to understand what inclusive public educational policies exist for teaching deaf people in the Municipality of Igarapé-Miri/PA. The research follows a qualitative approach as it does not allow already formed concepts to influence the research, so we use document analysis as a technique. The theoretical fra

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Sweeney, Emma, and Johanna Fitzgerald. "Supporting Autistic Pupils in Primary Schools in Ireland: Are Autism Special Classes a Model of Inclusion or Isolation?" Disabilities 3, no. 3 (2023): 379–95. http://dx.doi.org/10.3390/disabilities3030025.

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Radical transformation of Ireland’s special education system has occurred over the past three decades. National and international policy and legislative drivers for a more inclusive approach to education have resulted in greater levels of mainstreaming, with one exception. Provision for autistic children is increasingly provided through special classes: discrete classes attached to mainstream schools. This paper presents findings from a qualitative exploration of the benefits and challenges attributed to autism class provision in mainstream primary schools in Ireland, from the perspective of t

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Li, Dandan, Josep Maria Sanahuja Gavaldà, and Mar Badia Martín. "Listening to students’ voices on inclusive teaching strategies in Chinese primary schools." International Journal of Chinese Education 11, no. 2 (2022): 2212585X2211209. http://dx.doi.org/10.1177/2212585x221120971.

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Inclusive education has become a new global agenda in educational reform since Salamanca Statement in 1994. However, inclusion in education cannot be realized unless inclusive education teachers enable them to implement inclusive teaching strategies to meet all students’ diverse needs. This study aims to analyze the pupil perspectives of inclusive teaching strategies in Chinese regular primary schools by designing a questionnaire. The questionnaire is developed and validated with satisfactory reliability and validity to collect quantitative data from the 730 students of three regular primary s

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Khumalo, Motlalepula Alphonci, and Paseka Andrew Mosia. "Reviewing Teachers' Preparedness to Adopt and Implement the Lesotho Inclusive Education Policy 2018 in Lesotho Schools." European Journal of Education and Pedagogy 4, no. 5 (2023): 36–44. http://dx.doi.org/10.24018/ejedu.2023.4.5.736.

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The launch of the Lesotho Inclusive Education Policy (LIEP) in 2018 by the Ministry of Education and Training assured the participation of learners with special educational needs (LSEN) in the education system. The policy requires teachers to be the drivers of educational initiatives within the school setting to execute the implementation of the policy and assumes that teachers' use of constructivism-based practices would influence them to implement inclusive education. Informed by a critical paradigm and situated within qualitative research, this paper sought to assess teachers’ preparedness

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Afonkina, Yu A., and T. V. Kuzmicheva. "Educational communities of rural schools in the arctic (on the example of the Murmansk oblast): A social justice perspective on inclusion." Arctic and Innovations 2, no. 3 (2024): 100–114. http://dx.doi.org/10.21443/3034-1434-2024-2-3-100-114.

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The article addresses the current problem of searching and substantiating mechanisms for the development of inclusive education. The research relevance is also determined by the Arctic context, which corresponds to the epistemological need of modern interdisciplinary knowledge in the development of inclusive education, the priorities of state policy, as well as to the expectations and demands of regional communities. The authors aim to study social interactions within rural schools in the Arctic from the standpoint of inclusion as an indicator of social justice (on the example of the Murmansk

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