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Articles de revues sur le sujet « Inclusive Methodologies »

Auteur : Grafiati

Publié le 2 juin 2025

Mis à jour le 31 juillet 2025

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1

Ponton, Vaoiva. "Utilizing Pacific Methodologies as Inclusive Practice." SAGE Open 8, no. 3 (2018): 215824401879296. http://dx.doi.org/10.1177/2158244018792962.

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Sharma, Neha. "An Inclusive Study and Analysis of Steganographic Methodologies for Data Security." Journal of Advanced Research in Dynamical and Control Systems 12, SP4 (2020): 1376–84. http://dx.doi.org/10.5373/jardcs/v12sp4/20201616.

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Castañeda Rincón, Silvino Antonio, Hayarelis Moreno Gudiño, and Richard de Jesús Gil Herrera. "Robotics for inclusive education: Combining active methodologies in a classroom." Contemporary Educational Technology 16, no. 3 (2024): ep522. http://dx.doi.org/10.30935/cedtech/14939.

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In light of the growing diversity of students in the classroom, there is a pressing need to address the potential for discrimination against minorities, arising from cultural, socioeconomic, special needs, learning styles, and other differences. It is, therefore, essential to establish inclusive learning environments that guarantee equitable learning outcomes for all children and young people. This study aims to determine the impact of educational robotics (ER) in promoting emotional, cognitive, and social inclusion attributes through active methodologies among secondary students in public ins

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Gough, Noel. "Performing Shared Responsibilities: Inclusive Methodologies for Educational Inquiry." Critical Studies in Education 44, no. 1 (2003): 1–5. http://dx.doi.org/10.1080/17508487.2003.9525873.

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Higueras-Rodriguez, Lina, and Marta Medina-Garcia. "Active methodologies as a key element in teacher training for educational inclusion." New Trends and Issues Proceedings on Humanities and Social Sciences 7, no. 3 (2020): 13–19. http://dx.doi.org/10.18844/prosoc.v7i3.5227.

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The purpose of this research is to show the results obtained in relation to the improvement of training to promote student learning from an inclusive perspective. Teacher training in active learning methods for the promotion of inclusive education is essential to ensure quality and equity in student learning. Through the analysis of educational experiences, courses and programmes, we understand that it can help in the practice of the classroom and in the meaningful learning of students. Starting from a qualitative methodology, we approach a descriptive–interpretive study of the information pre

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Gough, Noel. "Introduction: Performing shared responsibilities: Inclusive methodologies for educational inquiry." Melbourne Studies in Education 44, no. 1 (2003): 1–5. http://dx.doi.org/10.1080/17508487.2003.9558588.

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NICÁCIO, Rovílio de Lima. "REVISITING THE "RESEARCH IN INCLUSIVE EDUCATION: THEORETICAL AND METHODOLOGICAL ISSUES"." Boletim de Conjuntura (BOCA) 10, no. 28 (2022): 19–24. https://doi.org/10.5281/zenodo.6371293.

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The objective of this paper is to present a book review of "Pesquisa em Educação Inclusiva Questões Teóricas e Metodológicas" through a descriptive study that up rises problems of inclusive education in the light of a critical-descriptive reading that concludes on the relevance of the text, being indicated for a general public and especially for professionals in the area of Education.

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Koerich, Ana Carolina Mosimann, Arléria Silva, Cleia Patricia Rodrigues de Sousa, et al. "DIGITAL CURRICULUM AS AN INCLUSION TOOL." ARACÊ 7, no. 6 (2025): 32713–23. https://doi.org/10.56238/arev7n6-210.

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This study addressed the impact of digital curriculum on promoting educational inclusion, focusing on accessibility for students with special needs in basic and higher education. The central research problem was to investigate how digital curricula can be structured inclusively, ensuring accessibility for all students. The general objective was to analyze the implementation of inclusive digital curricula, identifying methodologies and tools that foster educational inclusion. The research was bibliographic in nature, analyzing studies, articles, and theories on digital curriculum implementation

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Massarani, Luisa, and Matteo Merzagora. "Socially inclusive science communication." Journal of Science Communication 13, no. 02 (2014): C01. http://dx.doi.org/10.22323/2.13020301.

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Social inclusion is an emerging preoccupation in the science communication field. The political value of science communication (e.g. in terms of empowerment) and the necessity to address all audiences has always been considered, but in recent times the participation agenda has enriched the rationale and methodologies of the communication of science: social inclusion is not only an issue of access to knowledge, but also of governance and co-production.

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Herb, Guntram H. "No trenches: toward inclusive and hybrid methodologies – commentary to Tulumello." Fennia - International Journal of Geography 197, no. 1 (2019): 155–57. http://dx.doi.org/10.11143/fennia.79837.

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My critical reflection on Simone Tulumello’s intervention focuses first on the need to make a clear distinction between methodologies and epistemologies, asking the author to explain his own perspective. A second area of concern is the analogy he draws between structures engineered with concrete and human societies and how this appears to simplify the debate he initiates. In the third part I suggest that the goal should be to transcend the tensions between paradigms through inclusive and hybrid methodologies.

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Nalbant, Kemal Gökhan, Şahi̇ka Özdemi̇r, and Yavuz Özdemi̇r. "Evaluating Inclusive Campus Environment Design Criteria Using CFPR and FANP Methodologies." WSEAS TRANSACTIONS ON COMPUTER RESEARCH 9 (August 2, 2021): 92–102. http://dx.doi.org/10.37394/232018.2021.9.11.

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University campuses bring together individuals from different socio-cultural backgrounds. At the same time, university campuses contribute to the personal and intellectual development of individuals and serve as a socialization area. Campuses create vitality with their social, cultural, economic, and spatial effects. In this paper, we study for evaluating inclusive campus environment design criteria using the Fuzzy Analytical Network Process (FANP) and Consistent Fuzzy Preference Relations (CFPR) techniques, which are two Multi- Criteria Decision Making (MCDM) methods. Seven Inclusive Campus E

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González, Romero Osiris Sinuhé. "Inclusive Research Methodologies and Community Efforts in Nahuatl Language Revitalization." Latin American Journal of Humanities and Educational Divergences 1, no. 1 (2022): 49–62. https://doi.org/10.5281/zenodo.10778944.

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This research paper will stimulate intercultural debate around indigenous epistemologies of the Global South. It also intends to raise awareness about the importance of indigenous languages for social development and pedagogical practices. This research is based on inclusive research methodologies with native speakers of the Nahuatl language during four fieldwork seasons between May 2017 and March 2019, inside different indigenous communities such as San Miguel Xaltipan and San Pedro Tlalcuapan in Tlaxcala, but also Santa Ana Tlacotenco in Mexico City. This research uses mixed methods (quantit

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Rubin, Hannah. "The Debate over Inclusive Fitness as a Debate over Methodologies." Philosophy of Science 85, no. 1 (2018): 1–30. http://dx.doi.org/10.1086/694809.

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Lara-Lara, Fernando, María Jesús Santos-Villalba, Blanca Berral-Ortiz, and José Antonio Martínez-Domingo. "Inclusive Active Methodologies in Spanish Higher Education during the Pandemic." Societies 13, no. 2 (2023): 29. http://dx.doi.org/10.3390/soc13020029.

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The period of pandemic caused by the arrival of COVID-19 had a series of repercussions at the personal, social, cultural and educational levels. The confinement declared by government agencies caused a shift from face-to-face to virtual learning, which led to certain adaptations and the use of digital tools in order to carry out the teaching-learning process. This technological proliferation became a challenge for the educational community and for the development of pedagogical and inclusive models that could ensure pedagogical continuity. Therefore, the aim of this paper was to analyse the sc

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Blasco, Rubén, Teresa Blanco, Álvaro Marco, Alfredo Berbegal, and Roberto Casas. "Needs Identification Methodology for Inclusive Design." Behaviour & Information Technology 35, no. 4 (2016): 304–18. https://doi.org/10.1080/0144929X.2016.1149962.

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Identification of user needs is an essential phase in the early stages of every design project. Many needs identification methodologies are described in the literature. When targeting users with special needs, the task becomes more challenging for different reasons (difficulty of retrieving information, performing prototype testing, etc.). This article presents a novel methodology, NIMID (Needs Identification Methodology for Inclusive Design), that guides the process of needs’ identification in the inclusive design scenario considering users’ physical, sensorial and cognitive capab

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Sáiz-Manzanares, María Consuelo, Sara Gutiérrez-González, Ángel Rodríguez, Lourdes Alameda Cuenca-Romero, Verónica Calderón, and Miguel Ángel Queiruga-Dios. "Systematic Review on Inclusive Education, Sustainability in Engineering: An Analysis with Mixed Methods and Data Mining Techniques." Sustainability 12, no. 17 (2020): 6861. http://dx.doi.org/10.3390/su12176861.

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In the last few years, research in the field of sustainability has experienced a significant increase in interest between sustainability and other areas (inclusive education, active methodologies, and society). Moreover, the use of mixed research methods (quantitative and qualitative) along with the application of data mining techniques, enables the analysis of information and the connection between the different studies. The objectives of this paper were: (1) To establish the results of the research related to the concepts of sustainability, inclusive education, and disability. (2) To study t

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Aisha, Asiimwe. "Fostering a Culture of Inclusion in Higher Education." RESEARCH INVENTION JOURNAL OF CURRENT RESEARCH IN HUMANITIES AND SOCIAL SCIENCES 4, no. 1 (2025): 6–10. https://doi.org/10.59298/rijcrhss/2025/41610.

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Higher education institutions serve as catalysts for social mobility, intellectual growth, and career preparation. However, fostering a culture of inclusion within these institutions remains a challenge due to systemic barriers, historical inequities, and institutional inertia. This paper examines the importance of inclusive practices in higher education, emphasizing the role of diverse perspectives in enhancing critical thinking, academic success, and social belonging. It identifies key barriers to inclusion, including economic disparities, cultural biases, and lack of representation among fa

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Hamidullina, Fania R., Azat M. Khusnutdinov, Olga A. Rocheva, and Rimma S. Zaripova. "DEVELOPMENT OF MARKETING RESEARCH METHODOLOGY IN AN INCLUSIVE EDUCATIONAL INSTITUTION." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 5/9, no. 146 (2024): 175–80. http://dx.doi.org/10.36871/ek.up.p.r.2024.05.09.025.

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The development of marketing research methodologies contributes to more effective adaptation of inclusive institutions to the needs of learners with disabilities. The article considers the most important function of management - marketing in an inclusive educational institution. The basics of marketing research and the methodology of marketing research in an inclusive educational institution are developed and presented, taking into account the peculiarities of inclusive education and contributing to the improvement of the quality of the educational process. The development of marketing researc

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Souza, Jorge Raimundo da Trindade, Heloísa Glins Santos, Deusivaldo Aguiar Santos, et al. "THE USE OF ACTIVE METHODOLOGIES FOR THE PROCESS OF INCLUSIVE EDUCATION IN NATURAL SCIENCE CLASSES." COGNITIONIS Scientific Journal 6, no. 2 (2023): 632–43. http://dx.doi.org/10.38087/2595.8801.301.

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This qualitative study aimed to evaluate the use of active methodologies in experimental Science classes associated with inclusive education from an investigative perspective with characteristics similar to the Problem-Based Learning (PBL). To do so, three Science experiments were adapted for students with visual impairments in basic education. Results indicate that school and social inclusion are possible by means of active assistive activities. It is concluded that students with visual impairments achieved learning objectives through the development of adapted teaching materials, with active

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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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Maxwell, Nicola, Elaine O’Callaghan, and Máire Leane. "Inclusive Postsecondary Education for People with Intellectual Disabilities: Teaching Methodologies and Practices of Translating Rights into Practice." Pedagogia i Treball Social 13, no. 1 (2024): 34–44. http://dx.doi.org/10.33115/udg_bib/pts.v13i1.23026.

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Article 24 of the Convention on the Rights of Persons with Disabilities (CRPD) forms the cornerstone of the right to “inclusive education”, outlining in subsection 1 that, States “shall ensure an inclusive education system at all levels” (2006). The Committee on the Rights of Persons with Disabilities has stated that inclusion “involves a process of systemic reform embodying changes and modifications in content, teaching methods, approaches, structures and strategies in education” (2016, [11]). However, this right to inclusive education has not been realised in any systematic way for students

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Silva de Souza, Niely, Alessandra Marcone Tavares Alves de Figueirêdo, Carlos Alberto da Silva Júnior, Júlia Maria Soares Ferraz, and Márcio Jean Fernandes Tavares. "Inclusive Teaching in Organic Chemistry." International Journal for Innovation Education and Research 10, no. 1 (2022): 290–306. http://dx.doi.org/10.31686/ijier.vol10.iss1.3618.

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Before the covid-19 pandemic paradigm, the education sector has been facing several challenges. Especially in the Chemistry area, the subjectivity and complexity conditions are admitted by many students when it is about teaching the content of this science. Furthermore, the promotion of active methodologies for teaching Inclusive Chemistry is deficient, mainly, methodologies which contemplate the particularities of the deaf community. In this context, the purpose of the present work is to offer remote teaching activities that addressed the content of Organic Chemistry in a contextualized way w

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Solís García, Patricia, and Víctor Borja González. "Actitudes del profesorado de Educación Física hacia la inclusión de alumnos con discapacidad (Physical Education teachers’ attitudes towards the inclusion of students with disabilities)." Retos, no. 39 (May 3, 2020): 7–12. http://dx.doi.org/10.47197/retos.v0i39.77841.

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El modelo educativo basado en la inclusión refleja las necesidades sociales y se basa en la educación de calidad para todos los alumnos y la atención de sus necesidades particulares. Los docentes juegan un papel crucial en el desarrollo de metodologías inclusivas y su actitud va a determinar en gran medida el éxito de dichas metodologías y del propio modelo inclusivo. Con el objetivo de conocer las actitudes hacia la inclusión educativa de alumnado con discapacidad en maestros de educación física de primaria y secundaria, se examinan datos provenientes de 72 docentes de esta área (60% hombres

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Moriarty, Mary A. "Inclusive Pedagogy: Teaching Methodologies to Reach Diverse Learners in Science Instruction." Equity & Excellence in Education 40, no. 3 (2007): 252–65. http://dx.doi.org/10.1080/10665680701434353.

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Gent, Pamela J., and Louis E. Gurecka. "Service Learning: A Creative Strategy for Inclusive Classrooms." Journal of the Association for Persons with Severe Handicaps 23, no. 3 (1998): 261–71. http://dx.doi.org/10.2511/rpsd.23.3.261.

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The movement for full inclusion is often hindered by the lack of creative and alternative teaching methodologies in regular classrooms. Service learning not only offers an alternative to traditional classroom teaching methods, it is also a vehicle to provide inclusive community based instruction, to promote the development of communities, and to provide functional skills training. This paper defines service learning and its components while also discussing applicability of service learning for all students.

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Bacelar, Francillaine Manhães Peçanha, and Bianca Isabela Acampora e. Silva Ferreira. "RELAÇÃO ENTRE FORMAÇÃO DOCENTE E EDUCAÇÃO INCLUSIVA NA VISÃO DE LICENCIANDOS CONCLUINTES DO IFF – CAMPOS CENTRO." Revista ft 29, no. 143 (2025): 30–31. https://doi.org/10.69849/revistaft/fa10202502262230.

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This study analyzed the relationship between students of the Licensure courses at IFF Campus Campos Centro to contribute to teacher education and inclusive schooling, promoting a reflection on the teacher training curriculum and the implementation of Universal Design for Learning (UDL). The research was theoretically based on BNC-Formação, inclusive education, ableism, and UDL. For data collection, an online questionnaire was applied to 7th and 8th semester licensure students. The results revealed gaps in the preparation of future teachers to work with students in the Target Audience of Specia

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Sitter, Kathleen C., Carly-Ann Haney, Ana Herrera, Mica Pabia, Fiona C. Schick, and Stacey Squires. "Sensory Methodologies and Methods: A Scoping Review." Societies 15, no. 6 (2025): 160. https://doi.org/10.3390/soc15060160.

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This scoping review examines the application of sensory research methodologies and methods in primary research, guided by Arksey and O’Malley’s five-stage framework. The scoping review addresses two primary questions: (1) what is the extent and nature of research activities that use multisensory methodologies and (2) what is the extent and nature of research activities that use multisensory methods? The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) Checklist was used to guide the reporting and mapping process. A total of 80 source

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Jorge de Souza, Raimundo, and Rafael Lucas De Lima. "Da teoria de Rousseau à pedagogia de Freinet: uma inspiração ao ensino de Filosofia na perspectiva da educação inclusiva." Re(senhas) 1, no. 2 (2024): e24013. https://doi.org/10.71263/550w7k11.

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This research addresses how Rousseau's work Emilio influences Freinet's pedagogical practice and the teaching of philosophy from the perspective of inclusive education. The problem of this research arises from the manifestation of Philosophy teachers at Colégio Estadual de Casa Nova - CECN, who during the Pedagogical Journey state that their students with disabilities do not interact in class activities and that they do not know how to promote their performance and interaction in classes. Given this fact, this dissertation aims to develop a pedagogical implementation of Philosophy teaching at

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Morales, Yamelis Lissete. "Innovación educativa y formación en turismo para un desarrollo sostenible e inclusivo [Educational innovation and training in tourism for sustainable and inclusive Development]." Revista Transcendencia Investigativa (RTI) 3, no. 1 (2025): 12–23. https://doi.org/10.62574/z9x4ys25.

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The transformation of education in tourism is conceived as a dynamic process that integrates innovation, participatory methodologies and digital technologies, aimed at promoting comprehensive training. The objective of this review article is to analyse educational innovation and training in tourism for sustainable and inclusive development. Through a literature review of 25 scientific studies, pedagogical trends, the integration of environmental sustainability and emotional education are examined. The results show that tourism training goes beyond the transmission of technical knowledge, requi

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Wilson, Nicky, Avril Thomson, Angus Thomson, and Alexander Freddie Holliman. "Understanding Inclusive Design Education." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (2019): 619–28. http://dx.doi.org/10.1017/dsi.2019.66.

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AbstractThere is a need for responsible engineering design to accommodate the diverse user requirements that come with the global phenomenon of population ageing. Inclusive design can address these diverse requirements through the consideration of a wide diversity of user needs within the design process. However, uptake of inclusive design in industry is limited, with designer awareness of the approach and its associated methods and tools noted as barriers to its uptake. This research aims to understand the current approach to inclusive design education within UK Higher Education Institutions,

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Lavoie, Fréderic, Marlei Pozzebon1, and Lauro Gonzalez. "Challenges for Inclusive Finance Expansion: the Case of CrediAmigo, a Brazilian MFI." Management international 15, no. 3 (2011): 57–69. http://dx.doi.org/10.7202/1005433ar.

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Investigating the replication of microcredit methodologies in Brazil, this paper seeks to explore the conditions under which microfinance and microcredit, two “financial inclusion” strategies, are likely to enhance social inclusion. A qualitative case study was conducted focusing the path of CrediAmigo, a Brazilian microfinance institution (MFI). This study is probably the first to provide an integrated perspective on critical issues concerning the replication of microcredit methodologies in Brazil. The findings may support MFI managers and policy makers in taking steps to facilitate the expan

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Topping, Marisa, Abir Mullick, Sarah Endicott, Wooyoung Sung, and Gourab Kar. "Children as Research Subjects: Methodologies for Collecting Data in Inclusive Indoor Play." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 54, no. 9 (2010): 703–7. http://dx.doi.org/10.1177/154193121005400904.

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Ledbetter, Andrew M. "Response: why instructional communication scholars should use accurate, applicable, and inclusive methodologies." Communication Education 72, no. 2 (2023): 213–16. http://dx.doi.org/10.1080/03634523.2023.2171443.

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Geria, Gloria. "Child-to-Child Methodologies for Inclusive Learning in Government Primary Schools in Uganda." East African Journal of Education Studies 8, no. 2 (2025): 1148–60. https://doi.org/10.37284/eajes.8.2.3354.

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This study investigates how Child-to-Child methodologies promote inclusive learning in government primary schools of Adjumani District in Uganda, guided by Vygotsky's Social Constructivist Theory and Rawls' Social Justice Theory. A qualitative exploratory case study design was employed, utilising classroom observations, interviews, focus group discussions, and document analysis of lesson plans and schemes of work to gather comprehensive insights from teachers and learners. Findings indicate that teachers primarily utilise cooperative learning and mixed-ability grouping strategies to foster pee

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Elder, Brent C., Benson Oswago, and Michelle L. Damiani. "Conversations from the field: Stakeholders’ perspectives on inclusive education in western Kenya." Canadian Journal of Disability Studies 11, no. 3 (2022): 61–91. https://doi.org/10.15353/cjds.v11i3.927.

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In this article, we critically examine issues related to disability inclusive education in the global South. Specifically, we discuss our work on inclusive education in western Kenya. We acknowledge how such practices are often framed within global North perspectives, and use methodologies and approaches from these same spaces and places. Such methodologies tend to be steered by powerful stakeholders and donors that may not always be sensitive to local contexts, concerns, and demands. In this article, we outline how we incorporate Critical Disability Studies (CDS) to address these concerns whi

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Ellery, Tracey. "Belonging as a Pathway to Inclusive: An Inquiry into Supporting Inclusive Practice in Secondary Schools." Kairaranga 20, no. 2 (2020): 52–60. http://dx.doi.org/10.54322/kairaranga.v20i2.314.

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This report investigates students’ perspectives on a sense of belonging, and the relationship between nclusive practices. It further considers the implications for Resource Teachers: Learning and Behaviour (RTLB) as they work in secondary schools to supportinclusive teaching practice. The inquiry question, How can RTLB effectively support secondary teachers to develop a relational approach with students that enhances inclusive practice? was addressed by using photovoice and focus group methodologies tocollect data from secondary school students who had received learning support via RTLB servic

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Lessa, Guilherme de Abreu. "INCLUSIVE DESIGN FOR COGNITIVE DISABILITIES." Revista ft 29, no. 142 (2025): 08–09. https://doi.org/10.69849/revistaft/ra10202501081508.

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This article delves into the critical role of inclusive design in addressing the unique challenges faced by individuals with cognitive disabilities. It highlights how inclusive design transcends the traditional one-size-fits-all approach, focusing on creating user-centered systems that accommodate diverse needs, including those with cognitive impairments such as ADHD, dyslexia, and autism spectrum disorder. The discussion explores key principles of accessibility standards like WCAG, emphasizing participatory design and methodologies to reduce cognitive overload. Furthermore, it examines advanc

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Muzata, Kenneth Kapalu, Francis Simui, Dikeledi Mahlo, and Phydes Ng’uni. "Inclusive Education Status through the Lenses of Teachers in Zambia." African Journal of Teacher Education 10, no. 1 (2021): 1–20. http://dx.doi.org/10.21083/ajote.v10i1.6338.

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This study was conducted to examine the status of inclusive education in Zambia, learning from teachers’ perspectives about how inclusive education is being implemented and the whether teachers receive adequate support to implement inclusive education to learners with disabilities. The study employed a concurrent mixed design approach in which both quantitative and qualitative data were generated and applied. Open and closed ended questionnaires were used to collect data from teachers that were upgrading their qualifications via distance education at Kwame Nkrumah University, University of Zam

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Ruzzante, Giorgia. "The Rules of Inquiry Talk in an Inclusive Perspective." Journal for Perspectives of Economic Political and Social Integration 23, no. 1-2 (2017): 229–42. http://dx.doi.org/10.1515/pepsi-2017-0012.

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Abstract This paper aims to highlight the main characteristics of the Community of Inquiry Philosophy for Children (P4C). P4C is an educational movement and a curriculum for the education of critical, creative, and caring thinking that adopts dialogical methodologies. The main purpose of this paper is to declare the rules of Inquiry Talk in an inclusive perspective.

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Yin, Wenjing. "Personalized Hybrid Education Framework Based on Neuroevolution Methodologies." Computational Intelligence and Neuroscience 2022 (May 19, 2022): 1–16. http://dx.doi.org/10.1155/2022/6925668.

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The future pedagogical systems need anthropocentric inclusive educational programs in which the goal should be adjustable according to the knowledge requirements, intelligence, and learning objective of each student. Prioritizing these needs, innovative AI methods are required to assist and ensure the making of conscious educational decisions, in terms of clear identification and categorization with high accuracy of various forms of skills and knowledge of each student. This paper proposes a neuroevolution emerging technique that combines the searchability of evolutionary computation and the l

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Montaño, Maria José Navarro, Rocío Piñero Virué, Paula Jiménez Navarro, and Victor Mateo Navarro. "Discussion groups in teacher training: analysis of inclusive didactic strategies." South Florida Journal of Development 5, no. 9 (2024): e4411. http://dx.doi.org/10.46932/sfjdv5n9-045.

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The present study analysed the use of active and participatory methodologies in teacher training, exploring inclusive didactic strategies from Universal Design for Learning (UDL), using a mixed methodology. The data were gathered through discussion groups (DG). The main aim was to promote active and participatory methodologies in higher education through the use of inclusive didactic strategies. The sample was constituted by 73 students of the Degree of Primary Education from the Faculty of Education Sciences at the University of Seville (Spain), who were organised in 20 DGs. The research inst

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Vinci, Viviana. "TEACHERS' TRAINING AND INCLUSIVE METACOGNITIVE TOOLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2016): 212. http://dx.doi.org/10.17770/sie2016vol3.1438.

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A Research&Training project has been set up involving people attending courses for teaching qualification; the aim was to develop metacognitive tools to create inclusive reflection methodologies aimed at enhancing mental skills dealing with inclusive education. The theoretical framework combines the studies in professional Education and Teachers' Thinking with reflection-based and metacognitive training paradigms. By means of workshops, a reflecive-oriented metacognitive tool for inclusive training has been created; four individual writing activities were carried out, including professiona

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Da Silva Júnior, Carlos Alberto, Niely Silva de Souza, Maria Caroline Santos Velozo, Júlia Maria Soares Ferraz, Márcio Jean Fernandes Tavares, and Alessandra Marcone Tavares Alves de Figueirêdo. "Challenges and successes: online and inclusive teaching of green chemistry in Brazil in the time of covid-19." International Journal for Innovation Education and Research 10, no. 12 (2022): 106–18. http://dx.doi.org/10.31686/ijier.vol10.iss12.4012.

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The year 2020 was marked by the beginning of the intense journey against Covid-19, which brought strong impacts to Brazilian education. In view of this, the educational system began to adapt to the “new normal” and, with this, problems arose in adapting to virtual education, especially in the scope of School Inclusion (SI) of the deaf public, since social distancing requires significant attention in the use of aspects of communication and online technologies. These difficulties were more prominent, especially in the discipline of Chemistry, which is not detached from experimentation. Thus, the

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Méhat, Yann, Sylvain Sagot, Egon Ostrosi, and Dominique Deuff. "A Multi-Process System for Investigating Inclusive Design in User Interfaces for Low-Income Countries." Algorithms 17, no. 6 (2024): 232. http://dx.doi.org/10.3390/a17060232.

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Limited understanding exists regarding the methodologies behind designing interfaces for low-income contexts, despite acknowledging their potential value. The ERSA (Engineering design Research meta-model based Systematic Analysis) process, defined as a dynamic interactive multi-process system, proposes a new approach to constructing learnings to succeed in designing interfaces for low-income countries. ERSA is developed by integrating database searches, snowballing, thematic similarity searches for corpus of literature creation, multilayer networks, clustering algorithms, and data processing.

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Santos, Ruan Pablo Vieira, Francisco Prado Reis, Joana Angélica Melo de Andrade, and Vera Lúcia Corrêa Feitosa. "Cell biology for visually impaired people: a study on inclusion methodologies." Research, Society and Development 9, no. 11 (2020): e55691110010. http://dx.doi.org/10.33448/rsd-v9i11.10010.

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Introduction: Inclusive Education is a consequence of changes in social attitudes that have been established throughout history. Objective: This study analyzed the conceptions and practices of teachers who taught blind students and the benefits of using a didactic model (3D cell) adapted for these students. Methodology: 10 teachers were selected from the departments of Biology, Chemistry and Morphology at Universidade Federal de Sergipe. As for the 3D cell analysis, three visually impaired students from Biology, Physical Education and Physiotherapy courses were invited. Results: The research d

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Liu, Zhiwei. "A Review and Prospect of Research on Inclusive Leadership." Lecture Notes in Education Psychology and Public Media 58, no. 1 (2024): 64–74. http://dx.doi.org/10.54254/2753-7048/58/20241712.

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Inclusive leadership is recognized as an effective form of leadership. This study reviews and organizes the existing research on inclusive leadership. First, it examines the definitions and methodologies used in measuring inclusive leadership. Second, it synthesizes the theoretical frameworks underpinning existing studies on inclusive leadership. Subsequently, the study scrutinizes findings concerning the antecedents and consequences of inclusive leadership. Antecedent research encompasses individual attributes and the organizational environment, while investigations into effects include impac

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Cotán, Almudena, Arecia Aguirre, Beatriz Morgado, and Noelia Melero. "Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education." Sustainability 13, no. 6 (2021): 3031. http://dx.doi.org/10.3390/su13063031.

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This study presents findings that can pose an advancement in the development of inclusive teaching practices in the university scope. The aim of this work was to understand the methodological strategies that inclusive faculty members use in their classrooms and the difficulties that they find in the implementation of such strategies. A total of 119 faculty members from different fields of knowledge of 10 Spanish universities participated in this study. The data were gathered through semi-structured interviews and later analysed using an inductive system of categories and codes with computer so

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Selvaraj, Chandrabose, Jeyachandran Sivakamavalli, Baskaralingam Vaseeharan, Poonam Singh, and Sanjeev Kumar Singh. "Structural elucidation of SrtA enzyme in Enterococcus faecalis: an emphasis on screening of potential inhibitors against the biofilm formation." Mol. BioSyst. 10, no. 7 (2014): 1775–89. http://dx.doi.org/10.1039/c3mb70613c.

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Taufiq, Ahmad, Arrum Wijaya, Siti Salamah, Inayah Priyatun, and Ahmad Ubaedi Fathuddin. "Effective instructional methodologies for children with special needs in inclusive and special education settings." Tadibia Islamika 5, no. 1 (2025): 52–59. https://doi.org/10.28918/tadibia.v5i1.10999.

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Educating children with special needs (CWSN) requires instructional approaches that differ significantly from conventional methods. This study aims to identify and analyze effective teaching methodologies that support the learning process of CWSN in both inclusive settings and special education schools (Sekolah Luar Biasa – SLB). A qualitative descriptive approach was employed through a literature review methodology. The findings indicate that individualized instruction, differentiated teaching strategies, and the use of multisensory media significantly enhance engagement and comprehension amo

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Muñoz-Martíne, Yolanda, Susana Domínguez-Santos, Silvia De la Sen-Pumares, and Jesus Garcia Laborda. "Teachers’ professional development through the education practicum: A proposal for university-school collaboration." Cypriot Journal of Educational Sciences 17, no. 2 (2022): 451–65. http://dx.doi.org/10.18844/cjes.v17i2.6832.

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In this article we present the results of an investigation carried out in the 2019/2020 academic year whose objective was to understand how an inclusive and reflective practicum model can improve in teaching professional development as well as initial teacher training, in which the university, teaching practice students and school teachers all actively participated. For this investigation we have carried out a case study in which 2 schools of infant and primary education participated. This included a total of 9 teachers, 5 students of Primary Education Teaching and 2 research professors from t

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