Gotowe bibliografie tematyczne / Inclusive education

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Inclusive education”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 25 lipca 2025

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Artykuły w czasopismach na temat "Inclusive education"

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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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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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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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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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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&nbsp;regardless of their cultural or ethnic background. This dynamic climate requires educators to be conscious of their own inner and outer selves&nbsp;as well as their students. Inclusive learning provides all students with diverse learning and effective ways to achieving educational objectives in safe and welcoming environments. Learning in an inclusive classroom is possible for students of all skills and disabilities, regardless of their age or ability level. It is based on the notion that
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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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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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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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Rozprawy doktorskie na temat "Inclusive education"

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Bridge, Douglas James. "Developing understandings of 'inclusion' and 'inclusive schooling'." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/1968.

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This thesis suggests that students with (dis)abilities are immersed in, and emerge from powerful discourses within classrooms named `inclusive'. It suggests that resilient and normative psycho-medical discourses and discourses of special education work to maintain the deep structures of schooling, and work against a valuing of difference, and of the Other, within schools and classrooms named `inclusive'. The inquiry that is the basis of this thesis works with textual representations of `inclusion' and `inclusive schooling' and works to address issues of identity and subjectivity within the var
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September, Sean Christian. "Educator training and support for inclusive education." Thesis, University of Zululand, 2008. http://hdl.handle.net/10530/1144.

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When the implementation of inclusive education was announced by government, it did not come without shared concerns by many parents, educators, lecturers, specialists and learners about the future of the educational system in South Africa. Research needs to be done in order to address these concerns. The present study aims to address some of those concerns as well as to investigate what is provided to mainstream educators in terms of training, support and skills in three schools in the Cape Winelands district of the Western Cape Education Department. These educators have all previously rece
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Bridge, Douglas James. "Developing understandings of 'inclusion' and 'inclusive schooling'." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13706.

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This thesis suggests that students with (dis)abilities are immersed in, and emerge from powerful discourses within classrooms named `inclusive'. It suggests that resilient and normative psycho-medical discourses and discourses of special education work to maintain the deep structures of schooling, and work against a valuing of difference, and of the Other, within schools and classrooms named `inclusive'. The inquiry that is the basis of this thesis works with textual representations of `inclusion' and `inclusive schooling' and works to address issues of identity and subjectivity within the var
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Silwamba, Simon, and n/a. "Inclusive education in Zambia: the Kalulushi trial inclusive program." University of Canberra. Education & Community Studies, 2005. http://erl.canberra.edu.au./public/adt-AUC20061024.115015.

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This qualitative study examined the perceptions of stakeholders (administrators, principals, teachers, students, parents of students with/without disabilities and community members) in the Kalulushi District of Zambia�s Copperbelt province about their views on inclusive education in their district. The study provided a detailed, comprehensive portrait of the views of stakeholders, a view which can serve as a medium through which Zambia can familiarise itself with issues and concerns surrounding inclusion, anticipate problems and plan strategies for success. This study�s primary purpose was to
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Vitztum-Komanecki, Joann Marie. "Community integration and inclusion developmental outcomes for preschoolers with disabilities in inclusive settings /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3274267.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2802. Adviser: Jack Cummings. Title from dissertation home page (viewed April 8, 2008).
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Sullivan, John William. "Catholic education : distinctive and inclusive." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10019120/.

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The thesis examines the coherence of the claim that Catholic education is both distinctive and inclusive. It clarifies the implications for church schools of a Catholic worldview and situates Catholic schools in the context of (and subjects them to scrutiny in the light of) alternative liberal philosophical perspectives in our society. Central questions explored are: what is the nature of, foundation for and implications of the claim that Catholic schools offer a distinctive approach to education? To what extent does the claim to distinctiveness entail exclusiveness or allow for inclusiveness?
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Coelho, Clarisse Balixa. "Atitudes e práticas de docentes e técnicos especialistas face à educação inclusiva." Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29672.

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A educação inclusiva está hoje presente nas políticas educativas, procurando criar na escola um espaço de educação para todos tal como está previsto nos documentos internacionais subscritos por Portugal, como a Declaração de Salamanca e a Convenção dos direitos da pessoa com deficiência. Estas mudanças acarretam grandes desafios para os profissionais que atuam no espaço escolar. A forma como cada profissional perspetiva a inclusão é assente em atitudes que consequentemente se refletem nas suas práticas educacionais. O objetivo do presente estudo é compreender as atitudes e práticas dos docente
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Caputo, Mara. "Autism and social skills in the inclusive setting /." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_caput_autis.pdf.

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Jekanowski, Elizabeth C. "District Leadership and Systemic Inclusion| A Case Study of One Inclusive and Effective School District." Thesis, Florida Atlantic University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10610476.

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<p> Inclusion is a federal education policy in the United States that challenges educational leaders. Despite U.S. federal laws requiring an inclusive education for students with disabilities (SWD), educators continue to struggle to implement inclusion. Some scholars argue that leadership is the key to inclusion, with most studies focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe and understand the leadership practices of SSSD (pseudonym), an inclusive (based on LRE .75% for three
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Makoelle, Tsediso Michael. "Exploring teaching practices that are effective in promoting inclusion in South African secondary schools." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html.

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Prior to the advent of the new democratic political dispensation in 1994, South African education had laboured under racially motivated discriminatory practices of active exclusion of the majority of learners. The authoritarian system located educational problems in the perceived deficiencies of the learner rather than in the repressive, top-down, non-participative, unreflective and uninclusive practices of the prevailing educational orthodoxy of the time. After 1994, the broader reconceptualisation of South African education sought to redress the imbalances of the past by creating equal oppor
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Książki na temat "Inclusive education"

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Chennat, Sailaja, ed. Disability Inclusion and Inclusive Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0524-9.

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Plows, Vicky, and Ben Whitburn, eds. Inclusive Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-866-2.

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Brown, Zeta, ed. Inclusive Education. Routledge, 2016. http://dx.doi.org/10.4324/9781315691152.

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Ydesen, Christian, Alison L. Milner, Tali Aderet-German, Ezequiel Gomez Caride, and Youjin Ruan. Educational Assessment and Inclusive Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19004-9.

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Collet, Jordi, Mila Naranjo, and Jesús Soldevila-Pérez, eds. Global Inclusive Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11476-2.

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Hornby, Garry. Inclusive Special Education. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1483-8.

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Kollosche, David, Renato Marcone, Michel Knigge, Miriam Godoy Penteado, and Ole Skovsmose, eds. Inclusive Mathematics Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11518-0.

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Centre for Educational Research and Innovation. and Organisation for Economic Co-operation and Development., eds. Implementing inclusive education. Organisation for Economic Co-operation and Development, 1997.

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Jones, Mark, and Debbie Jones, eds. Inclusive Adult Education. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-67099-2.

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Ryndak, Valentina, Ol'ga Sal'daeva, Al'fiya Moskvina, et al. Pedagogy of inclusive education. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1842519.

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The textbook reflects the theoretical, methodological and conceptual foundations of inclusive education, current trends in the development of inclusive education, the specifics of professional and pedagogical activity, theory and practice of inclusive education and upbringing. Attention is drawn to the generalization and extrapolation of the experience of psychological and pedagogical support of students with disabilities, examples of adaptation of traditional methods, techniques and technologies of teaching and upbringing are given, the use of information technologies for the organization of
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Części książek na temat "Inclusive education"

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van Schalkwyk, Gertina J., and Rik Carl D’Amato. "Inclusive Education." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_9149.

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van Schalkwyk, Gertina J., and Rik Carl D’Amato. "Inclusive Education." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_9149-1.

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van Schalkwyk, Gertina J., and Rik Carl D’Amato. "Inclusive Education." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_9149-2.

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Schauwer, Elisabeth. "Inclusive Education." In Encyclopedia of Quality of Life and Well-Being Research. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_3400.

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Walton, Elizabeth. "Inclusive Education." In Inclusive Education in African Contexts. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-803-7_6.

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Carrington, Suzanne. "Inclusive Education." In Inclusive Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-866-2_15.

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Armstrong, Felicity. "Inclusive education." In Key Issues for Teaching Assistants. Routledge, 2016. http://dx.doi.org/10.4324/9781315687766-2.

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Mowat, Joan G. "Inclusive Education." In Building Community to Create Equitable, Inclusive and Compassionate Schools through Relational Approaches. Routledge, 2022. http://dx.doi.org/10.4324/9780429467110-4.

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Graham, Linda J. "Inclusive education." In Inclusive Education for the 21st Century, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003350897-2.

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de Bruin, Kate. "Inclusive education." In Inclusive Education for the 21st Century, 2nd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003350897-7.

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Streszczenia konferencji na temat "Inclusive education"

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Dávid, Mária. "PEDAGOGICAL COUNSELLING FOR INCLUSIVE EDUCATION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1764.

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Sverrisdóttir, Anna Björk, and Ásta Jóhannsdóttir. "INCLUSIVE EDUCATION, SUPPORT AND INTERSECTIONALITY." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2427.

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DRUGUȘ, Olga. "Multidisciplinary teams in inclusive education." In "Higher education: traditions, values, perspectives", international scientific conference. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.27-28-09-2024.p97-102.

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Inclusive education is an essential model in ensuring equal access to education for all students, regardless of their special needs or the barriers they may encounter. In this context, the multidisciplinary team has a crucial role in identifying, planning and implementing educational strategies to support the inclusion process. This article explores the multidisciplinary team structure and the importance of collaboration between professionals from different fields for the success of an inclusive education system.
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Zakirova, Regina Raisovna. "Inclusive Education." In International Extra-murral Online-conference. TSNS Interaktiv Plus, 2024. http://dx.doi.org/10.21661/r-497723.

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The author of the article writes about all aspects of inclusive education. She tries to explain how this education can influence different people and children as a whole. Also, the author suggests her methods that can be used in inclusive education.
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Yatsyshyn, Uliana. "The problem of implementing inclusive education in higher education institutions in Ukraine." In Sociology – Social Work and Social Welfare: Regulation of Social Problems. Видавець ФОП Марченко Т.В., 2023. http://dx.doi.org/10.23939/sosrsw2023.102.

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Background: Ukraine took a major step towards promoting inclusive education by adopting a new law on education in 2017. This law guarantees the right to education for all individuals, regardless of their disabilities, and aims to enhance their socialization and educational opportunities. However, most higher education institutions require adaptation to the individual needs of individuals with special educational needs. Purpose: The purpose of this article is to explore the conceptual foundations and identify practical problems in implementing the strategy for creating an inclusive educational
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Tashmakova, Saniya M., Zhanna K. Sagilova, Venera M. Salmanova, and Elena T. Akhmedova. "Inclusive education in the general education environment." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-241-247.

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This article examines the main ways of implementing inclusive education in a single educational space of a modern school. The main focus of the implementation of special conditions to meet the special educational needs of students in the general educational environment is presented. The author shares statistical data on students with special educational needs, notes both positive and critical factors of inclusive education at the present stage.
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Poletti, Giorgio. "Educational Robotics Inclusive And Technology Education." In 10th International Conference Education, Reflection, Development. European Publisher, 2023. http://dx.doi.org/10.15405/epes.23056.20.

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Metatla, Oussama, Marcos Serrano, Christophe Jouffrais, et al. "Inclusive Education Technologies." In CHI '18: CHI Conference on Human Factors in Computing Systems. ACM, 2018. http://dx.doi.org/10.1145/3170427.3170633.

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TOMA, Mihaela. "Inclusive school – theoretical and praxiological aspects of the inclusive education of students with C.E.S. from mass education." In "Instruire prin cercetare pentru o societate prosperă", conferinţă ştiinţifico-practică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v2.16-17-05-2024.p116-121.

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In this article, theoretical and practical aspects regarding the inclusion process are presented of students with special educational needs in mainstream education institutions, being schooled alongside typical students, generates certain challenges both for classroom teachers, in relation to professional training in the field of inclusive education, pedagogical mastery in teaching practice, emphasizing collaboration with all the actors involved in this process, who will work as a team as well as for the educational institution itself, which must become an inclusive school, permanently adaptin
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Newton, Norrisa. "Dismantling the Barriers to Successful Inclusive Education Area: Inclusive Education – Inclusive Teaching and Learning." In Canada International Conference on Education. Infonomics Society, 2024. https://doi.org/10.20533/cice.2024.0057.

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Raporty organizacyjne na temat "Inclusive education"

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inc
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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, 2021. http://dx.doi.org/10.22617/wps210238-3.

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Энэхүү баримт бичигт Тогтвортой хөгжлийн зорилт 4-т тусгагдсан дэлхий дахины үүрэг амлалтын хүрээнд Монгол Улсад хөгжлийн бэрхшээлтэй хүүхдүүдэд тэгш хамруулах боловсрол олгож байгаа байдлыг 2019 онд нийслэл хот болон дөрвөн аймгийн 5000 гаруй өрхийг хамруулан хийсэн судалгаанд суурилан судалсан.
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Yeo, Lay See, Maureen Neihart, Wan Har Chong, and Vivien Swee Leng Huan. Inclusive education in Singapore primary school classrooms. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27405.

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The purpose of the research is to examine the perceptions of primary school educators toward inclusive education in Singapore. The research study seeks to provide an understanding of inclusion as it is practiced in Singapore primary schools. It examines the features of inclusion and its implementation, the experience of primary school teachers, perceived barriers and facilitators of inclusion, and the benefits and disadvantages of inclusion.
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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) ind
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Zapata Hernández, Vicente M. Inclusive education with a community-based approach. OBITen Observatorio de la inmigración de Tenerife, 2019. http://dx.doi.org/10.25145/r.obitfact.2019.07.

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Bakum, Z. P., and K. V. Polgun. Didactic principles of inclusive education arrangement at higher educational institutions of Ukraine. [б. в.], 2017. http://dx.doi.org/10.31812/0564/2054.

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It has been stated at the article that arrangement of inclusive education for student with special needs is based on introduction of systematic, individually-oriented and competency-based approaches. Specific didactic principles of inclusive education’s arrangement have been stated. Educational methods, mostly corresponding to aforesaid principles were defined. Peculiarities of inclusive education forms were noted. Importance of informational and communicational tools, used while working with students, having special needs was highlighted.
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Nadhira, Fatharani. Promoting Investments in Education in ASEAN: Inclusive Education, Cross-Border Education Programs, and ICT Capabilities. Center for Indonesian Policy Studies, 2021. http://dx.doi.org/10.35497/353775.

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Borhan, Hannah. Civic education as a pathway to inclusive societies. Organisation for Economic Co-Operation and Development (OECD), 2025. https://doi.org/10.1787/3f128be8-en.

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Beamish, Wendi, and Stephen Hay. Three challenges to inclusive education across the Asia-Pacific. Edited by Grace Jennings-Edquist. Monash University, 2024. http://dx.doi.org/10.54377/5ec1-42b7.

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Muraeva, Polina, and Mehmet Recai Uygur. Exploring Inclusivity in Higher Education: Perceptions, Experiences, and Barriers Among Students. Vilnius Business College, 2024. https://doi.org/10.57005/ab.2024.4.12.

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This study investigates the development of inclusive education and the social dynamics of inclusivity at SMK College of Applied Sciences and Vilnius Business College (VVK). With inclusivity becoming a critical aspect of modern education, this research explores students' perceptions, experiences, and perceived barriers to inclusivity within these institutions. A mixed-methods approach was employed, combining quantitative survey data with qualitative insights from open-ended responses. Findings indicate that familiarity with social inclusion, awareness of disability issues, and a supportive soci
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