Core Competencies for Inclusive Early Childhood Educators: A Systematic Review

This study aims to provide an understanding and description of the success of school-based inclusive education management to improve the quality of inclusive education at every level of education in Indonesia. This study uses a systematic literature review method with the PRISMA method. Data were collected by reviewing the official websites of Sciencedirect, Researchgate, Sinta, and Garuda. The data search process uses inclusive educators, quality of education, inclusive education problems, and school-based inclusive education management. The data obtained were then analyzed to understand school-based inclusive education management studies using thematic techniques to identify the pattern of a study. The results of the study showed that the concept of school-based inclusive education management can be a solution to the problems of inclusive schools at every level in improving the quality of education by optimizing the role of educational components such as teachers as the main resource in managing the system to evaluating the learning process in modified curriculum, facilities, and infrastructure. Findings from research results such as (1) Schools should make programs based on the needs and culture of the school, (2) The role of teachers is important in realizing quality education, (3) School-based inclusive management is a reference for other schools to develop creative and innovative educational programs in responding to the challenges of inclusive education.

Promoting equal learning opportunities for all students, including those with special educational needs (SEN), has become a global priority. Focused on inclusive education, this study explores secondary English teachers lived experiences and challenges in supporting students with special needs in mainstream classrooms at Lutayan National High School. Participants were selected based on having at least five years of teaching experience and three consecutive years managing classes, including students with SEN. Employing a transcendental phenomenological research design, this qualitative study utilized semi-structured, face-to-face interviews to gather in-depth insights, guided by Moustakas’ approach to phenomenological inquiry. The findings revealed thirteen (13) emerging themes from the responses on the secondary English teachers lived experiences and contexts in inclusive education in English classrooms. They were all synthesized from 132 formulated meanings, 82 initial themes, and 45 clustered themes. It examines teachers' pedagogical strategies, behavior support, emotional rewards, student success, roles as inclusive educators, and ability to manage expectations and set achievable goals. Key challenges identified include insufficient classroom resources, inadequate teacher training, the need for greater collaboration, and social exclusion and bullying issues. Despite these challenges, English language teachers view themselves as evolving, inclusive educators, lifelong learners, advocates for special education, and collaborators overcoming obstacles in inclusive education. To meet these issues, this research proposes a Teacher Competency Enhancement Program (TCEP) that addresses immediate instructional and institutional challenges and supports the long-term development of English teachers as leaders in inclusive education. The results underscore the need for continuous training, enhanced collaboration, and greater organizational support. Future research is recommended to explore the impact of differentiated instruction and teacher collaboration on inclusive education and the role of institutional policies in shaping successful inclusive classrooms.

In higher education, student retention challenges and advancing student diversity are not new. Such institutional student retention challenges and student diversity promotions continue to require more focus and effort. A means to help address student retention and improve student diversity through faculty engagement in classrooms is inclusive pedagogy. In this study, we inform researchers and practitioners about the current state of inclusive pedagogical research, including gaps addressing further needs of inclusive pedagogical research from a multi-disciplinary perspective, including science, technology, engineering, education, math, humanities, management, and economics. We also share a non_STEM-Focused versus STEM-Focused inclusive pedagogy literature perspective. Using the Center for the Integration of Research, Teaching and Learning (CIRTL) framework, we reviewed 304 articles to help shed light on existing inclusive pedagogy, focusing on three core competencies: inclusive communications, inclusive pedagogy practices, and the design of inclusive curriculum. Based on our discussion of findings and related implications for future research, we conclude that inclusive pedagogical research warrants improvement across all core competencies and academic disciplines to strengthen improvement of this research field. This study contributes to researchers and practitioners, especially those focusing inclusive pedagogy in classrooms, as well as the body of inclusive pedagogy knowledge.

Development of Inclusive Education Structures in International Pedagogical Practice Summary In the modern world, inclusive education is one of the key factors in ensuring equal opportunities for all children, regardless of their individual characteristics, health status and educational needs. Modern demographic changes, characterized by an increase in the number of children with various forms of disabilities and special educational needs, require educational systems to adapt and create conditions for their successful integration into the general educational environment. Objectives of the study are: analysis of the conceptual foundations of inclusive education, systematization of the basic principles of inclusive education used in various countries and regions of the world. As a result, the following conclusions were formulated: the development of inclusive education structures in international pedagogical practice is a complex and multifaceted process that requires systemic changes at the level of legislation, financing, teacher training and adaptation of curricula. Key words: inclusive education, special educational needs, inclusive pedagogy, international pedagogical practice, integration into the general educational environment

The purpose of this chapter is to detail how online courses and programs influence teacher education for both preservice and inservice inclusive educators. Specifically, this chapter will examine how online courses and programs that are focused on inclusive special education and dual certification in general and special education have the potential to address teacher shortages in special education, expand teacher competence, and provide pathways for career development. Teacher education programs have the opportunity and the civic responsibility to create courses and programs in inclusive education that are accessible, relevant to the career development needs of both preservice and inservice teachers, and promote meaningful and just education for all students in inclusive schools and classrooms.

The article conducts an integrative review of articles published from 2013 to 2023 that discuss theoretical, empirical and intersectional dimensions of inclusive pedagogies for students with special educational needs and/or disabilities (SEND). The aim was to develop an understanding of definitions and applications of SEND‐related inclusive pedagogies to create an integrated mapping of their disparate understandings and applications for this group of students. The following questions guide the analysis: (1) What are the different understandings and enactments of inclusive pedagogies for students designated as having SEND? (2) What is ‘special’ about inclusive pedagogies? (3) In what ways are these pedagogies informed by and address the intersectional needs of students with SEND? The necessity of this analysis lies in the fact that inclusive education reforms necessitate a clear articulation of the meaning and application of inclusive pedagogies in creating effective and non‐discriminatory learning environments for students with SEND who might be located at the intersections of more than one minoritised status. Such an approach is a sine qua non in fulfilling the aims of a rights‐based, equitable and effective education reform agenda towards inclusive education. Findings indicate that inclusive pedagogies captured through anti‐ableist discourses and framed against teachers' role as agents of positive interactions and meaningful learning processes, combined with Universal Design and differentiation, including technology use, are signifiers of current perspectives on inclusive pedagogy. Findings also indicate the critical role of professional expertise and specialist/specialised knowledge for SEND and highlight the imperative of addressing the lack of attention to the intersectional dimensions of inclusive pedagogies.

Inclusive education expects that all students are welcome and that teachers focus on adapting environments so every student can be present, participate, learn and belong. This article summarises a mixed methods, small-scale inquiry which investigated how a sample of 44 New Zealand secondary school teachers understand inclusion and how this understanding influences their practice. While most participants responding to the online the survey reportedly agree with the values underpinning inclusive education, most participants also felt that students with severe needs should be taught by specially trained teachers. Participants identified numerous barriers which influenced student achievement in inclusive schools and reported feeling inadequately prepared to teach in inclusive schools. Furthermore, consistent and clear inclusionary practices were not evident. While further investigation is required, the findings from this small-scale inquiry serves as a starting point into investigating how New Zealand secondary teachers can be supported towards becoming confident, inclusive educators.

This chapter advocates for 21st-century teacher professional development to effectively implement inclusive education, aligning with global calls for addressing educational inequities and promoting human rights. Acknowledging teachers as pivotal in-school factors, the chapter emphasizes their role as agents of social justice and educational change. It highlights the need for teachers to address underachievement and the potential effects of social disadvantage, contributing to the social justice and human rights agenda. Embedded in Ubuntu philosophy, the chapter presents key elements of 21st-century teacher professional development, including a commitment to social justice, competencies in inclusive pedagogy, relational agency, and reflective practices. The chapter asserts that collaborative efforts with stakeholders are essential to challenge the status quo and foster social justice, human rights, and inclusivity in regular school classrooms.

Inclusive education is a complex field of study and practice that requires good communication and dialogue between all involved. Psychology has to some extent been marginalised in these educational dialogues. This is, in part, due to psychology’s perceived heritage in the standardised testing that has been used to support the educational segregation of certain individuals and groups of students. Some have also expressed fundamental doubts about the prospects of investigating human experience and education through ‘scientific’ method in psychology. In this paper I discuss the relationship between inclusive education, dialogue and psychology, with a focus on the dialogic aspects of inclusive classroom pedagogy. I analyse how a group of eight early career primary (elementary) school teachers in England talk about inclusive pedagogy at the start their involvement in a one-year research project on this topic. Their conversation suggests the strong presence of psychological thinking, alongside the teachers’ other references to classroom practice, children’s rights and social identities. Conclusions are drawn about the need to include the heterogeneous field of psychology in the continuing dialogues of inclusive education, while also considering new forms of psychology for inclusive education.

In this chapter the authors explore what it means to be an inclusive school leader through a discourse that focuses on “out of the box” approaches in preparing future school leaders to push the envelope of inclusive leadership practice. The purpose of this chapter is to (a) define inclusive education and leadership; (b) describe prevailing theoretical frameworks for leadership in inclusive education and build on emerging theories of inclusive psychology and inclusive pedagogy; (c) identify promising practices for leadership in inclusive education; (d) identify emerging understandings of leadership roles in inclusive education; and (e) suggest recommendations for policy, practice, and leadership preparation. In both the USA and the UK, contrasting and polarizing discourses that focus leaders’ attention on attainment and performance for pupils and appear to compete with the leadership role in including (i.e., effectively educating) those students who are known to have achievement gaps (e.g., those with disabilities). Alternative perspectives are offered that frame leadership for inclusive education in terms of broader concepts such as “leadership for learning.”

Purpose: This study aims to explore the integration of inclusive education for students with disabilities in higher education, with a specific focus on how pre-service teacher training curricula address this critical issue. It seeks to identify the challenges universities face in supporting students with disabilities and to examine the role of teacher education in advancing inclusive practices. Study design/methodology/approach: A scoping review methodology was adopted, analysing literature published between 2000 and 2024. The review draws on a diverse range of academic sources to assess the state of inclusive education in highereducation, particularly in relation to teacher training programmes. Findings: The study reveals that, despite significant global progress in fostering inclusive learning environments, substantial gaps persist in preparing teachers to meet the needs of diverse learners. These shortcomings are often attributed to theinadequate emphasis on inclusive pedagogies in pre-service teacher training and insufficient institutional support structures for students with disabilities. The findings highlight the necessity for continuous professional development for educators androbust, accessible support systems within institutions. Originality/value: This review underscores the importance of revising pre-service teacher education programmes to embed inclusive education more comprehensively. It offers practical recommendations, including enhancing collaboration betweeneducators and disability support services and fostering greater institutional commitment to inclusivity. By addressing these areas, higher education institutions can better prepare future teachers to support the diverse needs of students with disabilities, contributing to the development of genuinely inclusive learning environments.

In South Africa, where high levels of crime, violence, and poverty expose many children to trauma, learners often enter classrooms with trauma-related neuropsychological challenges that undermine their capacity to learn and participate. This conceptual article explores the cognitive, emotional, and behavioural impacts of trauma-exposure on children and considers the implications for inclusive teaching in the South African context. Drawing on neuropsychological research and the Neurosequential Model of Therapeutics (NMT), we examine how trauma affects memory, attention, executive functioning, and emotional regulation. We argue that recognising these impacts is essential for responsive and inclusive pedagogy. The article proposes a trauma-responsive pedagogical framework rooted in neuroscience, outlining four focus areas: emotionally safe learning environments, pedagogical responsiveness, relational trust, and social-emotional development. By connecting neuroscience and inclusive education theory, this paper aims to advance a trauma-informed approach to pedagogy that is practical, context-sensitive, and aligned with inclusive education policy goals. Understanding trauma through a neuropsychological lens is essential for breaking cycles of exclusion and enhancing inclusive education practices and pedagogy to create supportive learning environments that address the diverse needs of trauma-affected learners.

<p>This research study investigates the attitudes, perceptions, and teaching practices of primary education teachers regarding the support of students with Attention Deficit Hyperactivity Disorder (ADHD). Utilizing a mixed-method approach, the study analyzes both quantitative and qualitative data from educators, focusing on the challenges they face, the instructional adaptations they implement, and the types of resources or training they identify as necessary. The findings reveal statistically significant differences and correlations among pedagogical practices, personal beliefs, and observed student behaviors, confirming the critical importance of appropriate teacher training, collaboration with specialists, and curriculum adaptation. Additionally, the results indicate that a higher level of teacher understanding of ADHD is associated with more frequent interventions and a more favorable evaluation of applied methods. The study links these outcomes to the theoretical literature on developmental disorders, educational psychology, and inclusive pedagogy, and it proposes directions for future research and institutional policy aimed at enhancing the educational support provided to students with ADHD.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0720/a.php" alt="Hit counter" /></p>

As Higher Education (HE) becomes increasingly diverse, educators must adapt to meet the needs of students from varied cultural and linguistic backgrounds. This study examines a professional development course, Intercultural Communication, offered by the Pedagogical Innovation Center at a public HE institution in Portugal, and its impact on teachers' intercultural and plurilingual competencies. Through action research—including observations, assignments, e-portfolios, and self-assessment reports—the study explores how this blended learning course (synchronous and asynchronous) helped participants critically reflect on their teaching methods and collaborate on projects. Findings suggest that these practices not only deepened teachers' understanding of intercultural communication but also encouraged student-centered, inclusive pedagogies. By aligning with educational policies promoting plurilingualism, the course empowered educators to navigate multicultural classrooms, fostering more equitable and responsive learning environments through reflective practice and innovation.

Background Healthcare is provided by a variety of different professionals, including pharmacists who are integral members of the team, and all are expected to work collaboratively to provide quality care. Little is known about the perceptions of pharmacists in Qatar towards interprofessional collaboration. Positive attitudes towards interprofessional education are essential to successful implementation of interprofessional collaboration. Therefore, to develop effective collaboration strategies in practice settings, it was essential to survey the attitudes of practising pharmacists towards collaboration. Objective To explore the awareness, views, attitudes and perceptions of practising pharmacists in Qatar towards interprofessional education and collaborative practice. Setting Community, hospital and primary healthcare settings in Qatar. Methods This was a two-staged sequential explanatory mixed method design. It utilised a quantitative survey (Stage 1), based on a modified version of the Readiness for Interprofessional Learning Scale. This was followed by a qualitative stage, utilising focus groups (Stage 2). Main outcome measures (1) Qatar pharmacists' attitudes towards interprofessional education and collaborative practice; (2) Practising pharmacists' perspectives in relation to enablers, barriers and recommendations regarding interprofessional education and collaborative practice. Results 63% of the practising pharmacists (n = 178) responded to the survey. Three focus groups followed (total n = 14). High scores indicating readiness and positive attitudes towards interprofessional education were reported for pharmacists working in hospital, community and primary healthcare settings. Qualitative analysis identified three overarching themes in relation to the enablers, barriers and recommendations for practising pharmacists working collaboratively. The enabling themes were: professional and patient related benefits, and current positive influences in Qatar; the barriers were patients' negative perceptions; the status of the pharmacy profession and current working practices and processes; the recommendations related to improving patients' perceptions about pharmacists and enhancing the status of pharmacy profession in Qatar. The findings from this study highlighted two major observations: the lack of existence of collaborative practice and hierarchy and power play. Conclusion Pharmacists demonstrated willingness and readiness to develop interprofessional learning and collaborative practice with significant steps already taken towards improving collaborative working practices in different care settings.