Invitational Inclusive Education

The article focuses on the system of inclusive education in Southeast Asia and developing countries of the region in particular. It notes the relatively short history of the introduction of inclusive education in this region, as well as differences in comparison to the more refined systems of inclusive education in developed countries. This review examines the driving causes and the actual process of implementing inclusive school education in Southeast Asian countries and analyzes the existing practices in the region. The study is based on the methodology of review analysis of academic, educational and methodological publications, dated between January 2000 and January 2022, related to inclusive school education in the countries of Southeast Asia. The work describes the official bodies jointly created by the countries of Southeast Asia to coordinate the implementation of inclusive education, namely the Organization of Ministers of Education of the Southeast Asian Countries (SEAMEO), and the SEAMEOSEN regional center, which specializes in aspects of education for people with special needs. The article provides insights into the development of inclusive education in Southeast Asian countries, highlighting major challenges and important achievements in this area. The study identifies the different approaches and practices of inclusive education that are being developed and implemented in each country. The authors use the IPO (Input-Process-Output) model to analyze publications on inclusive education in Southeast Asia. This approach allowed us to identify the most prominently emphasized aspects, as well as identify strengths and weaknesses in existing publications on inclusion in the Southeast Asia region. The article serves as a helpful resource for researchers, educators, policy makers, and anyone interested in matters of inclusive education in Southeast Asia. It reveals the main trends and the current state of research in this field, identifying unresolved questions and prospects for further scientific research. Keywords: Inclusive education, Southeast Asia, contribution, process of formation.

The study investigated Senior High School (SHS) mathematics teachers’ preparedness to implement inclusive mathematics education principles and practices in their mathematics classrooms. A sequential explanatory mixed methods design was employed with a sample of 195 SHSs mathematics teachers selected conveniently and purposefully, from the then 10 political regions of Ghana, to participate in the study. Data was collected using a cross-sectional survey that used a structured questionnaire, administerd online, to elicit information on SHS mathematics teachers’ preparedness to implement pedagogical practices assoiated with inclusive mathematics education in the classroom. This was followed by interviews with 4 mathematics teachers from the 4 of the five Ghana Education Service school placement categories. The study revealed that mathematics teachers in senior high schools are inadequately prepared to implement an inclusive mathematics education curriculum principles and practices in their classrooms. Most of the teachers’ knowledge of inclusive education principles and practices is low. It was observed that approximately 59% of the mathematics teachers sparingly use inclusive education practices or strategies in their mathematics classrooms. It is therefore recommended that various stakeholders, particularly, the Ghana Education Service, should put measures in place to organize training on inclusive mathematics education to upgrade in-service mathematics teachers’ knowledge on inclusivity. Also, mathematics teacher education programmes in teacher education colleges and universities should be reviewed to include inclusive mathematics education principles and practices so that mathematics teachers from various institutions would be equipped to practice inclusivity in their mathematics classrooms.

The aim of this study is to examine the extent to which stakeholders' attitudes have changed regarding the shift of the general school structure towards Inclusive Education (IE) practices. This research was conducted using case study design and a qualitative approach. Five general schools implementing inclusive education practices in the Batticaloa District were selected using convenience sampling method. The participants comprised five Assistant Directors of Education for Special Education, five principals, five classroom teachers, and ten subject teachers. Interview schedules were used to collect data from the Assistant Directors of Education for Special Education, principals, and classroom teachers. A focus group discussion schedule was used to collect data from subject teachers in inclusive classrooms. Descriptive analysis was employed to analyze the data through coding, categorization, and theme generation. The findings indicate that stakeholders in inclusive education demonstrate positive attitudes and practices towards both key areas: provisions for special needs and student interactions within inclusive settings. On the other hand, stakeholders demonstrate negative attitudes and face practical challenges regarding the development of Individualized Education Programmes (IEPs) for students with special educational needs, as well as in relation to inclusive education policies. Furthermore, mixed attitudes are evident towards the implementation of physical structures for inclusive education. In this respect, negative attitudes are observed among higher authorities, while teachers display more positive attitudes. Based on these findings, it is recommended that awareness be strengthened at both school and zonal levels regarding the importance of inclusive education policies and Individualized Education Programmes to enhance inclusive education practices for students with special educational needs in government schools in the Batticaloa District. In addition, awareness should be raised about the need for appropriate physical infrastructure for inclusive education and the responsibilities of relevant stakeholders in ensuring its provision.

Inclusive education and special education are based on different philosophies and provide alternative views of education for children with special educational needs and disabilities. They are increasingly regarded as diametrically opposed in their approaches. This article presents a theory of inclusive special education that comprises a synthesis of the philosophy, values and practices of inclusive education with the interventions, strategies and procedures of special education. Development of inclusive special education aims to provide a vision and guidelines for policies, procedures and teaching strategies that will facilitate the provision of effective education for all children with special educational needs and disabilities.

Inclusive education aims to provide equitable access to quality education for all students. While its principles are widely accepted, implementing inclusive education in subjects such as physical education presents specific challenges and requires distinct teacher competencies. Because physical education promotes physical activity, social interaction, and well-being, inclusive practices in this area are essential for the quality of life and social participation of students with disabilities. This study examined the perceptions, experiences, and needs of physical education teachers in Türkiye regarding inclusive education. A qualitative design using directed content analysis was employed. Of the 257 PE teachers who completed the initial survey, 151 volunteered for a written interview. From these, 35 teachers with inclusive teaching experience were purposively selected. Data were collected through a demographic questionnaire and a semi-structured written interview, and analyzed using a predetermined conceptual framework. The directed content analysis identified four main themes. For Perceptions of Inclusion, 91.4% of teachers defined inclusion as participation, belonging, and equal opportunity. For Teacher Competence, 85.7% reported that self-efficacy, professional experience, and positive attitudes were key to their inclusive practices. Contextual Factors were the main barrier, with 94.3% citing inadequate infrastructure, limited equipment, and lack of institutional support. Regarding Practice and Outcomes, 71.4% said they used adaptive strategies despite these challenges, resulting in improved student motivation, self-confidence, and social integration. These outcomes are associated with better well-being and quality of life, especially for students with disabilities. The study concludes that although physical education teachers in Türkiye have a strong understanding of inclusion and use adaptive strategies to support students, their efforts are constrained by systemic barriers. Effective inclusive physical education therefore requires support that addresses infrastructural, resource, and institutional limitations, not just teacher competence. Removing these barriers is essential for inclusive physical education to improve quality of life, social inclusion, and well-being for all students, especially those with disabilities, in accordance with public health goals.

This study focuses on conducting an in-depth analysis of the practice of inclusive Islamic religious education and revealing its impact on shaping students' tolerance attitudes in a multicultural-based school. A descriptive qualitative method with a case study design was employed. The analysis was approached from pedagogical, psychological, and sociological perspectives. The research was conducted at SMA Taman Harapan, located in Malang City. Data were collected through in-depth observation, semi-structured interviews, and document analysis related to the practice of inclusive Islamic religious education and the formation of students’ tolerance. Data analysis followed the qualitative techniques proposed by Miles, Huberman, and Saldana. The study resulted in two main conclusions. First, the practice of inclusive Islamic religious education at SMA Taman Harapan has been systematically and integratively implemented through institutional policies, the planning and implementation of inclusive-multicultural learning models, and comprehensive evaluations. Second, the strategies applied in the inclusive Islamic religious education practices have had a tangible impact on continuously shaping students’ tolerant attitudes and character, fostering harmony in diversity within the school environment. The inclusive Islamic education practice at SMA Taman Harapan serves as a model for other educational institutions in Indonesia in building an inclusive educational ecosystem. The results of this study recommend that education policymakers formulate a more contextual, transformative religious education curriculum that focuses on strengthening tolerant character. In addition, the study opens up opportunities for further research on the role of digital technology in shaping religious tolerance among the younger generation.nd diverse institutional contexts to refine educational approaches.

Inclusive education is an agenda that emanated from the Global North, and had as its imperative the eradication of discriminatory policies and practices that prevent some children from accessing a quality education. In recent years, it has increasingly been argued by scholars in the Global South that the supremacy of Eurocentric knowledge, theory, values, and practices informing inclusive education needs to be disrupted. In South Africa, decolonisation is emerging as a constructive frame for critiquing inclusive education policy and practices, and for informing the agenda of transformation in educational institutions. By undertaking a systematic review of research on the implementation of inclusive education in South Africa, this article explores the question of how the debate can be shifted from traditional theoretical discussions on special education versus inclusive education to a focus on the practicality of inclusive education policy implementation within specific cultural historical contexts in South Africa. Possibilities for reimagining inclusive education policy and practice in schooling contexts are explored through a decolonising, equity-oriented, social justice lens. The key message is that transformative inclusive education is an education reform agenda that requires all educational institutions and social actors to embrace socially just, inclusive values and ideologies; new thinking and belief systems that reflect a commitment to educational access, participation, and quality education for all learners; democratic patterns of decision-making and leadership; and a school culture and ethos reflective of the African philosophy of ubuntu.

An important direction of society’s development is to ensure equal access of all children to education, including children with special needs. The practice of iintroducing inclusive education in early childhood educational institutions is a component of the practical implementation and protection of children’s rights and freedoms, regardless of any circumstances, including the state of health of the child. The purpose of the academic paper is to study the inclusive education and practice of preschool educational institutions for children with special educational needs in Ukraine and some European Union (EU) member states that joined EU in 2004-2017. The following methods have been used to study the practical aspects of inclusive education in preschool institutions in Ukraine and some EU countries, namely: analysis of the legal framework; method of comparative analysis; synthesis and analysis of quantitative indicators; questionnaires; systematization and generalization of statistical data. Results: Positive trends in the development and implementation of inclusive education in Ukraine have been identified, namely: the number of preschool educational institutions with inclusive groups has significantly increased, there has been a significant increase in the number of inclusive groups and children with special needs who study in groups with other children. The coverage of children with preschool educational institutions in Ukraine is only 58%, and children with special educational needs attend 28% of preschool educational institutions. At the same time, conditions for their training are created in only 25% of institutions, and the level of provision of teachers with special knowledge and skills of inclusive education is insufficient. A comparative analysis of the experience of the countries that joined EU in 2004-2017 suggests that membership in European Union has a positive impact on both preschool education in member states and the practice of inclusive education.

Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices

'Inclusion' in education, central to Sustainable Development Goal 4 within Agenda 2030, has gained global prominence. However, its meaning varies widely due to diverse local interpretations, leading to inconsistent practices. The complexity and lack of comprehensive global documentation of the concept often results in confusion, with different stakeholders assigning different meanings to it. This ambiguity challenges the effective implementation of inclusive education policies worldwide. This paper aims to outline the various components of inclusive education, drawing on a comprehensive review of the literature on this concept. The resulting framework is designed to guide educational institutions in implementing effective inclusive practices. Initially, inclusive education was mainly associated with catering for students with disabilities and bridging the gap between special education and mainstream education. However, the concept of inclusion is much wider in scope. The right to inclusive education is now defined as a process that shapes culture, practice and policy within the educational setting. Inclusive education aims to address the diverse needs of individual students, and to remove barriers that hinders the presence, participation and achievement of learners. An inclusive approach places emphasis on providing support to groups of learners who may underachieve or be marginalized or excluded. This paper identifies key core features of inclusive education through an extensive analysis of literature and studies focusing on its practical implementation and monitoring. These features cover various aspects, including the education and learning environment, teacher support, a whole person approach, respect for value of diversity, stakeholder consultation and collaboration, partnerships, financing, monitoring and sharing of expertise and resources. The latter components form a comprehensive framework for understanding and implementing inclusive education practices. Implementing inclusive education effectively requires a shared understanding of its meaning. This paper addresses this challenge by presenting a structured framework of inclusive education components. By providing this practical guide, the paper aims to facilitate the implementation of inclusive practices across diverse learning environments. The proposed framework serves as a valuable tool for institutions seeking to enhance their inclusivity, thus supporting the realization of Sustainable Development Goal 4.

This study considered teachers' perspective on assessment policies and practices towards inclusive education in Ghana. Assessment is the pivot of special education services. With the inclusive education policy in operation, it is expected that teachers are cognizant about assessment policies for learners with special needs in inclusion. The objectives are to examine the importance of educational assessment towards inclusive education, assessment policies and practices towards inclusive education, and how to improve educational assessment policies and practices. The study was a quantitative study conducted in a special school and regular schools in the Shama District under the Ghana Education Service of the Western region. Fifty-two teachers were involved in the study through census approach, and questionnaire was used to collect the data. Frequency distribution and percentages were used to analyse the data. It was generally observed that the teachers were positive about the importance of educational assessment towards the practice of inclusive education in Ghana, however, it was apparent that the teachers had limited knowledge of assessment practices and policies in Ghana. The need to create public awareness, the political will to create assessment centres and the need for professional collaboration were recommended as strategies to improve assessment policies and practices in Ghana.

This paper contains theoretical discussions about the nature of inclusive education and the implications needed in the practice of inclusive school systems, especially at the elementary school level. The formulation of the problem raised in this study is: What is the nature of the implementation of the inclusive education system in elementary schools? What are some examples of inclusive education practices so far? What is the relationship between inclusive education and value education in schools? How can inclusive education strengthen inclusive communities? What are the implications of implementing the inclusive education system in elementary schools? The five questions will be answered by a discussion approach on various theories that have been raised by many experts and by looking at the practices of inclusive education in several developing countries and developing countries. This research used literature review methods. The findings in this study are that inclusive education will be realized in an inclusive community environment that holds fast to the values of mutual acceptance, mutual respect, and mutual love for one another. In other words, inclusive education means preparing all members of the inclusive community in schools for inclusive communities.

Australia's national legislation and policy have affirmed the right of children with disability, including developmental disabilities to inclusive education. Yet, policy reviews and empirical research have raised concerns about the misalignment between inclusive policy and practice across Australian states. Drawing from these sources, this article endeavors to reflect upon the divide between the Australian policy on inclusive education and inclusive practice by considering the advances, obstacles, and challenges in achieving systemic inclusive education in the Australian education context. In the last part, we offer four propositions that could close the gap between policy and practice and enable students with developmental disabilities to have access and be successful learners in their local mainstream school.

Inclusive resources can contribute to the development of inclusive teaching practices and equity in education. The study aimed to analyze the perception of Brazilian and Portuguese teachers who work with students with special educational needs regarding the inclusive resources available and their inclusive practices, correlating them with personal variables (age, gender) and professional variables (teaching experience, education cycle in which they work, and participation in Special and Inclusive Education courses). A total of 85 Brazilian and 94 Portuguese teachers from public basic education schools participated in the study. The majority were women, with a mean age of 43.6 years among Brazilian teachers and 54.5 years among Portuguese teachers. For most Brazilian teachers, teaching experience was under 20 years, whereas for Portuguese teachers, it was over 20 years. Brazilian teachers predominantly worked in Early Childhood Education and Elementary School I, while Portuguese teachers mainly worked in the third cycle of basic education. Regarding training, 70% of Brazilian teachers and 42% of Portuguese teachers had completed courses in Special and Inclusive Education or related areas. Data collection employed a sociodemographic questionnaire and the Resources and Practices for Inclusive Education instrument, composed of 24 items: nine to assess available resources and 15 to assess inclusive practices in the classroom. Data were collected online. Results indicated that 80% of Portuguese teachers and 34% of Brazilian teachers agreed that resources for inclusion were available. Regarding inclusive practices, 98% of teachers from both countries reported using them in the classroom. Among Brazilian teachers, those with more students specific needs and those who had training in inclusive education perceived more available resources and reported better practices. Brazilian teachers with less experience and those teaching students with Autism Spectrum Disorder (ASD) and alongside students with other conditions perceived fewer available inclusive resources. Among Portuguese teachers, those who perceived more resources available reported more inclusive practices, and teachers who used additional measures exhibited higher levels of inclusive practices.

Inclusive higher education requires educators who are not only willing to teach inclusively but who also have the skills to do so. This preliminary study offers a blueprint on how to examine the effectiveness of a three-day professional development program to strengthen the attitudes, self-efficacy, and inclusive didactics of educators. We propose a quasi-experimental design with pre-, post-, and follow-up measures, to measure the effect of the professional development program at three levels: attitudes (SACIE-R), self-efficacy (TEIP), and inclusive teaching practices (adapted Teaching Practices Questionnaire). The results, although preliminary, show a small but significant decrease in concerns toward inclusive education over time. Self-efficacy, on the other hand, showed a non-significant but consistent increase, especially at follow-up. In terms of teaching practices, significant improvements were observed in the teaching of basic skills, but not in dealing with diversity or differentiating for individual students. These preliminary findings seem to underline that short professional development programs, while contributing to increased confidence and certain didactic skills, are not sufficient to achieve lasting changes in attitudes and inclusive teaching strategies. This suggests that lasting impact likely requires structural follow-up, practical support, and strengthening the inclusive learning climate within higher education institutions.