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Education Sciences
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Cultivating Inclusive Classrooms: Practices in Special Education
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Cultivating Inclusive Classrooms: Practices in Special Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".

Deadline for manuscript submissions: 30 June 2024 | Viewed by 2570

Special Issue Editors

Prof. Dr. Mirna Nel

E-Mail Website
Guest Editor
Faculty of Humanities, North-West University, Vanderbijlpark 1900, South Africa
Interests: inclusive education
Prof. Dr. Juan Bornman

E-Mail Website
Guest Editor
Faulty of Humanities, University of Pretoria, Pretoria 0002, South Africa
Interests: inclusive education

Special Issue Information

Dear Colleagues:

A socio-ecological approach to implementing inclusive practices in special education classrooms should be embraced. Thus, acknowledging and incorporating contextual factors, as well as the inter-relational aspects between contexts, are quintessential in attaining successful learning for students in special education. This is important in order to prevent a predominant medical deficit model where an individual and specialised intervention approach is primarily employed to remedy the deficit within the child. It seems from global research reports that the medical model is still preferred and applied in most special education environments. Such an approach can result in stereotyping and “othering” a child with a disability. Without disregarding the importance of individual and specialised support, it is essential to acknowledge that all children come to school from diverse home and community contexts, as well as with their own vulnerabilities, characteristics and socio-cultural identities. Moreover, integral to a socio-ecological approach is value-driven inclusive practices built on access, equality, rights, participation, respect for diversity, acceptance, tolerance, non-violence, trust and compassion.

The aim of this Special Issue is to gather recent and high-quality research reports on a socio-ecological approach towards inclusive teaching and learning practices in special education. Papers may report on original research and systematic reviews. Submissions addressing the following themes are welcomed: advances in the development of theoretical frameworks, inclusive pedagogy, whole-school approaches, enhancing inclusive values and support strategies.

Prof. Dr. Mirna Nel
Prof. Dr. Juan Bornman
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • socio-ecological approach
  • context interrelationship
  • value-driven
  • characteristics
  • socio-cultural identities
  • inclusive pedagogy
  • whole-school approaches
  • support strategies
  • successful learning

Published Papers (4 papers)

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Research

16 pages, 1593 KiB  
Article
Practices Promoting the Inclusion of Adult Students with Disabilities in the Classroom: A Case of a Technical Vocational Education and Training College in Kazakhstan
by Arman Assanbayev and Tsediso Michael Makoelle
Educ. Sci. 2024, 14(5), 529; https://doi.org/10.3390/educsci14050529 (registering DOI) - 13 May 2024
Viewed by 144
Abstract
Kazakhstan’s government has launched many policy reforms to enhance the well-being of its underrepresented citizens and develop human capital by providing education to all. Therefore, the government has adopted a policy on inclusive education and recognised the rights to education of all learners, [...] Read more.
Kazakhstan’s government has launched many policy reforms to enhance the well-being of its underrepresented citizens and develop human capital by providing education to all. Therefore, the government has adopted a policy on inclusive education and recognised the rights to education of all learners, including those with disabilities, based on equal opportunity, without any discrimination. This aims to facilitate equal access to lifelong education opportunities, including in Technical Vocational Education Training Institutes (TVETIs). Thus, inclusive education in TVET settings and lifelong learning, especially for adults with special needs, has become an educational priority in Kazakhstan. Therefore, this collaborative action research study intended to explore classroom practices promoting the inclusion of adult students with disabilities at Kazakhstani Technical Vocational Education and Training Institutions (TVETIs). Qualitative data were collected through reflective journals, student focus-group interviews, documentary analysis, and reflective meetings of the professional learning group of selected teachers and students during the four stages of collaborative action research (CAR). Data were analysed through group interpretative meetings by the research team and inductive thematic content analysis by the researcher. Among the findings is that the educative process in TVETIs does not sufficiently provide reasonable inclusive support for adult students with disabilities. As a result, a comprehensive review of inclusive practices in these institutions was critical. This paper discusses some practices that could promote inclusion in TVET classrooms. Full article
(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)
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10 pages, 587 KiB  
Article
Enhancing Autonomy in Preschoolers: The Role of Motor Games in Development
by Sara Gomes, Raúl Antunes, Inês Sales, Regina Marques and Ana Oliveira
Educ. Sci. 2024, 14(5), 524; https://doi.org/10.3390/educsci14050524 (registering DOI) - 13 May 2024
Viewed by 150
Abstract
This paper is based on a project which aims to understand the contribution of motricity—in particular, motor games—to the development of autonomy in preschool children, with or without special education needs. A group of 18 children, with an average age of 4.5 years, [...] Read more.
This paper is based on a project which aims to understand the contribution of motricity—in particular, motor games—to the development of autonomy in preschool children, with or without special education needs. A group of 18 children, with an average age of 4.5 years, from a public school took part in the study. An intervention program based on motor games was implemented and tested to promote the children’s autonomy. The program lasted two months, with one 45-min session per week. Using a questionnaire designed for this purpose, the children’s autonomy was assessed pre- and post-intervention. The children’s satisfaction with the sessions was assessed throughout the intervention. The main results were improvements in the autonomy of all the children and their high satisfaction with the program. The participation of children, with and without specific needs, in the entire program shows the use of differentiated practices that allowed everyone to be included in this process. Full article
(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)
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18 pages, 590 KiB  
Article
A Strategy to Reorient Parental Perceptions to Create Conditions for Successful Inclusive Education: A Case Study in A Small-Sized School
by Pennee Narot and Narong Kiettikunwong
Educ. Sci. 2024, 14(4), 358; https://doi.org/10.3390/educsci14040358 - 28 Mar 2024
Viewed by 634
Abstract
This study investigates parents’ perceptions on school management practices for children with special educational needs in a small-sized Indonesian school. Data from surveys and interviews with 53 parents revealed overall positive attitudes toward classroom management and teacher care. However, concerns arose regarding teachers’ [...] Read more.
This study investigates parents’ perceptions on school management practices for children with special educational needs in a small-sized Indonesian school. Data from surveys and interviews with 53 parents revealed overall positive attitudes toward classroom management and teacher care. However, concerns arose regarding teachers’ ability to support special needs students effectively, leading to hesitancy in collaborating for inclusive classrooms. To reorient parental perceptions to create conditions for successful inclusive education, effective communication strategies emphasizing teacher development and district-based support are crucial. Future research should focus on improving communication between parents to foster inclusive educational practices. These findings shed light on challenges and solutions for cultivating inclusive classroom environments in special education. Full article
(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)
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17 pages, 585 KiB  
Article
Value Co-Creation: A Strategy for Enhancing Inclusiveness in Special Education
by Pennee Narot and Narong Kiettikunwong
Educ. Sci. 2024, 14(2), 208; https://doi.org/10.3390/educsci14020208 - 18 Feb 2024
Viewed by 1029
Abstract
This qualitative study examines the educational management practices of a municipality in Thailand by evaluating the current delivery of special educational services with underlying principles rooted in value co-creation (VCC)—a business concept often employed to enhance engagement and participation with the aim of [...] Read more.
This qualitative study examines the educational management practices of a municipality in Thailand by evaluating the current delivery of special educational services with underlying principles rooted in value co-creation (VCC)—a business concept often employed to enhance engagement and participation with the aim of creating mutual value. The study’s objective is to identify gaps in real-life practices. The research methodology encompasses in-depth interviews with key stakeholders, focus group discussions involving school board members and parents, and content analysis to extract core concepts for policy recommendations. The study’s findings reveal that the municipality is increasingly recognizing the potential of VCC in enhancing student outcomes, particularly for those with special educational needs. However, challenges stemming from schools’ financial constraints and the influx of students from lower socio-economic backgrounds impede the full realization of VCC principles. Consequently, it is crucial for the government to prioritize the alignment of VCC strategies with special education. This can be achieved by considering reengineering the education budget allocation and making investments, whether direct or indirect, to support the VCC process. These measures are essential to promote the evolution of VCC and sustain special educational service operations effectively. Full article
(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)
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