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Inclusive Education, Children’s Development, and Health

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A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Children's Health".

Deadline for manuscript submissions: closed (4 April 2023) | Viewed by 8517

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Special Issue Editors

Dr. Sofia Santos

E-Mail Website
Guest Editor

UIDEFMH, Faculdade de Motricidade Humana, Universidade de Lisboa, 1499-002 Lisboa, Portugal
Interests: inclusive/special education; psychomotor development; intellectual and developmental disability; transition into adult and active life; employability, self-determination, support needs; quality of life; instruments validation; interventions effectiveness assessment

Dr. Paula Lebre

E-Mail Website
Co-Guest Editor

Instituto de Etnomusicologia – Centro de Estudos em Música e Dança (INET-md), Faculdade de Motricidade Humana, Universidade de Lisboa, 1499-002 Cruz Quebrada, Portugal
Interests: inclusive/special education; expressive therapies; psychomotor development

Dr. Celeste Simöes

E-Mail Website
Co-Guest Editor

1. Instituto de saúde Ambiental, Faculdade de Medicina da Universidade de Lisboa, Lisboa, Portugal
2. Faculdade de Motricidade Humana, Universidade de Lisboa, 1499-002 Cruz Quebrada, Portugal
Interests: social and emotional learning; resilience; mental health; health promotion; health education

Special Issue Information

Dear Colleagues,

Currently, inclusive education is a key international priority. Inclusive education aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, contributing to development. All children within human diversity need quality education to develop their skills and realize their full potential. Education enables students to develop a broad range of skills, competences, traits, values and attitudes, which will also impact health outcomes. Education creates opportunities for an active life based on informed decisions. Education is linked to health through complex links, and it is closely tied to income and to the skills and opportunities that all persons have to lead healthy and fulfilled lives in community settings. Both education and health are at the center of individual and population health and well-being. Although (inclusive) education has a tremendous impact in all children’s development and health interventions, multiple context-specific challenges and opportunities remain in every setting. Progress is made slowly. To close the education gap for children with educational support needs, efforts must be made to foster and monitor inclusive education systems, requiring changes at the macro, meso and micro levels. The articles included in this Special Issue are intended to provide the entire education community with new understanding and offer insights informed by sound theoretical frameworks and evidence-based inquiry. Potential topics include, but are not limited to:

International, national and local policy;
Monitoring the impact of legislation on inclusive education;
Early childhood intervention;
Teachers’ professional development/training
Curriculum;
Behavior and classroom management;
Assessment (including instruments validation) and placement;
The identification of educational variables/predictors on children’s development;
Science-based and evidence-based practices;
Transition and career development;
Assistive and augmentative technology and instructional technology.

Dr. Sofia Santos
Dr. Paula Lebre
Dr. Celeste Simöes
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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Journal of Environmental Research and Public Health 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 2500 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

inclusive/special education
early intervention
diversity
developmental disorders
educational needs
health
healthy lifestyles
(innovative) curriculum
pedagogy
academic success
teacher training
teaching methodologies
strategies
assessment
evaluation technique and instrument validation

Published Papers (4 papers)

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Research

9 pages, 2148 KiB

Open AccessArticle

Game-Based Learning and Service-Learning to Teach Inclusive Education in Higher Education

by José M. Rodríguez-Ferrer, Ana Manzano-León and José M. Aguilar-Parra

Int. J. Environ. Res. Public Health 2023, 20(4), 3285; https://doi.org/10.3390/ijerph20043285 - 13 Feb 2023

Cited by 3 | Viewed by 1750

Abstract

This study evaluates the impact of game-based learning (GBL) and Service-Learning on the flow and engagement of teacher education students. A quasi-experimental between-group comparison design with pre-test and post-test measures was conducted with a sample of 113 students majoring in childhood education. The results indicate that the experimental group statistically significantly improved their flow and engagement scores compared to the control group. It is concluded that the GBL and SL methodology in initial teacher training allows students to learn about inclusive education in a motivating way and to design different strategies and resources that they will be able to use in their professional future. Full article

(This article belongs to the Special Issue Inclusive Education, Children’s Development, and Health)

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14 pages, 382 KiB

Open AccessArticle

Family–SEN School Collaboration and Its Importance in Guiding Educational and Health-Related Policies and Practices in the Hungarian Minority Community in Romania

by Beáta Andrea Dan, Karolina Eszter Kovács, Katinka Bacskai, Tímea Ceglédi and Gabriella Pusztai

Int. J. Environ. Res. Public Health 2023, 20(3), 2054; https://doi.org/10.3390/ijerph20032054 - 22 Jan 2023

Viewed by 2151

Abstract

Special education practice allows for the educational principles of parental involvement, pointing to a common dialogue on health issues and general well-being. Special education professionals primarily empower the families of children with atypical development by relying on the organizational factors of individual support and services. The decision-making/partnering factors of the educational and general health processes, on the other hand, receive less attention. The present study aims to explore the place of the parent–school relationship within the framework of a special educational institution in Romania. Involving Hungarian special education teachers (N = 12) from Romania, we analyze the school involvement of the parents of students with special educational needs in Bihor County, Romania, concerning their children’s academic achievement and well-being. The qualitative research data were recorded through semistructured interviews and were organized through deductive categorization, as well as being analyzed thematically using Atlas.ti. The results highlighted the essential elements of the parent–school relationship, e.g., communication practices, active inclusion programs, support services, and peer acceptance plans. We believe it is important to emphasize that, in the study, families frequently better understood their child’s situation and health-related issues and advocated more effectively for the recognition of their rights. However, as an active player in everyday education, the teacher can better organize development activities for the child’s specific needs and plan complex habilitation/rehabilitation. To sum up, a parent–educator team approach can result in more successful educational and health outcomes, as well as a more accepting social image in the cognitive, emotional, and social development fields. Full article

(This article belongs to the Special Issue Inclusive Education, Children’s Development, and Health)

14 pages, 662 KiB

Open AccessArticle

Validation of the Arabic Version of the Transition Planning Inventory (TPI-AR)

by Ghaleb H. Alnahdi and Arwa Alwadei

Int. J. Environ. Res. Public Health 2023, 20(2), 1135; https://doi.org/10.3390/ijerph20021135 - 9 Jan 2023

Viewed by 2600

Abstract

The Transition Planning Inventory (TPI) is an important tool for planning the transition to life after school for students with disabilities. While interest in transition services has increased in the last decade in the Arab region, no transition assessment tools validated for the Arab population are currently available. This study is the first to validate an Arabic version (TPI-AR) for all three rating forms (student, home, and school) and examine its psychometric properties. The sample comprised 203 students with disabilities, a member of their family, and one of their teachers. The 11 subscales of TPI-AR for all three forms were found reliable and valid to be used with students with disabilities in Saudi Arabia, particularly in middle and high schools. Full article

(This article belongs to the Special Issue Inclusive Education, Children’s Development, and Health)

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18 pages, 1824 KiB

Open AccessArticle

Inclusive Socialization? The Relationships between Parents’ and Their Child’s Attitudes toward Students with Disabilities

by Sara Santilli, Maria Cristina Ginevra, Moshe Israelashvili and Laura Nota

Int. J. Environ. Res. Public Health 2022, 19(24), 16387; https://doi.org/10.3390/ijerph192416387 - 7 Dec 2022

Cited by 1 | Viewed by 1400

Abstract

Promoting social and school inclusion of children with disabilities has been associated with their health-related quality of life. This study aimed to analyze the connection between parents and children’s attitudes toward disabilities as one factor contributing to the inclusion and well-being of individuals with disabilities. Three types of disabilities—i.e., attitudes toward a child with a sensory disability (hearing), a child with an intellectual disability (Down syndrome), and a child with problems with aggressiveness and angry outbursts (behavioral problems)—were examined. A sample of 598 White Italian elementary school students (303 boys and 295 girls) aged 6 to 11 years 33tudes toward students with disabilities, rather than each parent’s attitude, contributed to a better understanding of the child’s attitudes toward students with disabilities. The theoretical and practical implications of these results are discussed. Full article

(This article belongs to the Special Issue Inclusive Education, Children’s Development, and Health)

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