The Goal of a Culturally Inclusive Learning Environment—Laudable, if Unattainable?The Goal of a Culturally Inclusive Learning Environment—Laudable, if Unattainable?

PsycCRITIQUES ◽  
2014 ◽  
Vol 5959 (2626) ◽  
Author(s):  
Stephen P. Hampe
Keyword(s):  
Learning Environment ◽  
Inclusive Learning

scholarly journals La progettazione inclusiva per gli studenti gifted nella classe di lingua

2021 ◽  
Author(s):  
Alberta Novello
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Gifted Students ◽  
Inclusive Learning ◽  
Language Classroom ◽  
Efficient Learning

Since learning a language for gifted students is noticeably different from their age peers, their learning programme needs to be suitably tailored to their needs. Only by proposing tasks responding to their learning peculiarities, teachers will be able to foster gifted students’ talent in learning a foreign language, and to create an inclusive and efficient learning environment. The essay aims to outline the main traits regarding learning a foreign language by gifted students, and to explain how to create an inclusive learning environment in their language classroom.

Theatrical Activity as a Means of Forming Interpersonal Relations Between Younger Students in an Inclusive Learning Environment

2021 ◽  
pp. 386-393
Author(s):  
Ilya N. Kolesnikov ◽  
Sofya D. Dzheiranova ◽  
Elena V. Solov’eva ◽  
Olga D. Soldatova ◽  
Anna B. Kuzmina
Keyword(s):  
Learning Environment ◽  
Interpersonal Relations ◽  
Inclusive Learning

scholarly journals Barriers to implementing inclusive education for children with special educational needs: Parents’ perceptions

2020 ◽  
Vol 10 (5) ◽  
pp. 50-66
Author(s):  
Andrey Valeryevich Mironov ◽  
◽  
Evgeniya Sergeevna Shelest ◽  
Olga Vladimirovna Bulatova ◽  
◽  
...  
Keyword(s):  
Learning Environment ◽  
Inclusive Education ◽  
Educational Needs ◽  
International Studies ◽  
Special Educational Needs ◽  
Special Schools ◽  
Barriers To Education ◽  
Inclusive Learning ◽  
Inclusive Schools ◽  
Technological Barriers

Introduction. The authors investigate the problem of creating an inclusive educational environment for children with special educational needs (SEN) through interaction with their parents. The aim of this article is to identify obstacles faced by parents of children with SEN within an inclusive learning environment. Materials and Methods. The article reviews and analyses Russian and international studies into implementing inclusive education. The empirical data were collected via questionnaires and processed using the methods of mathematical statistics. Results. The authors identified the following barriers to implementing inclusive education for children with SEN, perceived by parents: information, socio-psychological, organizational, methodological, financial and technological. The comparative analysis showed that the barriers to education of children with SEN are faced both by parents whose children attend inclusive schools, and by parents whose children attend special schools, which create special learning environment, taking into account mental and physical development of children with SEN. Parents identified barriers to education for children with SEN regardless of types of schools and mode of study. Parents of children attending inclusive schools raised concerns about organizational, methodological, financial and technological barriers. Parents whose children attend special schools emphasized social and psychological barriers. Conclusions. In conclusion, the authors summarize parents’ perceptions of the main barriers to implementing inclusive education for children with SEN.

scholarly journals Organizing and Sustaining Inclusive Learning Environment: International Practices

2020 ◽  
Vol 7 (1) ◽  
pp. 122-128
Author(s):  
Sergiy Sydoriv
Keyword(s):  
Best Practices ◽  
Learning Environment ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Parental Support ◽  
National Level ◽  
Educational Systems ◽  
Special Educational Needs ◽  
Inclusive Learning ◽  
The Right

Teacher training in different countries has its peculiarities. Principles of inclusive education are universal, yet existing societal beliefs and values, policy and hidden curriculum in schools and preschool, parental support and advocacy demand taking them into account. In orderto adhere to the principles and ideas of inclusive education teachers should be able to organize and sustain inclusive learning environment in their classrooms and outside. It is researched that many countries have long history of including students with special educational needs and disabilities and their experience may be viable for teachers’ trainers, administrators and educators in those countries who has just started inclusion on a national level. Sharing the best practices and strategies and adapting them to the local peculiarities is the key to successful inclusion students with disabilities. The article gives various examples of how scholars define inclusive learning environment, what its characteristics and components are. International legislation, which proclaims the right of a person to education and regulates inclusion is the model for national laws as well it is developed and influenced by them. The study identifies legislative models for implementing Article 24 of the CRPD consistent with its principles and obligations and suggests the priorities to be incorporated into domestic legislations. It is highlighted that every country has stories of success, best practices, which may prove highly effective, applied to educational systems of other countries. Therefore, as proved it is important to exchange these practices, conduct research and gather evidence to create effective inclusive learning environment and train pre-service and in-service teachers to organize and sustain it.

Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment

2000 ◽  
Vol 31 (1) ◽  
pp. 30-43 ◽  
Author(s):  
Maureen J. Lage ◽  
Glenn J. Platt ◽  
Michael Treglia
Keyword(s):  
Learning Environment ◽  
Inclusive Learning
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