Creating Inclusive Classroom

From the 1980s, there are three steps to understand and adopt the inclusive education belief and theory in China. In today's Chinese schools, the typical inclusive education is implemented at the classroom level, but with unique context and content compared with the practices in the Western world. Banzhuren, a very special role in Chinese school, has witnessed the development of each child and plays a very important role in student development. Banzhuren creates the inclusive atmosphere for all students, engages every student in the classroom-based activities, and works with other teachers and parents to develop the classroom community. Authors surveyed students in two classes on their experience, values, understanding and expectation on inclusive education in the classroom. Based on the data, the authors found that the banzhurens involved have fulfilled their potentials to achieve the inclusive classroom by multiple ways. The authors discussed the practical application, the limitations of the research, and future research directions about the inclusive classroom in China as well.

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Advancing Teacher Candidates' Capabilities for Differentiated Instruction

Building Integrated Collaborative Relationships for Inclusive Learning Settings - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-7998-6816-3.ch004 ◽

2021 ◽

pp. 77-99

Author(s):

Alpana Bhattacharya

Keyword(s):

Teacher Preparation ◽

General Education ◽

Preservice Teacher ◽

Differentiated Instruction ◽

Inclusive Education ◽

Teacher Candidates ◽

Pedagogical Practices ◽

Future Research ◽

Future Research Directions ◽

Psychology Course

This chapter illustrates pedagogical practices from an undergraduate educational psychology course focused on preparing preservice teacher candidates for inclusive education in grades 7-12 general classes. First, literature related to teacher preparation for multi-tiered inclusive education is reviewed. Next, an inclusive instructional project is showcased to pinpoint pedagogical approaches used for promoting preservice teacher candidates' capabilities for differentiated instruction and technology-enhanced instruction in general education. Finally, implications of pedagogical practices for promoting preservice teacher candidates' aptitude for teaching diverse students via differentiated instruction are discussed, and future research directions for examining effectiveness of teacher preparation in general education for inclusive education are suggested.

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Engaging, Affirming, Nurturing Inclusive Environment: A Grounded Theory Study in the Philippine Context

IAFOR Journal of Education ◽

10.22492/ije.9.1.07 ◽

2021 ◽

Vol 9 (1) ◽

pp. 113-131

Author(s):

Princess Zarla J. Princess Zarla J. Raguindin ◽

Zhanina U. Custodio ◽

Ferdinand Bulusan

Keyword(s):

Grounded Theory ◽

Inclusive Education ◽

High Standard ◽

The Philippines ◽

Inclusive Classroom ◽

Primary Concern ◽

Theory Approach ◽

Classroom Context ◽

Filipino Children ◽

Teachers And Parents

Implementing the tenets of inclusive education in different countries may be diverse because of varying interpretations, contexts, and ways of application. In the Philippines, studies that delve into the kind of environment involving Filipino children with special needs are scarce. Thus, through a grounded theory approach, this qualitative paper aims at developing a framework as a means of understanding inclusive environments thriving in an inclusive Philippine setting. Thirty-two special education teachers from three private schools were interviewed, the data being triangulated through class observations. The emerging theory encapsulated three major dimensions to understand concepts of inclusive environment: engaging environment, affirming environment, and nurturing environment. An engaging environment points to having high-standard learning outcomes, promoting collaboration and communication among learners, teachers, and parents, and involving them in decision-making. An affirming environment, on the other hand, denotes practicing expressive and receptive languages, imbibing the sacred worth of class members, and celebrating diversity. Finally, a nurturing environment can be achieved through interdependence and care for the needs of everyone. These dimensions are inter-related and are not standalone. This paper advances that success in the diversified Philippine inclusive classroom context can be achieved through the interdependence of school community members. The question of the significance of the inclusive practices and principles should not be the primary concern of a particular context. Rather, involvement and interdependence to achieve an engaging, affirming, and nurturing environment matter. Ramifications to micro and macro integration of inclusion that support inclusive environments are also discussed.

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Utilizing Participatory Action Research to Build an Inclusive Classroom Community in France

10.1093/acrefore/9780190264093.013.1727 ◽

2021 ◽

Author(s):

Nicole Eilers

Keyword(s):

Action Research ◽

General Education ◽

Participatory Action Research ◽

Students With Disabilities ◽

Inclusive Education ◽

Classroom Community ◽

Inclusive Classroom ◽

Participatory Action ◽

Action Research Project ◽

Research Project

Inclusive education is increasingly prioritized in legislation and policy across the globe. Historically, the concept of inclusion within educational contexts refers primarily to the placement of students with disabilities in general education classrooms. More recent descriptions of inclusive education focus on ensuring that all children can access and participate in physical, social, and academic aspects of the classroom. However, a growing body of research suggests that students continue to experience exclusion even within educational contexts that express a commitment to inclusion. In France, a growing number of private, independent schools seek to create the inclusive environments that, despite the ministry of education’s initiatives focused on inclusion, the public school system does not yet provide. One such school engaged in a participatory action research project to create an inclusive classroom that responded to the evolving needs and interests of the community, resulting in a sense of belonging for all members. As all classroom community members (students, families, and teachers) participated in the project of creating an inclusive classroom, the elements of participatory action research allowed inclusion to become a flexible, ongoing, and reflexive practice of identifying and responding to contextually specific needs of classroom members. Approaching inclusion as a participatory action research project in the classroom offers a promising approach to moving beyond interpretations of inclusion that fail to actively address pervasive inequalities and their impact on classroom experiences.

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