inclusive education
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2022 ◽  
Nadezhda V. Shuvalova ◽  
Svetlana V. Lezhenina ◽  
Galina F. Gubanova ◽  
Elena A. Denisova ◽  
Alexander V. Moskovsky ◽  

2022 ◽  
Vol 11 (1) ◽  
pp. 24
Kelum A. A. Gamage ◽  
Nora Munguia ◽  
Luis Velazquez

For decades, sustainability researchers have tenaciously insisted on transforming higher education institutions into more sustainable and inclusive campuses. Yet, as the 2030 agenda seems unlikely to be achieved, universities are struggling to meet the fourth Sustainable Development Goal (SDG 4) before the 2030 deadline. In addition, the post-COVID-19 era demands quality and inclusive education that entails care for students experiencing high stress levels. So far, most of the significant achievements are within the environmental or economic dimensions of sustainable development, but strengthening the social dimension is still one pending task. The importance of happiness to sustainability initiatives on campus, and beyond, deserves further research. To this end, this article offers insights into incorporating the sustainability–happiness nexus into sustainable universities to enhance the social dimension of sustainability. COVID-19 reminds sustainability academics and stakeholders that teaching technical and scientific knowledge is necessary to become more sustainable. Still, it is not sufficient to achieve the goals in the 2030 agenda. Providing inclusive and sustainable quality education will be reached when more sustainable universities consider happiness the ultimate goal of human development.

2022 ◽  
Vol 31 (1) ◽  
Susanne Miesera ◽  
Laura Sokal ◽  
Nicole Kimmelmann

This study reports on a cross-national comparison of inclusion-oriented teacher-education programs. Canada and Germany have implemented inclusion in teacher education with the aim of improving inclusion in schools. Previous studies have shown the importance of latent characteristics of prospective teachers for the successful implementation of inclusion in schools and have pointed to the role of inclusion-oriented teacher education in developing these teacher characteristics. To measure potential changes in attitudes, intentions, concerns, and self‑efficacy, 132 student teachers from Germany and Canada were surveyed before and after a course about inclusive education. Internationally validated scales were used: Attitudes towards Inclusion Scale (AIS), Intention to Teach in Inclusive Classroom Scale (ITICS), Concerns about Inclusive Education Scale (CIES), and the Teacher Efficacy for Inclusive Practices scale (TEIP). The results of the German and Canadian groups differed: while significant changes in self-efficacy occurred between the first and second measurement points in both countries, the outcome for other factors varied. Significant changes in intentions to use inclusive teaching practices were found in Canada but not in Germany. The results are discussed in the context of the role of teacher-education programs in fostering inclusive teaching practices.

PLoS ONE ◽  
2022 ◽  
Vol 17 (1) ◽  
pp. e0262625
Shirli Werner ◽  
Thomas P. Gumpel ◽  
Judah Koller ◽  
Vered Wiesenthal ◽  
Naomi Weintraub

Jun (AJ) Ai ◽  
Jihong Zhang ◽  
Eva Horn ◽  
Hao Liu ◽  
Jingjing Huang ◽  

Abstract The purpose of this study was to understand the status and influential factors of preschool teachers' attitudes towards inclusive education, given the evidence that attitudes predict successful inclusion for young children with or at risk for developmental delays or disabilities. We translated the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES, Mahat, 2008) to Simplified Chinese (MATIES-C). We then administered the MATIE-C to a representative sample of in-service preschool teachers (N = 481) in Beijing, China. The confirmative factor analysis and reliability tests suggested an acceptable construct validity and internal reliability of the MATIES-C. We also found preschool teachers in Beijing held positive attitudes towards inclusion across cognitive, affective, and behavioral dimensions of attitudes. The ANOVA results indicate teachers' experience and knowledge about children with disabilities had statistically positive associations with favorable attitudes. Preschool area, teacher age, and educational background were also found to have a statistically significant impact on teacher attitudes.

2022 ◽  
pp. 1-17
Cecilia Latorre-Cosculluela ◽  
Sandra Vázquez-Toledo ◽  
Marta Liesa-Orús ◽  
Julia Ramón-Palomar

2022 ◽  
pp. 089202062110697
Mayamin Altae

This article addresses the professional challenges faced by teacher leaders in Iraq. The country is beginning to emerge from a period of political unrest and violent threats to personal safety. This has seriously affected the educational provision; nowhere more so than in Mosul, Iraq's third-largest city. The article examines three issues: how teacher-leaders describe and understand their empowerment to build inclusive education systems in the post-conflict city; how professional learning communities can support inclusive practices to optimise students’ learning and build community cohesion; and what role digital skills can play in the modernisation of an inclusive Iraqi curriculum. The naturalistic enquiry approach draws on interview data from two teachers, two headteachers and two inspectors; the latter work directly with the Iraqi Ministry of Education and local communities. The findings show that, as teacher leaders reframe their understanding of the role of educational leaders in the changing context of Iraq, they become better empowered to build sustainable learning communities. Digital skills are crucial in supporting learning within and beyond the school curriculum.

2022 ◽  
Vol 6 ◽  
Markus Gebhardt ◽  
Michael Schurig ◽  
Sebastian Suggate ◽  
David Scheer ◽  
Dino Capovilla

The individual-medical concept of disability, whereby disability is believed to be caused by some intractable impairment, is perhaps the most widely held view in society. However, other concepts exist with which teachers in inclusive schools should be familiar (e.g., social, systemic), to better inform teacher behavior, attitudes and understanding. We therefore developed an instrument to capture education students’ concepts of disability. We constructed the questionnaire according to four theoretical models of disability (individual-medical, social, systemic, and cultural concepts), which are commonly used in inclusive teacher education, and validated this on a sample of 775 education students. Additionally, we administered the Attitudes towards Inclusion Scale (AIS) and measured key demographic variables. The instruments, data and analysis code used are available online at After dropping redundant items, a shortened form of the questionnaire contained 16 items, with satisfactory psychometric values for scales pertaining to four concepts of disability (CFI = 0.963, TLI = 0.955, RMSEA = 0.037, SRMR = 0.039). These four concepts of disability showed small correlations with the AIS, indicating that our questionnaire measured an independent construct. The more experience education students had with disability and the more courses they had attended on inclusive education, the more likely they were to agree with the social concept of disability. The questionnaire shows promise in measuring concepts of disability and might be used to stimulate students’ critical reflection during teacher education.

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