The reason for the study is to explore how education systems can become more inclusive and equitable by drawing on international experiences. The study examines the challenges faced by schools in including all learners, particularly marginalized groups, and highlights the policy and practice shifts needed to address these issues. It aims to provide a framework for promoting inclusion by identifying barriers, supporting school-level reforms, and encouraging collaboration among stakeholders.
The International Move Towards Inclusive Education
International initiatives like UNESCO’s Education for All and the Salamanca Statement (1994) have emphasized the need for inclusive education, arguing that mainstream schools should accommodate all learners, especially those with disabilities. Inclusive education is supported by educational, social, and economic arguments, with research showing that it not only improves learning for all students but also helps create a more just and cost-effective education system. Despite global support for inclusion, many education systems still struggle with practical implementation, as they often lack clear policies, necessary resources, and teacher training to effectively support diverse learners.
A Whole-Systems’ Approach is Needed to Ensure That a School is Inclusive
The study used a qualitative research approach, drawing on international case studies and previous research to examine inclusive education policies and practices. It analyzed successful strategies and challenges from different countries to identify key factors that promote inclusion and equity in education. The study also proposed a whole-system framework to guide policy and practice improvements The study found that successful inclusion and equity in education require system-wide reforms that address policy, school culture, and teaching practices.
Countries that have made progress, such as Italy, Finland, and Portugal, emphasize clear policies, teacher training, and strong collaboration between schools and communities. A whole-system approach—where schools, policymakers, and communities work together—is essential for overcoming barriers to inclusion. The study also highlights the need for evidence-based strategies, teacher support, and leadership committed to fostering inclusive learning environments. Ultimately, achieving true inclusion requires rethinking education systems to ensure that all students, especially marginalized groups, can fully participate and succeed.
A Culture of Collaboration Needs to be Fostered in Schools
The discussion emphasizes that achieving inclusion and equity in education requires a system-wide approach that goes beyond individual schools and involves policy changes, teacher training, and community engagement. Successful countries have demonstrated that clear policies, collaborative practices, and data-driven decision-making are key to overcoming exclusion and improving student outcomes. The study also highlights that inclusion should not be seen as merely integrating students with disabilities but as a broader commitment to addressing all forms of educational marginalization. Additionally, teacher and school leadership support play a crucial role in driving inclusive practices, and fostering a culture of collaboration among educators, policymakers, and communities is essential for sustainable change.
Notable Quotes:
On the need for systemic change: “The move towards inclusion is not just about integrating students with disabilities but about transforming education systems to serve all learners.” . On the role of teachers: “Teachers are at the heart of inclusive education, yet many feel unprepared due to a lack of training and support.” . On the benefits of inclusion: “Inclusive schools do not just benefit marginalized students—they create better learning environments for everyone.”
Personal Takeaway:
Achieving inclusion in a school requires the effort of everyone involved in the school, including students, parents, teachers, administration and all staff. Everyone plays a part and they have to be unified in their vision. As the study mentioned, this vision will benefit not only students with learning differences, but everyone will benefit from this mindset.—Shekufeh
Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587
Inclusion, Online Learning
The reason for the study is to explore language teachers’ beliefs, knowledge, and practices regarding the education of learners with specific learning difficulties (SpLD) in various educational settings worldwide. The study aims to understand the challenges teachers face, their self-perceived readiness to teach SpLD learners, and the impact of the shift from face-to-face to online teaching on their practices. By analyzing teachers’ experiences, the research seeks to provide insights that can help improve the quality of language education for learners with SpLD and inform teacher training and professional development efforts
Teachers feel unprepared to support learners with specific learning difficulties
Teachers’ Preparedness and Training Research indicates that many teachers feel unprepared to effectively support learners with specific learning difficulties (SpLD) due to limited training. Some teachers perceive SpLD education as a specialized field requiring additional qualifications, leading to reluctance in adapting their teaching practices . Challenges in Differentiated Instruction While differentiated instruction is recognized as a key strategy for inclusive education, studies show that teachers often struggle with its implementation in mainstream classrooms. A lack of resources and professional development hinders their ability to modify lesson plans and assessments to accommodate SpLD learners . Impact of Teacher Beliefs on Student Outcomes Research highlights that teachers’ beliefs about SpLD influence their instructional approaches and students’ learning experiences. Teachers with positive attitudes toward inclusion tend to employ more effective strategies, while those with limited confidence in their ability to support SpLD learners may avoid making necessary instructional adjustments
Teachers are Training Themselves to Teach Students with Specific Learning Disorders
The study used a small-scale qualitative research design, collecting data through 45–60-minute video-recorded interviews with six TESOL teachers from different geographical regions (Europe, the Middle East, and Southeast Asia), along with samples of lesson plans and adapted teaching materials. Participants were selected using a convenience sampling method, ensuring they had experience teaching learners with specific learning difficulties (SpLD) in primary, secondary, college, or university settings. Thematic analysis was applied to the data to identify key themes related to teachers’ beliefs, instructional practices, and the impact of online teaching on SpLD learners The study found that teachers, regardless of geographical location, often felt underprepared to teach learners with specific learning difficulties (SpLD) due to limited training and resources. Despite this, many teachers engaged in self-education and informal training to improve their ability to support SpLD learners. Teachers employed various instructional accommodations, such as modifying materials, using multisensory techniques, and adjusting assessment methods to better meet students’ needs. The shift to online learning presented both challenges and benefits—while some teachers struggled with classroom management and student engagement, others found technology-assisted tools helpful for SpLD learners. The study concluded that increased professional development and collaborative efforts are essential for enhancing inclusive teaching practices for SpLD students
Online education has compounded teaching challenges
The discussion highlights that while teachers generally have positive attitudes toward educating SpLD learners, many feel unprepared due to insufficient training and rely on self-learning or informal institutional support. Teachers face challenges in identifying and addressing SpLD needs, as some educational systems do not differentiate between SpLD and non-SpLD learners in curricula and assessments. Despite these challenges, teachers adopt various accommodations, such as adjusting teaching materials, modifying assessments, and using technology-assisted tools to support learning. The shift to online teaching had mixed effects—some teachers found it harder to engage students and manage classrooms, while others saw benefits in assistive technologies like screen readers and subtitles. The study emphasizes the need for more structured teacher training, institutional support, and inclusive policies to enhance the education of SpLD learners
Notable Quotes:
On teachers feeling unprepared: “Many teachers feel they are not trained for that area [SpLD]. They’ve got this presumption that it’s like a very specialist area and if I haven’t got a qualification, I can’t do anything.” (Adam) . On the impact of online learning: “In an online environment, I lose a lot of [control over] my classroom management.” (Adam) . On the need for accommodations: “Dyslexic students struggle with their ability to understand terminology.” (Kamila) .
Personal Takeaway:
This study really highlights the need for teacher training in teaching students with specific learning difficulties, and I agree that this is an urgent need in the field of education. With the move towards more inclusive classrooms, teachers need to be trained to be able to effectively reach students of all learning styles, and be able to effectively understand their needs and teach them the required curriculum. – Shekufeh—Shekufeh
Afitska, O., & Said, N. E. M. (2022). Meeting the needs of learners with specific learning difficulties in online and face-to-face language classrooms: Teacher beliefs and practices. CEPS Journal, 12(4), 75–100. https://doi.org/10.26529/cepsj.1453
Inclusion
Parents play a vital role in identifying and cultivating talent for diverse gifted children, but their experiences and the barriers they face with schools and educational leaders are rarely studied.
Parental Experiences Related to Their 2E Children
Recent studies exploring parental perspectives and experiences of 2E children found some common themes, including parents experiencing challenges related to gifted identification and receiving appropriate services for their children’s dual exceptionalities. They often feel the need to advocate for their children’s learning needs.
Contemporary studies on parental experiences related to identifying and serving CLED-gifted children are limited. However, interviews with 15 parents of gifted African American children in a large school district in California revealed parents’ dissatisfaction with educational interventions for their children. They were concerned about whether teachers and administrators had been adequately trained to educate students of color. They actively advocated for their children by conducting research, navigating the educational system, and seeking out additional resources. Interpersonal and institutional racism were noted as barriers.
Parental Involvement in the Process of Identifying and Supporting 2E Children
Six focus groups were conducted with 39 parents of K-12 children from culturally, linguistically, and economically diverse backgrounds (CLED) and/or identified as twice exceptional (2E) at Cypress School District (pseudonym), a medium-sized, diverse school district in the Southwestern region of the United States. The focus group discussions were led using a semi-structured interview protocol. Thematic analysis and its six-phase approach were used to analyze data. The researchers aimed to understand:
How do district and school leaders engage parents of diverse students in the gifted identification process?
What barriers and challenges do parents of diverse students experience in navigating the gifted identification process?
How and in what ways do parents advocate for their diverse students in gifted education or advanced academic programs?
It was found that (a) the majority of parents advocated for their gifted and talented children, (b) a lack of consistent and comprehensive strategies by educational leaders to promote parent engagement, (c) disproportionate communication from district leaders rendered engagement efforts less effective, (d) GT identification remained problematic for some parents, and (e) front-line educators served a critical role in the bilateral relationship between school and family. Implications are discussed for researchers and educational leaders.
Support Tends to Decline as Students Get Older
Two themes were apparent from the analysis: parental-teacher trust and programming conflict. Findings suggested uneven experiences between grade levels and schools for parents of CLED and 2E students within the district, where bi-directional communication and engagement related to the Gifted and Talented program peaked in elementary school and gradually declined through middle and high school. This became particularly difficult for parents of high school students who noted different values in AP and Gifted and Talented courses.
Participants noted that school leadership played a large role in the strength of a gifted and talented program as their enthusiasm and commitment to the program had a significant impact on program quality and the level of parent engagement.
Notable Quotes:
“As one parent shared “I wasn’t part of the process; I was only a part of the end result.””
“Some parents perceived lack of information, irregularity of communication, and lack of transparency surrounding assessment processes and testing instruments as barriers.”
“Teachers frequently served as gatekeepers to testing.”
Personal Takeaway:
This article highlighted the importance of the home-school connection and the trust between teachers and parents. It is particularly useful for educators working in the gifted and talented field as they can reflect on how their practices relate to the home-school connection. It also serves as a call to middle and high school educators to examine their gifted and talented programming and how it can complement other programming options that students are taking. —Matt Browne
Mun, R. U., Ezzani, M. D., & Yeung, G. (2021). Parent Engagement in Identifying and Serving Diverse Gifted Students: What Is the Role of Leadership?. Journal of Advanced Academics, 32(4), 533-566.
The prevalence of depression among adolescents and early adolescents in China has received more attention in recent years. Few studies have examined the influence of both autonomy and relatedness support combined as a protective and corrective effect on depression. The authors find the Chinese context a “strong testing ground for the universal importance of the combined impacts of autonomy and relatedness support on depression.” The authors examine the trends in depression in a 3-year longitudinal study investigating the impacts of teacher autonomy and support and teacher-student relationships on students’ depressive symptoms.
How teachers can help students
Some studies have shown that teacher autonomy support can act as a protective factor against student depression. In a teaching context, this means providing students with choice, providing rationale for tasks, showing respect and allowing the expression of negative effects.
Again studies have indicated that positive teacher-student relationships act as a protective factor against student depressive symptoms, including enhancing students’ social competence.
The Chinese education context is characterized by high-stakes testing and exam systems and more authoritative teaching styles. This highly competitive system has caused unique features of depression in Chinese students. Meta-analyses suggest that contrary to the gender differences reported in Western cultures for Chinese primary and middle school students there are no significant gender differences in the prevalence of depressive symptoms. The great value that Chinese culture places on interpersonal harmony also means that the quality of interpersonal relationships exerted a stronger impact on depressive symptoms in Chinese adolescents than in their western counterparts.
“As indicated by this study, establishing a harmonious and autonomy-supportive school environment could benefit students in many ways and might reduce the potential risks of psychological problems. This implication is particularly meaningful in the schooling context, where the general teaching styles are less autonomy supportive.”
The importance of teacher autonomy support
This research is based on a 3-year longitudinal study. Data was collected as part of a large-scale educational assessment of all schools in the Mentou-gou School District, which is located in the western area of Beijing, China. In total, 1613 4th-grade students from 25 primary schools and 1397 7th-grade students from 14 middle schools were recruited during the baseline assessment in 2014. Tracking the same group of students, a second and third assessment was implemented in 2015 and 2016. “The results of this study revealed that for both the primary and middle school samples, teacher autonomy support and teacher–student relationships consistently buffered the students’ depressive symptoms over time.” These findings align with the conclusions from previous studies.
The importance of teacher-student relationships
Gender differences were only present in the primary school sample, with females having a lower initial score that increased significantly over time, compared to the male students whose scores declined over time. In middle school, depressive symptoms increased significantly with a similar rate of change regardless of gender, although females still maintained a higher baseline. The authors suggest that this is different from the Western cultural context (where female students were more likely to show a higher rate of increased depressive symptoms than their male peers) because of Chinese cultural influences. Female students who are more likely to follow and obey rules would receive more positive feedback from teachers and parents, and Chinese females typically academically outperform their male peers at this age, both of which could act as protective factors.
Students who had higher socioeconomic backgrounds reported lower levels of depressive symptoms. This finding is consistent with current research.
“The study confirmed the significant effects of teachers’ autonomous and supportive strategies on reducing students’ depressive symptoms in both primary and middle school.” In China, studies have found that interpersonal stress significantly predicted the depression levels of Chinese pupils. This implies that teacher-student relationships are an especially crucial factor in students’ development in a Chinese context, with a higher potential impact to offset students’ depressive symptoms.
“Therefore, schools should provide teachers with training programmes regarding need-supportive teaching strategies and enhance teachers’ awareness of the importance of mental health.”
“To empower students with more autonomy, teachers could provide students with opportunities to express their thoughts and make choices, show concern for students’ negative emotions, and use noncontrolling language during instruction. In addition, teachers could improve students’ sense of relatedness by listening, expressing care, and being available during difficulties.”
Personal Takeaway
This study serves as further research on the importance of positive student-teacher relationships and the benefits it has for teaching and learning as well as meeting a student’s developmental, emotional and academic needs. It also highlights the benefits of promoting student autonomy in the learning process. When students are given voice and choice they are more empowered, engaged, and connected to the learning environment, ultimately having positive impacts on both their academic and mental-wellbeing.
Taryn McBrayne
Summarized Article:
Zhang, D., Jin, B., & Cui, Y. (2021). Do teacher autonomy support and teacher–student relationships influence students’ depression? A 3-year longitudinal study. School Mental Health: A Multidisciplinary Research and Practice Journal. Advance online publication. https://doi.org/10.1007/s12310-021-09456-4
This study seeks to understand how teachers’ knowledge of socio-emotional learning translates to students with disabilities’ empowerment and participation in school, and how the COVID-19 pandemic has affected it.
Using SEL To Build Students Up
A school-wide approach to social-emotional learning (SEL) is beneficial to improve outcomes for all students. Students with learning needs may struggle with confidence and self-awareness, which can impact their efficacy and advocacy. SEL approaches, such as building positive and collaborative relationships with students, can affect academic performance by helping students develop their self-awareness and self-advocacy. SEL needs to be explicitly taught to students instead of expecting them to display these skills.
Positive SEL Strategies To Make Students Feel Safe at School
The researcher used a qualitative research design using a constructivist philosophical worldview. This allowed reflection from the study participants to make meaning of their understanding of socio-emotional practices. The researcher interviewed six participants; parents and educators (teachers and administrators) from different public schools in North Carolina.
Three themes emerged from the study. One was how individuality should be normalized as it fosters intrinsic motivation. Trust and respect are crucial for students to be comfortable being risk-takers. Finally, research participants widely identified how, for students with disabilities, “fitting in” acts as a prerequisite to learning. If students don’t feel a sense of belonging, it directly affects their learning. All the teachers in the study practice aspects of SEL learning to some degree, whether formally through a program or informally through their own strategies. These strategies included conversations, actively connecting with the students, and intentional grouping. Parent interviewees have seen the positive effect of these SEL practices on their children. The author also found the importance of understanding student triggers and aspects of safety.
The Power of Intrinsic Motivation
Intrinsic motivation plays a huge role in students doing well in the classroom. Understanding strengths and opportunities for growth and building a community that appreciates this help students feel a sense of belonging and are motivated to participate in their learning. A trusted space allows students to take more risks and share their learning when they know they are respected and have positive, collaborative relationships with their trusted adults. In sum, students’ needs may vary based on their current levels of academics, behavioral challenges, emotional needs, or some other factor, but when they can understand that in the milieu of diversity each person has strengths and important contributions to make to the community, students with disabilities more often find the intrinsic motivation to engage with their learning as opposed to being dependent upon external rewards or punishments. This can be done through informal or formal SEL practices.
Notable Quotes:
“While the existing literature is extensive, a gap emerged around whether there are specific foundational qualities of students with disabilities that lead them to be better self-advocates, and how teachers’ understanding of social-emotional learning influences their teaching practice.”
“This goes beyond creating a positive classroom community – it is within the more individualized and personal relationships; students need to know that their teachers are listening and that they care, which leads them to be more willing to reach out for help, attempt to answer questions, and feel seen as an individual.”
“When they become motivated by the way they feel as a part of their classroom community, they are building the intrinsic motivation that will continue to guide them forward in making an effort to do well in school.”
Personal Takeaway
This research resonates significantly with the heart of special education-catering to the individual needs of the student as a whole. The research cited in this study showcases the importance of socio-emotional learning and how it impacts academics. The reflections of the participants affirm it as well. Little things such as check-in conversations and building self-advocacy skills in class can go a long way in creating a brave space for students to become intrinsically motivated. It is also important to note that these SEL skills should be explicitly taught to help students with disabilities cope with challenging situations. Schools need to consider training for staff so that there is consistency with practice. All students can benefit from SEL, and a school-wide approach will positively impact all students and their learning – Nika Espinosa
Tagawa, C. (n.d.). The Relationship of Social-Emotional Learning and Self-Advocacy for Students with Disabilities. https://doi.org/10.33015/dominican.edu/2021.edu.09
The purpose of the study is to understand the extent to which research based on observation provides compelling evidence to support common practices related to current observational research. It also looks at how reporting of that evidence has changed over the years, and how scholars reading these studies could determine whether the validity of the evidence would support their intended uses.
A Summary of Previous Research
In the analysis of research articles on the subject of research based on observation, the articles reported descriptive rather than evaluative data, meaning that they intended to capture features of what was happening in the classroom(s) (e.g., number of times teachers provided feedback) without explicitly evaluating the quality of instruction. Thirty-eight studies took place in inclusive general education classes, 43 in self-contained special education classes, and 15 across both types of classes.
Findings of Previous Research Studies
The study sought published, peer-reviewed studies from 1975 to 2020, seeking observational research that targeted in-service teachers in K–12 settings serving students with disabilities. Some of the criteria included: a focus on in-service teachers of students with disabilities; systematic classroom observations employed, with a focus on teachers’ classroom activities; and observations conducted in natural school settings. Most of the studies did not take steps to prevent observation bias, and many observers were not trained beforehand in the skills needed to perform the observation. Many studies were found to under-represent participant groups. Only one observation was found that focused on teachers of students with autism spectrum disorder and none for attention deficit hyperactivity disorder.
Planning for Future Research
Only observations in naturalistic settings (i.e., not intervention studies) were used in this study, and the results may have been different if other types of studies had been included as well. The study also did not examine the stated purposes of the studies, because each one had a different purpose.
Notable Quotes:
“Findings from observational research are often used as catalysts for intervention studies and as justifications for policy decisions (e.g., increased use of inclusive settings).”
“Improvements in technology and increased expectations for transparency in research methods combined with the availability of online supplemental materials in publication should lead to improved reporting in future observational studies.”
“Classroom observation research plays an important role in policy, practice, and scholarship for students with disabilities.”
Personal Takeaway
This study helped to highlight what aspects are necessary in order to conduct a research project based on observation of students, or a class, especially in the field of special education. As a special education teacher, I can take into account the criteria shared in this study to improve my teaching practice and welcome observation from colleagues in order to receive valuable feedback on my teaching methods.
Shekufeh Monadjem
Summarized Article:
Rodgers, W. J., Morris-Mathews, H., Romig, J. E., & Bettini, E. (2022). Observation Studies in Special Education: A Synthesis of Validity Evidence for Observation Systems. Review of Educational Research, 92(1), 3-45.
The number of students with registered disabilities enrolling in colleges and universities across the United States is continuing to increase, speaking to the myriad of improvements and advancements in technology, legislation, and treatment over the past few decades. Such advances have resulted in the creation of more inclusive learning environments for individuals with disabilities and have improved overall access to higher education. However, students with disabilities continue to face barriers when it comes to integrating in postsecondary institutions. Campus counseling centers have been suggested as a positive way to provide support for students with disabilities who are experiencing academic and/or psychological distress, yet little is known about the use or effectiveness of these services. O’Shea et al.’s (2021) study serves to close this research gap by determining the effectiveness of campus-based individual counseling for students with disabilities.
To disclose disabilities, or not?
While there is an overall hesitation for students to disclose their disability to their college/university, the impact of social and structural stigmatization on students’ reluctance to disclose may be more pronounced for students with certain types of disabilities. On U.S. campuses, psychiatric disabilities (commonly including disorders such as depression, bipolar, anxiety, or schizophrenia) continue to be the largest and fastest growing sub-category of disability amongst college students (Americans With Disabilities Act, 2018), and yet are also often surrounded by the most stigma.
Research indicates that “students with disabilities are at a higher risk in comparison to their peers of experiencing mental health issues on campus, including increased rates of anxiety, academic distress, suicidality, and self-injury (Coduti et al., 2016).” Such statistics further emphasize the need for accessible and high-quality support services on campus.
The effect of therapy on students with disabilities
This academic study was conducted over the span of three years (2016 – 2019) using data gathered from the Center for Collegiate Mental Health (CCMH) — a practice-research network involving multiple stakeholders across more than 600 college and university counseling centers (UCCs) in the United States. Participants were grouped into one of three categories based on a Standardized Data Set (SDS) — students with only psychiatric disabilities, students with disabilities other than only psychiatric disorders, and students with no disability, with the average age being 21.88 years old at the time of their first counseling session. Participants completed a multidimensional self-report questionnaire known as the Counseling Center Assessment of Psychological Symptoms (CCAPS-62) over the course of their treatment to assess any changes in symptoms.
The authors of the article hypothesized that “clients with disabilities would demonstrate significantly lower levels of improvement over the course of therapy than clients without disabilities.” Based on the results of the study, such a hypothesis was correct in that “while students across groups saw a reduction in psychological and academic distress over the course of treatment, students with disabilities experienced less reduction in psychological and academic distress than their non-disabled peers.”
Different levels of academic distress in the student body
According to the gathered data, students with and without disabilities present to counselors with similar levels of psychological distress during their time at college. With that said, levels of academic distress are much higher amongst students with disabilities in comparison to those without. Although reasons for higher levels of academic distress cannot be certain and are largely based on the individual, research has pointed to factors such as negative past experiences with academic tasks and/or instructors serving to reduce self-efficacy (Brockelman, 2009; Gorges et al., 2018; Hartley, 2010) and holding negative beliefs about personal agency in learning thus impeding engagement and motivation (Eccles & Wigfield, 2002). In the discussion, it was noted that students with psychiatric disabilities present higher levels of distress than students with other disabilities and those without disabilities. This information emphasizes the importance of understanding the source of distress for students in order to provide appropriate support and ultimately work towards improving mental health and postsecondary outcomes for these individuals.
Ways forward
O’Shea et al’s. research helps to inform best practices when it comes to counseling practitioners who work with students with disabilities. Therapists should do their best to research and be aware of the various issues and complex challenges that students with disabilities may face, including the social, academic, and personal factors that are involved in the transition to college and adulthood. As students experiment with their newfound independence and begin to navigate their sense of identity, “counselors should include in their approach a consideration of the challenge students with disabilities may be facing in terms of navigating complex issues surrounding disability disclosure, the negotiation of intersectional identities, and use of services. As the number of students with disabilities on college campuses continues to grow, postsecondary institutions may also consider providing additional training to counselors to “improve familiarity and effectiveness in working with students with disabilities.” In particular, additional training for supporting students with psychiatric disabilities is recommended given the higher risk for self-injurious and suicidal behavior (Coduti et al., 2016).
Additional research is needed to further explore and understand the various lived experiences, concerns, and barriers to postsecondary education for students with disabilities in order to appropriately inform targeted interventions and approaches to treatment. It is also important to note that the current study categorized participants’ disability type and status based on whether or not their disability was registered with the university office of disability services. Therefore, the academic study is limited in that it does not capture students who do not disclose or register their disability with their university, and may underrepresent or miscategorize those students with disabilities as a result.
Notable quotes:
1. According to research, “less than one-quarter of students with disabilities in college choose to disclose their disability and make use of disability support services” (Newman et al., 2009), and “fewer than 10% of students with psychiatric disabilities choose to disclose their disability to the university and register with the ODS (Megivern et al., 2003) as the stigma surrounding psychiatric disabilities continues to be pervasive within and outside of academia (Collins, 2000; Stuart et al., 2020).”
2. “Prior research has suggested that students with disabilities are more likely to experience increased pressure in college as students navigate issues surrounding disability, identity, and disclosure in the context of new challenges in the academic and social domains (Cawthon & Cole, 2010).”
3. “Additional research is needed that further explores therapist perceptions of clients’ disabilities among those with visible and non-visible disabilities. Understanding therapists’ perceptions of students with disabilities and various types of disabilities (i.e., visible vs. non-visible) will help to inform training and treatment approaches. There is some evidence to suggest that counselors may be less comfortable or have less confidence working with clients with whom they perceive as having a disability (i.e., the disability is more obvious or visible; Parritt, & O’Callaghan, 2000). Therapists’ perceptions of clients’ disability status may impact treatment goals and expectations, in-session decision-making, and therapist self-efficacy and confidence (Barrett et al., 2013).”
Personal Takeaway
Providing increased access to counselling and treatment services on college and university campuses is a step in the right direction in terms of delivering appropriate support and creating an inclusive learning environment for students with disabilities. However, it is also important to recognize that students must be willing to take the first step to access such services. Part of helping our students become self-directed learners is supporting their self-advocacy and help-seeking skills. Providing opportunities for students to advocate for themselves and their needs throughout their elementary, middle and secondary school years, serves as a positive way to reinforce the value and importance of asking for help when you need it—an essential skill when making the transition into college life, newfound independence, and adulthood. Thus, as a special education teacher, I will continue to seek out ways in which I can empower students to take ownership of their learning and model help-seeking behaviors as a way to support the transition to postsecondary education.
Taryn McBrayne
Summarized Article:
O’Shea, A., Kilcullen, J. R., Hayes, J., & Scofield, B. (2021). Examining the effectiveness of campus counselling for college students with disabilities. Rehabilitation Psychology, 66(3), 300–310. https://doi.org/10.1037/rep0000349
The study by Kozibroda et al. (2020) was conducted as a meta-analysis of research into the practice and innovations of inclusive education following a noteworthy increase of inclusive classes and a rise in the number of teaching assistants within the Ukrainian education system from 2016-2019.
Diverse Approaches and Definitions of Inclusion
Throughout their meta-analysis, the authors report various approaches to and definitions of inclusion on national levels across Europe. However, they found the following common ground for effective inclusion:
Inclusive culture as the creation of a trusting environment.
Inclusive policy includes innovative teaching methods and the development of teachers’ competences to support the diversity in students’ education and needs.
Inclusive practice encompasses training and mobilization of resources such as technical equipment and sufficient classroom space.
Nonetheless, inclusive education rises and falls with “the availability of resources and the level of provision of human resources determines the level of perception of inclusive education by teachers.”
The Role of School Management in Creating a Culture of Inclusion
The authors highlight that a combination of open mindedness, communication, teacher training, parental involvement and mobilization of resources can allow for successful inclusive practices and strategies within schools and their context. The willingness to integrate students with special educational needs and disabilities must be modeled, financed, and supported by the school’s management to create a culture of inclusion.
Notable Quotes:
“ Inclusion is a process of comprehensive provision of equal access to high-quality education of children with special educational needs through the organization of education in general educational institutions, using individualized teaching methods and taking into account the educational and cognitive activities of children.”
“An integrated approach provides the introduction of innovations in inclusive education in the following elements of the educational system, namely: the concept (strategy) that defines the model, external preconditions and stages of inclusion; a school that defines the internal prerequisites for inclusion; a community. A differentiated approach is used in combination with the integrated one in order to identify the internal prerequisites for inclusion: values, beliefs and attitudes of teachers, and the competence of educators.”
Personal Takeaway
A rise in the numbers of students with disabilities in mainstream schooling has led to an increase in practices of inclusion. This study aimed to identify effective practices, proving that all stakeholders are responsible for effective provision for students whilst teacher efficacy and training are integral to the success of inclusive practices and cultures. This resonates greatly with my own practice because a child-centered approach rooted in transparent communication with all stakeholders and the common aim to identify and implement best practice for the child within the given context are the pillars of my own practice.
Frankie Garbutt
Summarized Article:
Kozibroda, L. V., Kruhlyk, O. P., Zhuravlova, L. S., Chupakhina, S. V., & Verzhihovska, О. M. (2020). Practice and innovations of Inclusive Education at school. International Journal of Higher Education, 9(7), 176. https://doi.org/10.5430/ijhe.v9n7p176
This study was conducted in order to identify practical ways for teachers to create a socially inclusive environment for children who demonstrate persistent challenging behaviors (PCBs) and/or who have social-emotional delays.
Main Reasons for the Challenging Behavior
The existing research suggests that there are two main reasons why some children demonstrate persistent challenging behaviors:
1) They are enrolled in school before they have developed the social-emotional readiness for the demands of group care, including managing emotions and getting along with peers.
2) They have delays in other developmental areas, such as play skills, speech and language development, and motor development.
Furthermore, there is a growing body of evidence to show that children who demonstrate PCBs are vulnerable to significant long-term effects from exclusionary disciplinary practices such as suspension and expulsion, along with a higher risk of academic difficulties leading to grade retention. Children who engage in PCBs typically find the social-emotional skill gap widening as they progress through school.
Recommendations for Working With Children With Challenging Behavior
This paper puts forth the authors’ recommendations, based on extant research, on the best practices that early childhood teachers can adopt to create an inclusive, prosocial environment for children with PCBs. They describe interventions that can be put into practice immediately, including example “scripts” for how these can be rolled out in the classroom. The authors recommend the following classroom-based supports for working with children who engage in PCBs:
Ensure equitable and active participation for these children in the social milieu of the classroom through facilitation of the appropriate social interactions. This must be explicitly modeled by the teacher through role play, ideally utilizing the child who struggles with PCB as a partner so that their peers view them as an example of prosocial behavior.
During any social skills instruction, teaching should take place in three phases: first, the teacher introduces the expected behavior and explains its importance; second, the teacher models the social skill and allows the children to practice it; and third, the teacher provides ongoing corrective feedback and behavior-specific praise.
Classroom activities should be carefully planned to incorporate a variety of social interaction types and to be inclusive of children who demonstrate PCBs. Considering the background experiences of these children as well as their interests and abilities can make or break participation. Equally important is creating a physically intuitive and well-organized classroom that allows for both large- and small-group activities.
The Benefits of Creating an Inclusive Environment
Teachers who seek to create a socially inclusive environment – meaning one that actively integrates children with PCBs into the classroom community, ensures that they have equitable opportunities to participate in social activities, and promotes positive and reciprocal social relationships with peers and adults alike – can expect to see a decrease in PCB.
With this in mind, researchers and policy-makers would do well to consider the professional development needs of early childhood educators, providing more opportunities for teachers to engage in training specific to the social inclusion of children with PCB.
Notable Quotes:
“As children age, the skill gap related to social-emotional functioning widens for children who engage in PCBs, leaving them at higher risk of being referred to special education and/or retention.”
“Despite the use of exclusionary disciplinary practices with children, there is no evidence to show that they decrease PCBs (Meek et al., 2020). Instead, the consequence of suspension on children who engage in PCBs is decreased time in the classroom (Loson and Gillespie, 2012) which can be detrimental to their social-emotional development (Skiba et al., 2014).”
“Schools and classrooms that promote positive climates report lower rates of PCBs and suspensions, which is important for children to feel welcomed and have an environment where they are able to develop prosocial behaviors (Farmer et al., 2018; Merritt et al., 2012; Skiba et al., 2014).”
Personal Takeaway
The notion that children benefit from discrete and explicit instruction for social skills is not new, but one that truly benefits from repeating. The current paper presents highly practical advice for teachers seeking to implement this type of instruction in their classrooms, with details on when and how such teaching could take place. Early childhood educators may be reassured to know that these techniques, which may be familiar to them already, are backed by rigorous research evidence. I would argue that these strategies can also be applied to older struggling students.
Akane Yoshida
Summarized Article:
McGuire, S. N., & Meadan, H. (2022). Social Inclusion of Children with Persistent Challenging Behaviors. Early Childhood Education Journal, 50(1), 61-69. https://doi.org/10.1007/s10643-020-01135-4.
Within American school districts, there is a call to reimagine what inclusive education looks like to respond to the overall need for equity. As a means to initiate this transformation, the study seeks to assess the current understandings of inclusive education amongst a triad of stakeholders (school administrators, special educators and general educators) in order to outline next steps for creating inclusive schools.
Inclusive Practices in Planning Professional Development Opportunities
School administrators play a significant role in ensuring that all stakeholders in the school commit to equity, including all staff, parents/guardians, and students. Thus, when planning professional development opportunities, school leadership must carefully consider how both general and special educators can be collaboratively involved in professional learning contexts regarding inclusive practices. However, it is also important to acknowledge that it takes time for inclusive practices to become institutionalized (5 or more years) and administrators should be prepared to encounter some level of resistance given the disruptions to the status quo, including but not limited to shifts in power dynamics, established practices, and the role of the teacher as an expert to a learner. All members of the school community must be willing to grow, experiment, and learn in order to initiate positive changes in the area of inclusion.
Feedback From General Educators vs Special Educators
Ricci, Scheier-Dolberg, & Perkins’ study surveyed K-12 administrators, special educators, and general educators from 21 U.S. schools across 9 districts in Southern California and Las Vegas areas. The participants worked in both charter and public schools. Through the collection of written responses to a series of questions, the researchers were able to identify emerging themes that served as part of their qualitative analysis. The study revealed that all stakeholders agreed that inclusive education prioritizes focusing on every learner as an individual, emphasizing practices that are centered around relationship building, providing appropriate accommodations and modifications, and meeting the needs of all learners. However, special educators were amongst the most to comment on this theme as important compared to general educators and administrators. Other significant themes that arose from the results included: a focus on the school, focus on the content, focus on instruction, focus on providing support for teachers, focus on personal characteristics, and a focus on collaboration.
Collaboration Needed Between Different Departments in a School
As discussed in the article, “collaboration between administrators, general educators, and special educators is needed to understand the frames of reference (e.g. the beliefs, values, experiences, and expectations that affect how individuals perceive and react to situations) that each stakeholder brings to the school and how these assets can be leveraged to promote inclusive practices.” Ricci et al. highlight that schools must move away from the idea that inclusion is the sole responsibility of special educators, but rather that inclusion is a shared practice across the school community. Thus, professional development opportunities that encourage stakeholders to reflect on their own practices and see inclusion through the perspectives of one another must be provided to achieve the goal of fully inclusive schools.
Notable Quotes:
“We believe that it is important to cast aside this rigidity in role-based responsibilities to move all stakeholders toward taking ownership for all aspects of schooling and for all students. This calls for special educators to become content experts as well, just as general educators should increase their skills in differentiation of instruction for all learners.”
“Despite the importance of collaboration among stakeholders for promoting inclusive practices, it is noteworthy that focus on collaboration with others was the theme least often mentioned. This finding lends itself to the question of who is ‘in charge’ of collaboration? This highlights the importance of administrators taking a stronger lead in facilitating crucial conversations between general and special educators to promote inclusive practices at their school sites.”
“Our schools are in urgent need of transformational leadership approaches that bring all adults in a school building together to seek solutions to barriers to teaching and learning for all students, regardless of ability.”
Personal Takeaway
As a special educator, collaboration is a key part of providing effective support for my learners. Working in partnership with administrators, general educators, educational professionals, students, and their families, creates the strong foundation needed to support positive learning outcomes. Therefore, as the article suggests, providing increased professional development opportunities for various stakeholders to exchange ideas and practices regarding inclusion will likely strengthen the overall inclusivity of the school community, positively impacting student performance and wellbeing. As special educators, we must advocate for inclusion and help to create a space for members of our school communities to embark on this professional learning journey alongside us — a point strongly emphasized in Ricci et al’s. article.
Taryn McBrayne
Summarized Article:
Ricci, L., Scheier-Dolberg, S., & Perkins, B. (2022). Transforming triads for inclusion: understanding frames of reference of special educators, general educators, and administrators engaging in collaboration for inclusion of all learners, International Journal of Inclusive Education, 26(5), 526-539, DOI: 10.1080/13603116.2019.1699609.
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