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16 pages, 3019 KiB

Open AccessArticle

Linguistic and Communicative Diversity in Inclusive Settings—Effects, Challenges, and Opportunities

by Ulrich Stitzinger

Educ. Sci. 2025, 15(2), 157; https://doi.org/10.3390/educsci15020157 - 27 Jan 2025

Viewed by 466

Abstract

Diversity is understood as a significant advantage for inclusive learning. However, the questions of whether linguistic and communicative diversity in the classroom is truly beneficial and whether mutually linguistic support is effective between students with and without language impairments have not yet been [...] Read more.

Diversity is understood as a significant advantage for inclusive learning. However, the questions of whether linguistic and communicative diversity in the classroom is truly beneficial and whether mutually linguistic support is effective between students with and without language impairments have not yet been answered comprehensively. Therefore, within the research project ‘LINUS—Learners in Inclusive Settings’, interactions between children (n = 48; aged 6 y 7 m to 7 y 7 m) in dyads in primary school were videotaped and micro-sequentially analyzed. The pairs of children were engaged in a 15 min playful framework within a quasi-experimental design. Based on quantitative language corpus analyses, the occurrence of linguistic elements was compared between pairs of children with (a) typical age-appropriate language acquisition, (b) developmental language disorders, and (c) heterogeneous settings with respect to backgrounds of language acquisition. Additionally, quantitative coding was used to analyze how often linguistic elements were productively imitated from one child to the other in different peer settings. The results show that there is a higher potential for mutually motivated communication and more resources for linguistic support in mixed dyads. From this study, specific principles for teachers and students can be drawn to foster linguistic support between children in the context of diversity. Full article

(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)

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14 pages, 916 KiB

Open AccessArticle

The Importance of Positive Attitudes Toward Disability Among Future Health and Education Professionals: A Comparative Study

by Luisa Gámez-Calvo, Jesús Muñoz-Jiménez and Margarita Gozalo

Educ. Sci. 2025, 15(1), 61; https://doi.org/10.3390/educsci15010061 - 9 Jan 2025

Viewed by 910

Abstract

Understanding and embracing positive attitudes toward disability are crucial for inclusive practices. Universities play a key role in shaping these attitudes, making higher education critical for promoting inclusion and understanding diversity. This study investigates the influence of career selection and academic progression on [...] Read more.

Understanding and embracing positive attitudes toward disability are crucial for inclusive practices. Universities play a key role in shaping these attitudes, making higher education critical for promoting inclusion and understanding diversity. This study investigates the influence of career selection and academic progression on university students’ attitudes toward disability and the associated impact on their future professional practices. A total of 446 university students from Extremadura, studying across physical activity and sports science, occupational therapy, and early childhood education, participated in this comparative study. The Spanish Attitudes Toward People with Disabilities Scale for Professionals was administered to students in their first and final years of study. The results revealed significant variations in attitudes toward disability among the different disciplines and academic years. Early childhood education and occupational therapy students exhibited more positive attitudes compared to physical activity and sports sciences students in their first year. The attitudes improved significantly across all the disciplines from the first to the final year, with notable positive changes among early childhood education and occupational therapy students. This study highlights the role of educational pathways and practical experiences in fostering positive attitudes. Tailored coursework and practical training can promote better healthcare and inclusive educational practices in future health and education professionals. Furthermore, this study highlights the need to improve the approach to competences in the analyzed university programs. Full article

(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)

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17 pages, 2039 KiB

Open AccessArticle

Overcoming the Challenges of Including Learners with Visual Impairments Through Teacher Collaborations

by Manis Maesala and Ferreira Ronél

Educ. Sci. 2024, 14(11), 1217; https://doi.org/10.3390/educsci14111217 - 4 Nov 2024

Viewed by 1149

Abstract

In this article we report on a study undertaken with 255 teachers working with learners with visual impairments. The focus of our discussion is teachers’ implementation of inclusive education policies with learners with visual impairments in full-service schools in South Africa. We foreground [...] Read more.

In this article we report on a study undertaken with 255 teachers working with learners with visual impairments. The focus of our discussion is teachers’ implementation of inclusive education policies with learners with visual impairments in full-service schools in South Africa. We foreground the ways in which the teacher participants relied on teacher collaborations to overcome some of the challenges they faced as a result of limited resource provisions in schools in this country. We implemented an instrumental case study design and followed the approach of participatory reflection and action (PRA). The sample included teachers (n = 255) from seven full-service and ten special schools from five provinces in South Africa. In addition, 50 expert stakeholders who work in the field of visual impairment were involved. For data generation and documentation, we utilised PRA-based workshops, the observation-as-context-of-interaction method, audio-visual techniques, field notes, and reflective journals. The findings of our research confirm that full-service schools face distinct challenges regarding limited resources as well as teachers that are inexperienced to accommodate learners with visual impairments. Even though the teachers in our study were initially reluctant to implement inclusive education practices, their collaboration with fellow teachers and other informed stakeholders enabled them to address some of the challenges they experienced and implement inclusive practices. They subsequently formed a team and learnt from one another to facilitate positive changes through the implementation of inclusive practices, thereby following a socio-ecological approach to inclusive practices in full-service schools in South Africa. Full article

(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)

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15 pages, 238 KiB

Open AccessArticle

Supporting Learners with Mild Intellectual Developmental Disorders with Career Development in Mainstream Schools

by Paballo Dichaba, Margaret Funke Omidire and Maximus M. Sefotho

Educ. Sci. 2024, 14(11), 1200; https://doi.org/10.3390/educsci14111200 - 31 Oct 2024

Viewed by 874

Abstract

Many learners with mild intellectual developmental disorders (IDD) in mainstream primary schools in the Free State Province of South Africa require support to maximise their learning potential and prepare them for work post-school. In this study, a qualitative approach and Critical Disability Theory [...] Read more.

Many learners with mild intellectual developmental disorders (IDD) in mainstream primary schools in the Free State Province of South Africa require support to maximise their learning potential and prepare them for work post-school. In this study, a qualitative approach and Critical Disability Theory were used to explore the experiences of education stakeholders (teachers, parents, and principals) in how schools support the career development of learners with mild IDD in mainstream schools. There were 25 participants in this study, and data were collected through interviews, focus group discussions, and demographic questionnaires. The findings indicated that teachers were optimistic that learners with intellectual developmental disorders could thrive if identified early and provided with specialised support services. The findings also showed that teachers had low self-efficacy regarding their training on inclusive education practices and had limited knowledge about career development services. All the participants were optimistic that learners with mild IDD could participate in the labour market if they were taught work-related skills at an early age. It is recommended that stronger collaborative partnerships should be developed between stakeholders to promote inclusive support interventions, transform teaching approaches, and equip mainstream teachers with the required skills. Full article

(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)

13 pages, 238 KiB

Open AccessArticle

Evaluating the Socioecological Classroom in Full-Service Schools: A Whole-School Approach to the Inclusive Education Context in South Africa

by Sifiso Emmanuel Mbelu and Mbulaheni Obert Maguvhe

Educ. Sci. 2024, 14(11), 1151; https://doi.org/10.3390/educsci14111151 - 24 Oct 2024

Viewed by 889

Abstract

This paper evaluates the socioecological classroom in the context of a whole-school approach to inclusive education, which has evolved beyond the traditional classroom setting. Inclusive education calls for a paradigm shift to accommodate learners previously marginalised, with the classroom transforming into an ecosystem. [...] Read more.

This paper evaluates the socioecological classroom in the context of a whole-school approach to inclusive education, which has evolved beyond the traditional classroom setting. Inclusive education calls for a paradigm shift to accommodate learners previously marginalised, with the classroom transforming into an ecosystem. The socioecological paradigm steers away from the notion that psychological and physiological elements are the main causes of disability. The importance of addressing multiple layers of influence is emphasised to create a supportive and inclusive learning environment. First, Bronfenbrenner’s Ecological Systems Theory, which emphatically explains how a learner’s development is influenced by the systems in the environment that surrounds them, and then Foucault’s Theory of Power and Knowledge, in which power and knowledge are interconnected and inseparable, with power being exercised through the creation and control of knowledge, guided this study. A qualitative approach was adopted, and semi-structured interviews, focus group discussions and non-participant observation were used to collect data. Phenomenological analysis was used to analyse the data from these data-collecting instruments. It was found that learners with disabilities need support at home, with imbalances being found in the power–knowledge relations between teachers and parents, and teachers occupying a superior position regarding academic knowledge. Some teachers still believe in the Medical-Deficit Model. A strengths-based approach should rather be adopted. Strategies for enhancing community–school collaboration that balances teacher–parent power dynamics should be explored. Full article

(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)

23 pages, 2837 KiB

Open AccessArticle

South African Teachers’ Insights on Improving the Sensory Classroom Teacher Questionnaire (SCTQ) for Inclusive Education and ADHD Support

by Hannelie Du Preez

Educ. Sci. 2024, 14(9), 989; https://doi.org/10.3390/educsci14090989 - 9 Sep 2024

Viewed by 1382

Abstract

The Sensory Classroom Teacher Questionnaire (SCTQ) is a psycho-educational tool designed to empower teachers in creating sensory-rich, inclusive environments that promote diversity, equity, accessibility, and inclusivity through the application of sensory ergonomics. Unlike other tools that focus on isolated strategies, the SCTQ takes [...] Read more.

The Sensory Classroom Teacher Questionnaire (SCTQ) is a psycho-educational tool designed to empower teachers in creating sensory-rich, inclusive environments that promote diversity, equity, accessibility, and inclusivity through the application of sensory ergonomics. Unlike other tools that focus on isolated strategies, the SCTQ takes a holistic approach by optimizing the overall classroom environment to meet the sensory and ergonomic needs of learners, particularly those with ADHD and sensory integration/processing challenges. This makes the SCTQ especially vital in diverse and under-resourced quintile schools, where creating sensory-optimized, inclusive environments is essential for fostering equitable learning experiences. By addressing sensory needs through thoughtful classroom design, the SCTQ not only strengthens learners’ cognitive development and socio-emotional well-being but also improves behavior regulation, physical comfort, and overall functioning. This manuscript is part of a larger exploratory mixed-methods study that validated the SCTQ using both qualitative and quantitative approaches. Here, the focus is on the qualitative aspect, utilizing thematic analysis to explore data from 23 focus group interviews with 88 Grade 1, 2, and 3 teachers from various Quintile 1–5 schools in Gauteng, South Africa. Guided by the enactivism paradigm, the study emphasizes the crucial role teachers play in creating and adapting sensory environments. Their insights were key to refining the SCTQ, ensuring it is practical, developmentally appropriate, culturally, linguistically, contextually, and socio-economically relevant. Developed through collaboration among researchers, specialists, and teachers, the SCTQ supports sensory ergonomic practices, raises awareness of ADHD and sensory integration/processing challenges, and supports both learners’ potential and teachers’ well-being, contributing to a more sustainable and positive educational experience. Full article

(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)

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14 pages, 231 KiB

Open AccessArticle

Is Inclusive Education a Good “Fit” for ALL? Perceptions of Parents and Educators of ECD Learners with Complex Communication Needs

by Khetsiwe Phumelele Masuku and Kagiso Marumolo

Educ. Sci. 2024, 14(9), 952; https://doi.org/10.3390/educsci14090952 - 28 Aug 2024

Viewed by 1772

Abstract

Providing children with complex communication needs (CCNs) with the right accommodations in a supportive schooling environment from the early childhood development (ECD) stage can significantly improve their developmental and educational outcomes. Inclusive education has been proposed as a possible framework that can promote [...] Read more.

Providing children with complex communication needs (CCNs) with the right accommodations in a supportive schooling environment from the early childhood development (ECD) stage can significantly improve their developmental and educational outcomes. Inclusive education has been proposed as a possible framework that can promote positive educational outcomes; however, in South Africa, there has not been enough attention paid to inclusive education in ECD especially focusing on children with CCNs. The study therefore explored the perceptions of parents of children with CCNs and early childhood development teachers on inclusive education. Semi-structured interviews and a focus group were conducted with 8 ECD teachers and 8 parents of children with CCNs, who were purposively selected. Data were imported into NVivo 1.5 software and analysed using an inductive thematic analysis approach. Findings from the study revealed the following themes: i. Perceived benefits of inclusive education; ii. Preference for special needs education; iii. Shortcomings of special needs education in addressing the needs of learners with CCNs; iv. Factors informing school placement; v. Communication as a barrier to learning, teaching and socializing; vi. The need for disability conscientization. Although both parents and teachers of learners with CCNs acknowledge the value of inclusive education in facilitating access to education, they have a mistrust of inclusive education because of fear of stigma, discrimination, exclusion, bullying and exclusionary teaching practices. While they preferred special education, they acknowledged the gaps in teacher’s knowledge on communication disorders, training of teachers, teaching aids and assistive devices. Educating a child with a disability is expensive because of other additional costs, especially transportation. Full article

(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)

11 pages, 203 KiB

Open AccessArticle

South African Teachers’ Application of Inclusive Education Policies and Their Impact on Learners with Learning Disabilities: Implications for Teacher Education

by Moyagabo Kate Malahlela and Ensa Johnson

Educ. Sci. 2024, 14(7), 743; https://doi.org/10.3390/educsci14070743 - 6 Jul 2024

Cited by 1 | Viewed by 1823

Abstract

Global inclusive education policies compel teachers worldwide to accommodate all learners in the teaching and learning environment, including learners with learning disabilities. This study aimed to investigate the application of inclusive education policies in South African mainstream educational institutions. The study further aimed [...] Read more.

Global inclusive education policies compel teachers worldwide to accommodate all learners in the teaching and learning environment, including learners with learning disabilities. This study aimed to investigate the application of inclusive education policies in South African mainstream educational institutions. The study further aimed to promote the acceptance and recognition of all learners with disabilities. The study employed a qualitative research approach and phenomenological design. In-depth interviews were used to generate the data, which were further transcribed and analyzed thematically. Ten teachers from five different mainstream schools were purposively selected to participate in the study. The findings revealed that South African teachers have adequate theoretical knowledge regarding inclusive education policies, with limited self-efficacy to apply such knowledge in inclusive teaching and learning environments. The study suggests the re-enforcement of the application of inclusive education policies through collaboration between special schools as resource centers, inclusive full-service schools, and mainstream educational institutions. The study argues that there should be continuous professional development for teachers in the field of inclusive education. The study’s findings will serve as a springboard for future research surrounding the same topic and to conscientize educational practitioners on the need to accommodate learners with learning disabilities in mainstream educational institutions. Full article

(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)

16 pages, 1593 KiB

Open AccessArticle

Practices Promoting the Inclusion of Adult Students with Disabilities in the Classroom: A Case of a Technical Vocational Education and Training College in Kazakhstan

by Arman Assanbayev and Tsediso Michael Makoelle

Educ. Sci. 2024, 14(5), 529; https://doi.org/10.3390/educsci14050529 - 13 May 2024

Viewed by 2041

Abstract

Kazakhstan’s government has launched many policy reforms to enhance the well-being of its underrepresented citizens and develop human capital by providing education to all. Therefore, the government has adopted a policy on inclusive education and recognised the rights to education of all learners, [...] Read more.

Kazakhstan’s government has launched many policy reforms to enhance the well-being of its underrepresented citizens and develop human capital by providing education to all. Therefore, the government has adopted a policy on inclusive education and recognised the rights to education of all learners, including those with disabilities, based on equal opportunity, without any discrimination. This aims to facilitate equal access to lifelong education opportunities, including in Technical Vocational Education Training Institutes (TVETIs). Thus, inclusive education in TVET settings and lifelong learning, especially for adults with special needs, has become an educational priority in Kazakhstan. Therefore, this collaborative action research study intended to explore classroom practices promoting the inclusion of adult students with disabilities at Kazakhstani Technical Vocational Education and Training Institutions (TVETIs). Qualitative data were collected through reflective journals, student focus-group interviews, documentary analysis, and reflective meetings of the professional learning group of selected teachers and students during the four stages of collaborative action research (CAR). Data were analysed through group interpretative meetings by the research team and inductive thematic content analysis by the researcher. Among the findings is that the educative process in TVETIs does not sufficiently provide reasonable inclusive support for adult students with disabilities. As a result, a comprehensive review of inclusive practices in these institutions was critical. This paper discusses some practices that could promote inclusion in TVET classrooms. Full article

(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)

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10 pages, 587 KiB

Open AccessArticle

Enhancing Autonomy in Preschoolers: The Role of Motor Games in Development

by Sara Gomes, Raúl Antunes, Inês Sales, Regina Marques and Ana Oliveira

Educ. Sci. 2024, 14(5), 524; https://doi.org/10.3390/educsci14050524 - 13 May 2024

Cited by 1 | Viewed by 1552

Abstract

This paper is based on a project which aims to understand the contribution of motricity—in particular, motor games—to the development of autonomy in preschool children, with or without special education needs. A group of 18 children, with an average age of 4.5 years, [...] Read more.

This paper is based on a project which aims to understand the contribution of motricity—in particular, motor games—to the development of autonomy in preschool children, with or without special education needs. A group of 18 children, with an average age of 4.5 years, from a public school took part in the study. An intervention program based on motor games was implemented and tested to promote the children’s autonomy. The program lasted two months, with one 45-min session per week. Using a questionnaire designed for this purpose, the children’s autonomy was assessed pre- and post-intervention. The children’s satisfaction with the sessions was assessed throughout the intervention. The main results were improvements in the autonomy of all the children and their high satisfaction with the program. The participation of children, with and without specific needs, in the entire program shows the use of differentiated practices that allowed everyone to be included in this process. Full article

(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)

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18 pages, 590 KiB

Open AccessArticle

A Strategy to Reorient Parental Perceptions to Create Conditions for Successful Inclusive Education: A Case Study in A Small-Sized School

by Pennee Narot and Narong Kiettikunwong

Educ. Sci. 2024, 14(4), 358; https://doi.org/10.3390/educsci14040358 - 28 Mar 2024

Cited by 1 | Viewed by 1978

Abstract

This study investigates parents’ perceptions on school management practices for children with special educational needs in a small-sized Indonesian school. Data from surveys and interviews with 53 parents revealed overall positive attitudes toward classroom management and teacher care. However, concerns arose regarding teachers’ [...] Read more.

This study investigates parents’ perceptions on school management practices for children with special educational needs in a small-sized Indonesian school. Data from surveys and interviews with 53 parents revealed overall positive attitudes toward classroom management and teacher care. However, concerns arose regarding teachers’ ability to support special needs students effectively, leading to hesitancy in collaborating for inclusive classrooms. To reorient parental perceptions to create conditions for successful inclusive education, effective communication strategies emphasizing teacher development and district-based support are crucial. Future research should focus on improving communication between parents to foster inclusive educational practices. These findings shed light on challenges and solutions for cultivating inclusive classroom environments in special education. Full article

(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)

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17 pages, 585 KiB

Open AccessArticle

Value Co-Creation: A Strategy for Enhancing Inclusiveness in Special Education

by Pennee Narot and Narong Kiettikunwong

Educ. Sci. 2024, 14(2), 208; https://doi.org/10.3390/educsci14020208 - 18 Feb 2024

Cited by 1 | Viewed by 2071

Abstract

This qualitative study examines the educational management practices of a municipality in Thailand by evaluating the current delivery of special educational services with underlying principles rooted in value co-creation (VCC)—a business concept often employed to enhance engagement and participation with the aim of [...] Read more.

This qualitative study examines the educational management practices of a municipality in Thailand by evaluating the current delivery of special educational services with underlying principles rooted in value co-creation (VCC)—a business concept often employed to enhance engagement and participation with the aim of creating mutual value. The study’s objective is to identify gaps in real-life practices. The research methodology encompasses in-depth interviews with key stakeholders, focus group discussions involving school board members and parents, and content analysis to extract core concepts for policy recommendations. The study’s findings reveal that the municipality is increasingly recognizing the potential of VCC in enhancing student outcomes, particularly for those with special educational needs. However, challenges stemming from schools’ financial constraints and the influx of students from lower socio-economic backgrounds impede the full realization of VCC principles. Consequently, it is crucial for the government to prioritize the alignment of VCC strategies with special education. This can be achieved by considering reengineering the education budget allocation and making investments, whether direct or indirect, to support the VCC process. These measures are essential to promote the evolution of VCC and sustain special educational service operations effectively. Full article

(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)

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Review

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16 pages, 541 KiB

Open AccessReview

Using the ICF to Guide Inclusion in the African Educational Context: A Scoping Review

by Alida Naude, Lin-Ju Kang, Marta Moretti, André de Souza Rocha, Gregor Ross Dørum Maxwell and Juan Bornman

Educ. Sci. 2024, 14(12), 1290; https://doi.org/10.3390/educsci14121290 - 25 Nov 2024

Viewed by 916

Abstract

While the International Classification of Functioning, Disability, and Health (ICF) has significantly contributed to educational research supporting inclusive initiatives worldwide, its application in special education contexts across the African continent remains unclear. This study aims to explore how the ICF is currently used [...] Read more.

While the International Classification of Functioning, Disability, and Health (ICF) has significantly contributed to educational research supporting inclusive initiatives worldwide, its application in special education contexts across the African continent remains unclear. This study aims to explore how the ICF is currently used in the field of education in Africa, with an emphasis on children with disabilities, although not restricted to this group. The Preferred Reporting Items for Systematic Reviews and Meta Analyses (PRISMA) diagram shows that the 11 African-specific databases that were searched yielded 256 records. These records were uploaded to Rayyan, an online collaborative review platform. First, 158 duplicates were removed. Following title and abstract level screening, six records were eligible at full-text level, of which four were excluded, as they focused on the health context. The findings from the remaining two studies were compared and discussed in terms of similarities and differences. Both articles addressed the interactive nature between an individual’s activities and participation and environmental factors, agreeing on the importance of addressing societal barriers to inclusion. The use of the ICF in educational settings across Africa is still scarce, thus requiring strategies that could drive inclusive education for children with disabilities on the African continent. Full article

(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)

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29 pages, 577 KiB

Open AccessReview

Barriers and Facilitators to Inclusive Education for Learners Who Are Deafblind: A Scoping Review

by Khetsiwe Phumelele Masuku, Gift Khumalo and Nomfundo Moroe

Educ. Sci. 2024, 14(10), 1072; https://doi.org/10.3390/educsci14101072 - 30 Sep 2024

Viewed by 1644

Abstract

The case of Hellen Keller presents a great example of what a learner who is deafblind can achieve if provided with the appropriate educational accommodation in terms of content, environment, learning approach, instructional strategies, and teaching methodologies. However, access to education is not [...] Read more.

The case of Hellen Keller presents a great example of what a learner who is deafblind can achieve if provided with the appropriate educational accommodation in terms of content, environment, learning approach, instructional strategies, and teaching methodologies. However, access to education is not the reality for most learners who are deafblind due to their unique educational needs, owing to their dual sensory impairment. There has been an assertion that learners who are deafblind may not thrive in inclusive educational spaces, but there is a paucity of research to support or dispute this assertion. This scoping review explored what is documented in the literature on the barriers and facilitators to inclusive education for learners who are deafblind. A scoping review methodology using Arksey and O’Malley’s framework was employed. A search was conducted using six databases, including Science Direct, PubMed, Scopus Medline, ProQuest and gray literature, to identify publications focusing on the barriers and facilitators to inclusive education for learners who are deafblind. The findings from the scoping review suggest that the factors that influence the inclusion of learners who are deafblind in inclusive educational settings include the availability of educational settings; accessibility to the physical and social environment, and assistive devices; acceptability by peers and educators and the preparedness of educators; and the adaptability of classroom strategies. For learners who are deafblind to thrive in inclusive educational settings, transformational attitudes and intentional and specific strategies from multiple stakeholders are necessary. Therefore, the educational system, schools, peers and communities should be deliberate in putting in place specialized support and resources to accommodate the diverse needs of learners who are deafblind in all phases of their schooling life. Full article

(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)

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Other

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17 pages, 473 KiB

Open AccessSystematic Review

The Impact of Programs Aimed at Raising Awareness About Children with Intellectual and Developmental Disabilities in Schools: A Systematic Review

by Naroa Uria-Olaizola, Garazi Yurrebaso Atutxa and Patxi León-Guereño

Educ. Sci. 2025, 15(2), 151; https://doi.org/10.3390/educsci15020151 - 26 Jan 2025

Viewed by 456

Abstract

The awareness and inclusion of school children with intellectual and developmental disabilities are garnering growing attention in educational research. Schools are increasingly focused on creating inclusive environments, and programs aimed at improving students’ attitudes toward peers with disabilities are key to this effort. [...] Read more.

The awareness and inclusion of school children with intellectual and developmental disabilities are garnering growing attention in educational research. Schools are increasingly focused on creating inclusive environments, and programs aimed at improving students’ attitudes toward peers with disabilities are key to this effort. This article reviews studies on the impact of these programs on primary and secondary education. A systematic search of the WOS, Scopus, PubMed, and ERIC databases was conducted using the PRISMA statement. This yielded nine relevant articles published either in Spanish or English. This review found that awareness programs had a generally positive effect on students’ perceptions of their peers with disabilities. However, the awareness of intellectual and developmental disabilities remained lower than that of physical, visual, or hearing disabilities. The most effective strategies involved direct interaction and information sharing, with simulation techniques also having positive outcomes. Despite some successful results, challenges remain, particularly involving the need to engage educational staff and ensure the long-term sustainability of these programs within the curriculum. Future research should investigate the long-term impact of these interventions and their effectiveness across different educational settings. Full article

(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)

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