Belonging to higher education: inclusive education for students with intellectual disabilities

Abstract

The college experience in Iceland has traditionally been reserved for those who have passed the matriculation examination and meet the admission requirements of higher educational institutions. Since 2007, the University of Iceland has offered a Vocational Diploma Programme for people with intellectual disabilities in inclusive settings. The purpose of this article is to describe the diploma programme as well as exploring students’ sense of belonging to the college community. The diploma programme is located at the School of Education and students trained to work at pre-primary schools, after school clubs and within the field of disability such as self-advocacy. Inclusion has been achievable by adapting the general curriculum and learning outcomes to individual needs, flexible teaching methods and the cooperation between academic faculty members, programme coordinators, student mentors and the diploma students themselves. The diploma students receive academic and social support from student mentors who are other undergraduate students at the School of Education. The collaboration with student mentors has proven to be valuable, expanded diploma students’ social networks and contributed to a sense of belonging. Regardless of various attitudinal and structural hindrances, there is much evidence that the diploma students are not only tolerated but welcomed at the School of Education and belong to the college community.     

A comparison between the workplace cultures of Saudi Arabia's private and public education institutes

In Saudi Arabia, it is generally perceived that private special education institutes (SEIs) provide a higher quality education than their public counterparts. Parents tend to trust and invest in private rather than public institutes. This is principally attributed to the greater financial capacity of private special institutes, which ensures services can be provided more effectively. Investigating this perspective, this study seeks to bridge the gap often observed and commented upon between public and private SEIs, and to reflect critically on how the needs of all students with intellectual disabilities can be met within the public system. A comparative case study of two SEIs in Saudi Arabia for students with intellectual disabilities, one public and one private, was designed. Semi-structured interviews were conducted with parents, teachers and principals. A key finding of this study is that there is a major difference in the workplace cultures of public and private institutes. This results in several observable factors that were found to contribute to the quality of provision for learners.     

The effectiveness of the TEACCH approach in supporting the development of communication skills for learners with severe intellectual disabilities

This research focused on whether a TEACCH‐based approach could be effective in helping to develop the communication skills of older learners with Severe Intellectual Disabilities, to enhance their ability to communicate, to enhance their abilities to live independent lives, and to take part in discussions about their future. A TEACCH based approach was implemented in a class in a special school, attended by six students, aged over 16, all of whom had Severe Intellectual Disabilities. Using a pre‐post quasi‐experimental design P‐Scale data and IEP targets were used as measures of progress for communication skills. These were supplemented by regular researcher observations of the communication skills of the students. Staff were also asked to regularly measure the frequency and effectiveness of communication skills. Parents were also interviewed. P‐scale and IEP targets indicated some progress being made across the two years. The results from research and staff observation were more striking however, indicating the development of frequent and effective communication skills across the two years. Importantly, these communications were occurring spontaneously, rather than being the result of conversations initiated by staff. Parents had noticed changes in their children's communication, but remained concerned about their prospects for the future. This research showed that a TEACCH‐based method can be effective in developing communication skills in learners with Severe Intellectual Disabilities. The extent of the effectiveness remains unclear however, as the school‐based methods for assessing progress for these learners (mainly p‐scales) remain problematic.     

Preparing students with intellectual disabilities to audit inclusive university courses

There is a growing trend toward including adults with intellectual disabilities (ID) in further education. However, there is a lack of literature on the preparation of students with ID to attend further education. This article, by James Wintle of Queen's University, Ontario, describes how a non‐profit organisation, CALC Prep, prepares adults with ID to audit university courses. Eighty hours of observations were conducted over the course of one term at this organisation. A grounded theory approach was used to identify themes within CALC Prep's curriculum. Themes within the curriculum that were considered most useful for students preparing to audit courses at the university included familiarising the students with the university, enhancing self‐awareness, enhancing self‐expression and building literacy skills. Additionally, recommendations for improving the transition of students with ID from the preparation programme to auditing university courses are offered.     

Achieving inclusion of students with disabilities in Turkey: current challenges and future prospects

Developing inclusion in schools has been an objective for many countries in recent decades, giving rise to a variety of definitions, policy -making activities and school practices. This paper focuses on the attempts made towards inclusion of students with disabilities in Turkey. We start by introducing inclusive education and its parameters, and continue with recent trends in education in Turkey. Next, we discuss current progress in including students with disabilities within mainstream schools, and continue with the legislative attempts made to improve this position. After that, we discuss recent developments and challenges in the education and inclusion of students with disabilities, and conclude by noting several recommendations for realising their inclusion in Turkey. While the purpose of this paper is to investigate the inclusion of students with disabilities in the Turkish context, there is much of relevance to other international contexts going through similar developmental processes in terms of inclusion.     

Inclusion of pupils with intellectual disabilities: primary school teachers' attitudes and willingness in a rural area in Uganda

Teachers in regular schools have a responsibility to accommodate the needs and interests of all learners. The attitudes and willingness of teachers to include learners with intellectual disabilities in their classes in regular schools in a district with a semi-nomadic pastoral population in north-eastern Uganda was investigated. A survey of 125 school teachers was conducted, using an attitude scale and a willingness sub-scale. The results showed slightly more positive than negative attitudes, and more willingness than unwillingness to teach learners with intellectual disabilities. Attendance of workshops and seminars had a positive impact on teacher attitudes and willingness towards inclusive education. The findings are discussed with reference to historical–cultural characteristics of the district, as well as pupil and teacher characteristics.     

Confucian philosophy and contemporary Chinese societal attitudes toward people with disabilities and inclusive education

This article focuses on the Chinese traditional culture, specifically Confucian philosophy, and analyses four core concepts of Confucianism which include ‘ren’ (Benevolence), ‘Jun zi’ (Superior man), ‘Tian ming’ (heaven’s mandate), and ‘Xiao ti’ (Filial piety and fraternal love). Based on these core concepts, this study explores how social attitudes in China (and among Chinese people living in other countries) toward people with disabilities are formed and influenced by Confucian philosophy, and how they impact the education of people with disabilities. It suggests that the related social attitudes of sympathy, rights awareness, and criteria of success, especially school performance in this case, can have both positive and negative impacts on inclusive education for children with disabilities. Strategies are suggested for encouraging attitude change, when appropriate, in order to facilitate special education and inclusion and how to do so in a manner that is culturally respectful of the core beliefs based on Confucianism.     

School counsellor training,attitudes, and perceptions of preparedness to provide services to students with disabilities in inclusive schools in Turkey

The purpose of this study was to investigate the role of school counsellors’ attitudes and training on their perceptions of preparedness to provide services to students with disabilities (SWD). Participants were 105 practicing school counsellors who completed the Attitudes toward Disabled Persons Scale Form-O (ATDP-O) as well as the School Counsellor Preparedness Survey-Revised (SCPS-R) in a web-based format. A hierarchical regression analysis was conducted with three types of counsellor training (courses, experiences and conferences/workshops) and counsellor attitudes towards SWD. The results revealed that school counsellors’ attitudes and training significantly predicted preparedness with an approximately 10% of variance explained. Out of all four variables, attitudes appeared to be the only significant predictor of preparedness scores. Results also indicated that school counsellors did not feel completely prepared to work with SWD.     

Developing inclusive educators: enhancing the accessibility of teaching and learning in higher education

In light of the growing population of students with disabilities at colleges and universities worldwide, faculty development connected to accessible teaching is of paramount importance. Drawing from the existing literature and from the results of a qualitative study of educational accessibility at one Canadian university, this article offers a series of recommendations for academic developers hoping to establish effective development initiatives focused on accessible teaching and learning. Key issues considered include the need to support instructors in translating principles of inclusive teaching into practice, the value of discussion-based approaches that take up difficult questions about minimum standards, and the question of whether development initiatives should be discipline-specific or interdisciplinary, mandatory or optional. Recommendations for further research are also discussed.     

Factors related to pre-service teachers' attitudes towards inclusion: a case for Zambia

Inclusive education has become a global trend in the provision of services for students with disabilities. In Zambia and other developing nations, international initiatives from UNESCO and other nongovernmental organisations have contributed to the consensus that all children have a right to a free and appropriate education and that all students with disabilities should be educated in inclusive settings. This study examined Zambian university students' attitudes towards including students with disabilities in general education classrooms. While attitudes towards inclusion have been studied widely in some countries, little research in this area has been conducted in Zambia. Questionnaires were distributed to 497 Zambian university students. Four hundred and eighty-four questionnaires were included in the analysis, resulting in a response rate of 97%. Results of the study indicated that, overall, Zambian university students hold positive attitudes towards inclusion. Several factors were found to be related to the students' attitudes towards inclusion.     

Sources of stress for Greek students with intellectual disabilities attending mainstream schools

Students with intellectual disabilities often experience school‐related stress. As a result, they are confronted with many difficulties in their daily school life. The goal of this study was to assess situations of school life that students attending Greek mainstream settings are likely to experience as stressful. Twenty students with mild intellectual disabilities were interviewed about their feelings and thoughts regarding possible stressful situations in school. Qualitative analysis of the interviews' data was conducted. As a result, five main sources of school‐related stress were mentioned: school achievement and classroom participation; peer interactions; student behaviour and risk of injury; parents' expectations; and teacher acceptance. The findings suggest that children with intellectual disabilities experience school‐related stress mainly to a normal degree. Concerning the stress factors that emerged as crucial, a basic conclusion can be drawn: mainstream schools should be changed into inclusive communities where student differences are fully respected, and wherein all children, with and without disabilities, are supported according to their individual abilities, potentials and needs.     

适合残疾学生特点的体育教学策略研究——以特殊教育学校为例

体育教学策略的实质就是体育教师对体育教学活动进行整体调控的预先谋划过程.教学对象不同,决定了体育教学策略的不同,特殊教育学校的学生在身心发展方面有一定的缺陷和残疾,他们的身体和心理有别于正常儿童少年.为了残疾学生的有效学习,特殊教育学校体育教学策略应符合残疾学生的特点.     

Attitudes of preschool and primary school pre-service teachers towards inclusive education

Teachers’ attitudes towards inclusion are important as they have the primary responsibility of implementing inclusive education. Attitudes at the beginning of teaching careers are likely to predict future attitudes. Some studies show a drop in attitudes after leaving university education. Using the Teachers’ Attitudes Towards Inclusion (Amended) questionnaire, 465 pre-service teachers (located in Victoria, Australia) from primary school and preschool streams were examined to determine the effect of a number of independent factors on Total Inclusion Score; a measure of attitudes towards inclusion. Two-way ANOVAs revealed module (unit) and year of study to be significant factors. A multiple regression showed the factors combined accounted for 10% of the variance in Total Inclusion Score. Participants who had studied a module (unit) on inclusive education or were in later years of study were more positive towards inclusive education based on Total Inclusion Score from the questionnaire. No significant differences for Total Inclusion Score were found between pre-service teachers that study primary school teaching or preschool teaching. It is concluded that studying a module on inclusive education is a particularly important factor in the development of pre-service teacher attitudes towards inclusion.     

Parents' attitudes towards inclusion of students with autism in Jordan

This study investigated the attitudes of parents in Jordan towards the inclusion of students with autism spectrum disorder (ASD) in public schools and what the parents believed to be the most important prerequisite of child-based skills for successful inclusion. A total of 148 parents were selected to complete the survey. The researchers explored whether variable demographic characteristics such as age, student's gender, parent's gender, education levels, monthly income, and high- or low-function ASD correlated with the attitudes of parents towards inclusion of students with ASD in public schools. The analyses revealed that the variables that correlated with parents' attitudes towards inclusion were education levels and high- or low-function ASD. The themes behind the parents' attitude for inclusion are discussed. With regard to the prerequisite skills for successful inclusion, the results indicated that parents recommended independent skills, playing skills, behavioural skills, imitation skills, routine skills, social skills, paying attention skills, language skills, and pre-academic and academic skills in that order.     

Attitudes and experiences of parents regarding inclusive and special school education for children with learning and intellectual disabilities

In a survey, 840 parents of children with cognitive deficits who were educated either in special schools or in inclusive classes were asked to assess their children's school experiences. The results showed an overall high degree of satisfaction with the schooling, but there were marked differences among the parents' assessments depending on the degree of learning disabilities and on the type of school. Satisfaction with their children's social experiences and satisfaction with the special education curriculum depend on these two factors. All in all, many parents of children in inclusive classes were satisfied with their children's schooling than those of children in special schools. The analysis of the causes for discontent showed that dissatisfied parents had chosen the type of school under less favourable conditions and a larger part of them are still not convinced of this necessity of additional help. This applied to parents of pupils in inclusive classes as well as to those of pupils in special schools. Furthermore, parents of children with German as a second language showed a higher degree of discontent than others.     

Look who's coming to school: the Emirati student voice in an intervention‐based study on inclusion of learners with intellectual disabilities in Emirati mainstream government schools

Although there are many factors that can affect the success of the inclusion of students with disabilities in mainstream schools, the attitude of typically developing peers towards peers with disabilities is one of the critical factors leading to success. This study examines the effects of a planned intervention on the attitudes of the typically developing peers related to their perceptions about students with intellectual disabilities during a half‐day workshop which took place in each of the target schools and their opinions about including these students in mainstream schools in the United Arab Emirates. The intervention involved both a presentation about the abilities of persons with intellectual disabilities and an opportunity for personal interaction with these students. Following the intervention, the subjects were interviewed and their responses analysed. The results showed that after the intervention, most typically developing students had gained a basic knowledge of intellectual disability which affected their expectations for the abilities of same‐age learners with intellectual disabilities and their acceptance of their inclusion in the mainstream school. Analysis of the responses of the typically developing peers also indicated that the intervention had a positive effect which can lead to a change in attitudes towards possible inclusion of such students in their schools. For future practice and further research, recommendations are made to assist decision makers in this field.     

Facts and fallacies: differentiation and the general education curriculum for students with special educational needs

As policy makers and educators respond to legislation promoting the inclusion of students with disabilities in general education classrooms, there is sometimes confusion about why this is being done and how it can be accomplished effectively. In this article, two categories of fallacies, or misunderstandings, are identified. The first fallacy is that students with disabilities are incapable of learning the general education curriculum. The second fallacy is that teachers are required to ‘cover’ the entire curriculum, sometimes at a pace that leaves students with and without disabilities behind. Facts are presented following each fallacy. These facts describe research‐based pedagogies effective for students with and without disabilities, indicating that students with mild disabilities can learn the general education curriculum when responsive pedagogies are used. These facts also describe how schools that promote differentiation can potentially achieve higher scores on large‐scale assessments than schools that promote ‘one size fits all’ instruction.     

University surroundings and infrastructures that are accessible and inclusive for all: listening to students with disabilities

The main topic of this article is architectural barriers and infrastructures as identified by university students with disabilities. The data presented is part of a much wider research project, sponsored by Spain’s Ministry of Economy and Competition. A biographical-narrative methodology was used for this study. The results presented have been classified based on one of five barrier types: urban (barriers that are outside the actual university campus), transport (public transportation and personal vehicles), building (obstacles inside university buildings), environmental (those elements within the classroom, including furniture, excessive noise or inadequate temperatures) and communication (these are divided into signposting and barriers when accessing information). Lastly, a variety of questions are considered in the conclusions which indicate that universities still need a certain degree of adaptation and readjustment to really be accessible and inclusive, in keeping with the principles of universal design.     

Insights into teacher learning about pedagogy from an international group of teachers of students with severe intellectual disabilities

This article examines teacher professional learning about pedagogy for teachers of students with severe intellectual disabilities within broader teacher education and pedagogical frameworks for this group of learners. The article presents and discusses findings from a USA–England research project, involving classroom observations and interviews with nine teachers of students with severe intellectual disabilities from four specialist public school settings, intended to explore teachers’ pedagogical decision-making and learning. The theoretical lens of situated learning and the conceptual lens of evidence-based practice are used to contextualise and examine the teachers’ views about the what, how and when they learn about pedagogical approaches and strategies. Teachers emphasised the situated and interactional nature of their learning, particularly highlighting the personal responses of students and their relationship with these students. They use this knowledge and understanding to adapt evidence-based strategies and programmes and inform their pedagogical decisions. This affords the concepts of ‘situated generalization’ and ‘practice based evidence’ an influential role in how teachers engage in the process of pedagogical decision-making. An implication for teacher educators is the need to support teachers in making connections of new pedagogical understandings and skills with the individual learning profiles and responses of their students with severe intellectual disabilities.