This mixed-methods study examined teacher preparedness and implementation challenges in grades 6 and 7 following Bangladesh's transition to a new experiential learning curriculum. After completing surveys on 211 teachers (106 trained, 105 untrained) and focus groups with trained and untrained teachers from August to December 2023, findings revealed a gap between teacher preparation efforts and readiness. While training improves self-reported preparedness for teaching and assessment, many trained teachers still feel inadequately prepared for implementation. Key implementation barriers include a lack of clarity in the new assessment system and pressure from parents unfamiliar with the curriculum. Additionally, low teacher salaries and skepticism about the curriculum's appropriateness impacted teacher motivation. Findings highlight the need for redesigning the new curriculum's programs to focus on practical skills and assessment strategies, establishing clear communication channels, and providing adequate resources to support teachers. By addressing these factors, policymakers and educators can create a more supportive environment for teachers, ultimately leading to a more effective learning experience for students through curriculum enactment.
The educational systems of many countries, including Zanzibar, are moving toward accepting learners with moderate intellectual impairment (LWMII) alongside their peers. This qualitative case study investigated inclusion barriers faced by learners with moderate intellectual impairment LWMII in Zanzibar primary schools. The research focused on three key areas: practical barriers encountered in educational settings, attitudinal barriers hindering inclusion, and existing policy barriers that impact educational access and participation for LWMII in Zanzibar's primary education system. Data were collected through semi-structured interviews and focus group discussions with 45 participants, including teachers, learners, parents, school administrators, and education officers from two purposefully selected primary schools. Inductive thematic analysis revealed several barriers. Practice barriers included a shortage of skilled teachers, large class sizes, and a lack of in-service training. Teachers' negative attitude barriers lead to segregation. Policy barriers included the absence of inclusive education frameworks and curriculum guidelines for teaching LWMII. The study suggests that all educators should undergo training to instruct LWMII. Additionally, vocational training centers need to hire a sufficient number of specialists with diverse expertise. Finally, schools throughout Zanzibar must be equipped with adequate resources and facilities that enable them to enroll and teach LWMII.
Children with autism in Pakistan face significant barriers to equitable education, including limited awareness, delayed diagnosis, lack of specialized teacher training, and minimal use of proven instructional strategies (Kamran & Bano, 2023; Salman et al., 2024). This paper examines these systemic challenges while proposing actionable, culturally responsive solutions grounded in global best practices. Drawing on 28 Evidence-Based Practices (EBPs) and 22 High-Leverage Practices (HLPs), the authors outline strategies that have been shown to improve outcomes for students with autism and are adaptable for the Pakistani context (Aceves & Kennedy, 2024; Steinbrenner et al., 2020). Tools such as visual supports, explicit instruction, and peer-mediated learning are highlighted for their scalability and alignment with local teaching practices and values (Aceves & Kennedy, 2024). The role of families is central; caregiver-led strategies, community advocacy, and participation in freely available training from Autism Focused Intervention Resources and modules (AFIRM), Autism Internet Modules (AIM), and the Council for Exceptional Children offer accessible resources for change (Ali et al., 2024; Steinbrenner et al., 2019). The article calls for coordinated policy action that includes early identification, educator preparation, and cross-sector collaboration. Grounded in Islamic principles of compassion, equity, and respect for difference, inclusive education for children with autism is framed not as an ideal, but as an achievable goal, made possible by collective commitment and practical steps forward.
This study aimed to explore the perspectives of special education pre-service teachers on the education of Syrian students with special needs under temporary protection status in Turkey. A qualitative descriptive research model was employed. Participants were 14 fourth-grade students from two universities in a province in Turkey's Southeastern Anatolia Region. These candidates had completed Teaching Practice I-II courses and had experience with Syrian students with special needs in their practicum classrooms. Criterion sampling was used to select participants. Data were collected using a semi-structured interview form developed by the researcher and analyzed through content analysis. The study identified themes such as language and communication, family involvement, support and guidance needs, cultural differences, and undergraduate education. The most significant barrier to the participation of Syrian students with special needs and their families in the educational process was found to be language differences. The study also highlighted a substantial need for courses on the education of Syrian students with special needs within the undergraduate curriculum for special education pre-service teachers. The findings were discussed in relation to relevant literature.
This study addresses the role of female school leaders in enhancing intellectual security within government-run middle schools in the Hafr Al-Batin region of Saudi Arabia from the perspective of female teachers. Utilizing a descriptive survey method, the research targeted 858 female teachers in the region, with a randomly selected sample of 248 participants. The results indicate a high level of awareness among teachers regarding the importance of intellectual security, emphasizing the crucial role of female school leaders in creating a supportive educational environment. The study identifies four basic dimensions of intellectual security: religious, respecting dialogue and accepting the other opinion, national identity and critical thinking. While national identity and religious values were given high priority, less emphasis was placed on dialogue and critical thinking, indicating areas for improvement. No significant differences were found in perceptions of intellectual security based on educational qualifications or years of experience, except in the proposals dimension, where more experienced teachers perceived its importance more acutely. The research highlights the necessity of continuous training and development programs for female school leaders and recommends integrating social media into the educational process, providing specialized training to manage intellectual aspects, and conducting workshops to enhance critical thinking skills. These findings underscore the pivotal role of educational leadership in promoting intellectual security and indicate the need for further research that includes diverse educational stages and environments. This study provides valuable insights for developing educational programs that address contemporary intellectual and security challenges in Arab and global educational contexts. It advocates for the principles of whole schooling by reinforcing social structures that reject extremism, promote citizenship, and foster a safe and supportive learning environment.
Inclusive education requires teachers to design instruction that benefits all students, regardless of their abilities, gender, or cultural background. Cooperative learning, a strategy that inherently fosters inclusivity, is one of the approaches that can enhance the implementation of inclusive education. Therefore, teachers need to be well-versed in this pedagogical approach. The extant literature on cooperative learning in inclusive education settings is limited. This study, therefore, examined cooperative learning as an instructional approach to improve the implementation of inclusive education. This qualitative study was conducted through semistructured interviews with four purposively selected teachers from four schools in South Africa. Lesson observations were conducted during teaching and learning, and documents were reviewed. Data were analysed through content analysis. The findings revealed that cooperative learning, in its essence, allowed students to actively help each other, share their domestic knowledge, and build connections. The implications of these findings for inclusive education are discussed.
In 2017, Malawi's Ministry of Education revised the Initial Primary Teacher Education curriculum to enhance education quality, emphasizing critical thinking pedagogies. However, no research has been published on how teacher educators implement these pedagogies and the challenges they face. A qualitative study addressed this gap, involving fourteen Social Sciences teacher educators and Curriculum specialists from four teacher education colleges and the Malawi Institute of Education. Guided by Paulo Freire's Critical Pedagogy Theory and Shulman's Pedagogical Content Knowledge (PCK), data was gathered through document reviews, interviews, and observations. Findings revealed many educators lack understanding of critical thinking's aims and significance, facing challenges due to inadequate training. This results in difficulties incorporating critical thinking, especially in lesson development and conclusions. Assessments predominantly rely on recall questions, failing to promote critical thinking. Poor management of the curriculum's introduction led to ineffective implementation. The study recommends careful planning and adequate training for educators to effectively integrate critical thinking pedagogies.
Schoolteachers worldwide continue to encounter challenging behavior in their classrooms. As a result, teacher preparation programs are receiving more scrutiny regarding how well they are preparing their teacher candidates to effectively address challenging behavior especially in line with the principles of whole schooling. The overarching purpose of this research was to identify the extent to which pre -service teacher preparation programs in eight African countries provided training in classroom and behavior management. The study was predicated on the premise of accentuating the scope of the teacher preparation experience in addressing critical research-based features of classroom and behavior management. Curricula from 11 teacher preparation institutions from across eight African countries were collected and analyzed to explore the extent to which the programs were addressing research -based practices in classroom and behavior management in the preparation of their teacher candidates. Results indicated that only three of the programs offered courses that were specific to behavior and classroom management and only one of the programs addressed some of the specific research -based practices-and very minimally so. This study highlights the need to further examine teacher preparation programs in the different countries with the goal to incorporate and promote research -based practices in behavior and classroom management.
Designing effective literacy interventions is a primary topic of importance in educational law, research, and practice (IDEA, 2004; International Dyslexia Association, 2020). The purpose of this article is to examine inclusive approaches to literacy instruction and reading comprehension for students with autism that in turn supports instructional access within inclusive general education classrooms. This conceptual framework for this article is teaching for a) inclusive mindset and pedagogy, rooted in social justice and with a presumption of competence for all learners and b) disability studies in education to welcome innate student variation and understand the structural elements that lead to marginalization in schooling. As applied to this article, these conceptual frameworks help in understanding how space can be made to widen the literacy instructional access for students with autism within inclusive general education. The connection between inclusive strategies and examples of practice connected to Universal Design for Learning principles are explored and connects these with effective and evidence -based practices for students with autism in the research. Expanding access to literacy experiences for students with autism ensures this research to practice praxis in inclusive general education classrooms.
This mixed -methods study utilized qualitative analysis and cross -tabulation, to identify differences in proportions between pre- and post -lesson plans for 16 secondary preservice general educators after having received instruction on UDL. Participants' lesson plans were qualitatively and quantitatively evaluated for the presence of UDL principles using the rubric of Spooner et al. (2007). In addition, types of strategies and tools were identified in participants' changes to post -lesson plans. The results of Fisher's exact test indicated there were no significant differences between pre- and post -lesson plan scores across the UDL principles of engagement, representation, and action and expression. Results indicated that instruction on UDL was beneficial for the 16 secondary preservice general educators in this study for developing inclusive lesson plan changes in the general education setting.
Inclusive education is a globally accepted approach that aims to provide equal opportunities to all learners, regardless of their differences. In the 1990s, the Zanzibar Ministry of Education introduced special education units for children with disabilities attached to some primary schools. However, in 2004, the role of these special units had to change gradually. This study investigates the process of changing the role of the special units, the achievements made by the units in supporting the inclusion of learners with special education needs into regular classrooms, and the challenges they face. The research collected data through documentary review and semi -structured interviews with ten special education teachers working in the special units, ten regular schoolteachers, and a focused group discussion with the Ministry of Education and Vocational Training officers responsible for promoting inclusive education. The study revealed mixed results regarding the role of the special units in promoting inclusive education in Zanzibar. The units were used as preparatory classes before some pupils with disabilities were included in regular classrooms. However, the units lacked inclusive transition into regular classrooms. Furthermore, there was a lack of coordination and collaboration between the teachers of the special units and those from the regular classrooms in implementing inclusive education. The study recommends better utilization of the special units for promoting inclusive education in the research context and similar contexts in Sub-Saharan Africa. The study highlights the need for collaboration between special education teachers and regular classroom teachers to ensure that all learners have equal opportunities to achieve their full potential.
The initial primary teacher education (IPTE) curriculum policy was revised in 2016 and implemented in 2017 in Malawi (Ministry of Education, 2021). This study investigates teacher educators' (TE) understanding and experiences in two teacher training colleges. The study is informed by the cognitivist theory of Spillane et al. (2002). Following a qualitative research design, data were collected through face-to-face interviews with teacher educators and principals. Classroom lesson observations were used to triangulate interview data. Data analysis showed that teacher educators' superficial understanding of the espoused goals, content, and pedagogy of the IPTE impedes effective teacher education. The study found that the implementation of the revised IPTE curriculum is constrained by ineffective re-education and orientation of lecturers to the revised curriculum; unavailability of qualified lecturers; the duration and mode of training; the lack of teaching and learning resources; and TEs that are not being supported by the Ministry of Education officials. The study also shows that superficial understanding and ineffective implementation of the IPTE policy by educational stakeholders, such as lecturers, also comprises the quality of primary teacher education in Malawi. Based on the findings, several recommendations are made to improve the implementation of the IPTE in the country. These recommendations have implications both in Malawi and beyond.
Despite the significant increase in the empirical research on inclusion of students with special educational needs and disabilities (SEND) in Lebanon, no scoping reviews (ScRs) have yet been carried out on this topic. The purpose of this study is to explore research foci and findings in published empirical research literature on inclusion of students with SEND in Lebanon using Arksey and O'Malley's (2005) ScR framework. This ScR examined 59 studies obtained from research databases (ERIC, ProQuest, ScienceDirect, EBSCO Essentials, EBSCO Open Dissertations, and Shamaa), Lebanese institutional databases, Google Scholar, and ResearchGate. This study shows that there are 10 research foci in published empirical research literature on inclusion of students with SEND in Lebanon: 'interventions for students with SEND', 'evaluation of inclusive education (IE)', 'attitudes towards IE', 'profile of inclusive teacher', 'barriers to IE', 'facilitators to IE', 'profile of student with SEND', 'inclusive school selection', 'mechanisms for measuring school inclusiveness', and 'mechanisms for sustaining school inclusiveness'. The most represented research focus is 'interventions for supporting students with SEND' with 22 studies, yet the least represented research foci are 'mechanisms for measuring and sustaining school inclusiveness' with one study for each. Limitations of the ScR are presented. Recommendations for policymakers and practitioners are provided, and directions for future research are proposed.
This study is qualitative phenomenological research. A Total of 32 respondents consented participation and were purposively selected. The study key question was: How do students with disabilities benefit from inclusive education settings in secondary schools in Tanzania? In-depth interviews and focus group discussions used to collect data, and the data were analysed thematically. Findings showed varied advantages experienced by students with disabilities in inclusive secondary schools. They include: academic, social and physical/tangible benefits. Nevertheless, despite the benefits available in an inclusive education setting, not all students with disabilities benefit from the inclusive approach. The study findings inform that students with physical impairment seem to benefit more while those with hearing impairment benefit less. A number of factors are associated with the mentioned limitation among students with hearing impairment which includes a lack of teachers capable of handling their needs and shortage of learning and teaching materials to support their needs. The author recommends modification of school systems, infrastructure and in-service training for teachers are suggested.
Turkey has developed educationalpolicies and measures to help Syrian students to access education in public schools through different integration practices. This research aimed at examining two integration practices, i.e. mainstreaming and adaptation classes, and exploring the advantages and limitations of each practice for the integration of Syrian students from practitioners' perspectives. The participants consisted offifteen teachers who had experience in both practices and were working at primary, middle, and secondary schools in a large city in Southeastern Turkey. This research employed a comparative case study design to analyze and synthesize similarities, differences, and meaningful patterns across the integration practices. It was revealed that each practice has limitations and advantages in terms of integration. How integration is handled is the main distinction between the practices. Mainstream classes facilitate relational integration through inclusion; however, integration is fostered through language tuition in adaptation classes. Both practices warrant some arrangements for effectiveness.
Education is a fundamental human right and should be made accessible to all learners. However, lack of knowledge and preparation adversely affect teachers' willingness to embrace children with special needs in their classroom. This study ascertained teachers' perception and attitude to embrace children with special needs in regular classroom in the East Mamprusi Municipality in the Norther region of Ghana. The study used a descriptive design and qualitative data collection method to collect information on the topic from five basic schools in the East Mamprusi Municipality. Convenience, purposive, and simple random sampling techniques were used to select the schools and 40 respondents, comprising five head teachers, and 35 classroom teachers. In-depth interviews were used to elicit responses from participants. The data were analyzed thematically. The findings indicated that teachers had little knowledge of inclusive education. It also revealed that classroom teachers were not adequately prepared towards the implementation of inclusive education. The researchers recommend that Ghana Education Service, in collaboration with the Special Education Division, should make adequate provision to introduce more practical courses on special needs education (Sign language and braille) in teacher training institutions (colleges).
Students have diverse learning needs and unique learning styles. Providing options in assessments to address those needs helps eliminate rote learning and also addresses learner diversity (Pauline & Collings,2018). This study aims to promote student learning by designing teaching activities and assessments to support all students. This experimental study addressed learners having different learning styles and investigated the impact of equitable assessment practice grounded on universal design for learning on the academic achievement of 64 9th graders in a Physics course at a Secondary School in Pakistan. The relationship of VARK learning style on academic achievement was also investigated. The results indicated a significant difference (p = 0.00 < 0.05; Mean difference = 4.031) between the academic achievement of the control and the experimental group supporting equitable assessments and the UDL approach. The correlation between the learning style and academic achievement was not significant. The outcomes of the study recommend that consideration of learning style and needs of students while designing the learning and assessment content can bring better learning outcomes. The results also showed that there is a moderately positive correlation between bimodal learning style and a moderately negative correlation between auditory learning style with the academic achievement of students. It is recommended that the learning style and individual needs of the students should be addressed during the learning and assessment phase.
In this practice-oriented article, the authors aim to provide teachers with tools to identify and respond to students' social-emotional learning (SEL) during COVID-19 and beyond. Related to the principles of whole schooling, this content connects with Principle 1: Creating Learning Spaces for All, Principle 4: Build a Caring Community, and Principle 6: Partner with Families and the Community. In this article, the authors provide an overview of SEL literature and research-based related strategies, then introduce two vignettes, one pre-COVID-19 and one peri-COVID-19 (i.e., during COVID-19), and conclude with a discussion connecting SEL literature and strategies to the data they received from surveying students' SEL needs at their school. The authors hope that by sharing how they surveyed students to identify their SEL needs because of the pandemic, that administrators and teachers can recreate a similar "SEL roadmap" that they used to navigate students' emotional support needs resulting from excessive stress, anxiety, and isolation connected to remote learning and the pandemic at large.
This research employed phenomenological approach to explore parents and students' perspectives on inclusive education settings in Tanzanian secondary schools. Twenty-four respondents, including students and parents were involved. The study objective was to explore the students' and parents' perspectives on inclusive education settings in secondary schools in Tanzania. The study leading question was: What are the opinions of students and parents on inclusive education settings in secondary schools in Tanzania? Interviews and focused group discussions used to gather data. The findings reflected various perspectives from parents and students on secondary school inclusive education settings. Students with and without disabilities had positive perception towards inclusive education settings despite the fact that they had some reservations for improvement. For parents of children with disabilities had positive opinions towards inclusive education settings and found it appropriate to include their children with those without disabilities in a classroom. Parents of children without disabilities had negative perception and were against inclusive education. Parents also found not participating and cooperating in financing education for their children in inclusive education settings.
This paper presents survey findings of preservice (n = 128) and experienced teachers (n = 326) about enhancing the preparation of preservice teachers to include students with disabilities in regular classes during initial teacher education. Non-parametric statistics were used to analyse the data. When asked to rank their preferred mode of learning, preservice teachers ranked online learning last. Results identified topics to prioritise during initial teacher education. Implications in regard to online delivery of inclusive content are discussed. Given that the recent pandemic resulted in a sudden shift to online learning, these findings may add to the body of knowledge about preparing preservice teachers for inclusive teaching.
