Research for Inclusive Quality Education: Leveraging Belonging, Inclusion, and Equity (Sustainable Development Goals Series)

This book explores contemporary perspectives and research on inclusion, providing a platform for discussing inclusion at an international level and its intersections with belonging and equity. How inclusion is defined and applied between schools, districts, and even countries can vary markedly; thus, an international understanding of inclusion is urgently needed. Experts from several countries in different regions present the latest research in the field of inclusion and provide practices and strategies guided by empirical research to address some of these issues. Schools are contextual organisations that represent the broader society, culture, and values in which they reside. Thus, how inclusion is practised at the society level has an implication on schools. The way we think about inclusion has shifted dramatically in the last decade - we now recognise that inclusion represents a broad spectrum of racial, ethnic, cultural, and sexual diversity that is seen in almost all modern schools. This book presents international perspectives and research on inclusion, belonging and equity to work towards a more consistent, collaborative, and global understanding. Foreword Addressing Barriers A Central Message References Preface Acknowledgements Contents Editors and Contributors 1 Understanding the Issues in Inclusive Education: Working Towards Equitable and Accessible Education for All Students Abstract 1.1 Introduction 1.2 Implementing Inclusion 1.3 Resourcing Inclusion 1.4 Conclusion References Inclusion in Teacher Training 2 Teachers’ Attitudes to Inclusive Education in Australia Abstract 2.1 Introduction 2.2 A History of Australian Policy 2.3 Understanding Special Educational Needs in Australia: Prevalence, Implications and Concerns 2.4 Benefits of Inclusive Education 2.5 Challenges in Implementing Inclusive Education 2.6 Common Practices in Implementing Inclusive Education 2.6.1 Pre-service Teacher Training 2.6.2 In-Service Teacher Training 2.7 A Review of Practising Teachers’ Views Towards Inclusion 2.7.1 Teachers in Australia 2.7.2 International Literature on Teachers’ Attitudes Towards Inclusion 2.7.3 International Pre-service Teachers 2.8 Conclusion References 3 Issues in Primary and Secondary Pre-service Teachers’ Attitudes Towards Inclusive Education Abstract 3.1 Introduction 3.2 In-Service Teacher Attitudes 3.3 Pre-service Teacher Attitudes 3.4 Examining within Teacher Differences 3.5 Conclusion References 4 The Importance of Pre-Service Secondary Teachers’ Attitudes Towards Inclusive Education: The Positive Impact of Pre-Service Teacher Training Abstract 4.1 Introduction 4.1.1 Defining Inclusion 4.2 A Brief History of Inclusion 4.3 Inclusion in Secondary Schools 4.4 The Importance of Teachers’ Attitudes 4.5 The Impact of Professional Development on Teachers’ Attitudes 4.6 The Importance of Pre-Service Teachers’ Attitudes 4.7 The Impact of Training on Pre-Service Teachers’ Attitudes 4.8 Conclusion References 5 Preparing Practitioners for Inclusive Practice: The Challenge of Building Schema to Reduce Cognitive Load Abstract 5.1 Introduction 5.2 Schema Theory 5.3 Cognition and Schema 5.4 Teacher Cognition and Teacher Behaviour 5.5 Cognitive Load 5.6 Schema Development of Pre-Service Teachers 5.7 Implications for Teacher Preparation References Inclusion for Specific Populations 6 Young People with Serious Mental Health Problems: A Case for Inclusion Abstract 6.1 Introduction 6.2 What is Social Inclusion? 6.3 Mental Illness in Young People 6.4 Mental Illness and Inclusion 6.4.1 The Impact of Mental Illness on Inclusion 6.4.2 Mental Illness and Participation in Education 6.4.3 Classifying Mental Illness in Young People 6.4.4 The Impact of Symptoms on Learning 6.4.5 Social Exclusion and Stigma 6.4.6 Addressing Stigma in Schools 6.4.7 Schools Are Communities 6.4.8 Belonging 6.4.9 Mental Health Promotion in Schools 6.4.10 Schools and Opportunities for Participation and a Sense of Belonging 6.5 Conclusion References 7 Standing Out While Fitting in (SOFI): A Counternarrative on Black Males’ Strivings for Inclusiveness at a Predominantly Black High School Abstract 7.1 Introduction 7.1.1 Problematizing Psychological Membership at School 7.1.2 A Standing Out While Fitting in (SOFI) Perspective on Inclusion 7.1.3 Critical Race Methodology 7.1.4 Counter-Storytelling 7.2 Methods 7.2.1 Participants 7.2.2 Positionality of the Principal Investigator 7.2.3 Data Analysis 7.3 Findings 7.4 Discussion 7.4.1 The Practice of Literacy Among Black Males 7.4.2 SOFI in the Classroom 7.4.3 Group Affiliation 7.4.4 Domains of Excellence Versus Adequacy 7.4.5 Implications for Future Work 7.5 Conclusion References 8 What Norwegian Individuals Diagnosed with Dyslexia, Think and Feel About the Label “Dyslexia” Abstract 8.1 Introduction 8.1.1 Understanding Dyslexia in Norway 8.1.2 Defining Dyslexia 8.1.3 Self-Esteem and Attitudes Towards Dyslexia 8.1.4 Identification and Social Construction of Dyslexia 8.1.5 Where Does This Research Project Fill in the Gap and Expand? 8.2 Methodology 8.2.1 About the Participants 8.3 Findings 8.3.1 Individuals with Dyslexia’s Self-Esteem and Attitudes Towards Dyslexia 8.3.2 Identification of Dyslexia 8.3.3 Social Construction of Dyslexia 8.3.4 A Concluding Summary of Key Findings and Identifi- cation of Emerging Issues 8.4 Discussion 8.4.1 Individuals with Dyslexia’s Self-Esteem and Attitudes Towards Dyslexia 8.4.2 Identification and Social Construction of Dyslexia 8.5 Strengths and Limitations of the Study 8.6 Conclusion References 9 Social Inclusion to Promote Mental Health and Well-Being of Youths in Schools Abstract 9.1 Introduction 9.1.1 Social Inclusion in Youths 9.1.2 Social Inclusion: The Need-to-Belong Context 9.1.3 The Need for Inclusion: A Basic Psychological Need 9.1.4 Social Inclusion for Better Mental Health and Well-Being 9.1.5 Fostering Social Inclusion in School 9.2 Conclusions and Future Directions References 10 Autism Spectrum Disorder and Inclusive Education Abstract 10.1 Introduction 10.2 Definition of Autism Spectrum Disorder 10.3 Levels of Autism Spectrum Disorder 10.4 Characteristics of Individuals with Autism Who are Eligible to Benefit from Inclusive Education 10.5 Key Challenges of Inclusive Education for Individuals with Autism at Different Ages 10.6 Challenges Faced by the Family and the Individual with Autism Before Primary School 10.7 Challenges of the Family and Individuals with Autism in Primary School 10.8 The Challenges Faced by the Family and the Individual with Autism in Adolescence and Puberty 10.9 Readiness to Move on to Professional and Career Life 10.10 Main Aspects in the Inclusive Education of Individuals with Autism Spectrum Disorder 10.11 Acceptance, Responsibility, Effective Action, and Communication for Individuals with Autism 10.12 Parental Involvement in the Inclusive Education of an Individual with Autism Spectrum Disorder 10.13 Peer Participation in Inclusive Education for Individuals with Autism Spectrum Disorder 10.14 Involvement of Regular School Teachers in the Inclusive Education of Individuals with Autism Spectrum Disorder 10.15 Physical Aspects in the Inclusive Education of Individuals with Autism 10.16 Environmental Adaptation (Environmental Adjustment and Environmental Simulation) 10.17 Adaptation of Textbooks, Educational Materials, and Exam Materials 10.18 Holding Training Courses for Regular School Teachers 10.19 Providing Practical Solutions for Inclusive Education for Individuals with Autism 10.20 Forming Support Groups Among Students 10.21 Forming a Counseling Center Among Regular Teachers 10.22 Correcting Misconceptions About Individuals with Autism and Avoiding Labeling (Stigma) 10.23 Holding Half-Time and Full-Time Parallel Classes for a Child with Autism 10.24 Presenting Educational Programs at Home in Line with Normal School Programs 10.25 Use of Special Educational Systems for Individuals with Autism in Regular Schools (Such as PECS and TEACCH), Necessity of Using Images and Visual Guides 10.26 Assessing Student Performance and the Level of School Cooperation, Modifying the Curriculum, and Providing New Solutions References 11 LGBTQ Relationships and Sex Education for Students Abstract 11.1 Introduction 11.2 Sexuality, Gender and Formal Education 11.3 Relationship and Sex Education Through Social Media 11.4 Implications for Policy and Practice 11.5 Suggestions for Further Research 11.6 Conclusion References 12 An Inclusive Response to Students with Rare Diseases from a Community Perspective: The Importance of the Active Role of Associations Abstract 12.1 Introduction 12.1.1 Rare Diseases 12.2 Method 12.2.1 Participants 12.2.2 Design/Procedure 12.2.3 Data Analysis 12.3 Results 12.3.1 The Voice of the Families 12.3.2 The Voices of Children and Youths with RDs 12.4 Discussion 12.5 Conclusion References 13 Who Belongs in Schools? How the Education System Fails Racially Marginalised Students Abstract 13.1 Introduction 13.1.1 Understanding Racial Issues 13.1.2 The Development of Intergroup Attitudes 13.1.3 Racial-Ethnic Socialisation Potential of Schools 13.1.4 Racial Exclusion in Schools 13.1.5 Impact of Inclusion and Exclusion in Schools 13.1.5.1 Mental Health and Well-Being 13.1.5.2 Identity and Belonging 13.1.5.3 What Happens When Students Belong in School? 13.1.6 Moving Towards Equity and Anti-Bias 13.1.6.1 Broader Systemic Issues 13.1.6.2 The Classroom/School Context 13.1.6.3 The Individual Teacher 13.2 Conclusion References Inclusion for Families and Schools 14 Inclusive Secondary Schooling: Challenges in Developing Effective Parent-Teacher Collaborations Abstract 14.1 Introduction 14.2 The Challenges of Inclusive Secondary Schooling 14.3 Parent-Teacher Collaboration 14.3.1 Obstacles to Parent-Teacher Collaboration: Parents’ Perspectives 14.3.2 Obstacles to Parent-Teacher Collaboration: Teachers’ Perspectives 14.4 Conclusion References 15 Working with Families of Students with Disabilities in Primary Schools Abstract 15.1 Introduction 15.1.1 Parental Involvement with Education 15.1.2 Parents’ Perceptions of Inclusive Education 15.1.3 Contemporary Parental Perspectives and the Reality Gap 15.1.4 Teachers and Students’ Perceptions of School-Family Collaboration 15.1.5 Collaboration and Individual Planning 15.2 Conclusion References 16 Parents’ and Educators’ Perspectives on Inclusion of Students with Disabilities Abstract 16.1 Introduction 16.2 Inclusion of Most Diversities 16.3 Inclusion of Students with Disabilities 16.3.1 Parents’ Views of and Attitudes Toward Inclusion 16.3.2 Teachers’ Attitudes Toward Inclusion 16.3.3 Issues for All Educators 16.3.4 Students with Severe Disabilities 16.3.5 SWD Whose Disabilities Are Sensory 16.3.6 SWD Whose Disabilities Are not Severe 16.4 Summary and Conclusion References 17 The Importance of Children and Young People’s Voices in Debates on Inclusive Education Abstract 17.1 Introduction 17.1.1 Children and Young People’s Perspectives 17.1.2 Other Stakeholders 17.1.3 Secondary Schooling 17.2 Conclusion References Issues of Inclusive Education in School and Society 18 Educational Psychology: A Critical Part of Inclusive Education Abstract 18.1 Introduction 18.1.1 The Educational Psychology and Inclsuive Education Connection 18.1.2 Bridging Educational Psychology and Inclusive Education to Address the Needs of Vulnerable Youth 18.1.3 Student-Centred Practices and Policies 18.1.4 Addressing the Rhetoric Versus Reality Research Debate: The Potential of Participatory Approaches in Educational Inclusion Research 18.2 Conclusion References 19 The Value of Flexible Options as Enablers in Inclusion Abstract 19.1 Introduction 19.2 Methods 19.2.1 Participants 19.2.2 Procedure 19.2.3 Instruments 19.2.4 Data Analysis 19.3 Results 19.3.1 Adaptive Functioning and Mental Health Syndromes: Child Behaviour Checklist Teacher Referral Form (CBC-TRF) Results 19.3.2 Adaptive Functioning and Competence on Entry 19.3.3 Syndrome Results from the CBC-TRF: Home School Teacher Ratings on Entry 19.3.4 Attendance Outcomes 19.3.5 Beck Youth Depression Scale Results 19.4 Discussion References 20 At the Nexis of Schooling: The Conflict Between “Special” and “Inclusive” Education Abstract 20.1 Introduction 20.1.1 From ‘Special’ to ‘Inclusive’ Education 20.1.2 Inclusive Education in Australia 20.1.3 Principal’s Perceptions of Inclusive Education 20.2 Method 20.3 Results and Discussion 20.3.1 Inclusive Education is about Disability 20.3.2 Special Education is Part of Inclusive Education 20.3.3 Inclusive Education is the Responsibility of Special Education Staff 20.3.4 Inclusive Education is Separate to the Provision of ‘Mainstream’ Schooling 20.4 Influences on Principals’ Perceptions of Inclusive Education 20.4.1 The Role of Research 20.4.2 The Role of Universities 20.4.3 The Role of Education Systems 20.5 Conclusion References 21 Belonging as a Core Construct at the Heart of the Inclusion Debate, Discourse, and Practice Abstract 21.1 Introduction 21.1.1 Belonging 21.1.2 Importance of Belonging for Inclusion 21.1.3 LGBTQ Inclusion in School 21.1.4 Belonging, Identity, and Race 21.1.5 Disability 21.1.6 Mental Health, Wellbeing, and a Sense of Belonging 21.1.7 Disorganised Attachment, Trauma, Foster Care 21.1.8 Using Individual Belonging as Metric for True Inclusion 21.1.9 An Ethical Responsibility to Make Belonging at the Heart of Inclusion 21.1.10 Belonging as the Glue of Inclusion, Equity, and Diversity 21.2 Conclusion References 22 Inclusion Begins at Home: Gender Equity as an Imperative First Step Towards a Truly Inclusive Academy Abstract 22.1 Inclusion Begins at Home: Gender Equity as an Imperative First Step Towards a Truly Inclusive Academy 22.2 Defining Equity in Academia 22.2.1 Equity and Inclusion in the Presence or Absence of Children 22.3 Research Performance Standards 22.3.1 Grants and Funding 22.3.2 Publishing and Citations 22.3.3 Service 22.3.4 Professional Development and Conference Attendance 22.3.5 Leadership Opportunities 22.4 Promotions and Career Progression 22.5 Systemic Solutions 22.5.1 Legislation 22.5.2 University Policy 22.5.3 Leadership and Support 22.5.4 The Professional Structure of Higher Education 22.5.5 Culture, Norms, and Attitudes 22.6 An Ethical Responsibility 22.7 Conclusion Acknowledgements References Government reports and legislation Conclusion 23 The Inclusive Paradox: The Lived Experience Versus the Theory Abstract 23.1 Introduction 23.1.1 Did It Matter? 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