Analysis of the Environment Impact on the Inclusion of Children with Special Educational Needs
Abstract
This paper highlights the critical role of the environment in facilitating the inclusion of children with special education needs (SEN) in educational settings. The physical environment, social interactions, curriculum, instructional practices, and policy frameworks all contribute to creating an inclusive environment. Considering and addressing the impact of these environmental factors, educators, policymakers, and school leaders can promote the successful inclusion and participation of children with SEN, ultimately enhancing their educational experiences and outcomes. Further research is needed to delve deeper into specific environmental factors and their interrelationships to develop comprehensive strategies for promoting inclusive education.
References
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[26] Tsediso M. M., and Burmistrova V. 2020. Funding inclusive education for equity and social justice in South African schools. South African Journal of Education 40(4): 37-45. DOI:https://doi.org/10.15700/saje.v40n4a2037
[27] van Kessel, R., Hrzic, R., Cassidy, S., Brayne, C., Baron-Cohen, S., and Czabanowska K. 2021. Inclusive education in the European Union: A fuzzy-set qualitative comparative analysis of education policy for autism.Soc. Work Public Health 36: 286–299. DOI: https://doi.org/10.1080/19371918.2021.1877590
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[2] Alnahdi, G. H., and Schwab, S. 2021.Special education major or attitudes to predict teachers' self-efficacy for teaching in inclusive education. Front. Psychol.12. DOI: https://doi.org/10.3389/fpsyg.2021.680909
[3] Artiles, A. J., Harris-Murri, N., and Rostenberg, D. 2020. Inclusion as social justice: Critical notes on discourses, assumptions, and the road ahead. Theory into Practice 45(3): 260–268. https://doi.org/10.1207/s15430421tip4503_8bank.org%2Fcurated%2Fen%2F614161468325299263%2FInclusive-education-achieving-education-for-all-by-including-those-with-disabilities-and-special-education-needs
[4] Anabi, D., Lowe, M., Koster, W., Bedell, G., Hetani, M, Avery, L., and Teplicki, R. 2018. The mediating role of the environment in explaining the participation of children and youth with and without disabilities at home, in school, and in the community. Arch. Phys. Med. Rehabil 95: 908-917. DOI:https://doi.org/10.1016/j.apmr.2014.01.005
[5] Biktagirova, G. F., and Khitryuk, V. V. 2018. Formation of Future Pre-School Teachers Readiness to Work in the Conditions of Educational Inclusion. International Journal of Environmental & Science Education 11(3): 185–194. DOI: https://doi.org/10.12973/ijese.2016.302a
[6] Cobello, S. 2019. When society does not see the future – What does «disability» mean? Journal of Educational and Science 138(9): 153-165. DOI: https://doi.org/10.17853/1994-5639-2018-9-153-165
[7] Dyssegaard, C. B., and Larsen, M. S. 2018. Evidence of inclusion. Copenhagen: Danish Clearinghouse for Educational Research, 55 p.
[8] Giangrego, M., and Doyle, M.B. 2018. Integrazion scolastica in Italy: A Compilation of English-Language Resources. International Journal of Whole Schooling 8(1): 63-105.
[9] Greenberg, A.D., and Nielsen, A.H. 2018. The role of education in building soft skills: Putting into perspective the priorities and opportunities for teaching collaboration and other soft skills in education. Duxbury, MA: Wainhouse Research, 335 p.
[10] Gregorz, S., Smogorzewska, J., and Karwowski, M. 2018. Academic achievement of students without special educational needs in inclusive classrooms. A meta-analysis. Educational Research Review 21: 33–54. DOI:https://doi.org/10.1016/j.edurev.2017.02.004
[11] Kang, L. J., Xie, M. S., Liao, H.F., and Hwang, A.W. 2018. Environmental barriers to participation in preschool children with and without physical disabilities. Int J Environ Res Public Health 14(5):518. DOI:https://doi.org/10.3390/ijerph14050518
[12] Lemechshenko, O., Nakipova, G., and Akhmet, G. 2022. Improving the Program-Targeted Management Methodology and Its Practical Application for the Sustained and Environment Development of Agro-Industrial Complex. Journal of Environmental Management and Tourism 13(3): 769-781. DOI:https://doi.org/10.14505/jemt.v13.3 (59).16
[13] Magyar, A., Krausz, A., Kapás, I. D., and Habók, A. 2020.Exploring Hungarian teachers' perceptions of inclusive education of SEN students.Heliyon,6. DOI: https://doi.org/10.1016/j.heliyon.2020.e03851
[14] Meijer, C. J., and Watkins, A. 2019. Financing special needs and inclusive education – from Salamanca to the present. International Journal of Inclusive Education 23(7). DOI:https://doi.org/10.1080/13603116.2019.1623330
[15] Mitchell D. 2019. Education for respect and understanding – inclusion and equity. Cambridge, UK: Commonwealth Education Partnerships, 2018 p. www.cedol.org%2Fwp-content%2Fuploads%2F2012% 2F02%2F55-57-20091.pdf
[16] Molina Roldán S., Marauri J., Aubert A., and Flecha R. 2021. How inclusive interactive learning environments benefit students without special needs. Front. Psychol. 12. DOI: https://doi.org/10.3389/fpsyg.2021.661427
[17] Nikolić, G., and Popović, Z. 2018. Examining educational achievement of students with disabilities in schools. Education, 1: 25–39
[18] Nurgalieva, S. A., Popova, M. V., Espolova, G. K., and Dyusembinova, G. K. 2018. Conditions and mechanisms for improving the quality of inclusive education in Kazakhstan. Bulletin PGU 2: 163-167.
[19] Okyere, C., Aldersey, H.M., and Lysaght, R. 2019. The experiences of children with intellectual and developmental disabilities in inclusive schools in Accra, Ghana. African Journal of Disability 8: 1–11. DOI:https://doi.org/10.4102%2Fajod.v8i0.542
[20] Peters, S. 2019. Inclusive education: Achieving education for all by including those with disabilities and special education needs. Washington, D.C.: WorldBank, 102 p. https://www.researchgate.net/ deref/http%3A%2F%2Fdocuments.word
[21] Radisavljevic-Janic, S. V., Bubanja, I. R., Lazarevic, B. J., Lazarević, D. A., and Milanović, I. T. 2018.Attitudes of primary school students towards inclusion in physical education classes. Teach Educ.67: 235–248. DOI: https://doi.org/10.5937/nasvas1802235R
[22] Sedláčková, D. 2018. Pupils with physical disabilities and their experience with inclusive education. International Multidisciplinary Scientific Conference on Social Sciences and Arts. Sofia: STEF92 Technology Ltd, 673–680 pp. DOI: https://doi.org/10.5593/sgemsocial12018/3.5
[23] Sedláčková, D., and Kantor, J. 2021. The Lived Experience with Inclusive Education: A Case Study of a Teenager with Diabetes, His Mother, and His Teacher. Clinical Psychology and Special Education 10(2): 183–220. DOI: https://doi.org/10.17759/cpse.2021100211
[24] Shevlin, M., and Banks, J. 2021. Inclusion at a Crossroads: Dismantling Ireland’s System of Special Education. Educ. Sci. 11: 161-170. DOI:https://doi.org/10.3390/educsci11040161
[25] Timo, S. 2018. How Common are Inclusive Educational Practices Among Finnish Teachers? International Journal of Inclusive Education 22(5): 560–575. DOI: https://doi.org/10.1080/13603116.2017.1390001
[26] Tsediso M. M., and Burmistrova V. 2020. Funding inclusive education for equity and social justice in South African schools. South African Journal of Education 40(4): 37-45. DOI:https://doi.org/10.15700/saje.v40n4a2037
[27] van Kessel, R., Hrzic, R., Cassidy, S., Brayne, C., Baron-Cohen, S., and Czabanowska K. 2021. Inclusive education in the European Union: A fuzzy-set qualitative comparative analysis of education policy for autism.Soc. Work Public Health 36: 286–299. DOI: https://doi.org/10.1080/19371918.2021.1877590
[28] *** Official resource of the Data of the Committee on Statistics of the Republic of Kazakhstan for 2010-2022. https://www.stat.gov.kz
[29] *** Official resource of the statistical practice of the CIS countries and other countries of the world on disability issues. 2020. Moscow, 30 pp. https:////www.cisstat.org/
[30] *** Official resource of United Nation Convention on the Rights of Persons with Disabilities, adopted by General Assembly. https://www.ohchr.org/RU/HRBodies/CRPD/Pages/ConventionRightsPersonsWith Disabilities.aspx#preamble
Published
2023-09-01
How to Cite
TURLUBEKOVA, Marzhan et al.
Analysis of the Environment Impact on the Inclusion of Children with Special Educational Needs.
Journal of Environmental Management and Tourism, [S.l.], v. 14, n. 5, p. 2354 - 2366, sep. 2023.
ISSN 2068-7729.
Available at: <https://journals.aserspublishing.eu/jemt/article/view/8020>. Date accessed: 24 nov. 2024.
doi: https://doi.org/10.14505/jemt.v14.5(69).17.
Section
Article
Copyright© 2024 The Author(s). Published by ASERS Publishing 2024. This is an open access article distributed under the terms of CC-BY 4.0 license.