Search results

For teachers to fully enact pedagogy rooted in equity and inclusion, they must have access to purposeful systems and tools supporting proactive and collaborative planning built explicitly to center the needs of those historically denied full access to learning. This chapter takes on the historical injustices that have been perpetuated within public education in the United States since its inception and presents practical tools and systems (rooted in research and refined in the field) that can promote more equitable day-to-day teaching and learning in classrooms.

The purpose of this paper is to study the limitations, opportunities and conditions for the development of e-learning in the inclusive education system in the universities.

The paper reviews the literature dedicated to e-learning, its application and adaptation in higher inclusive education. Systemic and social approaches were applied to the perception of higher inclusive education for the purposes of this study. The principles of evolutionary economics and institutional theory were used for determining the possibility of using e-learning in higher inclusive education. The findings are confirmed by an empirical study of the integration of e-learning into the higher inclusive education system by the example of Russia.

It has been shown that the development of e-learning in the national higher education system and its perception by the higher inclusive education system depends on the level of development of social and information interrelation in the society. In addition, e-learning can only be used in higher inclusive education when it is interrelated with traditional learning. The efficiency of e-learning in higher inclusive education depends on the systemic institutional environment which was formed both at the level of the state and at the level of a particular university. In this case, the institutional environment should be focused not only on the development of e-learning and inclusive education, but also on their collaboration.

The results of the study, which identified special aspects, opportunities and limitations of e-learning in higher inclusive education, can be applied to improve its effectiveness both at the level of individual universities and at the level of formation of national strategies for the development of higher education.

Given the growing relevance of higher inclusive education in the contemporary world and the limited number of studies of adaptation and the use of e-learning in it, the results obtained can contribute to the implementation of strategic planning of this direction at the national and local levels.

The application of technology to higher education is contributing in many ways to create a highly adaptable, inclusive learning environment for all. This study intends to analyze the role of technology facilitation in creating an inclusive learning environment in the higher education institutions (HEIs), which would connect multi-ethnic students and academics effectively in the Sri Lankan context. Therefore, the primary aim of this study is to explore how technology facilitates inclusive learning in HEIs.

Based on the qualitative research approach, this study generated data from 30 undergraduates and 10 academics from 5 national universities in Sri Lanka to evaluate the effectiveness of technological facilitation in promoting inclusive learning. The data were then thematically analyzed using NVivo 10.

The nature of technology facilitation in HEIs and influencing factors such as the internet, search engines, mobile apps and software, cost involved, upgraded knowledge, time efficiency and technological devices. Further, the factors contribute to the HEIs and the benefits realized, such as information gathering, time-saving, cost reduction, information sharing, connective communication, easy learning and online services. On the other hand, challenges such as the involved parties’ resistance to technological change, inadequate infrastructure facilities, lack of technical knowledge, negative perceptions and behaviors, technical failures and health issues will also be assessed.

Implications for policy and practice include a thorough understanding of the nature of technology facilitation in an inclusive environment. The researcher has recommended some strategies and mechanisms to the policymakers that will guide them to use technology as a tool to enhance the inclusive learning practices within HEIs.

This paper presents an original review and it contextualizes the technology facilitations in respect of the inclusive learning environment in HEIs.

Organisational learning is fundamental in establishing a fearless organisation, creating a competitive advantage and maintaining a sustained growth. While research suggests that leaders can influence organisational learning, there is currently no empirical evidence on how inclusive leadership fosters organisational learning behaviour. Therefore, the purpose of this study is to investigate the relationship between inclusive leadership and organisational learning behaviour. It also seeks to explore the mediating role of psychological safety and climate for initiatives in the mentioned relationship.

The study used a two-wave quantitative examination with 317 respondents. Online survey was used to collect data from randomly selected full-time Australian employees in two times. The data were then analysed using partial least squares structural equation modelling to provide insights.

The study found empirical evidence on the positive association of inclusive leadership and organisational learning behaviour. Moreover, the two mediation paths of psychological safety and climate for initiative were supported for the relationship between inclusive leadership and organisational learning behaviour.

The current study contributes to theory by examining the role of inclusive leadership on organisational learning behaviour through two relatively unexplored mediating paths. It suggests how inclusive leadership can create a fearless organisation through fostering learning behaviour within the organisation which empowers organisations to sustain growth. Despite controlling for and assessing endogeneity, due to the cross-sectional design of the study, it is limited in demonstrating causal links.

The current study provides empirical evidence on the role of inclusive leadership in fostering organisational learning behaviour through two mediating paths of psychological safety and climate for initiatives. The proposed model sets the ground for future research to further develop insights on positive impacts of inclusive leadership within organisations.

Building on social exchange theory and relational leadership theory, this paper proposes a model of inclusive leadership in higher education institutions. Together with an attempt to examine the impact of inclusive leadership on extra-role behaviors of academic staff, the paper aims to test the intervening mechanism of organizational learning among the aforementioned relationships.

Data were collected from 227 academic staff working in the Palestinian higher education institutions. Partial least squares (PLS-SEM) analysis technique was utilized to examine the hypotheses.

The findings reveal that inclusive leadership exerts a positive effect on extra-role behaviors (organizational citizenship behaviors and innovative work behaviors) in the Palestinian higher education setting. Moreover, the findings show that organizational learning plays a significant mediating role among the relationships examined

Academic communities are increasingly diverse. This diversity requires a work environment in which employees take on additional work roles. In response to this diversity, managers of higher education institutions should be concerned about the roles and practices of inclusive leaders. In addition, higher education institutions need to be learning organizations since this would help to mitigate this diversity and create a working atmosphere characterized by continuous learning, collaboration and dialogue.

In higher education, most of the literature on inclusive academic leadership is mainly theoretical. Furthermore, organizational learning in higher education research is based on anecdotal perspectives (Dee and Leišyte, 2016). To this end, this paper is novel, as it is one of few studies to empirically investigate inclusive leadership and extra-role behaviors via organizational learning in a non-western academic context.

This chapter introduces an alternative way of creating inclusive pedagogies by engaging diverse students across geographical borders in participatory research using Voice over Internet Protocol (specifically, Skype) technology. It begins with a discussion on diversity and inclusion within the wider global context and the UK higher education (HE) context, highlighting how institutions engage (or disengage) with multiple aspects of diversity encountered within the sector. It examines how the participatory approach to conducting co-inquiry resulted in opening up inclusive learning spaces, drawing on a funded research project in which the researcher and students acted as co-inquirers. It argues that the pseudo-physical presence created by synchronic communication enhanced student engagement in meaningful cross-border conversations. It examines how the journey of co-inquiry offered holistic, inclusive learning experiences that embed emotional, cognitive and social learning for all students involved by transforming students’ views about their own sociopolitical identities and perceptions about the other. The chapter concludes highlighting how technology-mediated co-inquiring can innovatively democratise student participation and develop their authentic voice. It also examines the challenges of improving inclusive learning through co-inquiry and sends key messages to practitioners, researchers and policy makers who involve in addressing issues of diversity in HE.

This chapter is divided into three main sections. The first section entails an overview of service-learning. Specifically, this section provides an understanding of what service-learning involves, its central components, and its place and value within both higher education and K-12 education. A key consideration stemming from this section is that well-designed service-learning programs have a significant impact on the development of pre-service teachers while at the same time benefiting community partners. The second section reviews the concept of inclusive education. In particular, a working definition of inclusive education is proffered along with ways in which inclusive education is implemented in practice. An important consideration is the development of attitudes and knowledge for inclusive education in both pre-service and in-service teacher training. The third section explores the symbiosis between service-learning and inclusive education. The point being made is that service-learning experiences provide a viable and practical way for people to engage with children and adults who live on the margins of society. This point is especially apposite, as given research suggests that many teachers, especially in Western countries, originate from a middle-class, female population (Grant & Sleeter, 2009), which may prevent interaction with diverse populations. The chapter concludes with the understanding that service-learning has the capacity to engender a greater sense of empathy and appreciation in pre-service teachers that education is an inclusive enterprise.

This chapter presents the Readiness Approach of Educational Administration for Children with Special Needs in Inclusive Learning Management in the VUCA world by summarising Inclusive Learning Management in Thailand and analysing the challenging situation in the VUCA world to discuss about the Readiness Approach of Educational Administration to face the unexpected. The chapter describes the possibilities in three parts: Part 1: Summarising the literature reviewed of Inclusive Learning Management in Thailand. Part 2: Analysing the challenging situation in the VUCA world from the following four concepts: (1) Framework for twenty-first-century Learning Concept; (2) Hard Skill and Soft Skill Competencies Concept; (3) Thailand National Education Standards (2018) and (4) A Commission Report on Education Reform through Competency-Based Curriculum & Instruction. Part 3: to propose Data synthesis of The Readiness Approach of Educational Administration for Children with Special Needs in Inclusive Learning Management in the VUCA world.

Current global shifts in education towards inclusive early childhood education are deeply engineered by the crisis of educational exclusion. In responding to exclusion, teachers have mainly utilized dominant western theories to plan and implement inclusive teaching. In this chapter, we draw on a non-western philosophy, a Nichiren Buddhist (Soka) philosophy, to provide a ‘kaleidoscopic’ lens through which to create inclusive educational learning spaces that engender full participation of all children. The Soka education philosophy is a humanist concept which can guide teachers when preparing to create inclusive education. The aims of this chapter are threefold: The first is an exploration of the Nichiren Buddhist (Soka) philosophy. The second aim is to highlight how this philosophy can enable teachers to unleash the unlimited potential of children in inclusive learning settings. Thirdly, we argue that grounding early childhood teacher education in this philosophy can help improve the effectiveness of inclusive educational experience for all children.