Inclusive Pedagogical Practices Amidst a Global Pandemic: Issues and Perspectives Around the Globe

Series Editor’s Preface
Acknowledgments
Contents
About the Editors
Chapter 1: Introducing the Road to Inclusion During the COVID-19 Global Pandemic
References
Chapter 2: Students with Disabilities in Inclusive Educational Settings in Poland
Introduction
Inclusive Education in Poland – Patterns of Special Didactics as a Generalization and Explanation of an Attainable Educational Reality
Methods
Results and Discussion
Conclusion
References
Chapter 3: Inclusion of Economically Deprived Secondary School Children in Virtual-Based Learning During COVID-19 in Malawi
Introduction
Purpose of the Study
Theoretical Framework Underpinning the Study
Literature Review
Who Are the Vulnerable Children?
Challenges Faced by Vulnerable Children During COVID-19
Research Methodology
Case Study Approach
Research Site
Sampling Technique and Size
Ethical Issues and Instrument Administration
Data Collection Instrument
Results and Discussion
Our Inclusion in Virtual-Based Learning Was Unexpected
Inclusion In Virtual-Based Learning Was a Huge Shock
Non-availability of Electricity
Inability to Access Computer Service
Conclusion
References
Chapter 4: Inclusion and the Right to Education in Latin America and the Caribbean: Policies, Resources, and Good Practice in the COVID-19 Social and Educational Emergency
Introduction and Background
Methodology
Results and Discussion
Continuity of Distance Learning and the Digital Divide
Teachers
Evaluations
Food, Health, and Psychosocial Support
Vulnerable Groups
Families and Home Schooling
Conclusion
References
Chapter 5: On the Cultivation of Autonomous Learning During Times of a Pandemic: Pedagogical Implications of Inclusive Online Education
Introduction
Plunging into the Challenge of Online Teaching-Learning
Background
In Defense of Autonomous Online Teaching-Learning
Methods
Procedures of Conducting Interviews
Ethical Considerations
Participants of the Study
Results
Learners’ Duration of Reading in Relation to Activities
Factors for Not Submitting the Assigned Reading Tasks on Time
Discussion
Conclusion
References
Chapter 6: It Takes a Village: Preparing Chinese Immigrant Families for Remote Learning of their Children with Disabilities
Introduction
Challenges CLD Students and Families Faced During Remote Learning
Community Support
Methods
Overview of the Community-Based Parent Support Group
Participants
Data Collection and Analysis
Results
Parent-to-Parent Support
Technological Skills
Advocacy Skills
Student Engagement
Unresolved Barriers Faced During Remote Learning
Discussion and Recommendations to Schools
Conclusion
References
Chapter 7: Factors Influencing Five Foundation Phase Teachers’ Teaching Experiences During COVID-19 in an Inclusive Suburban School
Introduction
Literature Review
Fear Experienced By Teachers During the Pandemic
How Teachers Manage the Changing Inclusive Classroom Environment During COVID-19
Factors Impacting Curriculum Delivery During COVID-19
Adapting Pedagogies for Inclusive Classrooms Amidst the COVID-19 Pandemic
Teacher Collaboration
Theoretical Framework
Methods
Research Design
Setting
Participants
Procedure
Ethical Considerations
Results and Discussions
Fears Experienced by the Teachers
Adaptation of the Inclusive Classroom Environment
Adapting Pedagogies for Inclusive Classrooms During COVID-19
Curriculum Delivery
Teacher Collaboration
Conclusion
Recommendations
References
Chapter 8: The Potential of Online Education: Beyond the Status Quo of Equity and Inclusion
Introduction
Literature Review
Conceptual and Theoretical Framing
Methods
Critical Discourse Analysis
Data Sources: Sample
Researcher Positionality and Ethical Considerations
Results
Transparency: “I Don’t Understand Why This Is Happening”
The Community
Adaptive Systems: “Education Systems Are a Living Entity”
Online Learning: “It Cannot Be a Cookie-Cutter Package”
Missing in Engagement, Action, and Expression
“Working Toward Equity”
Disability and Inclusion as Absences
Getting Back to the Norm: Rituals, Carework, and Supervision
Conclusion
References
Chapter 9: Perspectives on Reconceptualizing and Recontextualizing Schools’ Inclusive Culture for Students with Disabilities During the COVID-19 Pandemic
Introduction
Background
Methods
Research Approach, Design, and Paradigm
Research Design
Context of the Study
Participants
Data Collection Instruments
Questionnaire Structure
Validity and Reliability of the Study
Data Analysis
Descriptive Statistics and Correlation Tests
Coding and Thematic Analysis of the Open-Ended Survey Questionnaire Question and of the Secondary Data
Ethical Considerations
Results
Teachers’ Survey Questionnaire Questions-Descriptive Statistics
Survey Questionnaire Questions Related to RQ1-Teachers’ Views on Inclusive Learning Practices in Response to School Closures & RQ3-Distance Learning Practices and Inclusive School Culture
RQ2-Success Factors and Obstacles in the Implementation of Inclusive education during the Pandemic
Correlation Tests
Principals’ Survey Questionnaire Questions-Descriptive Statistics
Open-Ended Question and Secondary Data Coding and Thematic Analysis
Discussion
Conclusion
References
Chapter 10: Inclusive Art Pedagogies for Refugee Children and Youth with Mental Health Disabilities During COVID-19: A Canadian Perspective
Introduction
Background
Pre-COVID-19: Teachers’ Best Practices for Refugees
During COVID-19
The Value of Art in Trauma and Learning
Evidence-Based Creative/Expressive Arts Programs
Theoretical Framework
Methodology
Results
The Local Context
Difficult Beginnings
Teachers Identifying Effective Practices
The Main Benefits of Art for Refugee Students
Conflicts in the Field
Art Pedagogies
Discussion
Conclusion
References
Chapter 11: Supporting Students with Disabilities in Transition: Collaboration Between School Counselors and Special Educators
Introduction
Collaboration
Multi-Tiered System of Support (MTSS)
Tiered Levels of Intervention
MTSS for School Counselors
School Counselor Tier 1 Supports
School Counselor Tier 2 Supports
School Counselor Tier 3 Supports
MTSS for Special Educators
Transitions for Students with Disabilities
Transitions During the COVID-19 Pandemic
Special Educator Teachers Supporting Transitions
School Counselors Supporting Transitions
Collaboration to Support Transitions
Discussion
Recommendations
Conclusion
References
Chapter 12: The Spirit of Volunteerism: Supporting Young Children of Medical Workers During the COVID-19 Pandemic in the United Arab Emirates
Introduction
The Spirit of Volunteerism in the UAE
Supporting Children of Medical Workers
Context of the Study
Theoretical Frameworks
Methods
Results and Discussion
Learning Support Provided to Child 1
Learning Support Provided to Child 2
Learning Support Provided to Child 3
Conclusion
References
Chapter 13: Collaborative Roles of Rural Stakeholders to Benefit Learners Within Inclusive Education
Introduction
Background
Methods
Results
Collaborative Leadership to Benefit Learners Within an Inclusive Classroom
A Collaborative Effort Between Parents and School Managers
Discussion
Conclusion
References
Chapter 14: Teaching in a Global Pandemic: Experiences of Five Educators Supporting Students with Disabilities in Inclusive Classrooms in the United States
Introduction
Literature Review
Methods
Results and Discussion
Social-Emotional Learning
Academic Access
Caregiver and Family Partnerships
What Will Schools Look Like After COVID-19?
Conclusion
References
Chapter 15: Educators Coming Together to Empower Learners, Families, and Teachers in Developing Culturally Responsive/Sustaining Postsecondary Transition Plans During COVID-19
Introduction
Background
Methods
Research Approach
Research Design
Results and Discussion
Transition Planning Policies
Culturally Responsive/Sustaining Transition Practices
Impact of COVID-19 on Postsecondary Planning
Conclusion
Appendix
Resources from the CRSTP Video Training
Policies
Resources
Workshop Supports for Teachers
References
Chapter 16: Understanding Life in Lockdown for Autistic Young People in Northern Ireland
Introduction
Background
Methods
Young People’s Advisory Group (YPAG)
Research Participants
Data Collection
Results and Discussion
Main Findings
Challenges
Isolation and Space
Uncertainty
Pressures of Home-Schooling
Coping Strategies
Relationships
Hobbies
Being Outside
Conclusion
Recommendations
Recommendation 1
Recommendation 2
Recommendation 3
Concluding Statement
References
Chapter 17: Inclusive Educational Practices in Turkey During the Period of COVID-19
Introduction
Background
Method
Study Design
Participants
Data Collection Tools and Analysis of the Data
Findings
In My Opinion the Program Is Inclusive Because……
In My Opinion the Program Is Not Inclusive Because……
In My Opinion the Program Is Inclusive Because……
In My Opinion the Program Is Not Inclusive Because……
In My Opinion the Program Is Inclusive Because……
In My Opinion the Program Is Not Inclusive Because……
Discussion and Conclusion
Recommendations
References
Chapter 18: Inclusive Pedagogical Practices Amidst a Global Pandemic: Lessons Learnt from Across the Globe
References
List of Reviewers
Index