Sakarya University Journal of Education,
Journal Year:
2023,
Volume and Issue:
13(3), P. 527 - 549
Published: Dec. 28, 2023
The
recent
Kahramanmaraş
earthquake
and
the
COVID-19
pandemic
led
to
implementation
of
emergency
remote
teaching
(ERT)
prevent
interruption
education
services.
This
rapid
ERT
in
educational
process
many
new
experiences
for
classroom
teachers
implementing
activities
students
with
special
needs
(SWD)
terms
successful
inclusion
practices
(SIP).
It
is
essential
have
information
about
teachers'
SIP
through
determine
which
strategies
they
used
cope
difficulties
experienced
this
process,
assess
their
suggestions
take
measures
overcome
these
realize
effective
case
similar
disasters
occur
again
future.
study
aims
on
instruction
SWD
SIP.
adopts
qualitative
research,
a
phenomenological
design
was
utilized
analyze
subject
depth.
participants
consisted
eight
primary
school
teachers.
research
data
were
obtained
using
semi-structured
interview
form
applied
participants.
Through
thematic
analysis
obtained,
themes,
sub-themes,
codes
created
analyzed.
findings
showed
that
carried
out
within
scope
has
advantages
disadvantages
SWD.
Advantages
basic
academic
skills
(Turkish,
mathematics,
life
science,
social
studies,
science)
also
identified.
In
addition,
it
concluded
expectations
SWD,
if
necessary,
studies
are
regard;
more
comprehensive
distance
method
can
be
relevant
instead
method.
Research
discussed
literature
framework,
limitations
recommendations
stated.
Journal of Research in Special Educational Needs,
Journal Year:
2024,
Volume and Issue:
24(3), P. 855 - 865
Published: May 8, 2024
Abstract
Currently,
refugee
Ukrainian
learners
are
attending
German
mainstream
schools,
leading
to
an
even
more
diverse
student
population.
Given
that
the
school
system
is
committed
provide
inclusive
education
for
all,
this
study
aims
examine
how
teachers
address
students
learning
needs
by
means
of
differentiated
instruction.
To
end,
a
qualitative
was
conducted
in
which
eight
elementary
and
advanced
secondary
were
interviewed.
Findings
revealed
schools
taught
alongside
students,
but
also
placed
separated
classrooms.
Additionally,
they
occasionally
participate
remote
via
Zoom
from
Ukraine.
Furthermore,
reported
using
frequently
tiered
assignments
or
peer
tutoring
systems.
In
contrast,
practices
such
as
mastery
open
seldomly
implemented.
Implications
results,
well
limitations
further
lines
research
discussed.
Journal of Research in Special Educational Needs,
Journal Year:
2023,
Volume and Issue:
23(4), P. 354 - 364
Published: June 8, 2023
Abstract
Given
the
almost
2‐year
COVID‐19
school‐related
closure
in
Mexico,
children
and
adolescents
have
experienced
a
negative
impact
not
only
on
their
learning,
but
as
well
mental
health
well‐being.
Although
international
research
has
shown
that
distant
learning
response
to
closures
severely
affected
students
with
special
education
needs,
there
is
still
lack
of
studies
conducted
Mexico.
Thus,
this
study
attempts
tackle
gap
by
exploring
how
Mexican
without
needs
coped
distance
its
emotional
experiences.
A
total
293
lower
secondary
participated
study.
Independent
sample
t
‐tests
indicated
that,
comparison
significantly
worse
during
had
higher
levels
activation.
Additionally,
multiple
linear
regression
analyses
revealed
students'
self‐efficacy
functioned
an
important
coping
mechanism.
Implications
results,
further
lines
are
discussed.
Swiss Journal of Educational Research,
Journal Year:
2024,
Volume and Issue:
46(1), P. 16 - 29
Published: June 3, 2024
La
présente
étude
transversale
propose
d’examiner
l’évolution
des
attitudes
à
l’égard
de
l’intégration
scolaire
et
le
sentiment
d’auto-efficacité
(SAE)
d’enseignant·e·s
vaudois·e·s,
avant
après
l’entrée
en
vigueur
la
Loi
sur
pédagogie
spécialisée
l’introduction
du
concept
360°
2019.
Les
SAE
mesurés
2022
chez
167
enseignant·e·s
ont
été
comparés
aux
données
recueillies
auprès
306
2016.
résultats
indiquent
que
les
sont
moins
positives
qu’en
2016
leur
niveau
est
élevé,
particulièrement
au
secondaire
I.
Ces
ouvrent
pistes
réflexion
concernant
l’accompagnement
(futur·e·s)
dans
mise
œuvre
l’école
visée
inclusive.
Frontiers in Education,
Journal Year:
2023,
Volume and Issue:
8
Published: May 15, 2023
The
article
aims
at
selecting
the
most
perspective
mechanisms
and
finding
perspectives
of
using
integration
education
development
for
accelerating
Russia’s
economic
growth.
methods
correlation
regression
analysis
are
used.
It
is
proved
–
by
example
top
universities
in
Russia
2020
that
higher
maximization
its
contribution
to
acceleration
growth
could
be
achieved
based
on
with
participation
universities.
determined
optimization
should
applied
educational
(quality
education),
scientific
(R&D),
international
(globalization)
activities
universities,
which
reach
maximum
case
an
increase
number
incubators
each
university
up
5
units,
centers
shared
use
equipment
40
small
companies
41.
citations
profitability
(effectiveness)
do
not
depend
education.
Such
as
employer-sponsored
education,
practice
bases,
technological
parks
contribute
improvement
indicators
universities’
thus
their
inexpedient.
practical
significance
authors’
conclusions
recommendations
they
allow
raising
effectiveness
management
optimizing
organizational
managerial
conditions
under
potential
sphere
support
implementation
social
investment
model
unlocked
comprehensive
way.
The
United
Nations
(UN)
Sustainable
Development
Goals
(SDGs)Sustainable
development
goals
(SDGs)
ensure
inclusive
and
equitable
quality
education
for
promoting
lifelong
learning.
Inclusive
fosters
an
environment
access
to
by
addressing
diversity
barriers
that
can
cause
exclusion.
COVID-19COVID-19
has
reimagined
Higher
Education
with
new
challenges
opportunities
the
present
future.
Digital
divide,
gender
inequality,
specially-abled
students,
a
non-inclusive
learning
are
major
education.
ensuresInclusive
educationfuture
'no
one
leaves
behind',
higher
institutes
enhance
their
capacity
building
promote
inclusivity
common
good.
Employability
is
of
key
concepts
in
builds
workforce
contributes
nation-building.
With
COVID-19COVID-19,
nature
work
seen
radical
changes;
hence,
graduate
attributes
have
evolved
21st-century
skills.
chapter
emphasizes
role
reimagining
suggestions
using
existing
strategies
life-long
futuristic
