EXAMINING ELEMENTS OF DESIGNING AND MANAGING OF CREATING INCLUSIVE LEARNING ENVIRONMENT: SYSTEMATIC LITERATURE REVIEW

Authors

Abstract

This article focuses on the basic elements of designing managing creating an inclusive learning environment that makes it more convenient to facilitate and avoid any hindrance to the school environment and pull back to challenge different developmental aspects (factors). For inclusion to be successful educators and other professionals need to work towards an educational climate that creates a welcoming set of practices which include the adoption of collaboration, cooperation, and partnership, inside and outside classroom accessibility; flexible curriculum and pedagogy center; age-appropriated and accessible toilet, ramps, signages, canteen, and stairs, pathways and corridors. Inclusive learning environments are crucial in ensuring that all students, regardless of their abilities or backgrounds, have equal opportunities to learn and succeed. It also emphasizes the significance of involving students, teachers, and other stakeholders in the process to ensure the environment accommodates the needs of everyone involved.

Keywords: Design and managing of inclusive learning environment, inclusive education, inclusive learning environment.

REFERENCES

Ackah-Jnr, F. R. (2016). Implementation of inclusive early childhood education policy and change in Ghana (Unpublished Doctoral dissertation). Griffith University.

ADA, (1990). Americans with disabilities Act of 1990. Pub. L. No. 101-336, 2-7, 104 Stat. 328.

Ainscow, M. (2005). Developing inclusive education systems: What are the levers for change? Journal of Educational Change, 6(2), 109-124. https://doi.org/10.1007/s10833-005-1298-4

Ainscow, M. (2015). Inclusive education and the universal design for learning framework: Reflections on the potential for meeting special educational needs. International Journal of Inclusive Education, 19(8), 845-862.

Ainscow, M. (2015). Towards self-improving school systems: Lessons from a city challenge. Routledge.

Armstrong, A. (2017). Inclusive education: Policy, contexts and comparative perspectives. Routledge.

Armstrong, F., Armstrong, D., & Barton, L. (2016). Inclusive education: Policy, contexts and comparative perspectives. Routledge.

Bailey, G., Burdis, K., Gerber-Strimitzer, S., & Soto, G. (2019). Towards inclusive signage: Understanding urban spaces through multiple sensory experiences. Universal Access in the Information Society, 18(4), 903-921.

Benner, S. M., & Mistry, R. S. (2007). Toward a greater understanding of the influence of parent involvement on children's academic achievement: A review of the literature. School Psychology Quarterly, 22(4), 474-495.

Blackmore, J., Bateman, D., Loughlin, J., O'Mara, J., & Aranda, G. (2011). Engaging students in autonomous learning: The role of feedback in supporting and developing independent learning. Higher Education Research & Development, 30(3), 303-318.

Burgstahler, S. (2015). Universal design of physical spaces: Signs and wayfinding. DO-IT: University of Washington. Retrieved from https://www.washington.edu/doit/universal-design-physical-spaces-signs-and-wayfinding

CAST. (2018). Universal design for learning (UDL) guidelines. Retrieved from http://www.cast.org/our-work/about-udl.html

CAST. (2021). Universal design for learning. Retrieved from https://www.cast.org/

Castillo-Merino, M., González-Gómez, D., & Rebollo-Catalán, Á. (2016). Technology-enhanced inclusive education: A review of literature and design considerations. In CSEDU (1, 135-142).

Center for Inclusive Design and Environmental Access. (2009). Inclusive design guidelines for students with physical disabilities in post-secondary education. University at Buffalo, The State University of New York.

Centre for Excellence in Universal Design (2018). Clear Print and Signage. Retrieved from http://universaldesign.ie/What-is-Universal-Design/Areas-of-Universal-Design/Digital-Environment/Clear-Print-and-Signage/ (access:2018/January/1).

Cologon, K., Foster, S., & Stokeld, A. (2016). Listening to students with disabilities talk about their wellbeing: Toward student-driven indicators of inclusive education. Journal of Intellectual & Developmental Disability, 41(3), 209-219.

Council for Exceptional Children (CEC). (n.d.). Self-determination. Retrieved from https://www.cec.sped.org/~/media/Files/PDF/Self-Determination_FactSheet.pdf

Darling-Hammond, L., Barron, B., Pearson, P. D., Schoenfeld, A. H., Stage, E. K., Zimmerman, T. D., ... & Tilson, J. L. (2008). Powerful learning: What we know about teaching for understanding. John Wiley & Sons.

Department of Education and Training Victoria. (2016). Building inclusive schools: A guide to supporting students with disability. Retrieved from https://www.education.vic.gov.au/Documents/school/principals/management/buildinginclusiveschools.pdf (access: 2016 no date)

Department of Education. (2016). Designing Spaces for Learning: Designing schools with students in mind. Retrieved from https://www.education.ie/en/Publications/International-Section/design-for-learning.pdf (access: 2016 no date)

Disability Discrimination Act. (2005). Access to premises. Retrieved from https://www.legislation.gov.uk/ukpga/2005/13/section/20

EdWeek Research Center. (2021). What teachers need to make remote learning work. Retrieved from https://www.edweek.org/leadership/teachers-voice-2021-what-teachers-need-to-make-remote-learning-work/2021/01

Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813-828.

Government of Western Australia. (2019). Design guidelines for Western Australian schools. Retrieved from https://www.education.wa.edu.au/__data/assets/pdf_file/0004/383440/Jan20-Schedule-3-Design-Requirements.pdf

Graham, L. J. (2020). Theorizing inclusive education: struggles and debates about a contested concept. Discourse: Studies in the Cultural Politics of Education, 1-15.

Gurin, P., Dey, E. L., Hurtado, S., & Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 72(3), 330-366.

Halawah, I. (2016). Creating an inclusive classroom environment. European Scientific Journal, 12(21), 469-487.

Hammond, J. (2014). Creating an inclusive learning environment enables educators to adapt their teaching strategies to address the diverse learning styles and needs of all students. Journal of Inclusive Education, 18(5), 532-547.

Hamre, B. K., & Pianta, R. C. (2001). Early teacher‐child relationships and the trajectory of children's school outcomes through eighth grade. Child development, 72(2), 625-638.

Hodkinson, A., & Vickerman, P. (2009). Key issues in special educational needs and inclusion. Routledge.

Human Rights Education Associates. (n.d.). Participation of children. https://www.hrea.org/childrens-rights/right-to-participation/

International Federation of Library Associations and Institutions (IFLA). (2015). IFLA/UNESCO School Library Manifesto. Retrieved from https://www.ifla.org/publications/iflaunesco-school-library-manifesto-1999 (access: 2007/March/23)

Jayawardena, A., & Rennie, L. J. (2013). Diversity and inclusive education in Canadian schools: A critical introduction. Oxford University Press.

Johnson, D., & Johnson, R. (2014). Cooperative learning in 21st century classrooms. International Journal of Education Research and Development, 3(1), 1-10.

Kane, R., Lloyd, M., & Paterson, K. (2014). Transitioning towards an inclusive university: An exploration of academic staff attitudes, perceptions, and practices. International Journal of Inclusive Education, 18(12), 1280-1301.

Kavale, K. A., & Forness, S. R. (1999). What definitions of learning disability say and don't say: A critical analysis. Journal of Learning Disabilities, 32(4), 305-318.

Kozleski, E. B. (2003). Inclusive education and school restructuring. American Educational Research Journal, 40(4), 767-804.

Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165.

Majoko, T. (2018). Teachers' Concerns about Inclusion in Mainstream Early Childhood Development in Zimbabwe. International Journal of Special Education, 33(2), 343-365.

McLeskey, J., & Waldron, N. L. (2000). Inclusive schools in action: Making differences ordinary. Association for Supervision and Curriculum Development (ASCD).

National Autism Center. (2015). A systematic review of the literature on evidence-based instructional strategies for students with ASD. Retrieved from http://www.nationalautismcenter.org (access: 2015/Jan/18)

National Center for Learning Disabilities. (n.d.). Get involved. Retrieved from https://www.ncld.org/get-involved/

National Center for Universal Design in Education. (2014). Incorporating ramps alongside stairs can ensure that individuals with mobility challenges have equal opportunities to learn and access educational facilities.

National Center on Universal Design for Learning. (2014). Universal Design for Learning (UDL) Guidelines. Retrieved from http://www.cast.org/our-work/about-udl.html

National Center on Universal Design for Learning. (2017). Postsecondary Essentials. Center for Applied Special Technology. Retrieved from http://www.ahead.org/uploads/assets/assets/inclusive-post-secondary-education/toolkit/national-center-on-universal-design-for-learning-postsecondary-essentials.pdf

National Center on Universal Design for Learning. (2021). What is UDL? Retrieved from http://www.udlcenter.org/implementation/family-community/parents

National Council on Disability. (2011). National disability policy: A progress report. Retrieved from https://ncd.gov/publications/2011/(access: 2011/Sept /27).

Oc, B., Tüzün, H., & Yildirim, S. (2019). The influence of signage on the perception of buildings: A case study in Turkey. Journal of Environmental Psychology, 61, 1-9.

OECD. (2013). Innovative learning environments. Paris: OECD Publishing.

OECD. (2015). Students with disabilities, learning difficulties and disadvantages: Policies, statistics and indicators. Paris: OECD Publishing.

Page, A., Anderson, J., & Charteris, J. (2021). Including students with disabilities in innovative learning environments: a model for inclusive practices. International Journal of Inclusive Education, 1-16.

Rutland, A., Cameron, L., Milne, A., & McGeorge, P. (2005). Social norms and self-presentation: Children's implicit and explicit intergroup attitudes. Child Development, 76(2), 451-466.

Salamanca World Conference on Special Needs Education 1994. (1994). World Conference on Special Needs Education: Access and Quality; Salamanca, Spain, 7-10 June 1994. Unesco.

Smith, A. (2018b). The impact of technology on inclusive learning environments in primary education. International Journal of Educational Technology, 20(3), 123-145.

Smith, P. (2018a). Managing inclusive education. Boston, MA: Cengage Learning.

The Dakar Framework for action. Unesco, April, 26–28.        

          http://unesdoc.unesco.org/images/0012/001211/121147e.pdf

The Understood Team. (2021). Setting Up an Inclusive Classroom. Retrieved from https://www.understood.org/en/school-learning/for-educators/universal-design-for-learning/video-setting-up-an-inclusive-classroom (access: 2021/October/22)

Tindal, G., Sáenz, L. M., Nese, J. F., Elliott, S. N., Sáens, R. D., & Zabala, J. (2016). Instructional and assessment priorities for students with disabilities: A national study. Remedial and Special Education, 37(4), 231-243.

Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learnings profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted27(2-3), 119-145.

  1. (2016). Convention on the Rights of Persons with Disabilities. Retrieved from https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html (access: 2016/ no date).

UNESCO. (2005). Guidelines for inclusion: Ensuring access to education for all. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000143781 (access: 2005/ no date).

UNESCO. (2017). Education for people and planet: Creating sustainable futures for all. UNESCO. [Online] Available at: https://unesdoc.unesco.org/ark:/48223/pf0000247625 (access: 2017/no date).

UNESCO. (2019). Inclusive Education: The Way of the Future. Retrieved from https://en.unesco.org/themes/inclusion-in-education (access: 2019/no date).

UNICEF (2016). Creating inclusive learning environment: A guide for teachers. Retrieved from https://www.unicef.org/education/files/Creating_Inclusive_Learning_Environments.pdf (access:2016/no date).

United Nations. (2006). Convention on the rights of persons with disabilities. Retrieved from https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html (access:2006/no date).

Downloads

Published

2023-12-31

How to Cite

DEBASU, H. (2023). EXAMINING ELEMENTS OF DESIGNING AND MANAGING OF CREATING INCLUSIVE LEARNING ENVIRONMENT: SYSTEMATIC LITERATURE REVIEW. Turkish International Journal of Special Education and Guidance & Counselling ISSN: 1300-7432, 12(2), 268–280. Retrieved from https://tijseg.org/index.php/tijseg/article/view/216

Issue

Section

Research Article