Discussion on the Current Situation of Inclusive Education in Chinese Preschools

At present,the public is beginning to pay attention to education and the growth of young children,and inclusive education is gradually being valued by the public.Society needs to treat everyone equally,include all children,oppose discrimination and exclusion,and protect the right to education of children with special needs.By discovering and eliminating various learning obstacles,all children have more opportunities to participate in learning and realize the personalization of teaching models.The implementation of inclusive education in kindergartens can enable more children with special needs to adapt to and integrate into society.The article discusses the challenges faced by inclusive education in Chinese preschool under the perspective of inclusive education,in order to improve the quality of inclusive education and promote the healthy physical and mental development of children.

Research on the Policy Evolution of Inclusive Education from an International Comparative Perspective

In recent years,thanks to the vigorous promotion by UNESCO,inclusive education has rapidly developed and spread worldwide.Governments across various nations have responded and implemented this approach,successively introducing laws and policies to ensure that children with special needs are better integrated into society and receive a comprehensive education.This paper begins by exploring the concept and connotation of inclusive education.Through an international comparative perspective,it conducts a comparative analysis of the policy evolution of inclusive education in China and the United Kingdom.Furthermore,it investigates the implications that advanced international policy experiences have for the development of inclusive education in China.

Inclusive Education in the Context of Ethnocultural Diversity: Understanding the Process of Exclusion to Act in the School - A Secondary Publication

This paper reveals that the implementation of inclusive education is an unfinished challenge,both within the system and for individual self-improvement.This process of changing practices,by continually questioning the school’s responsibility for the(re)production of inequalities,exclusion,and unequal social relations,is riddled with obstacles,unpredictable situations,and strong emotions.In particular,the researchers point out that many systemic mechanisms of school culture contribute to replicating and reifying hierarchical school experiences and exacerbating processes of institutional discrimination against immigrant backgrounds and/or racialized students.The empirical research presented also highlights the school staff’s deficit thinking toward immigrant students and their parents.The results show that staff tend to use linguistic and cultural gaps between students and the school system to explain academic failure.Be that as it may,the researchers as well as the school actors and students interviewed in this paper suggest multiple ways to improve inclusion in the school context,stressing the importance of giving voice to the various actors in order to move toward institutional transformation.

The Role of Music in Multicultural Education:A Tool for Promoting Cultural Understanding and Inclusion

In this essay,it will be examined how music can be a powerful tool in multicultural education in promoting humanity and cultural sensitivity.As classroom diversity increases,the challenge lies with educators to ensure that an equal and appropriate learning environment for all students with cultural sensitivity is maintained.To address this problem,therefore,the study explores how music may be effectively incorporated into intercultural education approaches.This paper has evidence that music is a language that has transcended cultures and promotes tolerance,appreciation,and acceptance of diversity through a synthesis of literature and examples.Several implications posit that music can make people feel they belong,enhance the relations of people from diverse cultures,and provide a practical way of learning about other cultures.The potential of music as a tool to engage social justice issues and liberate oppressed groups is also discussed in this research.It exists,but with caution to cultural appropriation and stereotyping of students,thus requiring educators to be sensitive and socially-apperceived on the best practice ways on how to integrate music into classrooms.The end explains how music helps in nurturing a generation of embracing the world,more sensitive and more inclined to the happenings in society to create a society that will be more sensitive and tolerant with the growing society which is diversifying.Therefore,the current article recommends further exploration and development of music-facilitated/inclined pedagogy of ME in hopefully enhancing cultural consciousness/sensitivity and fostering more social integration.

Metamorphoses of the University and the Pathways of Indigenous Students in Quebec:Issues of Accessibility to Studies and Academic Persistence from a Perspective of the Decolonization of Education-A Secondary Publication

In connection with the historical context of social segregation and the assimilative aim of formal education imposed on them,the Indigenous Peoples of Québec have long been excluded from higher education.Today,even if their graduation rates are increasing,a persistent gap with the non-Indigenous population is maintained.The data in this article are drawn from 23 interviews with students and university graduates of the First Nations of Québec,as part of a thesis in educational sciences.Our paper analyzes how these students manage to combine the contributions of Indigenous education with those of Western education by developing paths that are part of the decolonization movement of education.Their relationship to Indigenous identity and cultures clearly influences their educational background and is analyzed taking into account power relations with the dominant culture.Our paper emphasizes more particularly the relationship to studies,the adaptation to the student profession,and the balance between studies,work,and family among Indigenous students,in a context of transition from university to multiversity which contributed to the increase of Indigenous university attendance.

Media and Information Literacy in Inclusive Education: A Team Teaching Concept at the Technische Universitat Dortmund

There is a desideratum in the research about the interdependencies of inclusive education and media education. Digital media can facilitate individualized and cooperative learning. Additionally, digital media can be used to promote inclusion. However, which factors influence the acquisition of media and information literacy in inclusive education? Comparative international studies, e.g., the International Computer and Information Literacy Study (ICILS), show how social challenges, such as participation and handling heterogeneity at school, can be addressed through media. In numerous studies, it becomes apparent that German teachers do not sufficiently see the potential of digital media, especially for the improvement of learning opportunities for individuals with diverse learning requirements. German teachers are not well able to apply digital media appropriately in their lessons. Teachers need to be qualified and to design modern education with accessible media. In Germany, the ratio between available computers and pupils (1:4) is far better than the rate between teaching with and without computers. According to the teacher’s reports, only 9% of teachers are using digital media daily. Approximately 40% use digital media seldom or never. It seems that the cause is a skeptical attitude towards media among teachers, especially in humanities. That may result from missing didactical competences regarding digital media. The idea of Technical Pedagogical Content Knowledge (TPACK) and extending that explanatory model for teachers’ competencies on the inclusive practices builds the theoretical background for the design of joint seminars by the Research Center Youth-Media-Education as part of the Faculty for Cultural Studies and the Research Cluster Technology for Inclusion and Participation at the University of Dortmund. Prospective teachers should become familiar with this way of collaboration. Already for four years now, a teaching team from these two departments designs collaborative lectures. Inclusive teaching and learning in different contexts are practiced in tutorials with practical approaches as well. In tandems, the students develop a learning situation at school or extracurricular institutions. Afterward, they present it. The presentation focuses on the concept, its teaching and learning conditions, and competence orientation as well as opportunities and limitations.

The Dimension of the Physical Education Teacher＇s Role as Support for the Inclusive Perspective

The article investigates on the educational value and upon the teacher of support, trying to clarify some aspects of inclusive education and school integration. Starting from the central role of the teacher of support is analysed by the task of its educational dimension, the different competences that are required to him, the aspects linked to the action of didactic that teachers can intervene to increase the level of integration and inclusion in the classroom, the best possible practices to be used in the classroom in order to better value the individual differences and to increase the highest possible educational success for students with special educational needs. Finally, it is hoped the use of cooperative learning, rather than learn by competitiveness and individualistic, since encourage more interaction between disabled and non-disabled students, a greater empathy between them, without forgetting that inclusive education is facilitated in school environments in which the teaching is active and where difficulties and problems that arise are analyzed to produce improvements.

Literature Review:Inclusive Education in Early Childhood

This literature review provides an overview of existing research and compares,and contrasts aims and definitions of Inclusive Education(IE)policies in China and Australia.It begins with the development of IE in each country;then it describes definition and concept of IE.The last section summarizes research in early childhood education in both countries.

Teachers' Challenges Relating to the Participation of Students with Visual Impairment in Inclusive Education in China

Inclusive education specialists in China hold that,inclusive education,generally speaking,is to break the fence of the traditionally segregated special education,to integrate students with disabilities in regular schools and to enable them study and live together with students without disabilities (Lei,2001).However,it is not always the case.Even if some students with disabili ties have entered regular schools,their genuine participation in education is less likely to be ensured.In some cases,schools place a high value on the quantity rather than quality of inclusive education.Though some students with disabilities attend class,they just sit alone during the whole class period without any participation in the classroom activities or interaction with other classmates.Unfortunately,others are just remained at home in spite of their names on the list.Tang (as cited in Pang & Richey,2006) stated that,"researchers have pointed out that without close,professional supervision,students with disabilities could easily be neglected in general classrooms" (p.85).As is readily seen,students with disabilities under such cir cumstance will not get any benefit from inclusion though its starting point is to provide equal opportunities for them to partici pate in education.When it comes to the students with visual impairments,regular schools fail to meet their special needs since there are not enough special educators and facilities available.So if those students with visual impairments enter such a regular school,they will not get much benefit from inclusion;instead,they will lose opportunities to take genuine participation in education.Therefore,teachers still encounter several challenges relating to students with visual impairments'genuine participation in inclusive educa tion.

Research of Problems of Left-behind Children in the View of Inclusive Education

Inclusive Education is one of the most advanced educational concepts at the present time. It advocates raising the participation of children and alleviating the exclusion problems between them at the same time. Although China is a large agricultural country, under the situation of fast-growing economic development, an increasing number of adults prefer to work in big city,we call this"working fever". This situation contributes to a growing number of Left-behind children, the problem became severer. As a major receiver of basic education in China, Left-behind children may easily suffering from the problems due to their family. This violates the original intention of Inclusive Education.

近10年来国际融合教育的研究热点及其前沿动态探析——基于2009—2018年International Journal of Inclusive Education载文的可视化分析

利用Cite Space Ⅴ对2009-2018年International Journal of Inclusive Education的载文进行关键词和文献共被引的可视化分析,发现近10年来国际融合教育的研究热点包括融合教育教师教育与发展、处境不利地区融合教育的困境、社会情绪能力的发展与社会融合,以及社区融合与幼儿参与。相关研究前沿聚焦于融合学校效能的实践研究、新自由主义影响下的融合教育政策研究和教育中的排斥问题等。启发我国未来的融合教育研究应从区域拓展、方法多样、内容多维和质量提升等角度来持续推进。

Thinking,a Diverse and Inclusive Process:An Epistemological Look

Inclusive education is the transformation of the system,it highlights difference and diversity,to strengthen the development of skills,under the premise of respect for difference and diversity(Barton L,(2013).Today,educational inclusion is carries out and attends to the educational needs of students individually,where the actors of the educational process contribute to learning while respecting the differences and diversity of each individual,by fulfilling the transforming and integrating role that improves skills and breaks with barriers to learning.Contemporary education has taken on the challenge of promoting different programs aimed at promoting inclusive teaching-learning processes that facilitate attention to diversity.It is evident that the integration of students with special needs in regular educational centers has caused significant changes in the curriculum,infrastructure,and training among teachers.In the last 10 years,educational inclusion has made significant progress,but much remains to be done to expand inclusive spaces.

I,You,and the Others,Among Otherness,Diversity,and Education

When you think of the other,they are not due to the same power and hegemonies,and that this other is identified as a face,there is the possibility of guiding behavior or ethics,along the paths of diversity.It is like the discovery of diversity and otherness in education,which are the most appropriate ways to understand that the autonomous self,is in debt,under the figure of hostage.Humanity has begun a path which has no possible reserve and this consists in opening,via postmodernity,a type of thought that is capable of generating scenarios of recognition of what is different,as a discovery that benefits everyone greatly.To propose that otherness is the basis on which diversity is built,is now an open route in education and to travel that makes life more meaningful because of the ethical recognition of the other that will accompany me on a path of history.

Harnessing AI to Foster Equity in Education: Opportunities, Challenges, and Emerging Strategies

In contemporary educational landscapes, Artificial Intelligence (AI) has emerged as a pivotal tool to promote equity and inclusivity. One of the most significant contributions of AI is its ability to facilitate personalized learning. Through the analysis of a student’s learning patterns, strengths, and weaknesses, AI-driven platforms can customize educational content, ensuring that each student receives instruction tailored to their individual needs. This personalization ensures that all students, regardless of their starting point, have an equal opportunity to progress and excel. This paper explores the utilization of AI in facilitating an equitable educational environment by analyzing the opportunities, challenges, and strategies pertinent to AI implementation. Through a comprehensive review of the current literature and case studies, this paper identifies promising avenues for leveraging AI to bridge educational gaps while also highlighting potential pitfalls and barriers to equity. This paper proposes actionable strategies and recommendations for stakeholders to cultivate an educational ecosystem that champions equity through the prudent integration of AI technology.

Formulating Innovative Societal Educational Learning Systems Using Gamification Techniques in 3D Environments

Gamified education has set the ground for the delineation of state-of-the-art literacy skills,enabling learners to develop their digital,cognitive,emotional and social competencies,through active experimentation,motivation and engagement,all while ensuring that pedagogical objectives are being effectuated,therefore capacitating the optimization of the learning process,as a whole.In this paper,we commence by assessing some of the most fundamental frameworks,models and theories evolved around the concept of gamification.We,additionally,showcase schemes through which it stimulates the actualization of active,multidimensional learning,by promoting the application of technological advancements,for the enhancement of learners’hard and soft skills,within time and cost effective frameworks.Ultimately,we,thoroughly,present a newly introduced,cross-platform,innovative educational learning system product,funded by the Hellenic Republic Ministry of Development and Investments,howlearn.Using gamification techniques,in 3D virtual environments,for the realization of STEAM related experiments which cover the vast majority of learners’subject material,while,simultaneously functioning as an authoring tool,whilst essentially accounting for accessibility,geographical and other socio-economic considerations,howlearn advocates youth-centered learning,providing the foundations towards the establishment of gamified,socially sustainable,multifaceted,inclusive educational learning systems.

Inclusion or Exclusion of Roma Children From the Serbian Educational System？

The Roma represents one of the major ethnolinguistic minorities in Serbia. According to the last census, 108,193 Roma citizens live in the Republic of Serbia, and they represent 1.44% of the total population. Because of the frequent migrations and unreported places of residence, it may be considered that this data do not demonstrate the real situation. According to the unofficial data of the Ministry for Human and Minority Rights, it is considered that there are between 400 to 500 thousand Roma citizens in Serbia. Due to a number of economic and social reasons less than 40% of Roma children become part of the overall formal education system. Even though many Non-Governmental Organization （NGO） programs try to include Roma children into educational system, segregation and discrimination are still present. The causes tbr exclusion of the Roma children from the Serbian educational system are numerous： poor economic situation of Roma families, complicated bureaucracy, and low level of competence in language of education, etc.. This paper examines the main reasons for exclusion of the Roma children from the Serbian educational system, and offers some ideas for programs that could change the present situation and help Roma children integrate in educational system and society.

Summary of the Present Situation of Inheritance of Qiang Dance in Pre-School Education

The Qiang Nationality has a long history and forms a dance form rich in lively rhythm, beats and heroic dance postures in the long process of its development. As a member of the Chinese traditional dance culture, and affected by Qiang Nationality's no written language, the Qiang dance can only be inherited by means of oral or mental instruction. Therefore, its inheritance has already been in crisis with the Qiang people's gradually going out of the national and geographical restrictions. At this time, teaching Qiang dance in the pre-school education can achieve the purpose of cultivating the traditional dance feelings of Qiang Nationality from the early childhood, thus making the children become inheritor and disseminator of Qiang culture. At the present stage, many scholars in our country have explored the inheritance of Qiang dance in pre-school education, and have reached certain research results. After clarifying the internal and external influencing factors of the Qiang dance and its inheritance, this paper summarizes the existing research results mainly from the two aspects including the problems of Qiang dance inheritance existing in the pre-school education and its application to the inheritance strategy.

Education As an Instrument for an Active Social Policy： Assumptions, Performance, and Prospects

The crisis of the welfare state caused the change of the approach to the policy of social protection and the tools of its realization in countries of EU. The present trend consists in the transfer of the responsibility for the welfare of the society from the state to local autonomies, businessmen, and, first of all, people themselves. A basic assignment of the present social policy is building active attitudes of persons and families being found in a difficult situation. Help in this has to be： the realization of the watchword work instead of benefit and the broadly understood education as the protection （guarantee） against life risks. Therefore, the author undertook synthesis of the current sociological knowledge on the change of an approach to social policy objectives formulation. Using qualitative methods, she analyzed the content of literature comprising （showing） discourses on the opportunities and constraints associated with the modernization of the existing social policy and selected EU documents.

Thinking, a Diverse and Inclusive Process: An Epistemological Look

Contemporary education has taken on the challenge of promoting different programs aimed at promoting inclusive teaching-learning processes that facilitate attention to diversity.It is evident that the integration of the students with special needs in the regular educational centers has originated significant changes in the curriculum,infrastructure,and formation between the teachers.In the last 10 years,educational inclusion has made significant progress,but much remains to be done to expand inclusive spaces.