Preface

In recent years, education has undergone significant transformation, largely driven by a growing acknowledgment of the importance of inclusive pedagogy. This book, *Inclusive Pedagogy in Contemporary Education*, explores the multifaceted aspects of inclusive teaching and learning practices. It provides educators with a comprehensive exploration of strategies, insights, and reflections essential for navigating the complexities of a dynamic teaching and learning environment.

This book presents comprehensive explorations of inclusive pedagogy in ten chapters organized into three sections.

Section 1: "Theoretical Framework"

This section examines the foundational principles and theoretical underpinnings of inclusive education. It includes discussions on the philosophical, sociocultural, and political aspects of inclusivity, providing a conceptual framework to inform pedagogical approaches.

Chapter 1, "Perspective Chapter: Individual Support Services in Inclusive Education – *Pros et Contras* (Polemic)", contends that the advancement of inclusive education necessitates ongoing support for its refinement and evolution. It acknowledges that achieving inclusive education is a complex and arduous undertaking, requiring substantial societal shifts in attitudes towards the rights and educational needs of all children, as well as reforms in education system management to accommodate various forms of support. From a human rights-based perspective, there is a push towards the complete elimination of segregated environments for children with disabilities, although it is acknowledged that positive experiences in specialized education, such as separate and enriching programs for gifted children, exist. However, there remains a recognition of the necessity for additional educational support for children with diverse abilities. The chapter critically examines whether it is realistic to expect teachers to effectively address all the challenges posed by inclusive education, particularly in terms of adapting their approaches to meet the unique needs of each child. It engages in a polemic discussion regarding the capacity and limitations of mainstream schools to meet the demands of modern inclusive education for all children, juxtaposed with the imperative to maintain professional individual educational support services for those who require them.

Chapter 2, "Perspective Chapter: Pedagogical Approaches and Institutional Policy for Democratic Practices in Education", highlights the intrinsic connection between democracy and education, emphasizing education's societal role in the continual development and shaping of its members through active participation in societal norms and ideologies. It posits that since the democratic individual serves as the foundation of society, the educational process must prioritize the cultivation of democratic values and principles within each individual. Furthermore, the chapter contends that fostering democratic behavior entails fostering interaction and engagement within an environment characterized by freedom, equality, justice, acceptance of others, responsibility, teamwork, and

social understanding. The chapter further asserts that democratic behavior significantly influences the educational process and serves as an indicator of the mental well-being of school leaders and educators. Moreover, it influences the attitudes, behavior, and academic achievement of students. The overarching goal of promoting democratic behavior is to cultivate an educational milieu conducive to achieving desired educational objectives while fostering effective, humanistic relationships among members of the educational community—students, parents, educators—based on mutual respect, trust, self-expression, and a sense of harmony. Thus, this chapter outlines several factors essential for activating democratic practices within educational institutions, elucidating the roles played by various elements of the educational system in fostering a culture of democracy within schools.

Chapter 3, "Participatory Pedagogical Approaches in Higher Education: Understanding from the Practices in Bangladesh, the UK and the USA", explores the pivotal role of participatory pedagogical methods in transforming students' learning experiences from passive to active, enjoyable, and effective. These approaches empower students to engage willingly and actively in their learning processes, fostering a sense of ownership over their educational journeys. This paradigm shift in pedagogy has significant implications for student enrollment, progression, and retention, especially highlighted during the COVID-19 pandemic, which disrupted traditional teacher-led models and necessitated greater student autonomy in learning. The chapter delves into various aspects of participatory pedagogies, exploring emerging approaches utilized in higher education settings across Bangladesh, the United Kingdom, and the United States to identify best practices. It emphasizes the collaborative process of knowledge co-creation between educators and students throughout their academic journeys. Through a review of relevant literature, the chapter underscores how the integration of participatory pedagogies into educational frameworks cultivates critical thinking, creativity, collaboration, communication, problem-solving skills, and a lifelong learning mindset among both educators and learners. Additionally, it highlights how participatory approaches empower individuals to actively contribute to their learning communities, fostering a culture of engagement and collaboration within higher education institutions.

#### Section 2: "Teacher Development Insights"

This section focuses on the professional training and reflective practices of educators. It explores various dimensions of teacher development in the context of inclusive pedagogy. It emphasizes ideas for improving teacher effectiveness and responsiveness to the special educational needs of learners, from strategies for fostering self-regulation to experiences with alternative pedagogies.

Chapter 4, "Perspective Chapter: Implementing Inclusive Education through Informatization – A Case Study on Promotion of MOOCs in Western China", provides insights into the implementation of the Promoting Massive Open Online Courses (MOOCs) initiative in Western China over a decade. This initiative aimed to advance the MOOC education model in the region, thereby promoting inclusive education by transcending geographical barriers and enabling individuals to engage in lifelong learning and realize their full potential. By 2022, the initiative had delivered 10,000 tailored MOOCs to universities in Western China, benefiting more than 2,300 institutions nationwide, reaching 39.3 million students, and training 250,000 teachers. It fostered collaboration and knowledge exchange among educational institutions, encouraging the creation of localized online course content tailored to the needs and interests of the local community. Additionally, it facilitated partnerships between educational institutions

and industry players, fostering regional innovation and entrepreneurship. The chapter analyzes how the development of MOOCs in Western China initiated a journey towards inclusive education, leading to a qualitative and quantitative expansion of educational opportunities. Through a detailed examination of the initiative's trajectory and outcomes, the chapter illustrates the positive impact of MOOCs on achieving inclusive education objectives while also shedding light on the challenges encountered during the promotion process.

Chapter 5, "Flexible Pedagogies during the Educational Disruption in Bicol, Philippines: Developing Practice-Informed Framework", examines the experiences of teachers in implementing flexible pedagogies in Bicol, Philippines, amidst the challenges posed by the COVID-19 pandemic in 2021. Employing the SWOT analysis design, the chapter presents a framework that elucidates the application of flexible pedagogies in a disruptive educational environment. Teachers' experiences underscore several strengths, including flexible scheduling and access to various platforms, while also highlighting weaknesses such as poor internet connectivity and insufficient teacher support. Opportunities identified include the acquisition of new technological skills for pedagogical purposes and participation in communities of practice for resource sharing. However, threats such as test leakage and the absence of experts for lesson validation pose significant challenges. The proposed practice-informed framework for flexible pedagogies encompasses six key factors: character, context, content, condition, competence, and collaboration. These factors are intricately linked to the integration of innovative technologies in maintaining continuous learning amidst educational disruptions. The framework serves as a valuable guide for enhancing the implementation of flexible pedagogies and addressing the evolving needs of educational systems in times of crisis.

Chapter 6, "Designing Tools for Supporting Self-Regulated Learning in Collaborative Learning Environment: Understanding from the University School Dresden", explores pedagogical techniques and resources aimed at fostering individual progress within collaborative educational settings. It draws insights from applied educational research conducted at the University School Dresden, Europe's largest real lab, boasting 800 students, 50 educators, and a team of multidisciplinary scientists. The chapter illuminates the daily practices characterized by rapid feedback loops, ongoing experimentation, and the iterative refinement of methods and tools to facilitate impactful learning experiences. Central to this exploration are three key components: (1) "Learning paths" designed to guide the trajectory of individual development, (2) the "Logbook" framework, facilitating the personalized planning of learning activities, and (3) the "Lapbook" approach, fostering collaborative project-based endeavors among peers. These methodologies are underpinned by the principles of cultural-historical theory, which emphasizes the interconnectedness of learning and development. The chapter showcases the tools devised by the research team to bolster self-regulated learning, a cornerstone of cultural-historical theory-based educational environments. Early indications suggest that for these tools to be maximally effective, they must be tailored to students' developmental stages, and educators require ongoing professional development to optimize their utilization.

Section 3: "Inclusive Education: Dealing with Diversity across Settings and Abilities"

This section focuses on practical strategies and interventions for creating inclusive learning environments. This section provides guidance on supporting students with special educational needs, including those in rural areas, those with disabilities, and those facing writing challenges.

Chapter 7, "Role of Educational Services in Promoting Inclusive Higher Education for Deaf and Hard of Hearing Students", highlights the importance of inclusive higher education as a means of safeguarding the educational rights of deaf and hard of hearing (DHH) students. Inclusive programs play a vital role in enabling DHH students to access and benefit from their educational experiences effectively. Central to facilitating academic success for DHH students are a range of educational services designed to ensure equitable access to information during lectures. This chapter examines the pivotal role of educational services in promoting inclusive higher education for DHH students, highlighting their significance in facilitating academic achievement within higher education settings. Key educational services for DHH students, including modified classroom delivery, the provision of coordinators, note-taking services, and the teaching experience, are explored in depth. The chapter aims to elucidate the role of these educational services in fostering inclusive higher education through a comprehensive analysis of existing research and an overview of pertinent issues surrounding their implementation. Additionally, the chapter examines the varying roles of educational services across universities worldwide, offering insights into best practices and areas for improvement. It also addresses the challenges associated with providing and utilizing these services, emphasizing the importance of integrating them into a holistic strategy for the academic integration of DHH students within higher education environments.

Chapter 8, "Managing the Curriculum to Meet the Needs of Learners with Special Needs Education in Nigeria Rural Communities: Teachers as Critical Stakeholders in Inclusivity", draws upon Rogers' diffusion theory in education as a conceptual framework. This theory serves as a lens through which to examine how teachers implement innovative practices in their classrooms. Central to Rogers' diffusion theory are the stages of the innovation-decision process: knowledge, persuasion, decision, implementation, and confirmation. In light of these stages, teachers, as critical stakeholders, are tasked with managing the curriculum to address the needs of learners with special needs in rural communities of Nigeria. This entails creatively adapting the curriculum to accommodate diverse learners, employing flexible pedagogical approaches, possessing a deep understanding of instructional content, demonstrating resilience, fostering and managing innovation, as well as fostering collaboration and accommodation to ensure inclusivity in instructional delivery and knowledge acquisition among students.

Chapter 9, "An SRSD Intervention Study for Students with Specific Learning Disabilities to Improve Narrative Writing and High Cognitive Skills", addresses the significant challenges faced by students with specific learning disabilities (SLDs) in developing written expression. The chapter presents findings from a 28-hour novel writing intervention program designed for Greek 5th and 6th graders with SLDs, focusing on cognitive and metacognitive strategies for written expression. Implemented by resource room teachers using the Self-Regulated Strategy Development (SRSD) instructional approach, the study divided participants into experimental (n = 36) and control (n = 44) groups. Employing a pre-while-post-follow-up experimental design, the study assessed all students' written expression abilities, as well as their cognitive and metacognitive strategy knowledge. Statistical analysis using ANOVA revealed a statistically significant improvement in writing and metacognitive skills among the experimental group compared to the control group. These results provide compelling evidence that effective writing instruction can be delivered to students with SLDs, offering promising implications for educational practice. The chapter concludes by discussing the educational implications of the study's findings, emphasizing the importance of tailored interventions and the integration of cognitive and metacognitive strategies in supporting the development of written expression skills among students with specific learning disabilities.

Chapter 10, "The Impact of the Self-Determination Learning Model of Instruction in Improving School Task Performance Behaviors in Students with Mild to Moderate Intellectual Disabilities: A Multiple Baseline Design Study", explores the effects of the Self-Determination Learning Model of Instruction on the academic performance of five students with intellectual disabilities. Employing multiple baselines across the participant's design study, the chapter operationalizes school performance in terms of reading comprehension skills, vocabulary communication skills, math problem-solving, choicemaking, and goal setting and attainment. Throughout the study, school performance was assessed using a preliminary adapted AIR Self-Determination Scale for Romanian students and individual observation checklists for each dependent variable. These tools facilitated the evaluation of competencies and indicators related to school performance across baseline, treatment, and maintenance stages. The findings of the study revealed significant increases in behavior and ability scores observed throughout the experimental conditions, particularly in the final intervention phase and maintenance stage. The academic performances of the five students exhibited a consistent upward trend, demonstrating stability and robustness over time. Furthermore, the study highlighted improvements in students' self-determination abilities, encompassing knowledge, skills, and perception. The chapter concludes by underscoring the novelty of the research in the field of self-determination in Romania and discusses directions for future research and implications for practice.

This book presents various perspectives, research-based insights, and practical strategies highlighted above to promote inclusivity in contemporary education. Thus, it presents a collection of academic works from different parts of the world as a resource for educators seeking to refine their inclusive practices and promote learning environments that celebrate the uniqueness of each learner.

#### **Celestino Rodríguez Pérez**

Professor, Department of Psychology, University of Oviedo, Oviedo, Spain

Dean, Faculty of Teaching Training and Education, University of Oviedo, Oviedo, Spain

#### **M. Mahruf C. Shohel**

Faculty of Business and Law, University of Roehampton, London, United Kingdom

Section 1
