Indicators of a quality inclusion classroom in early childhood education

Indicators of a Quality Inclusion Classroom in Early Childhood Education
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Adams, D., Harris, A., & Jones, M. S. (2018). Teacher-parent collaboration for an inclusive classroom: Success for every child. MOJES: Malaysian Online Journal of Educational Sciences, 4(3), 58-72.
This article explores the essence of collaboration between teachers and parents to enhance inclusivity in classrooms. The investigators explore the recent empirical evidence on the impact of teacher-parent collaboration on inclusive education practices. The study focuses on Malaysian primary and secondary schools. The article demonstrates that the collaboration can be used to understand how to cater to special educational needs, communicating issues concerning special educational needs, and outlining the expectations of one another about implementing the specified educational needs. The research is critical in demonstrating how teachers and parents can work together towards enhancing the educational outcomes of their learners with special needs.
The study employs a mixed-methods approach, where it combines both quantitative and qualitative methods. The use of a mixed-methods approach is critical since the quantitative outcomes of the investigation will be explained by the qualitative data. The sample consists of 10 Malaysian schools, where a survey instrument is administered to 95 teachers and 104 parents. The sample in the study is not representative since it is relatively small. A relatively larger sample would have been more inclusive of the situation in Malaysian primary and secondary schools. Nonetheless, the evidence serves as a reference point for those interested in implementing inclusive classrooms for students with special needs.
Gross, J. (2015). Strong School-Community Partnerships in Inclusive Schools Are" Part of the Fabric of the School... We Count on Them". School Community Journal, 25(2), 9-34.
This article investigates the essence of community partnerships in ensuring inclusive schools. The researcher notes that school-community partnerships are needed to offer support to students beyond what is available in schools. The investigator notes that the community partners get an opportunity to learn about the inclusive culture in schools. To demonstrate the importance of community partnerships, the author conducted focus groups with community partners in five learning institutions. The results demonstrate that partnerships create mutual benefits for those involved. The community partners in the respective schools demonstrated the emphasis they place upon ensuring an inclusive culture. The article demonstrates that inclusive classrooms are avenues for offering learners an excellent education.
The study utilizes SWIFT’s appreciative inquiry to investigate inclusivity in schools. The method is effective in gaining a better understanding of the activities in the various schools. The inquiry focused on the perspectives of administrators, students, family, and community partners. This was critical in gathering comprehensive data needed to investigate inclusivity in classrooms. The participants were six inclusive elementary and middle schools. However, only data fro...