Inclusion in practice: humanising pedagogy for immigrant children with and without disabilities

McDevitt, Seung Eun

doi:10.1080/13603116.2021.1973123

Cited by 9 publications

(4 citation statements)

References 32 publications

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“…Such attitudes create more learning opportunities with peers and maximize educational benefits [24]. Conversely, negative teacher attitudes reflect low expectations and hinder inclusion [25].…”

Section: Figure 2 Distribution Of Attitudes Categoriesmentioning

confidence: 99%

Pre-service teachers’ pedagogical knowledge and attitudes towards slow learner students

Sintawati,

Sukma,

Mardati

et al. 2024

EduLearn

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The pedagogical knowledge and acceptance of pre-service teachers towards slow learner students contribute to the implementation of inclusive education in regular schools. This study investigates the level of knowledge and acceptance pre-service teachers have in applying effective teaching strategies for students with slower learning needs. The participants of this study were 187 students at a private university in. This research is ex-post facto research. The research instrument used was a pedagogical knowledge test and attitude questionnaire. The data obtained were analyzed using correlation analysis, and t-test, to determine the relationship between pedagogical knowledge and attitudes towards slow learner students. The finding reveals that there was a positive relationship between pedagogical knowledge and attitudes towards slow learners, but the correlation between the two is not strong, in the medium category. Pre-service teachers gain pedagogical knowledge from inclusive education courses. Pre-service teachers also form a positive attitude towards slow learner students because of their experience interacting with slow learner students. A strong correlation between the variables in this study suggests that pre-service teachers' pedagogical knowledge has a limited impact on their attitudes toward slow learners. This highlights the need for improved training in effective teaching strategies for slow learners.

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Section: Figure 2 Distribution Of Attitudes Categoriesmentioning

confidence: 99%

Pre-service teachers’ pedagogical knowledge and attitudes towards slow learner students

Sintawati,

Sukma,

Mardati

et al. 2024

EduLearn

View full text Add to dashboard Cite

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“…All children and youngsters, regardless of their unique characteristics or circumstances, have the potential to achieve excellence and contribute to the society and this must be stressed. Families and communities must be more fully involved in holistic education in order to achieve this (Hanline and Correa-Torres, 2012;Roux et al, 2012;Sylva, 2014;Meeks and Jain, 2015;McDevitt, 2021).…”

Section: Implications Implications For Practicementioning

confidence: 99%

“…To guarantee that no one falls behind, all students, regardless of background or handicap status, require appropriate physical infrastructure and safe, inclusive learning settings (McDevitt, 2021). Children engagement in school is severely limited due to a lack of consideration to their rights and needs (Thamminaina et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Pathways to inclusive and equitable quality early childhood education for achieving SDG4 goal—a scoping review

et al. 2022

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According to Sustainable Development Goal 4.2 (SDG 4.2), Equal Access to Quality Pre-primary Education, governments throughout the world are working to ensure that all children have access to high-quality early childhood development, care, and pre-primary education by 2030. In order to organize available evidence into a coherent framework, the current scoping review represents an exploratory synthesis addressing the broad question of what qualitative and inclusive Early Childhood Education and Care strategies are currently being established globally to achieve SDG4 targets. The goal of this scoping review in this respect, was to map the available research and offer an overview of micro-, meso-, and macro-level perspectives on evidence-based interventions and strategies, for the promotion of SDG4 globally. A layered model of early childhood education that is both inclusive and egalitarian education emerged, starting with the micro level: child, family and community, mezo level: nursery, and kindergarten and macro level: national policies and SDG 4.2 Agenda for 2030. The mezzo level connects the micro and macro levels, being the most solicited level of implementing inclusive and qualitative ECEC strategies. Thus, starting with putting a real emphasis on children rights, creating a qualitative and inclusive culture with a holistic understanding of child development, then investing in teacher preparation and instilling a strong belief and positive attitudes toward equity in early childhood services, developing inclusive educational policies with an authentic community support offered by all stakeholders, then adapting curriculum and assessment methods to all early childhood educational contexts and lastly piloting and up-scaling good practices, and investing in infrastructure, facilities and innovative educational services, SDG4.2 targets could transparently and efficiently be attained by 2030, with all the setbacks arisen from the pandemic context. The data provide light on a vast topic range, including human rights and values, policy actions, and ideologies. The micro-level themes emphasized the importance of fostering equitable and inclusive environments for children., as well as instructional approaches that encourage positive attitudes toward diversity and instructors' levels of experience in dealing with diversity. We also discovered the significance of creating chances that promote socialization, connection development, and a sense of belonging. Meso-level principles emphasized the relevance of schooling in a child's holistic development and skill acquisition. Mainstream availability for all children, national curriculum regulations, teacher preparation for inclusive early childhood education, excellent funding and governance, evaluation and monitoring, and research on inclusive early childhood education comprise the macro level. As a concept and an approach, inclusive and qualitative education necessitates the preparedness of all relevant educational components to participate. Providing inclusive education in the early years requires setting the foundation for subsequent levels of schooling. The active engagement of a young kid should be directed by developmentally and individually suitable curricula. Access to and participation in age-appropriate general curricula becomes critical in identifying and providing specialized support services. Inclusive programming does not imply that the educational programs will necessarily be of good quality. Efficiency and wellbeing are synonymous with equity. Equitable education investment benefits everyone in society, not just the most marginalized. Investing in education will help communities achieve all of the Sustainable Development Goals related to education.

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“…Thus, practising a humanising pedagogy in the classroom means treating students with love and care, instead of treating them as objects with no feelings (Heywood & Goodman, 2019). However, although a few studies were conducted on humanising pedagogy in education (Rudman & Meiring, 2018;McDevitt, 2021;Kajee, 2021;Zembylas, 2018;Kajee, 2022), the majority of these studies do not discuss the implementation of a humanising pedagogy in the TVET mathematics classroom. TVET stands for Technical and Vocational Education and Training.…”

Section: Introduction 11 Research Aimmentioning

confidence: 99%

Humanising Pedagogy in Mathematics Education at South African Technical and Vocational Education and Training (TVET) Colleges: Influence on TVET Teaching and Learning

Vimbelo,

Bayaga

2023

IJLTER

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This study examines the implementation of a humanising pedagogy in teaching mathematics at a TVET college in South Africa. Despite the country's transition to democracy, disempowerment and dehumanisation persist within the education system, particularly affecting learners from previously disadvantaged backgrounds. Mostly, TVET mathematics classrooms are neither humanised as mathematics is taught in isolation with social issues nor linked to students’ lived experiences. Student engagement is minimal as the classroom environment is a banking zone model. The study explores how a humanising pedagogy, based on critical pedagogy principles, can address these challenges. A humanised pedagogy has been explored through workshops and lesson presentations that were based on humanising pedagogy. Findings reveal that the adoption of a humanising pedagogy enhanced student engagement as the teaching strategies were engaging and student centred. Students were actively involved; mathematics was linked to students’ lived experiences. Additionally, the adoption of a humanising pedagogy helped students and teachers to see the relationship between the content and real life and how they can use mathematics to address social problems. The study highlights the need to humanise mathematics teaching and calls for educators to become agents of social change. Embracing a humanising pedagogy can foster a more inclusive, responsive, and equitable education system.

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Inclusion in practice: humanising pedagogy for immigrant children with and without disabilities

Cited by 9 publications

References 32 publications

Pre-service teachers’ pedagogical knowledge and attitudes towards slow learner students

Pre-service teachers’ pedagogical knowledge and attitudes towards slow learner students

Pathways to inclusive and equitable quality early childhood education for achieving SDG4 goal—a scoping review

Humanising Pedagogy in Mathematics Education at South African Technical and Vocational Education and Training (TVET) Colleges: Influence on TVET Teaching and Learning

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