The concerns about inclusive education scale: Dimensionality, factor structure, and development of a short-form version (CIES-SF)

Lozano, Caroline Sahli; Wüthrich, Sergej; Büchi, Jonas Sebastian; Sharma, Umesh

doi:10.1016/j.ijer.2021.101913

Cited by 17 publications

(8 citation statements)

References 51 publications

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“…Inclusive education is introduced to enable every child to receive education and necessary support in mainstream school settings, regardless of their special needs ( Spandagou, 2021 ; Sahli Lozano et al, 2022 ). Children with special needs mainly refer to the group of disabilities; also, the spectrum is extended to include children who are abandoned, abused, or mentally ill ( Arora and Sahu, 2015 ).…”

Section: Future Potential Applications Of the Metaverse In Educationmentioning

confidence: 99%

The metaverse in education: Definition, framework, features, potential applications, challenges, and future research topics

et al. 2022

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The declaration of the COVID-19 pandemic forced humanity to rethink how we teach and learn. The metaverse, a 3D digital space mixed with the real world and the virtual world, has been heralded as a trend of future education with great potential. However, as an emerging item, rarely did the existing study discuss the metaverse from the perspective of education. In this paper, we first introduce the visions of the metaverse, including its origin, definitions, and shared features. Then, the metaverse in education is clearly defined, and a detailed framework of the metaverse in education is proposed, along with in-depth discussions of its features. In addition, four potential applications of the metaverse in education are described with reasons and cases: blended learning, language learning, competence-based education, and inclusive education. Moreover, challenges of the metaverse for educational purposes are also presented. Finally, a range of research topics related to the metaverse in education is proposed for future studies. We hope that, via this research paper, researchers with both computer science and educational technology backgrounds could have a clear vision of the metaverse in education and provide a stepping stone for future studies. We also expect more researchers interested in this topic can commence their studies inspired by this paper.

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Section: Future Potential Applications Of the Metaverse In Educationmentioning

confidence: 99%

The metaverse in education: Definition, framework, features, potential applications, challenges, and future research topics

et al. 2022

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“…Although these results seem promising and likely to open new perspectives, a few limitations must be mentioned. First, we chose to translate the questionnaire validated by Sahli Lozano et al (2022) without conducting a full translation and validation process. This might explain some mediocre reliability indices, inviting caution regarding the interpretation of the results.…”

Section: Discussionmentioning

confidence: 99%

“…Regarding types of concern, both qualitative and quantitative studies show that teachers fairly universally and consistently indicate that they the lack resources to include students with SEN. They state that their workload is increasing, that they are experiencing more difficulties with classroom management and/ or that the inclusion of students with SEN reduces teaching/ education quality (see Sharma and Desai, 2002;Bhatnagar and Das, 2013;Miesera et al, 2019;Sahli Lozano et al, 2022;Warnes et al, 2022). Nevertheless, it should be noted that in the reference tool to record these concerns (i.e., the "Concerns about Inclusive Education Scale"-CIES, Sharma and Desai, 2002), the scope of these concerns is larger since for example, for teachers' concerns about resources, items focus on funding, staff, infrastructure or learning material (see method section for more details regarding the specific tool we will use here).…”

Section: Teachers' Concerns About Inclusive Educationmentioning

confidence: 99%

“…This new factor encompasses 3 items solely focused on the difficulties associated with the implementation of inclusive education (in terms of discipline, equal attention, or emotion). Similarly, the factor "Academic Standard" has been slightly reorganized into an "Appropriateness" factor which only include items pertaining to declining teaching performance in teaching and learning in inclusive classrooms (for full details regarding the changes, see Sahli Lozano et al, 2022). Finally, additional modifications have been made for the purposes of this specific study.…”

Section: Concerns About Inclusive Educationmentioning

confidence: 99%

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Teachers’ concerns about inclusive education and the links with teachers’ attitudes

et al. 2023

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The present research investigates teachers’ concerns about inclusive education and said concerns’ specific links with attitudes teachers have regarding this policy. More precisely, while the literature has already identified that teachers share distinct concerns regarding inclusive education (e.g., lack of resources, increased workload, appropriateness, or the difficulties associated with this policy), the first purpose of this exploratory study was to identify whether and how teachers specifically rank these concerns in terms of priority. Additionally, while teachers’ concerns can be negatively associated with attitudes toward inclusive education, the present study also sought to investigate the distinct manner in which teachers’ concerns predict these attitudes. A correlational study involving 508 French teachers was conducted indicating that teachers express the most concern about, by order of descending importance, resources, workload, difficulties, and appropriateness. Moreover, despite the fact that the latter factor was deemed least important, it most consistently predicted the voicing of negative attitudes by teachers toward inclusive education. This interesting paradox, as well as the implications and limitations of the present findings, are discussed.

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“…Inclusive education also provides special services that can facilitate students to access learning according to their needs (Guillemot et al, 2022;Makoelle, 2020;Pappas et al, 2018). These needs are very diverse, so schools that provide inclusive education must fulfil them so that every student has the same right to receive learning (De Jesus, 2018;Sahli Lozano et al, 2022;Slee, 2019). In addition to meeting students' needs, schools must also be able to guarantee their participation in learning.…”

Section: Introductionmentioning

confidence: 99%

Development of a Website-Based Education Management Information System in Inclusive Schools

Purnamawati

Aryani

Tarjiah

et al. 2023

Indonesian J. Educ. Res. Rev.

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One of problems in inclusive schools is caused by there is no inclusive school management information system. Based on these problems, it is necessary to have a management information system in inclusive schools that can help schools, the government and the community to create inclusive schools that can be accessed by everyone. This study aims to produce a product from the development of a website-based education management information system in inclusive schools. The research method used in this research is Research and Development (RnD) with the Borg and Gall model at stages four to ten. The process starting from the stages of data collection, planning, development, stage I expert validation, stage I expert revision, stage II expert validation, stage II expert revision. Product trials in inclusive schools, revisions to product trials in inclusive schools, and the final product of an education management information system in inclusive schools. The subject of this study involving inclusive schools parties such as teachers, and school committees from parents and some expert. The results of this study can be concluded that the development of a website-based education management information system in this inclusive school has been successfully carried out based on the Borg and Gall development model. The development of a website-based education management information system in this inclusive school has also obtained a very good eligibility level. So that it can be used by inclusive schools in managing education to provide the information needed by the community, government, and the school.

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The concerns about inclusive education scale: Dimensionality, factor structure, and development of a short-form version (CIES-SF)

Cited by 17 publications

References 51 publications

The metaverse in education: Definition, framework, features, potential applications, challenges, and future research topics

The metaverse in education: Definition, framework, features, potential applications, challenges, and future research topics

Teachers’ concerns about inclusive education and the links with teachers’ attitudes

Development of a Website-Based Education Management Information System in Inclusive Schools

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