Overcoming Challenges and Promoting Positive Education in Inclusive Schools: A Multi-Country Study
Inclusive education faces significant challenges requiring deep understanding and comprehensive solutions. This study aims to establish a holistic framework for understanding the challenges in inclusive education, the core mission of inclusive schools, and the essential qualities of teachers. The me...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-10-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/14/11/1169 |
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| author | Angel Deroncele-Acosta Althia Ellis |
| author_facet | Angel Deroncele-Acosta Althia Ellis |
| author_sort | Angel Deroncele-Acosta |
| collection | DOAJ |
| description | Inclusive education faces significant challenges requiring deep understanding and comprehensive solutions. This study aims to establish a holistic framework for understanding the challenges in inclusive education, the core mission of inclusive schools, and the essential qualities of teachers. The methodology employed was qualitative, using the grounded theory method. A total of 59 experts from 13 countries participated in this study. Semi-structured asynchronous virtual interviews were conducted and analyzed using ATLAS.ti software (version 8). The results identified eight persistent challenges to inclusive education. In addition, positive education was highlighted as the fundamental core of inclusive schools, with emphasis on the development of learning, well-being, engagement, resilience, motivation, mental health, affective and social outcomes, creativity, and happiness. Finally, the integral profile of the inclusive teacher was defined based on a four-dimensional model. This groundbreaking study introduces a novel comprehensive framework that revolutionizes our understanding of the enduring challenges in inclusive education. Elucidating the core mission of inclusive schools and defining the essential qualities of inclusive teachers offers transformative insights. This study’s implications, future perspectives, and limitations provide a wealth of valuable information for policymakers, educators, and researchers, paving the way for innovative approaches and enhanced inclusive educational practices. |
| format | Article |
| id | doaj-art-c16616edfd5f45db94c4e597ae5573da |
| institution | OA Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-c16616edfd5f45db94c4e597ae5573da2025-08-20T02:28:05ZengMDPI AGEducation Sciences2227-71022024-10-011411116910.3390/educsci14111169Overcoming Challenges and Promoting Positive Education in Inclusive Schools: A Multi-Country StudyAngel Deroncele-Acosta0Althia Ellis1Escuela de Postgrado, Universidad San Ignacio de Loyola, Lima 15024, PeruAcademics Department, San Ignacio University, Doral, FL 33178, USAInclusive education faces significant challenges requiring deep understanding and comprehensive solutions. This study aims to establish a holistic framework for understanding the challenges in inclusive education, the core mission of inclusive schools, and the essential qualities of teachers. The methodology employed was qualitative, using the grounded theory method. A total of 59 experts from 13 countries participated in this study. Semi-structured asynchronous virtual interviews were conducted and analyzed using ATLAS.ti software (version 8). The results identified eight persistent challenges to inclusive education. In addition, positive education was highlighted as the fundamental core of inclusive schools, with emphasis on the development of learning, well-being, engagement, resilience, motivation, mental health, affective and social outcomes, creativity, and happiness. Finally, the integral profile of the inclusive teacher was defined based on a four-dimensional model. This groundbreaking study introduces a novel comprehensive framework that revolutionizes our understanding of the enduring challenges in inclusive education. Elucidating the core mission of inclusive schools and defining the essential qualities of inclusive teachers offers transformative insights. This study’s implications, future perspectives, and limitations provide a wealth of valuable information for policymakers, educators, and researchers, paving the way for innovative approaches and enhanced inclusive educational practices.https://www.mdpi.com/2227-7102/14/11/1169inclusive educationinclusive schoolpositive educationpositive psychologylearning |
| spellingShingle | Angel Deroncele-Acosta Althia Ellis Overcoming Challenges and Promoting Positive Education in Inclusive Schools: A Multi-Country Study Education Sciences inclusive education inclusive school positive education positive psychology learning |
| title | Overcoming Challenges and Promoting Positive Education in Inclusive Schools: A Multi-Country Study |
| title_full | Overcoming Challenges and Promoting Positive Education in Inclusive Schools: A Multi-Country Study |
| title_fullStr | Overcoming Challenges and Promoting Positive Education in Inclusive Schools: A Multi-Country Study |
| title_full_unstemmed | Overcoming Challenges and Promoting Positive Education in Inclusive Schools: A Multi-Country Study |
| title_short | Overcoming Challenges and Promoting Positive Education in Inclusive Schools: A Multi-Country Study |
| title_sort | overcoming challenges and promoting positive education in inclusive schools a multi country study |
| topic | inclusive education inclusive school positive education positive psychology learning |
| url | https://www.mdpi.com/2227-7102/14/11/1169 |
| work_keys_str_mv | AT angelderonceleacosta overcomingchallengesandpromotingpositiveeducationininclusiveschoolsamulticountrystudy AT althiaellis overcomingchallengesandpromotingpositiveeducationininclusiveschoolsamulticountrystudy |