Conference Agenda

Research examining education systems and the communities they serve seeks to understand the past endeavours, current realities, and future hopes for inclusive education worldwide (Lyons et al., 2016; Van Mieghem et al., 2020; Yada et al.,2022). The United Nations has recognised the need for inclusive and equitable education opportunities for all (United Nations Educational, Scientific and Cultural Organization [UNESCO], 1994; United Nations, 2006). Most recently, in Transforming our World Agenda for Sustainable Development (United Nations General Assembly, 2015), the United Nations outlined 17 sustainable development goals for people, planet and prosperity. Goal four identifies inclusive education as necessary to meet the target for a sustainable and resilient world. Additionally, the vision of the European Agency Statistics on Inclusive Education (EASIE) states that “All learners of any age are provided with meaningful, high-quality educational opportunities in their local community, alongside their friends and peers.” (European Agency for Special Needs and Inclusive Education, 2024). The Agency’s position statement – second edition (European Agency for Special Needs and Inclusive Education, 2022) emphasises the importance of all ‘education actors’ to widen their understanding of inclusive education by including the voices of learners, increasing the capacity of schools and learners, developing partnerships with stakeholders, and by increasing societal awareness of the impact of segregation and social isolation. Understanding school leader’s experiences and perspectives across regions, therefore, is key to evaluating the past, assessing the present and identifying future goals for inclusive education in Europe and internationally.

This presentation investigates school leaders’ perspectives about the factors they identify as influential to their school staff’s collective efficacy for inclusive practices. While collective teacher efficacy is broadly acknowledged as an important factor contributing to school performance outcomes (Bandura, 1997; Donohoo et al., 2020; Goddard, 2001), collective teacher efficacy for inclusive education, is a less measured construct in the field of education (Lyons et al., 2016; Sharma et al., 2023). To date, a limited amount of research suggests that collective teacher efficacy is an important contributing factor in the delivery of inclusive practices across a school (Chong & Ong, 2016; Lyons et al., 2016; Sharma et al., 2023). In this presentation, the views of school leaders from Melbourne Australia will be shared. More specifically, in this research, their perspectives about the collective efficacy of their staff as they navigate their school’s inclusive journey were examined. The specific research questions that guided this study were.

1. What factors do school principals identify as the facilitators in enhancing collective efficacy and commitment to inclusive education in their school?

2. What factors do school principals identify as the barriers to enhancing collective efficacy and commitment to inclusive education in their school?

Individuals with disabilities are entitled to be recognized as experts in their own experiences, therefore they can be considered as the most appropriate research participants to provide reliable information regarding these experiences. Converging to their educational past, these experiences are of utmost importance, as they can reveal oppressive structures within school and society. Considering their descriptions and understandings of their educational past, not only are their voices emancipated, but at the same time proposals are being promoted that may lead to more inclusive educational settings (Vlachou & Papananou, 2015).

In this context, the aim of the research was to explore and reveal the quality of education of women with Deafblindness and the challenges they experienced throughout their school years. Through this study, awareness of Deafblindness as a distinct disability is clearly raised (WFDB, 2018). At the same time, the voice of this doubly marginalized group (both women and disabled) is emancipated, as feminist literature suggests that adult women with disabilities remain largely disregarded in the disability rights movement (Evans, 2019; Ferri & Gregg 1998). Qualitative research was conducted as it was well suited to explore the main research question (Flick, 2018), namely of how these women define and make sense of their school experiences. The main research tool was semi-structured interviews, which were conducted individually with each participant. The participants, who were chosen purposively, were two adult women with acquired Deafblindness, who received their education in Australia but then moved to Cyprus.

Thematic analysis of research data revealed that although the two women were in a mainstream school, alongside their peers, they were not meaningfully included in their school environment. Segregation was clearly evident, as Deaf students had to attend a different class. Moreover, the two participants were included in the so-called classroom of the Deaf, although they were Deafblind, and joined the classroom of hearing students only in certain subjects, such as physical education, art, and carpentry. The main challenge they both experienced was the rejection, not only of hearing students, but also of their Deaf classmates, as they had not fully accepted them due to their intersectionality (Zavos, 2021). Moreover, given that they migrated from Cyprus to South Australia and later on, moved back to Cyprus, they were also discriminated at because of their origin. It therefore becomes evident that this doubly marginalized group of women, actually became multi marginalized because of their gender, their Deafblindness, as well as their origin.

Through this study, it is revealed that different forms of oppression overlap to create complex forms of discrimination. Therefore, the importance of this study, which is still in progress and will evolve to include other doubly marginalized women as participants, lies in that it reveals the complex nature of intersectionality, as used in gender studies. This is, in our opinion, a crucial aspect that needs to be pointed at in multi-country research networks.

Finally, even though the participants of this study graduated from school four decades ago, segregation of children with disabilities is still practiced in schools. It is clear that there is a need to implement inclusive education in order to create diverse classrooms, fostering respect and acceptance. We hold that it is only through the study of the complex nature of segregation, that we can aim to develop a more inclusive society.

Inclusive education is a universal pedagogical trend, covering a broad range of research areas such as race, ethnicity, gender, culture, language, religion, and ability. An inclusive system concerns the rights, social justice, and equity within education for all, especially the marginalised groups (UNICEF, 2023). The idea of inclusive education in Lithuania is fairly new with its current focus being the official structural shift from a multi-track system to an inclusive one starting in the beginning of 2024. This implies moving away from the language of learners with developmental disorders to learners with special educational needs (SEN). With changing demographics such as a vastly increasing number of returned immigrant and refugee pupils, inclusion in learning settings requires more versatile skills and expertise based on a profound understanding of the ideology of inclusion (Määttä, Äärelä, and Uusiautti, 2018).

Yet, teachers have continued to report ongoing support of segregationist ideas (Ališauskas and Šimkienė, 2013); implementation difficulties in differentiating teaching methods, feeling a lack of readiness to foster student socialisation and dialogue with parents, and experiencing a gap in multiprofessional collaboration (Lakkala et al., 2019).Contextual urgency lies in the changing demographics of the student body and impacts resulting to the urgency to reconsider diversity and inclusion beyond SEN in Lithuanian schools, and how current teacher training prepares future teachers for this.

Here, the practical theory of inclusive teachers requires the ability to recognise and reflect on the factors that support or hinder the inclusion of all students (cf. Shani and Hebel, 2016), both the obvious and the hidden.This is especially true in the context of educational reforms in Lithuania since its re-independence in 1990- which has heavily impacted (initial) teacher training curriculum, especially while moving towards competencies-based education (Rutkienė and Ponomarenko, 2019). As the new teachers' competence frameworks look to refocus on teachers' didactical competencies (individual learning needs, differentiation of teaching instruction, and teachers' self-reflection) and general competencies (i.e. professional communication skills, cultural competence)- beyond merely subject-focused competencies. How teacher educators comprehend inclusion and diversity in education- within the new requirements- significantly influences their teaching and modelling of these principles to the prospective teachers.

Personalised learning, learner profiles, and diverse learning styles are integral to delivering inclusive education. Tailoring instruction to meet individual needs through personalised learning strategies enhances student engagement and achievement, essential for inclusive education (Tomlinson, 1999). Recognising and catering to various learning styles, such as visual, auditory, or kinaesthetic, ensures that instruction resonates with each student, thereby supporting inclusive practices (Fleming & Mills, 1992). In essence, combining personalised learning approaches, an understanding of diverse learning styles, and detailed learner profiles are key to developing an inclusive educational system that caters to the unique needs of every student (Kaminskiene & Khetsuriani, 2019). Comprehensive learner profiles, which include cognitive abilities, interests, and socio-cultural backgrounds, aid educators in creating effective and inclusive learning environments (Hattie, 2009). These profiles are crucial in inclusive classrooms, where the diversity of learning needs is more pronounced (Florian & Black-Hawkins, 2011). The integration of technology also plays a significant role in personalising learning, offering tools to address varied learning needs and styles, pivotal in today's digital age (Prensky, 2001).

Responding to this, this study investigates how a prominent Lithuanian teacher training university is incorporating personalised learning practices and differentiated instruction within the broader framework of inclusive education. It focuses on understanding teacher training faculty members' strategies in preparing educators to meet the diverse learning profiles, styles, and needs of students. The main research question is: How is inclusive education being understood, addressed and approached in teacher training programmes in Lithuania?

Overview of Research Questions, Objectives, and Theoretical Framework:

Existing research suggests that anxiety can emerge in children as young as five years old, yet the exploration of childhood anxiety is limited due to its discreet manifestations. Aligned with the conference theme 'Education in an Age of Uncertainty: Memory and Hope for the Future,' this study emphasises every child's right to timely support within their natural environment. Building on a recent systematic literature review (Choy et al., under review) on effective interventions for anxiety in children aged 2-12 years, including those with co-morbid autism spectrum condition (ASC), we developed an innovative program integrating collaborative play and evidence-based strategies. The primary aim of the 14 to 33-week fieldwork was to examine methods for reducing anxiety in children, with and without ASC, and assess potential enhancements in social skills and executive functions. Additionally, the study aims to explore the role of the broader school environment in supporting children experiencing anxiety, whether it be generalized or social anxiety. The investigation also explored the short-, medium-, and long-term implications associated with anxiety events, encompassing psychological, emotional, behavioural, and social dimensions. The key research questions guiding the study were:

1. Did the implementation of a 14 to 33-week "build-to-play" approach lead to reduced anxiety, as reported by teachers, parents, and researcher-conducted observations among a sample of 12 children (aged 4-6 years) experiencing anxiety (n = 9) or anxiety and ASC (n = 3)?

2. Did a whole class approach to educating children about anxiety, utilising 'bibliotherapy' within the classrooms of the 12 children, result in a better understanding of anxiety, coping mechanisms, and assisting others in managing anxiety?

3. Throughout the fieldwork, what co-constructed strategies were identified through interviews (n = 12) with parents (N = 11 single, 1 dyads) and teachers that supported the reduction of anxiety?

Theoretical Background

The theoretical framework includes four foundational theories essential for shaping the methodology and research design. These theories not only establish a theoretical framework but also direct the application of crucial methodological tools, such as data triangulation and the utilisation of multiple informants, ensuring a thorough interpretation of results. To commence, this paper presents theories concerning the comprehensive development of a child, encompassing dimensions of physical, emotional, cognitive, social, language, and communication. Building upon this foundational understanding, the subsequent section concentrates on situating a child within a broader contextual framework. Following this, an in-depth exploration of Bronfenbrenner's ecological model (1979, 1989) unfolds, presenting both the original model's micro, meso, exo, macro, chrono systems and the person-process-context-time framework.

Subsequently, the Universal Design (UD) framework unfolds, strategically adopted from the study's inception to ensure inclusivity. Specifically, Universal Design for Learning (UDL) (Rose & Meyer, 2002) is elucidated, underscoring its role in promoting inclusion from the project's inception.

Following this, the developmental-transactional model (Rubin et al., 2009) is presented, examining the nuanced development of anxiety and the identification of associated risk factors.

Finally, the Empathising-Systemising Theory (Baron-Cohen, 2009) is explored to elucidate the strength-based paradigm for children with anxiety conditions and Autism Spectrum Conditions (ASC), providing valuable insights to inform interventions for this distinctive population. In summary, this paper not only synthesises and contextualises these four theories but also underscores their direct application in the prevention and early intervention strategies within the scope of our ongoing study. This integrative approach emphasizes the pivotal role these theories play in shaping the practical facets of the research, ensuring a comprehensive and nuanced exploration of anxiety in children.

Abstract

From a young age, disabled people experience oppression and exclusion in their school environment, due to barriers set by society and the educational system (Waldschmidt et al., 2017). Converging to individuals on the autism spectrum, literature indicates that their voice is often absent from disability discourse (Febriantini, Fitriati & Oktaviani, 2021). Moreover, women (with or without disabilities) also experience social exclusion and oppression (Mamas et al., 2021), which indicates that a disabled woman is subject to double oppression.

The aim of this research is to explore and reveal the quality of education of autistic women in Cyprus, giving emphasis to the challenges and oppression they experienced throughout their school years. The main researcher of this study is an empowered disabled woman herself, therefore the ideological stance from which this research was approached is related to valuing the participants’ descriptions and understandings; we hold that this can lead to their empowerment and perhaps even the ignition of further activism in the disability rights movement. Indeed, a basic underpinning of the evolving field of Disability Studies in Education, is that understandings of the experiences of education for people with disabilities is central, both for developing critiques of the ableist structures in educational settings, as well as suggestions of how education might be otherwise (Slee, Corcoran & Best, 2021).

The main research tool for this qualitative research was semi-structured interviews. Qualitative research was conducted as it was well suited to explore the main research questions, namely of how these women describe and give meaning to their experiences of school life and what suggestions they recommend to future or current teachers for developing more inclusive educational settings. The participants, who were chosen purposively, were two adult women on the autism spectrum, one with verbal and the other with non-verbal communication skills. The research is still in progress and will evolve to include other disabled women.

Through thematic analysis of research data (Miles, Huberman & Saldaña, 2014), four main conclusions emerged. The first conclusion is related to the women’s negative experiences in the school environment and the discrimination they have faced, especially from their teachers. The second is related to their passive participation in the school community. This is quite concerning, as the participants, now in their early twenties, have only recently graduated from school, which points to the fact that there is an ongoing discrimination within the Cypriot educational system. Indeed, relevant local research points to this (Mamas, 2013). Many teachers, due to lack of knowledge on issues related to disability and inclusion, wrongly consider that they include their students in the learning process, when in fact they are simply observed to spatially place them in the general classroom (Majoko, 2019).

The third conclusion is related to the different ways each participant makes sense and defines terms such as special education and inclusion. Results indicate that this may be related both to their school experiences, as well as to their field of graduate studies, as one of the participants studies Psychology, whereas the other Primary Education. Within these two fields of study, there seems to be a different balance of students’ involvement with the medical model and/or the social model of disability.

Lastly, the fourth conclusion relates to what is, in our opinion, a crucial aspect that needs to be discussed in depth within international conferences, namely the complex nature of intersectionality, as used in gender studies. Indeed, results of this research indicate the development of multiple identities/oppressions within school settings, beyond being disabled, which in turn points to the fact that different forms of oppression overlap, to create complex forms of discrimination.