Research on Special and Inclusive Education in the Context of Higher Education - Teachers’ Views About Labeling

Abstract

Background and Research Question: Inclusive Education is an educational approach that has become a worldwide phenomenon (Ignacio & Allit, 2023). This article presents and analyses the issue of labeling of special educational needs, as it is a complex theme with potential benefits and disadvantages. The main idea of the present paper is an empirical investigation regarding methods to reduce the label of educational needs in the classroom.

Method: The research is based on the principles of qualitative methodological design without making generalizations (Willig, 2015). A focus group of postgraduate students-teachers with experience in different educational contexts took part in the context of Higher Education. The data were collected based on free-writing texts. The free-writing texts were subjected to content analysis. The free-writing texts were anonymous and the names of the postgraduate students are not referred.

Results and Conclusions: The analyses of the data show that labels in Special and Inclusive Education must be addressed with an emphasis on human rights (Clough & Corbett, 2000). Collaborative learning and inclusive teaching combined with teacher abilities and skills are useful to improve the inclusiveness of a school class and to help the school inclusion of all children. Inclusive education is a continuous process of transformation of the education system and it is both an approach to teaching and learning (Bethere et al., 2023).

Contribution: The practical significance of the research lies in the inclusiveness of Primary, High School and Higher education for persons with disabilities and the prospects for overcoming them (Akopova et al., 2023).