Annotated Bibliography – The Impact of Inclusive, Interactive Learning Environment on Student’s Academic and Social Growth

Annotated Bibliography – The Impact of Inclusive, Interactive Learning Environment on Student’s Academic and Social Growth

Ainscow, M. (2020). Inclusion and equity in education: Making sense of global challenges. Prospects, 49, 123-134.

The education system currently focuses on fostering inclusive education, where students from different backgrounds, including race, ethnicity, nation, and socioeconomic status, interact and learn in the same environment. Ainscow (2020) depicts that effective analysis of a particular context should be evaluated to promote inclusion and equity in education systems. The author further states that learners in an inclusive learning environment encounter challenges and hence advocates for appropriate resources to address the challenges. The global effort to achieve inclusion and equity in education has influenced education policies and practices. The author provides insights on challenges faced by learners and outlines ways to mitigate the difficulties by enforcing reforms in educational policies and practices. Ainscow’s article is substantial and an effective resource for my final paper since it provides effective ways to manage challenges faced by learners in an inclusive learning environment. Addressing the challenges students face in their learning environment promotes a supportive, inclusive education where students can attain effective academic skills and associate with students from different backgrounds, enhancing social development.

Brussino, O. (2021). Building capacity for inclusive teaching: Policies and practices to prepare all teachers for diversity and inclusion. OECD Education Working Papers, No. 256. https://doi.org/10.1787/57fe6a38-en

Brussino (2021) discusses the effectiveness of incorporating policies and practices to prepare teachers to foster diversity and inclusion in the learning environment. The aim of implementing the policies is to improve teachers’ capacity to adopt inclusive teaching methods to account for the increasing demands in learning contributed by students from different settings learning in a common environment. The author states the need for education systems to improve teachers’ teaching capacity and skills towards integrating an inclusive learning environment. The author further identifies a need for education systems to achieve comprehensive teachers’ capacity for them to integrate inclusive teaching effectively. Teachers play a significant role in students’ academic journey and social growth. This article outlines a need to develop effective mechanisms to evaluate teachers’ preparedness and competency to support diversity and inclusion in learning. The article will be helpful in deriving supporting ideas for my topic since it highlights the essence of policies and practices aimed at building teachers’ capacity to support an inclusive learning environment, improving student’s academic performance.

Kart, A., & Kart, M. (2021). Academic and social effects of inclusion on students without disabilities: A review of the literature. Education Sciences, 11(1), 16. https://doi.org/10.3390/educsci11010016

Inclusive education has become the modern education standard and expectation for all stakeholders, including parents, the community, and schools. According to Kart and Kart (2021), numerous research shows that students with special educational needs tend to benefit more compared to students without learning difficulties in an inclusive learning environment. This article depicts mixed academic effects on students without special learning needs in an inclusive environment, while the students generate significant social benefits in the settings. Lower-grade students have positive or neutral academic benefits, while high-grade students have neutral or negative academic benefits from an inclusive learning setting. Students without special educational needs achieve social gains from inclusion and a diverse learning environment since they reduce discrimination and prejudice due to differences in students’ appearance and support acceptance and understanding. Therefore, this article contains relevant information for my final paper since it offers details relevant to how an inclusive learning environment influences students’ academic performance and social development.

Krämer, S., Möller, J., & Zimmermann, F. (2021). Inclusive education of students with general learning difficulties: A meta-analysis. Review of Educational Research, 91(3), 432-478. https://doi.org/10.3102/0034654321998072

Kramer et al. (2021) analyze the relationship between academic performance and students’ well-being for students with special learning needs in inclusive and segregated learning environments. The authors identified differences in students’ performance when studying in inclusive, interactive settings and segregated environments. The study shows that the learning environment does not affect the students’ psychosocial outcomes, such as well-being, but the authors also identified the insignificant impact of the education settings on students without learning difficulties on their cognitive and psychosocial outcomes. The article further outlines the need to educate students with special learning needs in the general education system as a human right that encourages equal treatment of all people regardless of their identity or physical appearance. Therefore, this article conveys effective details to incorporate into my final paper since it advocates for the need to educate students with special educational needs in the same environment as students without special needs. The article notes that an inclusive learning environment improves academic performance for students with special needs compared to learning in segregated settings.

Molina Roldán, S., Marauri, J., Aubert, A., & Flecha, R. (2021). How inclusive interactive learning environments benefit students without special needs. Frontiers in Psychology, 12, 1510.

Molina Roldan et al. (2021) evaluate the impact of an inclusive learning environment on students without special educational needs while learning with students with special learning needs in the same environment. The authors drove their findings by collecting data from students, teachers, and community volunteers working in the schools under investigation. From the investigation, the authors derived various benefits that students without special educational needs acquire when learning in an inclusive, interactive learning environment with students with special educational needs. Students without special learning needs acknowledge the different abilities and potential of students with learning disabilities and learn to respect them, which leads to good bonding. The students without special needs also learn to incorporate effective practices to help their peers attain their satisfaction levels. This article will be instrumental in my final paper since it depicts the significance of an inclusive, interactive learning environment to students without special learning needs when learning in the same environment as students with special needs. The association between the two groups of students affects their academic performance and social development.

Nishina, A., Lewis, J. A., Bellmore, A., & Witkow, M. R. (2019). Ethnic diversity and inclusive school environments. Educational Psychologist, 54(4), 306-321. https://doi.org/10.1080/00461520.2019.1633923

Inclusive educational settings have significant implications on a student’s social life and education development. Nishina et al. (2019) suggest that ethnic diversity is a significant aspect to consider in supporting an inclusive learning environment. The authors suggest four ways in which ethnic diversity can be incorporated into the learning environment. One, learning institutions should increase the population of students from diverse ethnic groups; two, students from minor ethnic populations should be given a positive identity; three, diverse teaching and learning strategies should be integrated; and four, ethical and social behaviours among students should be upheld. A diverse and inclusive ethnic learning environment allows students to interact with students with diverse skills and experiences, where individuals acquire new skills that can be integrated into their future endeavours and in the workplace. This article will be effective in my final paper topic since it supports that diversity and inclusion in education and learning environments significantly impact students’ social adjustment and development and enhance learning. The article will help me support my subject of the impact of an inclusive, interactive learning environment on students’ social and academic development.

Soodak, L. C., & McCarthy, M. R. (2013). Classroom management in inclusive settings. In Handbook of classroom management (pp. 471-500). Routledge.

Soodak and McCarthy (2013) outline the efforts in education systems to integrate and foster inclusive education, where students with learning disabilities collaborate in a common classroom with students without special learning needs. All individuals acknowledge and appreciate the developments in fostering inclusive education. The efforts to enable students with different disabilities and abilities to learn in one environment was parent-led advocacy, contributing to significant educational reforms encouraging students with and without special educational needs to interact in the same learning environment. The book depicts an educational gap due to inconsistency in the quality of inclusive environments. However, educating students with special educational needs in typical classrooms has increased significantly. The authors demonstrate the need to manage the classroom effectively to enhance students’ productivity. This book outlines the need to manage a classroom setting to effectively address the needs of each student from diverse backgrounds. Thus, the book will be instrumental in my final paper by providing effective ideas on achieving an inclusive learning environment by incorporating inclusive teaching and learning strategies that align with the needs of all students.

Varsik, S. (2022). A snapshot of equity and inclusion in OECD education systems: Findings from the Strength through Diversity Policy Survey. OECD Education Working Papers, No. 284. https://doi.org/10.1787/801dd29b-en

Varsik (2022) evaluates the policies and practices of different education systems that aim to foster inclusion and equity in education. The author identified variations in the systems’ perceptions of equity, inclusion, and diversity. The need for inclusion and equity in education systems prompted changes in curriculum strategies and the incorporation of instructional and non-instructional techniques that support students’ learning. The author depicts the efforts of the education system to support collaboration between teachers, school stakeholders, and the community in promoting diversity in the learning environment. The education systems distributed necessary resources, particularly for students with special education needs, supporting a conducive learning atmosphere where students can interact with peers without special learning needs and attain appropriate skills. Varsik further outlines that imbalances in diversity in education systems had a negative influence on student’s academic outcomes. This article provides essential information for my topic since it depicts the necessity for policies and practices that promote equity and inclusion in education systems, which promote an inclusive learning environment for all students to enhance their academic and social development.

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You will complete two annotated bibliography assignments during the course that will serve as the research foundation of your final paper:

1. Course Project: Annotated Bibliography Sources 1 – 8 Assignment
2. Course Project: Annotated Bibliography Sources 9 – 15 Assignment

Instructions

Each annotated bibliography must follow the current APA format and consist of at least the number of scholarly sources required. Each annotated bibliography must have a title page with a running head and page numbers. The professional version of the current APA title page must be used for this assignment. No abstract is required.

Of the scholarly resources you provide for each assignment, at least five must be current and published in the last five years. These must be empirical, peer-reviewed journal articles and professional books. All sources must be directly related to your research topic.

Place your topic statement at the top of the annotated bibliography. Write the full citation for the reference, followed by the annotation. The text in the annotations must be indented so that the author’s last name is the only text that is flush left due to the hanging indent required in current APA format.

Each annotation should include a summary of the main points in the reference and how the information will be beneficial and contribute to the final paper you will be writing in Module 5: Week 5 (final draft) and Module 7: Week 7 (final paper). In the resource’s summary, focus on the purpose of the research study/reference and the findings/conclusions. You do not need to include the details of the research study, such as the number of participants or the research method used. The annotations are designed to help you and your instructor better understand how your sources connect to your research topic.

Remember:

• The purpose of the annotation is to inform the reader of the main points of the reference and how it will be beneficial in your final draft/final paper.

• Write the full reference citation followed by the summary of the reference. No reference list is to be written at the end of the paper.
• Each annotation should be 150 – 200 words. Each line in the annotation needs to be indented so that the author’s last name is the only text that is flush left.
• Include a summary of the main points of the reference. Explain how this information is useful to your problem/topic.
• Focus on the purpose of the research study and the findings. You do not need to include the details of the research methods used in the studies (number of participants, research method used).