Academic and Social Experiences of Children from Socio-Economically Disadvantaged Groups Enrolled in Private Unaided Schools under the RTE Act, 2009 | Chapter 05 | New Ideas Concerning Arts and Social Studies Vol. 6

 

The Right to Education (RTE) Act of 2009 provides essential rights for children from disadvantaged and weaker sections, ensuring free and compulsory education in neighbourhood schools. The act requires all private schools to reserve at least twenty-five per cent of seats for children from economically weaker sections. This study investigates the academic and social experiences of children from Socio-Economically Disadvantaged Groups (SEDGs) enrolled on private unaided schools under Section 12(1)(c) of the Right to Education (RTE) Act, 2009. The study focuses on the challenges these children encounter in learning, classroom participation, and social integration, as well as their perceptions of the school environment. Employing a descriptive mixed-methods design, data were collected during the 2023–24 academic year from 490 children enrolled in 31 private unaided schools across two districts of Madhya Pradesh—Sehore (aspirational) and Vidisha (non-aspirational). Blocks within these districts were chosen randomly under the guidance of State Authorities. The sample reflects diversity in gender (205 boys, 285 girls), grade levels (182 primary, 308 upper primary), and social backgrounds, including Scheduled Castes, Scheduled Tribes, Educationally Backward Minority Communities, Other Backward Classes, and General categories.

Findings indicate that children generally report high levels of academic engagement, with most attending classes regularly, finding teaching interesting, and receiving clarification of doubts from teachers. However, persistent challenges remain, particularly in conceptual clarity, language barriers, and workload management. Socially, the school environment is perceived as largely inclusive, with children expressing comfort in peer interactions and respect from teachers. Yet, instances of social discomfort, teasing, and occasional discrimination highlight the need for targeted interventions.

The study underscores the importance of strengthening pedagogical strategies, enhancing teacher training, and providing structured academic support to address learning gaps. It also recommends infrastructural improvements and expanded co-curricular opportunities to enrich the educational experiences of SEDG children. Overall, the findings emphasise the importance of a holistic approach to education—one that integrates academic excellence with a nurturing social environment. By situating these findings within the framework of Section 12(1)(c) of the RTE Act, 2009 and the guiding principles of the National Education Policy (NEP) 2020, the research contributes to ongoing efforts to ensure equitable, inclusive, and holistic education for all children.

 

Author(s) Details :-

 

Bir Abhimanyu Kumar
Department of Elementary Education, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi – 110016, India.

 

Virendra P. Singh
Department of Elementary Education, National Council of Educational Research and Training, Sri Aurobindo Marg, New Delhi – 110016, India.

 

Please see the book here :- https://doi.org/10.9734/bpi/nicass/v6/6851

Graffiti as Pedagogy: Addressing Sexuality and Gender-Based Bullying in Schools |Chapter 9 | Walls That Teach: Graffiti, Education and the Pedagogy of Resistance

 

Schools are expected to provide safe environments where all learners thrive. Yet, learners perceived as different due to their gender identity, expression, or sexual orientation frequently experience fear, exclusion, and harassment. In response, creative interventions such as graffiti have emerged as tools for challenging prejudice, fostering dialogue, and promoting inclusivity. This chapter examines the role of graffiti as a creative and pedagogical tool for addressing sexuality- and gender-based bullying in schools. Sexuality and gender-based harassment remain a pervasive barrier to inclusive education, often silencing marginalised learners and undermining their well-being. Drawing on Freire’s (1970) critical pedagogy and Bandura’s (1977) Social Learning Theory, the study explores how graffiti can simultaneously empower learners’ voices, foster empathy, and transform school cultures. Using a qualitative case study approach, data were collected through semi-structured interviews, focus group discussions, and analysis of student-created graffiti artefacts at an inclusive secondary school in Zimbabwe, involving five teachers and ten student participants. Thematic analysis revealed four key themes: expression and voice, community engagement, challenging dominant narratives, and fostering empathy and awareness. Findings demonstrate that graffiti provides learners with safe avenues for self-expression, enables collaborative participation in school culture, disrupts heteronormative assumptions, and encourages prosocial behaviours through observational learning and reflection. The chapter argues that graffiti is more than artistic expression; it functions as a transformative educational practice that bridges critical consciousness with social learning. By incorporating graffiti into anti-bullying initiatives, educators can foster inclusive, participatory, and empathetic school environments that challenge prejudice and amplify marginalised voices. This study contributes to educational practice and policy by highlighting how creative student-led interventions can promote inclusion, equity, and responsive school cultures.

 

 

Author(s) Details

Kenneth Mukau
Faculty of Education-Department of Educational Foundations, South Africa.

 

Please see the book here :- https://doi.org/10.9734/bpi/mono/978-93-47485-01-5/CH9

 

Graffiti and Personalised Learning in Inclusive Education Centres: The Case of Rukara Model School in Rwanda | Chapter 6 | Walls That Teach: Graffiti, Education and the Pedagogy of Resistance

 

This chapter explores the intersection of graffiti, personalised learning, and inclusive education within the context of Rukara Model School in Rwanda. As Rwanda continues to position itself as a leader in educational reform on the African continent, inclusive education has become a policy priority aimed at ensuring that all learners, regardless of ability, background, or social status, are afforded equitable opportunities to learn and thrive. Against this backdrop, this chapter examines how graffiti, often dismissed as an informal or even disruptive practice, can be reconceptualised as a valuable pedagogical tool that supports personalised learning pathways and inclusive school cultures. Drawing upon the theoretical lenses of critical pedagogy and visual culture, the chapter argues that graffiti provides learners with opportunities for critical literacy, voice, and participation in ways that traditional pedagogies often fail to achieve. Through a qualitative case study of Rukara Model School, acknowledged as a theoretical and illustrative rather than empirically grounded case, it is illustrated how graffiti projects facilitate personalised learning by engaging students in creative expression, problem-solving, and reflection on social realities. The analysis highlights three key areas: graffiti as a tool for personalising learning experiences, graffiti as a medium for social inclusion and community-building, and graffiti as a catalyst for critical dialogue and social awareness. While the study acknowledges challenges such as cultural misinterpretations, policy tensions, and practical concerns regarding vandalism, it ultimately contends that graffiti can contribute meaningfully to inclusive education if harnessed within structured, participatory frameworks. By presenting Rukara Model School as a theoretical case, this chapter offers insights not only for Rwanda but also for other education systems seeking innovative strategies to realise the promise of personalised and inclusive education.

 

 

Author(s) Details

Kenneth Mukau
Faculty of Education-Department of Educational Foundations, South Africa.

 

Barnabas Muyengwa
University of Rwanda College of Education, Rukara Campus Model School, Rwanda.

 

Please see the book here :- https://doi.org/10.9734/bpi/mono/978-93-47485-01-5/CH6

 

A Post-doctoral Project on Inclusive Education in Greece and Cyprus: From Pedagogical Research to New Educational Challenges | Chapter 3 | An Overview of Literature, Language and Education Research Vol. 5

This paper presents a brief report on a postdoctoral project based on Inclusive Education in the international Greek-speaking area (Greece and Cyprus). The postdoctoral study focuses on understanding the complex frame of inclusion, empowering the inclusive teacher and the skills driving inclusive education. The central research questions guiding this project were: What is the conceptual definition of Inclusive Education? What pedagogical and instructional methods of learning and education are viable for inclusivity? What knowledge and skills are required by modern Inclusive Teachers for an inclusive school? The purpose of the project was: To create a theoretical, empirical and applied research framework for Inclusive Education. So, a list of guidelines and principles was selected based on international literature and reviews. Also, the empirical investigation is based on teachers' views on the skills required for inclusive education. According to findings, creative, collaborative, communication, digital and ethical skills are required for an inclusive teacher in blended educational environments. This postdoctoral research contributes to the discourse on Inclusive Education and highlights the importance of skills in inclusive learning environments focusing on innovation of Ε-tivities in blended learning. Its contribution can lead to a deeper understanding of inclusive classrooms, inspire further studies and potentially influence practical applications or policy decisions in the field of Inclusivity.

 

Author (s) Details

Vasiliki Ioannidi
Department of Pedagogy and Primary Education, National and Kapodistrian University of Athens (NKUA), Greece, Department of Pedagogy and Primary Education, National and Kapodistrian University of Athens (NKUA), Greece and Open University of Cyprus, Cyprus.

 

Konstantinos D. Malafantis
Laboratory of Educational Applications and Production of Educational Material, Department of Pedagogy and Primary Education, School of Education, National and Kapodistrian University of Athens, Navarinou 13A 10680 Athens, Greece.

 

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v5/2382

 

The Role of Artificial Intelligence in Advancing Inclusive Education: Opportunities and Challenges | Chapter 3 | Language, Literature and Education: Research Updates Vol. 5

It is an undisputed fact that artificial intelligence (AI) is extensively used in the field of education and offers numerous opportunities in teaching and learning. For example, it is used to impart knowledge, stimulate comprehension, and heighten intelligence. Moreover, it is treasured as a substantial support in teaching and learning. It is also instrumental in empowering and inspiring students. Artificial Intelligence allows computer systems and machines to perform tasks that typically require human intelligence. Some of these include problem-solving and decision-making. Hence, it can learn from data and augment its performance over time and is instrumental in addressing complex scenarios by identifying patterns and making predictions. It can also make decisions based on available data and pre-programmed logic. The emergence of AI also has a positive impact on inclusive education. The general concept of inclusive education ensures that all students, regardless of background, learning abilities, or disabilities, have equal access to quality educational opportunities. It is basically concerned about creating proper learning environments where everyone feels welcome, valued, and supported, allowing them to participate and thrive in their own unique ways. Since these technologies can potentially transform teaching and learning, it is important to understand how they can be used to further advance inclusive education. Some of the challenges with AI are the lack of diversity and representation in the development and deployment of AI systems. This can lead to biased AI models that perpetuate existing social inequalities and exclude certain groups of people from benefits and opportunities. This literature-based research analysed some advantages and challenges of incorporating AI in teaching and learning and highlighted how it influences inclusion. Based on the literature, some of the advantages of AI are improved performance of students, motivation, and encouragement of students. This review also identified some challenges associated with the use of AI for inclusive education, such as technological difficulties, poor connectivity, pedagogical issues, and limitations of the database. Some recommendations are proposed to address these challenges. This research can assist educators, parents, students, government officials, and policymakers in making proper decisions on the effective use of AI and inclusion.

 

Author (s) Details

Gabriel Julie
University of the West Indies, St. Augustine, Global Campus, Trinidad and Tobago.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v5/5366

 

AI-Powered Personalized Learning: Assessing Its Impact on Academic Achievement and Development in Students with Disabilities | Chapter 8 | Language, Literature and Education: Research Updates Vol. 3

The integration of Artificial Intelligence (AI) into special education has the potential to revolutionize learning experiences for students with diverse disabilities, including cognitive, sensory, and motor impairments. This paper explores the efficacy of AI-driven adaptive learning systems in personalizing educational pathways, enhancing cognitive development, and improving academic performance in students with special educational needs. This study investigates the application of Artificial Intelligence (AI) in special education, focusing on how AI-driven adaptive learning systems can personalize learning experiences for students with disabilities. Utilizing a dataset of 100 students with special educational needs, including categories such as Dyslexia, Autism, and Motor Impairment, this research aims to evaluate the impact of AI interferences on learning progress over a three-month period. The dataset includes various features such as initial learning progress, engagement levels, feedback quality, and learning outcomes after 3 months of AI-based involvement. Through machine learning techniques, including regression (linear regression) and classification models (decision tree), the study analyzes how initial learning progress and other variables predict students' improvement in academic performance after using AI tools. The results demonstrate a statistically significant improvement in the academic progress of students with special needs, with AI intrusions leading to measurable gains in learning outcomes across all categories. The findings suggest that AI can effectively support individualized learning paths, enhance student engagement, and improve academic achievement, thereby contributing to a more inclusive and personalized educational experience. This paper emphasizes the potential of AI in transforming special education by making learning more adaptive and accessible, offering valuable insights for educators, policymakers, and technology developers aiming to foster educational equity.

 

Author (s) Details

Deepti Sharma
Department of Information Technology, Jagan Institute of Management Studies, Rohini, Delhi, India.

 

Archana B. Saxena
Department of Information Technology, Jagan Institute of Management Studies, Rohini, Delhi, India.

 

Deepshikha Aggarwal
Department of Information Technology, Jagan Institute of Management Studies, Rohini, Delhi, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v3/4909

Study on Inclusive Education and Human Rights | Chapter 12 | Recent Research Advances in Arts and Social Studies Vol. 1

 Inclusive instruction is widely recognized as a fundamental human right for all individuals and it is established the widely approved assumption that equal education contributes to individual and friendly wellbeing. However, many juniors with special instructional needs continue to be orderly segregated into “special classrooms”, that circumvents their right to inclusive instruction. The objective of this study is to scrutinize the ways at which point inclusive education is had connection with human rights, to form recommendations and finally, draw ends with respect to the right of all-embracing education for disadvantaged groups of toddlers. To realize this aim, a explanatory study has been conducted in consideration of provide factual information from both the Greek and worldwide literature.

Author(s) Details:

Asimina Riga,
National and Kapodistrian University of Athens, Greece.

Konstantinos Malafantis,
National and Kapodistrian University of Athens, Greece.

Please see the link here: https://stm.bookpi.org/RRAASS-V1/article/view/12383

Study on Computer Supported Collaborative Learning in Greek Inclusive Secondary Education | Chapter 05 | Current Research in Language, Literature and Education Vol. 2

 In terms of learning purposes directed at students with learning disabilities, computer supported collaborative learning methods are considered beneficial because they increase students' interest and engagement in the learning process, improve their cognitive abilities, and help them develop self-esteem, problem-solving strategies, and, finally, a solid collaborative attitude. The purpose of this study is to briefly describe the benefits of computer-assisted collaborative learning activities, as well as to demonstrate specific practises and paradigms related to the inclusion of students with Special Educational Needs in Greek secondary schools. To accomplish this goal, the researchers conduct an ICT literature evaluation on computer-mediated collaborative and inclusive learning approaches in Greek secondary schools. As a result, this article suggests that there has been little development in Greece in terms of developing collaborative inclusive learning environments. The reason for this is that such an educational perspective has yet to be constitutionalized as an essential and methodologically clarified component of political agendas that set the conditions for the practical implementation of Computer Supported Collaborative Learning in the Greek educational system.

Author(S) Details 

Asimina Riga
Hellenic Open University, Grecce and University of Nicosia, Cyprus

Vasiliki Ioannidi
Hellenic Open University, Grecce and University of Nicosia, Cyprus.

Nikolaos Papayiannis
American Literature and Culture, Aristotle University of Thessaloniki, Greece.

View Book:- https://stm.bookpi.org/CRLLE-V2/article/view/5285

An Overview of History and Current Situation of Education for Children with Disabilities in Cambodia: A Gray Literature Review | Chapter 9 | New Horizons in Education and Social Studies Vol. 6

The private sector has been in charge of educating all children with disabilities in Cambodia. The schooling of children with visual and hearing impairments will, however, be shifted to the public education system in 2020. In this paper, we report on historical improvements to the existing state of education for people with disabilities in the Cambodian education system. This article is based on interviews with Mr. Pen Thavy, the Cambodian government's materials, and other supporting documents. The "Convention on the Rights of the Child," adopted by the United Nations General Assembly on November 20, 1989, was the first turning point in the Cambodian movement towards education for children with disabilities. This treaty was ratified by Cambodia in 1992. In Cambodia, the principle of "Education for All" was implemented into educational policy. The "Educational law" passed in 2007 was the first law to explicitly mention education for children with disabilities. Three NGO schools are run by schools specialising in education for children with disabilities. One is the Krousar Thmey Foundation, which runs 8 visual/hearing disability schools for girls. Another is Rabbit-School, which has admitted 26 students in the special class, 25 students in the preparation class for children aged 4-6 years, 18 students in cerebral paralysis children's schools, and 46 students in the integrated class. The third is the Komar Pilar Foundation, which does not have government coordination and is not officially considered to be a school. The total number of students with all disabilities was 44,759 in primary schools and 6787 in secondary schools in 2017, according to the data that we were given. This paper is the first study in each Cambodian province showing the number of children with disabilities. The most common disability in primary schools was mental illness and visual deficiency in junior high schools. The data show that each province differed so much in the number of invisible disabilities such as personality disorders, learning impairment, intellectual disability and emotional distress. A reason for it can be known to be misidentification of disabilities.

Author(s) Details

Akihiro Nishio
Health Administration Center, Gifu University, Gifu, Japan.

View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/338