SPECIAL AND INCLUSIVE EDUCATION: SURFACING UNIVERSITY STUDENTS’ VIEWS  THROUGH ΙNTERACTIVE ΑCTIVITIES - FOCUS ON INCLUSIVE PEDAGOGIES AND INNOVATIVE PRACTICES

Vasiliki Ioannidi

doi:10.46827/ejes.v12i11.6250

نویسندگان

Vasiliki Ioannidi Dr., Adjunct Faculty, Open University of Cyprus, Cyprus

DOI:

https://doi.org/10.46827/ejes.v12i11.6250

کلمات کلیدی:

inclusive education, interactive activities, inclusive pedagogies, innovative practices, differentiation, UDL, teacher education/training, collaboration, assessment, acceptance of diversity, socio-emotional skills, accessibility & technologies.

چکیده

Student-Centered Learning in Higher Education promotes interaction between students (Redmond et al., 2023) and online discussions through interactive educational activities can provide rich information on pedagogical issues and highlight valuable views on inclusive pedagogy. This paper explores the university students’ views through interactive activities with a focus on inclusive education. This study used a qualitative approach. The data collection technique used was forum group discussion. The findings highlight the importance of inclusive pedagogies and innovative practices within modern learning contexts and environments. Furthermore, the findings highlight the importance of interactive environments in Higher distance learning and Teacher Education with regard to inclusive pedagogies and innovative practices. The results are of interest for the pedagogical and inclusive basis of the modern school of the 21st century, highlighting the views of post-graduate students - teachers from Cyprus and Greece (Ioannidi, 2023, 2024). Although the conclusions are not generalizable, this research report is expected to provide valuable insights and ideas for policymakers, teachers, educators and education practitioners in their efforts to create a more inclusive and equitable educational environment in combined/blended learning contexts. The present study aims to bridge the gap between theoretical investigation and applied knowledge, contributing to the field of Inclusive Education and Teacher Education (Stylianou & Zembylas, 2020; Zembylas, 2024).

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بیوگرافی نویسنده

Vasiliki Ioannidi، Dr., Adjunct Faculty, Open University of Cyprus, Cyprus

Dr. Vasiliki Ioannidi (Ph.D./Dr.phil.), PhD in Pedagogy, specialization: “Special Education”, School of Philosophy, National and Kapodistrian University of Athens; Post Doc in Inclusive Education, School of Education, Department of Pedagogy and Primary Education, National and Kapodistrian University of Athens; CPD in Educational Sciences and Digital Education;
Member of the ÖGKJP-Sektion Klinische Pädagogik, DHG, DGsP, HPG, GNPÖ;
Author in Inclusive Pedagogies at Frankfurter Literaturverlag (Frankfurt A.M.-London, New York); Μember of Think Tank “Ιntelligent Deep Analysis” and Collaborating Academic Staff in E-Learning National and Kapodistrian University of Athens;
Adjunct Faculty Member, Hellenic Open University, Inter-Institutional Master’s Program “Educational Sciences: Special Education and Training for People with Oral and Written Language Difficulties”, Joint Inter-University Postgraduate Studies Programme between the Hellenic Open University and the University of Thessaly;
Adjunct Faculty Member, Coordinator Modules “Special and Inclusive Education” & “Differentiation and pedagogical practices for children with special educational needs”, Open University of Cyprus, Master’s Degree “Educational Sciences”, Faculty of Economics and Management, Open University of Cyprus.
Google Scholar: https://scholar.google.gr/citations?user=grILx-gAAAAJ&hl=el
Research Gate: https://www.researchgate.net/profile/Vasiliki-Ioannidi-2
ORCID: https://orcid.org/0000-0003-1792-5918

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