Description The Literature Review Research Paper MUST follow APA Writing Guidelines and my own Instructions - ... MUST follow these guidelines and instructions to write the paper... The paper MUST include (required) information from a minimum of three (3) journals NOTE: Points will be deducted if APA Writing Guidelines, the above included APA Style Paper Format, and Instructions provided by the Instructor are not followed... The Topic of the Paper must be 'The Inclusive Education' The paper MUST have a Total minimum of seven (7) pages as follows: Page #1 =====>>> Title page (on a page by itself Page #2 =====>>> Abstract page (on a page by itself)Page #3, #4, and #5 (minimum) =====>>> Body Narrative pages (minimum of three pages, all three by itself)Page #6 =====>>> Conclusion page (on a page by itself)Page #7 =====>>> References page (on a page by itself) UNFORMATTED ATTACHMENT PREVIEW E3S Web of Conferences 568, 04032 (2024) ICoSBi 2024 https://doi.org/10.1051/e3sconf/202456804032 Bibliometric analysis of adaptive physical education in inclusive education to promote Sustainable Development Goals Fadilah Umar1,2*, Misbah Misbah3, Miftakhul Jannah4 and Ann Mahakeeta5 1 Faculty of Sport, Sebelas Maret University, 57126 Surakarta, Indonesia. 2Center for Disability Studies, Sebelas Maret University, 57126 Surakarta, Indonesia. 3Faculty of Teacher Training and Education, Lambung Mangkurat University, 70123 Banjarmasin, Indonesia. 4Universitas Negeri Surabaya, Faculty of Education, Department of Psychology, 60231 Surabaya, Indonesia. 5Faculty of Physical Education, Srinakharinwirot University, 10110 Bangkok, Thailand. Abstract. Adaptive physical education (APE) is important to implement the inclusive schools. This research aims to map previous research regarding APE in inclusive education. This research was carried out using a bibliometric approach. This research procedure was carried out by collecting data, analyzing the limitations, and visualizing the data. Searching documents from the Scopus database with the keywords "adaptive physical education" and"inclusive education" obtained 41 documents. restricted "in English"; There are 28 documents publications on APE in inclusive education have increased periodically from 1995 to 2022. Disability and Rehabilitation is one of the journals that publishes many papers on APE in inclusive education. The United States is a productive country that has done a lot of research on this topic. Sowers et al., are the researchers who have published the most on this topic. In the last two years, APE in inclusive education has often been associated with adaptive equipment, special education, educational technology, assistive technology, teacher training, disabilities, pedagogy, teaching and learning, and Covid 19. These findings indicate that research on APE in inclusive education is still small but it is expected to increase in the coming years. In addition, a comprehensive study on this topic is hoped to encourage sustainable development goals (SDGs), especially area 4, ensuring quality education that is inclusive and equitable for all. 1 Introduction All people have the right to experience and participate in educational activities, regardless of their cognitive level or physical ability [1 – 3]. Physical education and sports are useful for physically and socially rehabilitating people with disabilities [4, 5]. Adaptive physical education (APE) is an increasingly important area in the context of inclusive education. * Corresponding author: fadilahumar@staff.uns.ac.id © The Authors, published by EDP Sciences. This is an open access article distributed under the terms of the Creative Commons Attribution License 4.0 (https://creativecommons.org/licenses/by/4.0/). E3S Web of Conferences 568, 04032 (2024) ICoSBi 2024 https://doi.org/10.1051/e3sconf/202456804032 APE is a physical education program that is customized or modified depending on the students' condition [6 – 8]. APE provides the necessary solutions to ensure that children with special needs (CSN) can benefit the same from physical education as students who do not have special needs. APE is essential for promoting the growth and development of CSN [9], [10]. Adapted physical activity includes physical activity that has been adapted or modified to suit persons with disabilities [11 – 13]. Teachers do not yet understand APE learning for CSN, so teachers do not have the right strategies [14, 15]. Education for CSN in Indonesia is not yet optimal. Still separating CSN from normal children. Physical education teachers face challenges when implementing APE program practices for CSN [16]. Inclusive education is a hot topic in physical education. Research on how APE is implemented effectively in the context of inclusive schools is still lacking ([10, 17]. APE research findings have often been linked to special education topics, adaptive sports, exercise, and clinical articles in the last two years [18]. This shows that research on APE is still limited and is expected to continue to grow in the coming years. Therefore, writing a review article on the bibliometric analysis of APE in inclusive education (APE-IE) is very important. This article can contribute significantly to understand research progress and provide directions for future research in this area. It also encourages the achievement of sustainable development goals (SDGs), especially in the field of quality education for all. This research uses bibliometric analysis to examine studies on APE-IE. This research aims to map previous research regarding APE-IE. This study has several research questions: 1) How many publications about APE-IE are published annually? 2) What are the top 10 sources that publish extensively on this topic? 3) What are the top 10 countries that have done a lot of research on this topic? 4) Who are the ten most influential authors on this topic? 5) What are the results of the co-occurrence analysis visualization on this topic? 2 Methods Bibliometric analysis is employed in this study [18, 19]. Figure 1 details the bibliometric phases of the analysis carried out. Fig. 1. Stages of Bibliometric Analysis of APE 2 E3S Web of Conferences 568, 04032 (2024) ICoSBi 2024 https://doi.org/10.1051/e3sconf/202456804032 3 Result and Discussion The number of publications as per year is shown in Figure 2. Fig. 2. Numbers of papers each year on APE-IE In Figure 2, it is found that research on APE-IE began in 1995. The researcher that year [20], examined fostering the independence and engagement of students with significant physical disabilities in carrying out community activities. Research on barriers and physical activity among children and adolescents with mental disorders increased significantly between 2020 and 2021 [21]. Implementing assistive technology in inclusive schools [22]. Fundamentals of inclusive training and education organization for disabled karate athletes [23]. This increase in the number of publications is in line with research on technologysupported special education, which has also increased [24]. The top ten journals that have published the most articles on APE-IE are mentioned in Table 1. Table 1. Top 10 journals for APE-IE Source Title Disability and Rehabilitation Frontiers In Psychology Teoriya I Praktika Fizicheskoy Kultury Advances in Child Development and Behavior Cypriot Journal of Educational Sciences Disability and Rehabilitation Assistive Technology Gastroenterology Nursing Health And Social Care in the Community International Journal of Educational Research Open International Journal of Hygiene and Environmental Health Total 2 2 2 1 1 1 1 1 1 1 Q Q1 Q1 Q4 Q1 Q3 Q1 Q3 Q1 Q1 Q1 SJR 0.796 0.800 0.192 0.999 0.220 0.690 0.215 0.830 1.012 1.211 Percentile 85% 78% 7% 75% 36% 97% 37% 87% 95% 95% Table 1 shows that articles about APE-IE are mostly published in Scopus indexed journals (Quartile-1). In addition, the publishers are dominated by Elsevier and Taylor & Francis. Ten productive nations write extensively on APE-IE, as shown in Figure 3. 3 E3S Web of Conferences 568, 04032 (2024) ICoSBi 2024 https://doi.org/10.1051/e3sconf/202456804032 Fig. 3. Ten highly productive nations have published a lot on APE-IE In Figure 3, it is found that the ten countries that have published the most articles on this topic are the United States with ten articles, the Russian Federation with four articles, Canada and Sweden with two articles each, and Australia, China, Germany, India, and Indonesia each with one article. The researchers from the U.S. include [21, 22, 25, 26]. The US is the most productive country on this topic is in line with the number of authors from this country who are influential authors based on the number of citations. Most of the authors in Table 2 are from the US. Influential authors in APE-IE based on total citations are presented in Table 2. Table 2. Influential authors in the field of APE-IE Fundings Authors & Years Source/ SJR/Quartile A multi-element approach can be used as a Sowers & Powers, Mental Retardation/solution to equip students with inclusive (1995) [20] education, community skills, and activity teaching. Several factors contribute to victimization Poteat et al., (2014) Advances in Child causing academic disparities, considering their [27] Development and impact on individual learning processes Behavior/0.999/Q1 (motivation, concentration, self-efficacy, etc.) as well as deeper psychological and social processes. Involvement in adapted inclusive adventure and Carless et al., (2013) Disability and sport training courses stimulates a balance of [25] Rehabilitation present- and future-oriented psychosocial /0.796/Q1 outcomes. Preventive policies and regulations need to be Li & Rukavina, (2012) Research Quarterly for implemented to eliminate weight-related teasing [26] Exercise and and create an inclusive physical education Sport/0.748/Q1 environment. Increasing precision and clarity in naming Wood et al., (2021) Journal of Alternative terminology for certain services will also [28] and Complementary hopefully advance future scientific development Medicine/0.498/and reliable measurement of effectiveness. 4 Cited 47 41 36 25 23 E3S Web of Conferences 568, 04032 (2024) ICoSBi 2024 https://doi.org/10.1051/e3sconf/202456804032 Fundings Authors & Years The cultural context and situation regarding Anthoni et al., (2020) water, sanitation and hygiene among Roma [29] communities is challenging and complex. Future research to address barriers to improvement must be inclusive and involve community members. This framework represents a promising Varella (2018) [30] approach to advancing the debate regarding the psychological basis of anthropomorphism and better supporting the organization and clarification of teleology and anthropomorphism in biology. Women's perceptions of good quality of life can Bengtsson et al., be divided into five categories: (a) physical and (2007) [31] mental health, (b) social well-being, (c) wellbeing, (d) strength and energy, and (e) personal well-being. There is a need for a policy on standardized Khanna & Kareem online education platforms and provision of (2021) [32] appropriate resources for virtual classroom sessions for marginalized families to minimize the digital divide in India. To examine barriers and enabling factors to Hickingbotham et al., general psychiatric diagnoses and engagement (2021) [21] of the general psychiatric population in physical activity, physical education, exercise, or exercise interventions. Source/ SJR/Quartile International Journal of Hygiene and Environmental Health/1.211/Q1 Cited 23 Frontiers in Psychology /0.800/Q1 20 Gastroenterology Nursing/0.215/Q3 18 International Journal of Educational Research Open/1.012/Q1 12 Translational Behavioral Medicine/1.217/Q1 5 Figures 4 and 5 exhibit the outcomes of the network and overlay on APE-IE. Fig. 4. Network visualization for APE-IE Figure 4 shows eight clusters characterized by red, green, blue, yellow, purple, light blue, orange, and brown. In Table 3, each cluster displays the APE-IE article counts. Table 3. The research progress for each cluster Cluster Red Number of Keywords 9 Green 7 Blue 6 Yellow 6 Purple 5 Keywords disability, special education, teacher training, classroom technology, education technology, assistive technology, adaptive equipment, adaptive device, literature review adaptive potential, body functionality, elementary school, health, maladaptation, speech disorders, stress Aging, community group, community health, community-based exercise program, evaluation, exercise armed forces, mental health, narrative, physical activity, recovery, soldiers covid-19, India, online teaching, pedagogies, teaching, and learning 5 E3S Web of Conferences 568, 04032 (2024) ICoSBi 2024 https://doi.org/10.1051/e3sconf/202456804032 Light Blue Number of Keywords 5 Orange 5 adaptive physical education, children with health issues, inclusive education, inclusive education environment, students with special educational needs Autism, mental illness, psychiatric, systematic scoping review, youth Brown 4 children with disabilities, marginalized, out of school, unreached Cluster Keywords Fig. 5. Overlay visualization for APE-IE Figure 5 shows that research on APE-IE in the last two years are related to adaptive equipment, special education, education technology, assistive technology, adaptive devices, teacher training, disability, youth, exercise, pedagogies, teaching, and learning. Inclusive education prioritizes the human rights of CSN, which shows its importance. It is an option to provide education for CSN in response to the demands for "education for all." Inclusive education accesses the possibility of teaching students with disabilities of various severity in primary general education conditions outside of correctional courses [33 – 35]. Workable techniques and methods must be created to address the obstacles to inclusion that kids and teenagers with impairments confront [20, 21, 36, 37]. The Ministry of Education and Culture launched the Inclusive School program to give CSN who don't attend special schools access to education. Inclusive public schools, sometimes known as non-special schools, also serve CSN [38 – 40]. Inclusive schools work together will organize and integrate regular and special education students into the same program. The existence of inclusive schools can provide equal opportunities for CSN to obtain educational services without discrimination [41– 43]. In inclusive schools, some students have various obstacles in sight, hearing, motor, emotion, behaviour, etc. APE learning has carried out strategies in the form of modifications, for example, in terms of language, concepts, and the availability of study time [44 – 46]. CSN are meant to include deaf children who experience hearing impairments. These blind children experience visual impairments, mentally disabled children experience intelligence barriers, disabled children experience motor impairments, and autistic children experience communication, behaviour, and social interaction barriers [47]. Kirk et al. [48] believe that an exceptional child differs from average or typical children in terms of mental traits, sensory ability, communication skills, social behaviour, and physical attributes. Inclusive schools provide services to students with disabilities placed in the same place as normal children. Every inclusive school conduct APE learning by modifying the way of learning for children with special needs to be carried out correctly. APE is a process of educating through movement activities for the rate of growth and development both physically and psychologically to optimize all potential abilities, physical skills adapted to 6 E3S Web of Conferences 568, 04032 (2024) ICoSBi 2024 https://doi.org/10.1051/e3sconf/202456804032 the abilities and limitations of the child, intelligence, physical, social, cultural, emotional, and sense of beauty. To achieve educational goals, namely the formation of a complete human being [49]. APE is a learning program designed to meet the psychomotor needs of children in such a way that it is unique to the child [50]. The APE process can be directed with the aim of (1) correcting posture, physical limitations, mobility, posture, and body mechanics; (2) providing opportunities to participate in physical activities safely and enjoyably; (3) instilling positive values and attitudes of all normal students towards the limitations of disabled students in order to respect each other [51, 52]; (4) developing movement skills, and sports achievement potential of children with disabilities, and (5) providing coaching for achievers to take part in various levels of "Paralympic Sports" competitions. In their implementation, APE programs are guided by the curriculum and look at students' conditions, needs, and abilities [53]. APE is the same as ordinary physical education, but in its implementation for CSN modifications, APE learning strategies are applied with three techniques: learning modification techniques, the environment, and learning activities. The APE learning strategies can be applied by (a) Sports must be adapted to make it easier for CSN to participate actively in sports learning and training in schools; (b) Provision of programs and services for CSN that are comprehensive and designed to know, find, and solve problems in the psychomotor realm; (c) The design is designed to motivate, try, improve, rehabilitate life, and develop the achievement ability of CSN; (d) Flexible modifications and adjustments; (e) There is regular recording, which is more specific to each need; (f) The progress of learning outcomes seen from the initial ability; (g) Accommodating people with disabilities who have the potential to continue to be fostered, developed, and trained to excel and compete at various levels. The increasing number of students with disabilities participating in general education has led to an increased demand for assistive technology programs that cater to their specific needs in inclusive environments [22]. CSN will benefit from using assistive technology. It can energize and support them in physical activity [17, 54]. Good APE learning can create educational interactions between CSN and their environment. APE-IE that is managed and implemented well will have an impact on sustainable development, including: (a) Increase Student Awareness and Ability, (b) ?Discovering the potential of CSN to become outstanding athletes, (c) Integrating Physical Education with the Curriculum, (d) Improve Digital Literacy, and (e)Develop Social Skills. Thus, APE-IE will greatly contribute to sustainable development by increasing students' awareness and abilities and increasing the potential for CSN to achieve in sports, digital literacy, and social skills. This can support the transformation and progress of education in SDG 4, namely prioritizing quality education that is inclusive and equitable for all [55, 56]. The results of this study are in line with recent findings that the profile of trends and citations of a study can contribute a further research and can also be used for strategic policy-making based on research data published in reputable publishers [57-63]. 4 Conclusion This results indicate that there are still little research on APE-IE, but this will increase over the next year. APE-IE publications have increased periodically from 1995 to 2022. Disability and Rehabilitation, Frontiers in Psychology, and Teo Riya I Paktika Tishchenko Kutluay publish many articles on APE-IE. The United States is a productive nation with many publications on APE-IE. Successful researchers who have published much on the subject include Sowers et al. Eight clusters on APE-IE were found using network analysis. 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Inclusive Education in Early Childhood: A Qualitative Phenomenological Study of the Successes and Barriers Impacting Successful Early Childhood Inclusive Education A Dissertation by Cynthia Hartshorn University of Massachusetts Global A Private Nonprofit Affiliate of the University of Massachusetts Irvine, California School of Education Submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Organizational Leadership April 2024 Committee in charge: Timothy McCarty, Ed.D., Committee Chair Martinrex Kedziora, Ed.D. Jamie Hughes, Ed.D. Inclusive Education in Early Childhood: A Qualitative Phenomenological Study of the Successes and Barriers Impacting Successful Early Childhood Inclusive Education Copyright © 2024 by Cynthia Hartshorn iii ACKNOWLEDGEMENTS This dissertation journey was possible because of the support of family, friends who are like family, colleagues, and the Riverside Kappa cohort. To my husband, Tim, who made sure that I could take the time to go to classes and write without worrying about the impact on our family, I thank you for doing this without question and for indulging me in this process on top of an already hectic schedule. To my children, Caden and Karay, I thank you for being my cheerleaders and encouraging me to keep going when I was frustrated. You both have worked hard on your paths toward your dreams, and I hope I can be an inspiration for you as you continue on your journey into adulthood and beyond. To my sister, Lara, who has always been my source of inspiration, I am in awe of your intelligence and empathy and am so grateful for your unwavering support. To my mom, Noreen, you raised me to be confident, hardworking, and with a sense that I can accomplish anything I set my mind to. You are always there to help me laugh or listen to me cry. I hope you know how much I love you and how you have inspired me. To my father, Thomas, although you have been gone for 13 years, your dedication to education and the pursuit of knowledge continues to inspire me. I know you would be proud of me, and if you were here, you would smile and nod with an approving “hm.” To my friend and mentor, Kiersten Reno-Frausto, without you I would not have taken the step to jump into this journey. Your encouragement and leadership prompted me to move from thinking to doing. To my colleagues, Ashley Fulmer and Steven Dunlap, you have provided the encouragement, strength, and laughter throughout the last 3 years to ensure that we worked together to complete our dissertations. Thank you for iv the text messages, conversations, and support along the way. Without you, I would not have completed this project. To my many colleagues who have encouraged me along the way, I thank you for making me laugh when I was frustrated and sending me ongoing strength to finish when I faltered. The Riverside Kappa cohort has been an ongoing source of strength, laughter, and pride. Thank you all for embarking on this journey together, and I am excited to see where our futures lead us. Dr. Kedziora, thank you for being the best cohort mentor that we could have asked for and for guiding us throughout this process. To my dissertation committee, Dr. Kedziora and Dr. Hughes, thank you for your mentorship. You have made this possible and helped make the process as smooth as it could be. To my chair, Dr. McCarty, thank you for taking the time to guide me through each step of this process. From my first class with you as an instructor, you have led with encouragement and an ability to make this large project appear manageable. Each and every person I know has supported me along this journey, and each text, call, and passing comment has helped me reach the finish line. I appreciate the support more than I can express, and I thank you for believing in me. v ABSTRACT Inclusive Education in Early Childhood: A Qualitative Phenomenological Study of the Successes and Barriers Impacting Successful Early Childhood Inclusive Education by Cynthia Hartshorn Purpose: This qualitative phenomenological study aimed to explore early childhood teacher experiences regarding the successes and barriers of implementing inclusive education with general education and special education students based on the three dimensions of Booth and Ainscow’s (2016) Index for Inclusion. This study sought to identify what preschool teachers perceive to be the greatest barriers to implementing inclusive education and the most effective strategies for overcoming these barriers. Finally, this study sought to identify the preservice and in-service experiences that teachers perceive as most effective in supporting the successful implementation of inclusive education. Methodology: The study methodology was conducted using semistructured interview questions with 11 teachers who taught in either early childhood education (ECE) or early childhood special education (ECSE). Interview outcomes and an artifact collection and review were used to further analyze how ECE and ECSE teachers described the barriers to inclusive education. Findings: This study revealed four key findings. First key finding was the primary barrier to the implementation of inclusive practices in early childhood is a lack of familiarity with inclusive practices. Second key finding was the key strategy to the successful implementation of inclusive practices is ownership of all students by teachers and site administration. Third key finding was prospective ECE teachers require vi preservice preparation in the implementation of inclusive education. Third and fourth key findings were ECE teachers require both preservice preparation and in-service preparation paired with in vivo coaching to successfully implement inclusive education. Conclusion: Relevant literature review and an analysis of data led to conclusions regarding the barriers to the implementation of inclusive education in early childhood and the strategies to successfully overcome these barriers. This study also identified implications for ECE preservice preparation a
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