This study explores approaches to optimizing inclusive education through international and local perspectives. It examines the role of educators in inclusive settings, highlights strategies for early detection of children’s developmental needs, and evaluates inclusive school management practices. Using qualitative case study methods, the research includes comprehensive observations and interviews at Fatma Kenanga Islamic Character School. Findings emphasize the importance of individualized learning plans, shadow teacher involvement, and collaborative stakeholder engagement. Integrating global insights, this study contributes to advancing inclusive education practices in Indonesia and beyond.
The expanding adoption of artificial intelligence systems across high-impact sectors has catalyzed concerns regarding inherent biases and discrimination, leading to calls for greater transparency and accountability. Algorithm auditing has emerged as a pivotal method to assess fairness and mitigate risks in applied machine learning models. This systematic literature review comprehensively analyzes contemporary techniques for auditing the biases of black-box AI systems beyond traditional software testing approaches. An extensive search across technology, law, and social sciences publications identified 22 recent studies exemplifying innovations in quantitative benchmarking, model inspections, adversarial evaluations, and participatory engagements situated in applied contexts like clinical predictions, lending decisions, and employment screenings. A rigorous analytical lens spotlighted considerable limitations in current approaches, including predominant technical orientations divorced from lived realities, lack of transparent value deliberations, overwhelming reliance on one-shot assessments, scarce participation of affected communities, and limited corrective actions instituted in response to audits. At the same time, directions like subsidiarity analyses, human-cent
This review discusses the significant progress made in the development of CNT/GO-based biosensors for disease biomarker detection. It highlights the specific applications of CNT/GO-based biosensors in the detection of various disease biomarkers, including cancer, cardiovascular diseases, infectious diseases, and neurodegenerative disorders. The superior performance of these biosensors, such as their high sensitivity, low detection limits, and real-time monitoring capabilities, makes them highly promising for early disease diagnosis. Moreover, the challenges and future directions in the field of CNT/GO-based biosensors are discussed, focusing on the need for standardization, scalability, and commercialization of these biosensing platforms. In conclusion, CNT/GO-based biosensors have demonstrated immense potential in the field of disease biomarker detection, offering a promising approach towards early diagnosis. Continued research and development in this area hold great promise for advancing personalized medicine and improving patient outcomes.
The South African government has undertaken to expand universal access to Early Childhood Development (ECD) with a particular focus on children from socially disadvantaged communities and with disabilities. This requires training and support of ECD practitioners, such that they are equipped 399with the necessary knowledge and competencies to implement effective teaching and learning approaches at ECD level. This research explored an innovative, inclusive approach to ECD practitioner development in which both Deaf and hearing students were enrolled in an ECD practitioner training program facilitated jointly by New Beginnings (an ECD non-profit training organization) and the Deaf Federation of South Africa (DeafSA). The research scrutinized key aspects of the training program, including how it extended students content knowledge on ECD, their pedagogical knowledge; as well as epistemological access for Deaf students. The findings and conclusions have important implications not only for equipping ECD practitioners with knowledge and skills, but also demonstrates how practitioner training itself can be effectively structured to cater for diversity among trainees.
This study investigates pedagogical content knowledge (PCK) among teachers teaching mathematics at the preschool level in Colombia, highlighting the importance of integrating mathematical knowledge with innovative and effective pedagogical strategies. Using a mixed exploratory and transactional methodology, the perceptions and practices of 82 teachers were examined, focusing on their understanding of mathematical content, pedagogical skills, and knowledge of children's cognitive development. The findings reveal a significant gap in teachers' understanding of these concepts, indicating a critical need to strengthen PCK among teachers. To this end, training should be provided to enable teachers to foster meaningful and contextualized mathematical learning in preschool students. The study suggests reviewing teacher training curricula and fostering the development of pedagogical strategies that prioritize conceptual understanding and mathematical reasoning. Additionally, it identifies critical areas for improvement and offers concrete recommendations for transforming mathematics teaching in preschool education. To enhance the quality of mathematics education, several measures are proposed: ensuring continued availability of training programs for teachers, encouraging collaboration between educators, adopting constructivist approaches, and helping teachers understand the value of mathematics learning outside the school.
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