Search results for: Inclusion
Page 2/4 32 items
A Decade of Professional Development Research for Inclusive Education: A Critical Review and Notes for a Research Program
The authors reviewed the research on professional development (PD) for inclusive education between 2000 and 2009. They found that most PD research for inclusive education utilized a unitary approach toward difference and exclusion and that teacher learning for inclusive education is undertheorized. They recommend using an intersectional approach to understand difference and exclusion and examining boundary practices to examine teacher learning for inclusive education.
Updated: Apr. 08, 2014
The authors reviewed coursework related to inclusion provided to pre-service elementary teachers during their teacher preparation programs. Results suggest that many teacher preparation programs provide instruction related to characteristics of disabilities and some form of classroom management. However, few programs offer courses specifically related to differentiation of instruction for students with disabilities or collaboration between general and special education teachers.
Updated: Mar. 19, 2014
This article reports on a study aimed to identify aspects of university coursework and assigned field experiences that contribute to teachers' ability to define, identify, and implement inclusion. The participants were 125 preservice elementary, secondary, and special education teachers who completed a self-report survey. Results indicated a lack of consistency across teacher preparation programs within one college and a disconnectness between knowledge of inclusion as presented through university coursework and students’ real-world field experience observations of inclusion.
Updated: Mar. 17, 2014
Purposeful Preparation: Longitudinally Exploring Inclusion Attitudes of General and Special Education Pre-Service Teachers
This longitudinal study explored elementary and special education pre-service teachers’ perceptions of inclusion as they partnered for a classroom management course and a field placement in K-5 classrooms. The findings indicate statistically significant changes in the elementary pre-service teachers, but no change in the special education pre-service teachers.
Updated: Mar. 05, 2014
Collaboration by Design: Integrating Core Pedagogical Content and Special Education Methods Courses in a Preservice Secondary Education Program
The purpose in this article was to describe key aspects of the design, implementation, and initial evaluation of the innovative preservice secondary education teacher education program. The authors focused on the collaborative efforts of faculty in general education and special education departments to prepare future secondary teachers to use inclusive instructional practices to meet the needs of students with disabilities. The collaborative instructional design was based on a Universal Design for Learning (UDL) perspective to give preservice teachers opportunities to explore models of both inclusionary teaching and UDL lesson design. This collaboration between general education and special education teacher education faculty enhanced both the teaching of the methods courses and the candidates learning related to meeting the diverse learning needs of students within their teaching.
Updated: Jan. 19, 2014
Pre- and In-service Teachers’ Beliefs about ELLs in Content Area Classes: A Case for Inclusion, Responsibility, and Instructional Support
The current study documents differences between pre- and in-service content area teachers’ beliefs about: whether English language learners (ELLs) should be included in content area classes, the kind of instructional support (IS) they should receive, and responsibility for ELLs’ language and academic achievement. The findings revealed that pre- and in-service and female and male teachers held similar beliefs about ELLs’ inclusion in mainstream classes. However, several significant differences were found between both service and gender groups' beliefs about responsibility for ELLs’ language and academic development.
Updated: Dec. 18, 2013
The main purpose of this study was to examine the effectiveness of simSchool in improving participants’ scores in teacher preparation and attitudes toward inclusion. Findings revealed that students who participated in the teaching simulation scored higher on the teacher preparation survey and valued simulations and computer games more.
Updated: Jul. 15, 2013
The authors focus on preparing early childhood and early childhood special education preservice teachers for inclusive settings. The use of inclusive sites for well sequenced and focused field experiences provides the opportunity for preservice teachers to develop skills and attitudes for teaching all children. One institution's site-based methods courses, with preservice teachers in school sites for a significant portion of their coursework accompanied by their faculty members, enhanced the course content and preservice teaching at the sites. Measures of self-perceptions of preservice teachers indicate significant growth in preservice teachers' confidence and skills for working with students with special needs through structured inclusive field experiences.
Updated: Jul. 10, 2013
The goal of this action research project was to increase the local educational system’s capacity to teach to greater student diversity across all grades through the use of Photovoice and co-teaching. Faculty and doctoral students from multiple programs in the School of Education, along with field supervisors, student-teachers and cooperating teachers, participated in an action research project to develop innovative strategies for integrating teacher preparation programs. Results indicated that collaboration benefits the student-teachers and the pupils they will teach.
Updated: Mar. 24, 2013
In this article, a survey focusing on primary schools in Scotland established the extent to which some form of ability grouping has emerged within classes dealing with children from 5 to 12 years of age. Teaching in these schools was considered to be more direct and interactive with more time available for individual support. This article highlights the significance of personal constructs of ability when setting is applied.
Updated: Feb. 07, 2012