Search results for: Inclusion
Page 3/4 32 items
A Survey of Greek General and Special Education Teachers’ Perceptions regarding the Role of the Special Needs Coordinator: Implications for Educational Policy on Inclusion and Teacher Education
This article presents a study which explored the perceptions of general and special teachers regarding the role and the professional characteristics of special needs coordinators (SENCOs). The findings reveal that the participants believe that the SENCO should have both teaching experience in general schools and specialization in teaching students with special needs, and also be able to deal with all types of special needs.
Updated: Dec. 20, 2011
Institutional Separation in Schools of Education: Understanding the Functions of Space in General and Special Education Teacher Preparation
This spatial study is aimed to understand the function space play in a combined credential program in the US in helping or hindering the program’s inclusive mission. The study examines how physical and social manifestations of general and special education are (re)organized in the new program. It was found that the lack of successful inclusive education in schools is related to the lack of well-aligned inclusive preparation in universities. Furthermore, physical and social spaces are active components of maintaining the educational status quo.
Updated: Dec. 15, 2011
This study explored the manifestation of differentiation for special education students in work sample lesson plans written by preservice teachers working toward an elementary credential. Specifically, the author examined the nature, characteristics, and evidence of instructional differentiation included in the work samples prepared by preservice teachers. Six themes emerge from this study into the extent to which preservice teachers plan for the instruction for students with disabilities in the general education classroom.
Updated: Sep. 14, 2011
The current article sheds light onto teachers with dyslexia in Finnish and English further and higher educational settings.The purpose of this qualitative study was two-fold: first, to discover what teachers with dyslexia could tell us about the manifestation of dyslexia and the challenges they face in the practice of teaching, and second, to find out what these professionals feel about being a dyslexic teacher. Teachers' narratives revealed that they had accepted their difficulties but also discovered their own strengths to overcome them.
Updated: Jun. 18, 2011
Does Initial Teacher Education Make a Difference? The Impact of Teacher Preparation on Student Teachers' Attitudes towards Educational Inclusion
This study aims to explore the development of attitudes towards educational inclusion among prospective primary school teachers in Scotland. Using a mixed methods design, the study employed a quantitative survey, a qualitative interview and survey to obtain data from two cohorts of student teachers. The findings indicate significant changes in student teachers' attitude towards educational inclusion. The student teachers' conceptions of inclusion pointed to a focus on creating an environment of belongingness, fairness, sensitivity and provision of support to enable all children to access the curriculum.
Updated: May. 26, 2011
The author argues that creating a 'village' around each student teacher gives them greater agency, a sense of belonging and being valued as a member of that professional 'village'. Participating students, teachers and lecturers share their perceptions of experiences in one-day school-based placement that student teachers are required to undertake in a University of Waikato distance programme. Findings indicate that where the school acted as the 'village of learning', the perceived suitability of the placement as a site for learning teaching was conceptualised through a developed sense of belonging.
Updated: Nov. 30, 2010
Providing Immediate Feedback to Co-Teachers Through Bug-in-Ear Technology: An Effective Method of Peer Coaching in Inclusion Classrooms
Ideally, special education and general education teachers work together in general education classrooms as instructional teams, but a 'one teaching, one assisting' model is often in place with the special education teacher assuming a subordinate role. As such, the authors conducted research to determine whether changes can be made in teacher instruction so that both teachers in a collaborative team are highly engaged in the instructional process during the lesson. The authors used a multiple-baseline, across-participants design to assess the effects of peer coaches' giving immediate corrective feedback via bug-in-ear technology on a specific teaching behavior during instruction.
Updated: Jun. 15, 2010
The purpose of this article is to propose a framework for conducting research on teacher education programs. These programs practice collaboration between special and general education faculty to advance inclusion.
Updated: May. 27, 2009
'Yeah, but I still don't want to deal with it'. Changes in a Teacher Candidate's Conceptions of Inclusion
Making the connections between course activities and actual classroom teaching practices assisted a preservice teacher in forming a commitment to teaching students with disabilities. The study illustrates the experiences that contributed to the preservice teacher's understanding and changing attitudes towards inclusion. It included a 15-week literacy methods course, and data from observations, interviews and course reflections.
Updated: Mar. 04, 2008
The article examines the influence of initial teacher education programs on the development of positive attitudes towards inclusion, equality in education and social justice. The article describes a research report commissioned by the Department of Education Northern Ireland which sought to identify existing practices that increased the motivation, participation and achievement of all pupils of school age with special educational needs.
Updated: Jan. 14, 2008