Search results for: Inclusion
Page 4/4 38 items
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
The article describes the first year's implementation of a project, featuring an enhanced curriculum and field experience in inclusive classrooms. The initiative was developed by Northern Illinois University, and participants of the program receive intensive preparation and assistance, in terms of assistive technologies, behavioral assessment, and development of lesson plans.
Updated: Jan. 02, 2008
Student teachers, special educational needs and inclusion education: reviewing the potential for problem-based, e-learning pedagogy to support practice
The article reviews a pilot program that integrated problem-based and blended e-learning pedagogy to support student teachers learning in special needs and inclusion education areas. Findings indicate that carefully constructed programs can effectively support key teaching and learning aspects of preservice training.
Updated: Dec. 18, 2007