Search results for: Inclusive education
Page 1/4 32 items
Beginning To Teach Inclusively: An Analysis of Newly-Qualified Teacher Pedagogy in Lower Primary Classes in Tanzania
This study examined how primary school teachers were trained to teach early reading and mathematics in six Sub-Saharan African countries (Ghana, Kenya, Mali, Senegal, Tanzania and Uganda). The authors found that Tanzanian primary teachers were most inclusive. They found that newly-qualified teachers saw various explanations for their learners' difficulties. It was found that the participants had positive overall attitudes towards their learners. These positive feelings seemed to include all, with little evidence of teachers potentially marginalizing learners through low expectations of their ability to learn.
Updated: Oct. 17, 2018
The purpose of this study was to investigate a number of factors that contribute to the formation of positive attitudes towards inclusive education (IE), during the pre-service training of pre-school teachers. The findings showed that pre-service pre-school teachers have a positive attitude towards IE. Furthermore, the results revealed that the completion of a unit studying the philosophy, fundamentals and legislation of IE significantly improved attitudes in pre-service pre-school teachers; a finding consistent with past research. However, the authors found that this attitude did not lead to positive perceptions of ability and competence to implement IE practices upon completion of the degree.
Updated: Oct. 16, 2017
Using Concept Maps to Elicit and Study Student Teachers’ Perceptions about Inclusive Education: A Tanzanian Experience
In this study, concept map exercises were used to trigger student teachers’ thinking about the inclusion of students with disabilities in the regular learning settings. The results show that the construction of concept maps by small groups of student teachers has the potential to engage students in lively discussions, and to contribute to creative and reflective thinking. An analysis of the content of the 134 maps that were constructed identified ten main themes about inclusive education. Three of the themes dealt with pupils’ well-being, particpation in school activities and learning. Two dealt with a teacher’s situation. Five dealt with school resources and policy issues.
Updated: Dec. 13, 2016
Behind the Scenes of a Unique Initiative for the Program, 'Preparing former Ethiopians for Teaching'
This article describes a unique initiative in Israel for preparing former immigrants from Ethiopia to become teachers. The author, who initiated this program in her college, describes the challenges she faced. The author outlines that this program is based on merging of two streams of education for multiculturalism: particularistic education at first and pluralistic education later on.
Updated: Apr. 14, 2016
The current study examines changes in attitudes, teaching efficacy, and concerns about inclusive education in a sample of 2361 teachers in Hong Kong who took a professional learning course about inclusive education. The results indicate that in all three areas of acceptance, teaching efficacy, and concerns about inclusive education, positive improvements were made as a result of training, although generally this improvement was strongest in areas that teachers felt were under their direct control.
Updated: Dec. 07, 2015
This study aimed to investigate Beijing inservice teachers’ self-efficacy for inclusive education as well as the relationship between their self-efficacy, demographic variables and attitudes towards inclusive education. The results reveal that the Teacher Efficacy for Inclusive Practices (TEIP) scale can be divided into three sub-scales - efficacy in using inclusive instructions, efficacy in collaboration, and efficacy in managing behaviour - and therefore provides additional support to the validity of the instrument. The complete TEIP scale and its sub-scales had good reliability, and the data fit adequately the anticipated three factor solution.
Updated: Jul. 20, 2015
This article explores the pedagogical learning of South African pre-service teachers during a practicum in special schools. These placements do not only serve to promote an understanding of difference and disability. These pre-service teachers noticed aspects of pedagogy that had been less visible to them during previous practicum sessions in ‘mainstream’ schools. The authors conclude that a practicum placement in such settings has the potential to advance their pedagogical learning.
Updated: Jun. 14, 2015
Design Based Research to Develop the Teaching of Pupils with Moderate Learning Difficulties (MLD): Evaluating Lesson Study in terms of Pupil, Teacher and School Outcomes
The purpose of this article was to show the use of a design-based research approach to refine the use of Lesson Study methods to develop the teaching and learning of pupils identified as having moderate learning difficulties (MLD) in secondary schools. The findings suggest beneficial outcomes for pupils and teachers. The findings about pupil demonstrate of positive pupil learning outcomes in a particular context and use of Lesson Study. In addition, teacher level evaluation data found largely similar and very positive outcomes for the teachers concerned.
Updated: Feb. 09, 2015
Inclusive Education: Pre-service Teachers' Reflexive Learning on Diversity and Their Challenging Role
In this article, two teacher educators from Australian universities explored reflexive practices in preparing pre-service teachers for their complex teaching roles in the twenty-first century. Findings revealed that reflexive learning was a key mediating strategy in expanding the participants' consciousness. Participants engaged in confronting assumptions, raising awareness of diverse learning needs and critiquing social justice principles and equity issues.
Updated: Nov. 24, 2014
Who Is Responsible for Vulnerable Pupils? The Attitudes of Teacher Candidates in Serbia and Slovenia
This study aimed to explore how teacher candidates (TCs) from Serbia and Slovenia understand the level of responsibility that they feel towards vulnerable pupils in mainstream elementary schools. Specifically, the study sought to elicit teacher candidates’ views about division of responsibility for the academic achievement and additional support of vulnerable pupils and their views on the factors that most affect learning difficulties in those pupils. The findings suggest that participants from both faculties perceive the teacher and the parents as very important, in terms of responsibility for academic achievements and in terms of providing learning support to the pupil. Parents and teachers are also described as factors that affect a pupil’s learning difficulties, but the pupil’s disability is seen as more important.
Updated: Sep. 09, 2014