Search results for: Inclusive education
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 Beneficial Outcome of a Successful Mentoring Relationship: The Development of Inclusive Education
In this article, the authors present the mentoring relationship of two teachers at an urban elementary school in Paphos, Cyprus. The authors present how the mentoring relationship of two teachers resulted in the provision of a more inclusive education, not only regarding the two teachers involved in the mentoring relationship, but in the school in general. The data analysis led to the following two assertions: a) the mentoring relationship helped the new teacher to develop more inclusive practices, and b) the mentoring relationship helps in the development of a culture of cooperation between the new teacher and his or her mentor but also helps in the expansion of this relationship throughout the whole school.
Updated: Feb. 09, 2014
The purpose of this study was to examine Jordanian preservice early childhood teachers' attitudes toward inclusion and the adequacy of their current preparation for implementing inclusion. The study also sought to identify the perceived concerns of preservice early childhood teachers about inclusion in early childhood settings in Jordan.
Updated: Jan. 23, 2013
The author's preservice program prepares both single and dual certification master's students to teach in inclusive classrooms. The current paper provides an overview of the context in which, and for which, the program was designed, and a description of the program, including explanations of key pedagogical and assessment practices that the author leans on to meet her goals.
Updated: Sep. 27, 2012
The current article describes a case study undertaken in a Spanish school during the 2007–2008 academic year. The purpose of this article is to explain how action research methodology was applied to encourage professional and school culture towards an intercultural and inclusive approach. The results show that the training process challenged teachers’ pre-existing deficit theory perspectives and empowered them as leaders for school change.
Updated: Jun. 27, 2012
The article describes a study that evaluated pre-service teachers' perceptions regarding their preparedness for inclusion. The study found that increasing knowledge about legislation and policy related to inclusion, and improving levels of confidence in becoming inclusive teachers, did not likewise address their concerns, or perceived stress, about having students with disabilities in their classes.
Updated: Sep. 14, 2011
General, Special and … Inclusive: Refiguring Professional Identities in a Collaboratively Taught Classroom
This article examines how collaborative practice between special and general education teachers complicates the configuration of their professional identities. The article uses the framework of 'figured world' to scrutinize the practice of one special educator, Stephanie.
Updated: Apr. 26, 2011
The Design of Pre-service Inclusive Education Courses and their Effects on Self-efficacy: A Comparative Study
The current study compared two versions of a 13-week mandatory undergraduate inclusive education course to determine their effects on the self-efficacy of pre-service elementary education teachers. The study sought to determine whether there were differential effects of the two approaches - one based on a field-based placement and the other employing a course design approach derived from complex adaptive systems. The results showed statistically significant gains in self-efficacy for both approaches, although there were no statistically significant differences between versions of the course.
Updated: Nov. 29, 2010
The Supporting Effective Teaching (SET) Project: The Relationship of Inclusive Teaching Practices to Teachers' Beliefs about Disability and Ability, and about their Roles as Teachers
The Supporting Effective Teaching (SET) project consists of studies that examine the relationship between elementary general education teachers' beliefs about disability and ability and their roles in inclusive classrooms, and how these are related to teaching practices. This paper examines previously reported and newly completed studies that investigate the characteristics of teachers in inclusive classroom settings, what they believe about their roles and responsibilities and about their students' learning, and how their beliefs relate to their teaching effectiveness with students both with and without disabilities.
Updated: May. 25, 2010
Enhancing TPACK With Assistive Technology: Promoting Inclusive Practices in Preservice Teacher Education
This article presents an enhanced technology, pedagogy, and content knowledge (TPACK) model that adds assistive technology as a means to promote inclusive educational practice for preservice teachers. The article extends the TPACK model by providing specific examples of how assistive technology and instructional technology are distinct yet overlapping constructs. Essential technology skills for preservice teachers and strategies supporting inclusive educational practice are identified.
Updated: Feb. 21, 2010