Search results for: Inclusion
Page 3/4 38 items
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
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