Search results for: Inclusive education
Page 3/4 33 items
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
The Impact of a College Course Where Pre-Service Teachers and Peers With Intellectual Disabilities Study Together
This article describes how 12 pre-service teachers who participated in an inclusive liberal learning understood their experience. The analysis of interviews with these pre-service teachers suggests that they emerged from the course with a commitment to the idea that students with intellectual disabilities have a right to a challenging liberal education. Most emerged with a stronger commitment to inclusive teaching practice and felt that the use of small group activities and discussions was the best way to build classroom community, create relationships among participants, and maximize learning. All of the interviewed pre-service teachers considered this course a positive academic experience
Updated: Jan. 12, 2010
In this study, the authors sought to establish the differential effects on achievement of embedding evidence-based practice in the design of an inclusive education teacher preparation course. Embedded design involves creating self-repeating patterns in the instructional design of a course by expressing essential design features at multiple levels in the teaching and learning experience. The authors found a statistically significant difference in student achievement as a function of the teaching approach (cooperative learning, peer-assisted learning, or self-study) employed as part of the embedded design process.
Updated: Nov. 24, 2009
Realizing the Equity-Minded Aspirations of Detracking and Inclusion: Toward a Capacity-Oriented Framework for Teacher Education
Drawing on ethnographic research in detracked and inclusion classrooms, this paper analyzes the nature and sources of the tensions and dilemmas felt by teachers working in intentionally heterogeneous settings. It argues that the implementation of these policies is not often accompanied by a serious interrogation of the taken-for-granted understandings of ability, standards, and structural inequality that pervade educational discourse inside schools.
Updated: Jul. 06, 2009
This qualitative study explored aspects of the inclusive program in an elementary school in a rural section of the upper Midwest of the United States. The paper describes a university and elementary school research partnership to study collaboration among the general education teachers and the special education staff (teachers and assistants) in the inclusive elementary school.
Updated: Jun. 17, 2009
This article describes how the structure and content of an initial teacher education program for primary and secondary teachers has been revised to ensure that social and educational inclusion is addressed within the core program. A rationale is presented for the development of ‘inclusive practice’.
Updated: Jun. 01, 2009
The authors argue that effective inclusionary practices and therefore overall effective teaching, depend in part on the beliefs of teachers about the nature of disability and about their roles and responsibilities in working with students with special education needs. The authors provide evidence to suggest that teachers' beliefs about disability and about their responsibilities for their students with disabilities and special educational needs may be part of a broader set of epistemological beliefs
Updated: May. 27, 2009
Discourses of Inclusion in Initial Teacher Education: Unravelling a New Zealand ‘Number Eight Wire’ Knot
The article provides a methodological justification for a longitudinal study of the experience of developing an integrated ‘inclusive education’ curriculum in one initial teacher education program. The research focus is on the day-to-day practicalities of how teacher education program reform is attempted.
Updated: May. 27, 2009
Using Teachers' Prior Knowledge, Attitudes and Beliefs to Develop In-Service Teacher Education Courses for Inclusion
The article explores one important dimension of inclusive education: the development of in-service teacher education courses. Using an example from Cyprus, it discusses the issue of contextualizing teacher training courses to suit teachers' prior knowledge, attitudes and beliefs about inclusion.
Updated: May. 27, 2009
The Implementation of A Collaborative Action Research Programme for Developing Inclusive Practices: Social Learning in Small Internal Networks
In this study, the authors implement a programme of collaborative action research with the purpose of investigating the degree to which it could contribute to the development of inclusive practices. The findings shed further light on the nature of differentiation in the preparation and teaching of teachers in relation to inclusive education as well as on the role of teachers as leaders in this process. Inclusive practices in Cyprus schools, then, should not be approached as simplistic recipes or trite formulas but as social learning that will be developed in small networks and communities of practice.
Updated: Dec. 14, 2008