Search results for: Inclusive schools
Page 1/2 13 items
This literature review examines access to the general curriculum for students with autism by looking at the following: (a) a description of the landscape of curriculum modifications and instructional accommodations for students with autism; (b) a review of research conducted on the meaning and degree of access to the general curriculum for students with disabilities, since there were none specifically for students with autism; and (c) specific studies on the inclusion of students with autism.
Updated: Mar. 13, 2012
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 Initial Training of Teachers to Teach Children with Special Educational Needs: A National Survey of English Post Graduate Certificate of Education Programmes
This article outlines initial training in England within an international context. The paper then reports findings of a recent national survey of Programme directors and subject tutors of Post Graduate Certificate in Education programmes (PGCE) for primary and secondary teachers about the initial training provision regarding inclusive education.
Updated: Apr. 04, 2011
Preservice Teachers' Perceptions of Field Experiences in Inclusive Preschool Settings: Implications for Personnel Preparation
The goal of this study was to identify events in the field experiences of Early Childhood Special Education (ECSE) preservice teachers that were perceived by the preservice teachers as influencing their thinking about intervention practices.The assumption was that preservice teachers would write and talk about those experiences that most affected them during their field experience. The data reveal that preservice teachers provided the most information in the strand of child-focused practices, since the focus of their fieldwork related to interventions with individual children. Findings from this study have three implications for the preparation of ECSE teachers.
Updated: Jan. 23, 2011
Efficacy Beliefs of Special Educators: The Relationships Among Collective Efficacy, Teacher Self-Efficacy, and Job Satisfaction
The purpose of this study was to examine the relationship between teacher self-efficacy, collective efficacy, and job satisfaction among special education teachers. The study further sought to examine any differences that may exist between teachers in different settings, of various certification types, and of varying teaching levels. The participants were seventy special education teachers. Results showed relationships between both teacher self-efficacy and job satisfaction, and teacher self-efficacy and collective efficacy existed.The implications of this study are that improving levels of teacher self-efficacy could improve levels of job satisfaction.
Updated: Jan. 09, 2011
Discourses on Inclusion, Citizenship and Categorizations of ‘Special’ in Education Policy: The Case of Negotiating Change in the Governing of Vocational Special Needs Education in Finland
This paper deals with the negotiation process deciding the institutional organization of vocational special needs education and training in Finland. Traditionally, the state has been a strong actor in organizing vocational special needs education in Finland. At the beginning of 2009, however, all five state-maintained vocational special schools were administratively merged with vocational special schools of non-governmental not-for-profit organizations. The article focuses on research that has documented the change process in three former state schools by visiting the schools, gathering ethnographic data and interviewing the head teachers about the process.
Updated: Oct. 29, 2010
This article examines how teacher candidates enacted their extensive inclusive classroom preparation within simulated interactions. The authors, therefore, designed an intervention where these future teachers would articulate their belief systems to other school professionals. Data indicate that teachers expressed a range of perspectives on classroom practice with a paraprofessional, including the support of conditional, exclusive practices that result in students being removed from classrooms.
Updated: Oct. 26, 2010
Teachers, Families, and Communities Supporting English Language Learners in Inclusive Pre-Kindergartens: An Evaluation of a Professional Development Model
The goal of the Teachers, Families, and Communities Supporting English Language Learners (TFC) project was to implement and evaluate a sustainable model of high-quality professional development focused on improving inclusive pre-kindergarten services for English Language Learners (ELL) and their families. Results indicate that the professional development program supported pre-kindergarten teachers in their efforts to be responsive to ELL children in their classrooms and with their families.
Updated: Sep. 05, 2010
Preservice and Early Career Teachers' Attitudes toward Inclusion, Instructional Accommodations, and Fairness: Three Profiles
The current study examined the attitudes of beginning general education teachers with respect to teaching in inclusion classrooms. Sixty graduate students, taking a survey at the conclusion of a special education course, completed Q-sorts constructed to evaluate responses regarding attitude toward (a) inclusion, (b) instructional accommodations, and (c) fairness, along two dimensions: positive/negative and anxious/confident. A three-factor solution resulted in profiles of three groups of teachers: keen, but anxious, beginners; positive doers; and resisters.
Updated: Jun. 22, 2010
Preparing Special Education Administrators for Inclusion in Diverse, Standards-Based Contexts: Beyond the Council for Exceptional Children and the Interstate School Leaders Licensure Consortium
In this article, the authors examine the standards used to prepare special education administrators. The authors offer new insights into the knowledge and skills needed to facilitate the inclusion of diverse students with disabilities in standards-based classrooms.
Updated: Jun. 15, 2010