From regular education teachers to special educators: the role transformation of resource room teachers in Chinese inclusive education schools

2021 ◽  
pp. 1-18
Author(s):  
Zhengli Xie ◽  
Meng Deng ◽  
Zhiyong Zhu
Keyword(s):  
Inclusive Education ◽  
Regular Education ◽  
Special Educators ◽  
Regular Education Teachers ◽  
Resource Room ◽  
Role Transformation

scholarly journals Obstacles to inclusion- perceptions of teachers from Bosnia and Herzegovina / Inkliuzinio ugdymo įgyvendinimo kliūtys: Bosnijos ir Hercegovinos mokytojų nuostatos

2017 ◽  
Vol 1 (36) ◽  
pp. 49
Author(s):  
Inga Biscevic ◽  
Sadeta Zecic ◽  
Elvira Mujkanovic ◽  
Edin Mujkanovic ◽  
Haris Memisevic
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Inclusive Education ◽  
Bosnia And Herzegovina ◽  
Educational System ◽  
Regular Education ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Regular Education Teachers ◽  
School Teachers

<p>Inclusive education is increasingly becoming a dominating paradigm of the educational system in Bosnia and Herzegovina. However, although supported by positive legislature, there are still numerous obstacles to inclusion. The goal of the present study was to examine the attitudes of regular education teachers towards inclusive education, more specifically towards obstacles to successful inclusion. The sample consisted of 200 elementary school teachers from two cantons in Bosnia and Herzegovina. The greatest obstacle for inclusion as perceived by the teachers was the lack of professionals trained to work with children with special educational needs in regular schools. It is of utmost importance to support regular education teachers in their efforts to support all students in their classes. This calls for a more meaningful and thorough reformation of regular schools.</p><p>Inkliuzinis ugdymas tampa vis labiau dominuojančia Bosnijos ir Hercegovinos ugdymo sistemos paradigma. Nepaisant to, kad šią paradigmą remia įstatymai, vis dar yra nemažai kliūčių, trukdančių įgyvendinti inkliuzinį ugdymą. Šio tyrimo tikslas – išanalizuoti bendrojo lavinimo mokyklų mokytojų požiūrį į inkliuzinį ugdymą, ypač atkreipiant dėmesį į tai, kas trukdo sėkmingai įgyvendinti šį ugdymo metodą. Tyrimo imtį sudarė 200 bendrojo lavinimo mokyklų mokytojų iš dviejų Bosnijos ir Hercegovinos kantonų. Mokytojų nuomone, didžiausia inkliuzinio ugdymo įgyvendinimo kliūtis yra parengtų specialistų, kurie dirbtų su specialiųjų ugdymosi poreikių turinčiais vaikais bendrojo lavinimo mokykloje, trūkumas. Labai svarbu teikti paramą tiems bendrojo lavinimo mokyklų mokytojams, kurie per pamokas stengiasi padėti visiems mokiniams. Ši situacija suaktualina poreikį įgyvendinti prasmingesnę ir nuodugnesnę bendrojo lavinimo mokyklų reformą.   </p><p> </p>

scholarly journals Inclusion in Elementary Schools

1995 ◽  
Vol 3 ◽  
pp. 15 ◽  
Author(s):  
Susan Allan Galis ◽  
C. Kenneth Tanner
Keyword(s):  
Elementary Schools ◽  
Inclusive Education ◽  
United States Of America ◽  
Regular Education ◽  
Legal Aspects ◽  
Daily Routine ◽  
Change Strategies ◽  
Regular Education Teachers ◽  
Instructional Environment ◽  
Reform Policy

This study of reform policy focused on inclusive education in the 1990s in the state of Georgia, United States of America. Program modifications including, individualizing instructional methods, adapting the instructional environment, and lowering maximum class size emerged as significant issues. We found that policies related to these areas were compounded by the less experienced educators not readily accepting change strategies for serving students. Apparently younger educators are engrossed in surviving daily routine and have difficulty coping with the complex demands of change. Regular education teachers have difficulty with the idea of inclusion. Legal aspects dealing inclusion need clarification, especially for regular education teachers.

scholarly journals Exploring the K-5 special education referral process in one Midwest suburban school district

2017 ◽  
Author(s):  
◽  
Jake W. Boswell
Keyword(s):  
Special Education ◽  
School District ◽  
School Environment ◽  
Regular Education ◽  
Evaluation Process ◽  
Referral Process ◽  
Regular Education Teachers ◽  
Special Education Referral ◽  
Suburban School District ◽  
Referrals For Special Education

Studies have shown referrals for special education evaluations and the evaluation process itself is marred by teacher subjectivity and a lack of quantitative data (Dunn, 2006; Mamlin and Harris, 1998; and Ysseldyke et al.,1982). Consequently, this behavior leads to over identification of students from minority cultures due to their struggle to assimilate into the school environment (Deninger, 2008; Klingner and Harry, 2006; Parette, 2005; Poon-McBrayer and Garcia, 1994; Skiba et al., 2008; Wehmeyer and Schwartz, 2001). This study seeks to better understand the special education referral process in one Midwestern school district. Specifically, this qualitative study employed focus groups, interviews, and artifact collection to engage K-5 regular education teachers in conversations about common behaviors that prompt a referral for special education evaluation. The research was conducted in three elementary schools in a metropolitan school district.

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