A Study on Perceptions and Experiences of Special Education Teachers and Administrators in Special Schools about Inclusive Education and Interschool Exchanges with General Schools

2021 ◽  
Vol 37 (3) ◽  
pp. 31-62
Author(s):  
GeonHwa Kim ◽  
Suk-Hyang Lee
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Special Schools

scholarly journals Are Inclusive Education or Special Education Programs More Likely to Result in Inclusion Post-School?

2021 ◽  
Vol 11 (6) ◽  
pp. 304
Author(s):  
Garry Hornby
Keyword(s):  
Special Education ◽  
Young People ◽  
Inclusive Education ◽  
Work Experience ◽  
Outcome Studies ◽  
Behavioral Difficulties ◽  
Education Programs ◽  
Special Schools ◽  
Full Inclusion ◽  
Vocational Curriculum

The main goal of both special education and inclusive education for young people with learning or behavioral difficulties is their maximum inclusion in the community as adults. The question of which of these two approaches is more likely to achieve this goal is addressed by considering the findings of three outcome studies of young people with moderate to severe levels of learning or behavioral difficulties who experienced either option, or some combination of the two. The overall findings indicate that students who left school from a special education setting had better outcomes than those who completed their education in mainstream schools. This is considered to be due to the vocational curriculum and work experience they gained in their final years of special education, which those in mainstream schools did not receive. This suggests that a policy of full inclusion, with the closure of special classes and special schools, will result in less inclusion in their communities post-school for young people with moderate to severe levels of learning or behavioral difficulties.

scholarly journals Pre-Service Teachers’ Knowledge and Their Beliefs Towards Inclusive Education: Implications for Teacher Education Programme

2020 ◽  
Vol 6 (1) ◽  
pp. 119-129
Author(s):  
Olateju Oluwayemisi Ruth ◽  
Okanlawon Ayoade Ejiwale ◽  
Fakokunde Jubril Busuyi
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Science Teachers ◽  
Undergraduate Students ◽  
Special Education Teachers ◽  
Sampling Technique ◽  
Education Programme ◽  
Disadvantaged Students ◽  
Tertiary Institution ◽  
Struggling Learners

Today’s classrooms in Nigerian schools are witnessing heterogeneous student populations. With this current classroom nature, teachers feel generally ill-prepared and are unwilling to accommodate disadvantaged students. According to research findings, unfortunately, disadvantaged students were usually excluded during classroom instruction. Consequently, this resulted in reduced learning opportunities, stigmatization and social exclusion. Thus, this paper investigated pre-service teachers’ level of knowledge about inclusive education and explored their beliefs towards inclusive education. To achieve these objectives, a descriptive study design was adopted. The sample for the study consisted of 166 pre-service science teachers who were drawn from the population of special education undergraduate students from a tertiary institution using the stratified random sampling technique. The study utilized two validated questionnaires, Teachers’ Knowledge about Inclusive Education Test (TKIET), and True-False Twenty-one-Item Test and Teachers’ Belief towards Inclusive Education (TBIS) which is structured on a 5-point Likert scale to elicit the information from the respondents. The data collected were analyzed using descriptive statistics. The results of the study indicated that (1) pre-service teachers had a moderate knowledge about inclusive education and (2) pre-service teachers held positive beliefs about the effectiveness of inclusive education. Major conclusions which arise from this study are that pre-service special education teachers in Nigeria had moderate knowledge about inclusive education. In spite of their moderate knowledge about inclusive education they exhibited positive beliefs about the effectiveness of inclusive education.       Keywords: disadvantage students, struggling learners, adaptive instruction, curriculum modification, inclusive education

scholarly journals The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

2021 ◽  
Vol 12 ◽  
Author(s):  
Alfonso Rodríguez-Oramas ◽  
Pilar Alvarez ◽  
Mimar Ramis-Salas ◽  
Laura Ruiz-Eugenio
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Learning Environments ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Interactive Learning ◽  
Interactive Learning Environments ◽  
Evidence Based ◽  
Students With Special Needs ◽  
The Impact

In the international context of a progress toward more inclusive educational systems and practices, the role of Special Education teachers is being transformed. From an inclusive perspective, these professionals increasingly support students and their teachers in the mainstream classroom, avoiding segregation. However, Special Education teachers often struggle to reach and support all students with special needs and their teachers to provide quality inclusive education. For this reason, more research is still needed on in-service training strategies for the inclusion of students with special needs that effectively translate into evidence-based school practices that improve the education of all students. This article analyses the impact of two evidence-based dialogic training programs of Special Education teachers working in mainstream schools carried out in Mexico during the 2018–2019 school year. Through in-depth interviews with participants, it was identified how, after the training, teachers increasingly grounded their actions on scientific evidence and promoted interactive learning environments that improved the educational inclusion of their students with special needs. This training also became the venue to make evidence-based educational actions available to other students without special needs, improving the quality of education provided to all students.

scholarly journals General and special education teachers’ relations within teamwork in inclusive education: socio-demographic characteristics

2013 ◽  
Vol 33 (3) ◽  
pp. 1-15 ◽  
Author(s):  
Marina Radić-Šestić ◽  
◽  
Vesna Radovanović ◽  
Biljana Milanović-Dobrota ◽  
Sanela Slavkovic ◽  
...  
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Demographic Characteristics

Diversity and Inclusion and Special Education

2020 ◽  
Author(s):  
Chris Forlin ◽  
Dianne Chambers
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
20Th Century ◽  
Inclusive Education ◽  
Learning Needs ◽  
Special Schools ◽  
New Era ◽  
Regular School ◽  
Diversity And Inclusion ◽  
Inclusive Approach

Special education has undergone continued transformation since societies began to provide an increasing number of specialized, segregated facilities for children with like needs during the 20th century. Since then, there has been a worldwide movement against a segregated approach and toward greater inclusion of students with disabilities into regular schools. The provision of a dual special education and regular school system, nevertheless, remains in existence, even though there has been a strong emphasis on a more inclusive approach since the latter half of the 20th century. As regular schools become more inclusive and teachers more capable of providing appropriate modifications for most students with learning needs, simultaneously there has been an increase in the number of students whose needs are so severe that schools have not been able to accommodate them. While these children and youth have special needs, they are invariably not related to an identified disability but fall more into a category of diversity. In particular, students who are excluded from schools due to severe infringements, those who are disenfranchised from school and refuse to attend, and those with severe emotional, behavioral, or mental health issues are not being serviced by the existing dual system. For these students neither existing special schools that cater to students with disabilities nor regular inclusive schools provide an appropriate education. The provision of a complementary and alternatively focused education to cater to the specific needs of these marginalized students seems to be developing to ensure sustainability of education and to prepare these new groups of students for inclusion into society upon leaving school. This tripartite approach highlights a new era in the movement toward a sustainable, inclusive education system that caters to the needs of all students and specifically those with the most challenging and diverse requirements.

Providing Administrative Support for Classroom Paraeducators: What's a Building Administrator to Do?

2002 ◽  
Vol 21 (3) ◽  
pp. 10-14 ◽  
Author(s):  
Cathryn G. Riggs ◽  
Cathryn G. Riggs
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Administrative Support ◽  
Education Programs ◽  
Building Administrators ◽  
Inclusive Instruction ◽  
Changing Roles ◽  
Definition Of ◽  
Building Level

A growing number of paraeducators are employed in America's schools. Paraeducators are valuable members of the education team, especially as some districts face a growing shortage of certified special education teachers and others struggle to address issues relating to inclusive education programs. This article focuses on describing what building administrators can do to support paraeducator staff, particularly those who are employed to facilitate inclusive instruction. A brief overview of the changing roles of paraeducators is followed by a definition of “administrative support” in terms of the importance of responsibilities, relationships and respect. A list of ten specific suggestions for providing administrative support for paraeducators at the school building level is supplied.

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