Changing Nappies: A Duty for Teachers in Inclusive Classrooms?

Students who are actively engaged in learning have a higher probability of academic and behavioral success in the classroom. One effective teaching practice that increases student engagement is providing students with frequent opportunities to respond (OTR). This article provides practitioners with a range of OTR strategies that include verbal, non-verbal, and partner responses. In addition, recommendations are provided on how these strategies can be effectively implemented in inclusive classrooms to increase engagement of students with school-based behavior problems, including those with and at risk for emotional and behavioral disorders.

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Can teacher self-efficacy act as a buffer against burnout in inclusive classrooms?

International Journal of Educational Research ◽

10.1016/j.ijer.2021.101794 ◽

2021 ◽

Vol 109 ◽

pp. 101794

Author(s):

Marie Weißenfels ◽

Manuela Benick ◽

Franziska Perels

Keyword(s):

Self Efficacy ◽

Inclusive Classrooms ◽

Teacher Self Efficacy

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“18 is not a magic number”: Faculty Reflections on Student Development Theories in Creating Inclusive Classrooms

Innovative Higher Education ◽

10.1007/s10755-021-09558-6 ◽

2021 ◽

Author(s):

Paul S. Hengesteg ◽

Laura Bestler ◽

Sara B. Marcketti

Keyword(s):

Student Development ◽

Magic Number ◽

Inclusive Classrooms

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Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices

Sustainability ◽

10.3390/su13042300 ◽

2021 ◽

Vol 13 (4) ◽

pp. 2300

Author(s):

Constanza San Martin ◽

Chenda Ramirez ◽

Rubén Calvo ◽

Yolanda Muñoz-Martínez ◽

Umesh Sharma

Keyword(s):

Inclusive Education ◽

Special Education Teachers ◽

Self Efficacy ◽

Efficacy Beliefs ◽

Inclusive Classrooms ◽

Inclusive Practices ◽

Teacher Qualification ◽

Service Training ◽

Teachers Attitudes ◽

Attitudes Towards Inclusion

Teachers play an important role in the success of inclusive practices for diverse learners in regular classrooms. It is, therefore, important to examine their beliefs and preparation to teach in inclusive classrooms. The main purpose of this study was to analyze the attitude of active Chilean teachers (n = 569) towards inclusion, their self-efficacy regarding inclusive practices, and their intention to teach in inclusive classrooms. Our secondary objectives were to explore the relationship between their attitudes and self-efficacy and to determine the influence of demographic and professional variables on these two constructs. A positive and significant relationship between teachers’ attitude and self-efficacy was found. Teacher qualification was not significantly related to attitudes towards inclusion but was negatively associated with their self-efficacy beliefs concerning inclusive practices. Secondary education teachers reported lower teaching efficacy beliefs for inclusion than pre-school, primary, and special education teachers. The type of school emerged as a significant predictor of teachers’ attitude and self-efficacy beliefs. The implications of this research and need for additional teacher and in-service training to improve educators’ attitudes and self-efficacy are discussed.

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