Changes in Self-efficacy of Prospective Special and General Education Teachers: Implication for inclusive education

2011 ◽  
Vol 58 (3) ◽  
pp. 241-255 ◽  
Author(s):  
Yona Leyser ◽  
Tali Zeiger ◽  
Shlomo Romi
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Self Efficacy ◽  
General Education Teachers

A Survey Study of Chinese In-service Teachers' Self-efficacy About Inclusive Education

2012 ◽  
Vol 15 (2) ◽  
pp. 107-119 ◽  
Author(s):  
Mian Wang ◽  
Fei Zan ◽  
Jiaqiu Liu ◽  
Chunling Liu ◽  
Umesh Sharma
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
General Education Teachers ◽  
Survey Study ◽  
Training Experience ◽  
Special Education Training ◽  
Laws And Policies

A survey study was conducted to a total of 323 in-service teachers (110 special education teachers and 213 general education teachers) in Shanghai regarding their self-efficacy and concerns about inclusive education. Multivariate analysis results reveal that special teachers have significantly higher self-efficacy about inclusive education than general education teachers and that both general and special education teachers have the similar concerns about inclusive education and the level of their concerns is not significant. In addition, the teachers' self-efficacy about inclusive education is significantly negative correlated with their concerns about inclusive education. Specific special education training experience and knowledge of disability laws and policies affect general and special education teachers differently on their self-efficacy.

Project-Based Learning for Students With Intellectual Disabilities

2018 ◽  
pp. 196-221 ◽  
Author(s):  
Vardan Mkrttchian
Keyword(s):  
Intellectual Disability ◽  
General Education ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Subject Area ◽  
General Education Teachers ◽  
Project Based Learning ◽  
Learning Method ◽  
Disabled Students ◽  
General Education Classroom

With the push to include all students, despite disability, in the general education classroom, general education teachers need to be trained in ways to adequately educate intellectually disabled students alongside their nondisabled peers. Many students with an intellectual disability are capable of learning in an inclusive environment if provided with proper support, such as through instructional methods like project-based learning. Project-based learning actively involves learners in investigating real-world issues and answering related questions. This chapter focuses on how to use the project-based learning method to teach children with intellectual disabilities within the framework of inclusive education, using biology as an example subject area.

scholarly journals Self-efficacy Sources among General Education Teachers in Inclusive Schools: A Cross-Cultural Study

2020 ◽  
Vol 9 (30) ◽  
pp. 67-76
Author(s):  
Mohammad S. Soliman
Keyword(s):  
General Education ◽  
Special Needs ◽  
Self Efficacy ◽  
General Education Teachers ◽  
The Self ◽  
Educational Systems ◽  
Students With Special Needs ◽  
Significant Difference ◽  
Core Study ◽  
Mastery Experience

The inclusion of students with special needs in general education classes has become a goal that all educational systems worldwide strive to achieve it. The inclusion of special needs has many benefits, whether for special needs students or regular students. The current study aims to reveal the differences in the self-efficacy among general education teachers in both the Kingdom of Saudi Arabia and the Arab Republic of Egypt. It aims also to reveal the sources of this self-efficacy in both countries. The core study sample consisted of (96) Saudi teachers and (88) Egyptian teachers. The researcher used the teachers 'self-efficacy scale and the teachers' self-efficacy sources scale. The results of the study indicated that there is a significant difference between the average scores of the total self-efficacy and its sub-dimensions between the Saudi and Egyptian sample for the outperform of The Egyptian teachers. It indicated that the source of the mastery experience was a significant predictive of the self-efficacy of the Saudi teachers, and it explained 53% of the variation in self-efficacy. It also indicated that the mastery experience was a significant predictive of the self-efficacy of the Egyptian teachers, and it explained 13% of the variance in self-efficacy.

scholarly journals Inclusive Education and Learning English as Foreign Language in Algeria: Views from Faculty Members at Abderrahmane Mira University

2021 ◽  
Vol 13 (2) ◽  
pp. 339-353
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Foreign Language ◽  
General Education ◽  
Inclusive Education ◽  
Structured Interview ◽  
General Education Teachers ◽  
Faculty Members ◽  
Current Status ◽  
English As Foreign Language

This is an exploratory case study conducted at the faculty of Letters and languages at the University Abderrahmane Mira of Bejaia -Algeria. It examined general education teachers and faculty members’ views concerning inclusive education (IE) in classes of English as a foreign language (EFL) and identified major issues regarding its future development in higher education. The goal of the present study was to reflect on the current status of inclusive education in the Algerian learning environment. To gather data, a semi-structured interview was conducted with teachers and administration members; the interview results were thematically arranged and results were discussed accordingly. The data of the current study revealed that while faculty members believe and support the idea of education for all, EFL teachers have varying perceptions towards inclusion. In light of this, we tend to conclude that material facilities, teacher training, and professional development are fundamental issues that curtailed its full implementation. Keywords: Algerian learning culture; General education teachers; Higher education; Inclusive education; teacher training.

Inclusive Education

2020 ◽  
pp. 24-50
Author(s):  
Amy L.-M. Toson ◽  
Nina F. Weisling
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Inclusive Education ◽  
General Education Teachers ◽  
Role Clarity ◽  
Full Inclusion ◽  
Skill Sets ◽  
Time Scheduling ◽  
Effective Inclusion ◽  
Training And Support

The challenges facing full inclusion are many: time, scheduling, role clarity, self-efficacy, collaboration, parity, classroom management, new and different skill sets, training, and support. If we plan for, train, and schedule special and general education teachers as separate entities, they will be. Instead, all educators and leaders must be viewed, and treated, as part of a single working system. This chapter outlines concrete and actionable strategies for school leaders and general and special educators to support effective inclusion and make it a reality for all students. Hard work? Yes! Worth it? Absolutely!

Survey on the attitude of general education teachers towards the inclusive education

2020 ◽  
Vol 28 (2) ◽  
Author(s):  
Alexandar Krastev ◽  
◽  
◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
General Education Teachers ◽  
Educational Environment ◽  
Mainstream Teachers ◽  
Whole School ◽  
Close Relationship ◽  
Service Training ◽  
Whole School Approach ◽  
Education Support

The report addresses some of the problems associated with attitudes towards inclusive education among mainstream teachers. The role of the general education teacher in the process of inclusion is analyzed. Knowledge of the inclusive education standard and its application in practice. The research raises several global questions: What are the attitudes of general education teachers towards inclusive education and its application in practice?; To what extent do general education teachers feel prepared and motivated to work in an inclusive educational environment? Does inclusive education support the whole school approach to implementing the process of inclusion in mainstream education? The survey revealed a positive attitude towards inclusive education among teachers. The large percentage of them still do not feel well prepared. The need for methodological support remains crucial. The willingness of teachers to implement the whole school approach and co-teaching as tools to improve the inclusive educational environment is interesting. The survey answered that pre-service training has a close relationship with the attitudes and attitudes of general education teachers in the inclusion process

scholarly journals A Systematic Review on Inclusive Education of Students with Visual Impairment

2020 ◽  
Vol 10 (11) ◽  
pp. 346
Author(s):  
Hisae Miyauchi
Keyword(s):  
Systematic Review ◽  
General Education ◽  
Visual Impairment ◽  
Inclusive Education ◽  
General Education Teachers ◽  
External Support ◽  
Related Factors ◽  
Teacher Student ◽  
Generic Set ◽  
Education Of Students

This was a systematic review on the inclusive education of students with visual impairment. This study focused on two of the most addressed topics: the perceptions of general education teachers and challenges faced by students with visual impairment in accessing academic subjects. It synthesized the findings of 18 peer-reviewed articles published in English from 1980 to 2020. General education teachers’ attitudes toward the inclusion of students with visual impairment were both positive and negative and were influenced by teacher-, student-, and environment-related factors. Feeling unprepared, one of the main teacher-related factors, seemed to have a great effect. In terms of access to academic subjects, the most discussed subjects were Mathematics, Science, and Physical Education. Although students with visual impairment seemed to be studying at or above their grade level, their exclusion from participation in classroom activities was apparent. Unfortunately, these challenges lead to short- and long-term consequences. Key elements in increasing accessibility to subjects were: general education teachers possessing a generic set of effective pedagogical strategies, effective teaching-learning tools, and external support. The importance of teacher training and a holistic support system were emphasized.

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