‘I don't have time to be this busy.’ Exploring the concerns of secondary school teachers towards inclusive education

2015 ◽  
Vol 20 (2) ◽  
pp. 185-198 ◽  
Author(s):  
Penny N. Round ◽  
Pearl K. Subban ◽  
Umesh Sharma
Keyword(s):  
Secondary School ◽  
Inclusive Education ◽  
Secondary School Teachers ◽  
School Teachers

scholarly journals School Teacher’s Perceptions about Equity Challenges and Features in Secondary School Education

2018 ◽  
pp. 63-81
Author(s):  
Tahira Roohi ◽  
Pervez Aslam Shami
Keyword(s):  
Secondary School ◽  
Inclusive Education ◽  
Secondary School Teachers ◽  
Two Dimensions ◽  
School Education ◽  
Survey Method ◽  
School Teachers ◽  
Khyber Pakhtunkhwa ◽  
Elementary And Secondary Education ◽  
Secondary School Education

This study was conducted to investigate the vision and surveillance of secondary school teachers regarding features and challenges that hinder equity in secondary school education. The study aims to explore effects of two dimensions of equity i.e. fair and inclusive at secondary school education in Khyber Pakhtunkhwa. The descriptive survey method was utilized in this study. The researcher – made instruments consisted of open-ended questions were administered to the 100 secondary school teachers of four districts i.e. Hangu, Karak, Peshawar and Haripur of Khyber Pakhtunkhwa. The study illustrate that the teachers preview the stipulation of fair and inclusive education system and design, resources, and curriculum are very crucial aspects that hinder the equity in secondary school education. To some extent, the features regarding secondary school teacher’s lesson planning, and students’ reward and punishment are encumbering the equity in education. Most of the teachers consider that Khyber Pakhtunkhwa Elementary and Secondary Education Department (KPESE) have a chief role in the provision of an equitable secondary school education. On the basis of finding the conclusion was drawn and possible recommendations were suggested.

scholarly journals Inclusive Education in Azad Jammu and Kashmir: A Cross-Sectional Survey of Secondary Schools

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 359-365
Author(s):  
Dr. Nazir Haider Shah ◽  
Dr. Muhammad Naqeeb ul Khalil Shaheen ◽  
Dr. Sadaf Zamir Ahmed
Keyword(s):  
Secondary School ◽  
Inclusive Education ◽  
Random Sampling ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Stratified Random Sampling ◽  
School Teachers ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Jammu And Kashmir

Inclusive education represents the concern of the entire school and is committed to providing quality education to all students in the most effective way, so that special education and general education are consistent. The study aimed to analyze inclusive education in Azad Jammu and Kashmir. The study was descriptive in nature and a cross-sectional survey was applied to collect the data. All 538 secondary school teachers and headteachers of District Pooch were the population of the study. A stratified random sampling technique was used to select the sample. The researcher selected 185 secondary school teachers and 45 head teachers through a proportionate stratified random sampling technique as a sample. A questionnaire for teachers and headteachers was used as a research instrument in this study. Data were collected through personal visits and postal service. Data were analyzed through mean scores and standard deviation. Based on analysis it was found that inclusive education provides an opportunity for the enjoyment and implementation of full human rights without any discrimination because inclusive education allows understanding individual differences. It is recommended that the school Education Department of Azad Jammu and Kashmir (AJ&K) may introduce inclusive education at the district and tehsil level. Further, they need to plan for all teachers and headteachers to provide awareness about inclusive education.

scholarly journals Four Secondary Teachers’ Perspectives on Enhancing the Inclusion of Exceptional Students

2018 ◽  
Vol 28 (1) ◽  
Author(s):  
Kyle Robinson
Keyword(s):  
Secondary School ◽  
Inclusive Education ◽  
Secondary School Teachers ◽  
Structured Interview ◽  
Role Expectations ◽  
Exceptional Students ◽  
School Teachers ◽  
Regular Classrooms ◽  
Functional Learning ◽  
Teachers Perspectives

In Canada little research has been conducted on inclusive education practices in secondary schools. The purpose of this study is to report, for a diverse group of four secondary school teachers in a single school board in southeastern Ontario, their descriptions of facilitating the inclusion of exceptional students in general classrooms. The four teachers were recruited using an email referral method. Each of them participated in a semi-structured interview about their educational roles and role expectations, and about their reported instructional methods for inclusion. Seven categories emerged from the analyzed data, and these were clustered to form three themes: Structures and People, Meeting Everyone’s Needs, and Knowing Your Students. The findings suggest that the participants in this study were facilitating inclusion of exceptional students in regular classrooms by considering how the students’ functional needs impact their learning; most considered the functional learning and assessment needs of all students, not just exceptional students.

scholarly journals Specifics of professional health of teachers

2021 ◽  
Vol 113 ◽  
pp. 00035
Author(s):  
T.V. Gudina ◽  
V.N. Ponikarova ◽  
N.V. Starovoit
Keyword(s):  
Secondary School ◽  
Inclusive Education ◽  
Secondary School Teachers ◽  
Coping Behavior ◽  
Federal District ◽  
Professional Behavior ◽  
School Teachers ◽  
Region Of Residence ◽  
Professional Health ◽  
Behavior Characteristics

The article considers and describes in detail the peculiarities of teachers’ professional behavior. The authors determine its most specific and essential features, as well as its structure depending on the type of educational organization and region of residence. Besides, a significant part of the research is devoted to the consideration and comparison of teachers’ professional behavior characteristics depending on the level of occupational health disorders. The experimental study involved the teachers who implement inclusive education in the Northwestern Federal District of the Russian Federation (Kaliningrad and Vologda regions). Among them there are future teachers and secondary school teachers implementing inclusive practice, preschool and secondary school teachers working with the children with disabilities. The total amount of the participants was 1450 people, and the number of representative samples came up to 752 people. In the course of the study, the role of various factors in teachers’ professional behavior was revealed and updated: behavioral and environmental factors as well as personality traits. In order to maintain professional health of teachers, a psychological and pedagogical workshop was organized, which included educational and applied stages. In modular psychological and pedagogical support, the emphasis was made on health-saving technologies that contribute to professional burnout prevention, on the possibility of developing and applying relevant patterns of coping behavior in labor relationships.

scholarly journals Issues Affecting the Implementation of Inclusive Education Practices in Selected Secondary Schools in the Omaheke Region of Namibia

2020 ◽  
Vol 9 (2) ◽  
pp. 78
Author(s):  
Mercy Mokaleng ◽  
Andrew D. Möwes
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Inclusive Education ◽  
Policy Development ◽  
Quantitative Research ◽  
Secondary School Teachers ◽  
Research Approach ◽  
School Teachers ◽  
Stratified Sample ◽  
Region Data

The study was conducted in order to assess the issues affecting the implementation of inclusive education practices in selected secondary schools in the Omaheke region of Namibia.To achieve the objective, a quantitative research approach was followed. The population of the study was made up of secondary school teachers in the Omaheke region. Data was collected using questionnaires which were administered to a stratified sample of 90 secondary school teachers. The data was analysed by means of descriptive statistics in the form of frequencies and percentages. The results indicated that the implementation of inclusive education was hampered by various issues such as  inappropriate policy development issues, teacher attitudes, lack of teacher training, inadequate support and resources, as well as curriculum issues.

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