Communities of Practice: a Conceptual Framework for Inclusion of Students with Significant Disabilities

2018 ◽  
Vol 24 (3) ◽  
pp. 329-340 ◽  
Author(s):  
Kathleen Mortier
Keyword(s):  
Communities Of Practice ◽  
Conceptual Framework ◽  
Significant Disabilities ◽  
Students With Significant Disabilities

Faculty Perceptions of Expertise for Inclusive Education for Students With Significant Disabilities

2020 ◽  
pp. 088840642092158
Author(s):  
Jennifer A. Kurth ◽  
Heather Allcock ◽  
Virginia Walker ◽  
Amy Olson ◽  
Deborah Taub
Keyword(s):  
Teacher Preparation ◽  
Teacher Development ◽  
Inclusive Education ◽  
Delphi Study ◽  
Faculty Perceptions ◽  
Significant Disabilities ◽  
Preparation Period ◽  
Essential Skills ◽  
Education Of Students ◽  
Students With Significant Disabilities

Teacher preparation for inclusive education of students with significant disabilities requires an understanding of the requisite skills and dispositions to be taught during the teacher preparation period. Given the relative scarcity of inclusive placements for this population, as well as limited research-based teacher preparation practices to promote inclusive education, a Delphi study was completed to query expert faculty on the priority skills and activities used in teacher preparation. Consensus emerged through the Delphi study over three rounds of surveys to faculty, centering on essential skills of special education teachers, practices used by faculty to teach and evaluate these skills, and conditions that support and constrain teacher development of these essential skills. Although faculty largely supported research-based practices, new areas emerged, including teacher leadership skills. Implications for research and practice are included.

Apprenticeship and empowerment

2017 ◽  
Author(s):  
Helena Gaunt
Keyword(s):  
Communities Of Practice ◽  
Conceptual Framework ◽  
Peer Interactions ◽  
Research Literature ◽  
Creative Performance ◽  
Relevant Research ◽  
Collaborative Process ◽  
Socially Constructed ◽  
One To One ◽  
Classical Musicians

This chapter considers ways in which pathways to creative performance are supported through one-to-one lessons between a student and a specialist teacher. One-to-one interactions are generally considered central to the development of western classical musicians and traditionally have been conceived in terms of apprenticeship. More recently, however, understanding of the socially constructed nature of learning, including the essential parts played by peer interactions and engagement in communities of practice, has increased. In addition, the importance of collaboration in facilitating and channelling creativity in many fields has become apparent. Taken together, these suggest a need to develop a multifaceted and more nuanced conceptual framework for understanding one-to-one lessons and their relationship to performance. The chapter explores relevant research literature alongside perspectives provided by expert performer–teachers, and it concludes by setting out a provisional model for understanding both the collaborative process between student and teacher in one-to-one lessons and the potential for this context to underpin transformative processes of development for performers.

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