Exploring private school teachers’ perspectives on inclusive education: a case study

2019 ◽  
pp. 1-16
Author(s):  
Joy Chikaodi Nwoko ◽  
Melissa J. Crowe ◽  
Aduli E. O. Malau-Aduli ◽  
Bunmi S. Malau-Aduli
Keyword(s):  
Inclusive Education ◽  
Private School ◽  
School Teachers ◽  
Teachers Perspectives

Teamwork between class teachers and support teachers as the basis of inclusion—A case study in Romanian primary school education

2019 ◽  
Vol 6 (1) ◽  
pp. 328-335
Author(s):  
Alina Turculet ◽  
Mihaela Voinea
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Social Representations ◽  
Educational Needs ◽  
School Education ◽  
Special Educational Needs ◽  
School Teachers ◽  
Continuous Training ◽  
Primary School Teachers

The purpose of this study is to identify how primary school teachers understand the importance of inclusive education and the benefits of the collaboration between the class teachers and the support teachers. In order to identify the social representations of primary school teachers regarding the cooperation with the support teachers, we have used a questionnaire-based inquiry. We have organised the data into a case study at the level of primary school education. The responses to the open questions offered by the investigated teachers allowed a dramaturgical approach to the roles and the responsibilities of the actors in special education. Our results enhance the benefits of integration of students with special educational needs in the conditions of a distributed responsibility between parents, class teachers and support teachers. Therefore, the qualitative analysis of the written responses of primary school teachers reveals the need of continuous training in aspects related to special educational needs. Keywords: Special educational needs, support teachers, primary school education.

scholarly journals Neuroscience and inclusive education: a teacher training program

2020 ◽  
Author(s):  
Carolina Magro de Santana Braga ◽  
◽  
Fabiana Maris Versuti ◽  
Keyword(s):  
Public Policy ◽  
Teacher Training ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Private School ◽  
Neurodevelopmental Disorders ◽  
Research Literature ◽  
School Teachers ◽  
Spontaneous Reports ◽  
Scholarly Attention

Inclusion is a relevant public policy for education. Nonetheless, the evaluation of its effectiveness still needs further investigation. The existing research literature shows the importance of teachers as a vital agent in this process. In the context of continuing teacher education, the theme of inclusion is often left outside of scholarly attention. This study aims to outline teacher training for inclusive education, especially regarding the inclusion of students with neurodevelopmental disorders. The survey covered 50 kindergarten and elementary private school teachers. Following the intervention, the teachers’ spontaneous reports demonstrate a change in their perception of students with disabilities. Further investigation is required to systematize the methodology and results of this survey.

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.

Assessing Middle School Teachers’ Perspectives on How to Intervene and Mitigate Student-to-Student Incidents of Bullying and Cyberbullying in One Middle School: A Case Study

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Eluojor A. Onnekikami ◽  
Agboto Vicent ◽  
Ashraf Esmail ◽  
Moses Taiwo
Keyword(s):  
Middle School ◽  
Focus Group ◽  
Middle School Teachers ◽  
Cognitive Theory ◽  
Qualitative Case Study ◽  
Cyber Bullying ◽  
Work Place ◽  
School Teachers ◽  
Teachers Perspectives

The purpose of this qualitative case study was to examine the insights of 10 middle school teachers on how to curb incidents of bullying in their work place. In addition, a focus group consisting of four teachers honed in on their perspectives on how to intervene and prevent student-to-student incidents of bullying and cyber bullying in one middle school in Western United States. The study’s research questions explored teachers’ perspectives in witnessing bullying and cyber bullying in their classrooms and the strategies they utilized to identify and effectively intervene to prevent these harassing behaviors. The theoretical framework of social cognitive theory supported this exploratory qualitative case study. The theory demonstrated how students learn and derive meaning from their culture and environment. Data were collected from 10 purposely selected participants and four purposely selected members of a focus group through personal interviews and collection of documents. Data analysis was achieved by coding, categorizing and the development of themes or patterns. Thematic analysis revealed that teachers and parents played an imperative role in intervention and prevention of bullying and cyber bullying. Inflicting physical harm, name calling, teasing, and cyber bullying were identified as the common types of bullying in the middle school. Given all the reported negative outcomes associated with bullying and cyber bullying, very serious attention is called for, from teachers and all stakeholders, for intervention and prevention of these harassing behaviors. 

scholarly journals To Explore the Causes of Absenteeism at Government and Private Primary Schools: A Case Study from Pakistan

2015 ◽  
Vol 54 ◽  
pp. 21-25
Author(s):  
Nadeem Iqbal ◽  
Shamsheer Muhammad ◽  
Najeeb Haider
Keyword(s):  
Private Sector ◽  
Primary School ◽  
Survey Research ◽  
Private School ◽  
Primary Schools ◽  
School Teachers ◽  
Government Schools ◽  
Government School ◽  
The Government

The main purpose of the research was to evaluate the various causes of absenteeism in Government and Private school teachers in primary school Tehsil Jampur District Rajanpur (Punjab) Pakistan. 100 teachers were selected for sample. Half from government and half from private sector. In other word 50 teachers were from Government Schools and 50 were from Private School Sector. In this survey, research tool was used a questionnaire. We found out percentage for the scrutiny of information. In this scrutiny we see that Private School Teachers enjoy less leaves than Government School Teachers. Professional safety, relaxed manners of Head of Institute, various family functions, problems of conveyance and sickness are the major causes of absenteeism of the Government School Teachers. Whereas, Private School Teachers get less leaves because they believe their profession is insecure and they are less satisfied with their profession and functioning surroundings.

scholarly journals Culture in Schooling in the Inuvialuit Settlement Region

in education ◽  
2016 ◽  
Vol 22 (1) ◽  
pp. 61-76
Author(s):  
Paul Berger ◽  
Jennifer Johnston ◽  
Melissa Oskineegish
Keyword(s):  
Professional Development ◽  
High School ◽  
Northwest Territories ◽  
High School Teachers ◽  
Culturally Responsive ◽  
School Teachers ◽  
Mixed Methods Case Study ◽  
Culturally Responsive Schooling ◽  
Teachers Perspectives

We describe research on Inuvialuit culture in schooling in the Inuvialuit Settlement Region in the northwestern Northwest Territories in Arctic Canada. A mixed-methods case study using questionnaires in the region’s six communities explored students’, parents,’ and high school teachers’ perspectives on Inuvialuit culture in the schools. While students and parents were pleased that local culture is reflected in the schools, most would like to see more Inuvialuit culture become part of schooling. Teachers would like to know more about Inuvialuit culture and history and would like professional development to help them teach Inuvialuit students more effectively. This research suggests that policy in the Northwest Territories to move towards culturally responsive schooling is yet to be fully embodied. It should be prioritized.

scholarly journals Private Elementary School Teachers' Perceptions of Character Education Practice in Indonesia

2020 ◽  
Vol 2 (1) ◽  
pp. 39-51
Author(s):  
Rigia Tirza Hardini ◽  
Sri Wening
Keyword(s):  
Character Education ◽  
Private Schools ◽  
Private School ◽  
Holistic Approach ◽  
Moral Problem ◽  
School Teachers ◽  
Education Practice ◽  
The Government ◽  
Education And Development ◽  
Teachers Perspectives

Character education considered one of the ways to overcome character and morality problems. Though character education has been taught for decades, character and the moral problem still happened in our society. Lots of people agree that we need to reinforce character education to improve the performance of character education. Some institutions invented some programs to help the implementation of character education. Aware of this condition, the Indonesian government also strived to improve character education by released a program called Penguatan Pendidikan Karakter (PPK), which stands for character education reinforcement. This program expected to give schools an idea of how character education should be taught in a holistic approach, thus it can help schools implied a better character education. Long before the government releases the program, some schools, mostly private schools, already planned and implemented their own character education program. This paper elaborates private school teachers’ perspectives on character education practice in their schools. This qualitative research was conducted through interviews involving three private school teachers. The teachers teach different private schools located in Yogyakarta, Jakarta, and Lampung. Teachers' perspectives expected to help us understand the relevant practice of character education and development needs to adjust the student in this era.

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