Valuing student teachers' perspectives: researching inclusively in inclusive education?

2014 ◽  
Vol 37 (4) ◽  
pp. 357-375 ◽  
Author(s):  
Kristine Black-Hawkins ◽  
Bettina Amrhein
Keyword(s):  
Student Teachers ◽  
Inclusive Education ◽  
Teachers Perspectives

scholarly journals Good Practice in Inclusive Education: Participatory Reinterpretation of Already Existing Elaborate Classroom Practices Under a UDL Perspective

2021 ◽  
pp. 279-312
Author(s):  
Michelle Proyer ◽  
Gertraud Kremsner ◽  
Gottfried Biewer
Keyword(s):  
Learning Environments ◽  
Inclusive Education ◽  
Teaching Practices ◽  
Classroom Practices ◽  
Good Practice ◽  
School Development ◽  
Educational Practices ◽  
Teachers Perspectives ◽  
Design Of Learning Environments

AbstractThis chapter presents well-established educational practices implemented at a school in Vienna with two decades of experience in school development in the context of inclusion. It elaborates on how these existing teaching practices can be interpreted from a UDL perspective. Furthermore, this chapter aims to underline the importance of engaging with teachers’ perspectives in research efforts regarding the design of learning environments. Findings point to the advantages that the emphasized consideration of localized and societal backgrounds of students could add to the purposeful application of UDL.

Inclusive Beliefs and Self-Efficacy Concerning Inclusive Education Among German Teacher Trainees and Student Teachers

2015 ◽  
Vol 14 (3) ◽  
pp. 270-293 ◽  
Author(s):  
David Scheer ◽  
Markus Scholz ◽  
Astrid Rank ◽  
Christian Donie
Keyword(s):  
Preservice Teachers ◽  
Special Needs ◽  
Student Teachers ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Inclusive Classroom ◽  
General Effect ◽  
Future Teachers ◽  
School Teachers ◽  
Case Examples

This survey aims to investigate the beliefs and self-efficacy of preservice teachers in Rhineland-Palatinate, Germany, concerning inclusive education. There were 491 people who participated in the study. The future teachers responded to a slightly modified questionnaire by Kopp (2009) using case descriptions of pupils with different educational needs to assess attitudes toward inclusion and self-efficacy in inclusive classroom settings. Results show a general effect of the intended type of school on inclusive beliefs and self-efficacy with significant differences between future teachers. Preservice teachers for special needs school rated highest in inclusive beliefs, and self-efficacy secondary school teachers and academic high school teachers lowest. The intended profession also plays a role in rating the readiness for inclusion of the presented case examples. In the eyes of future teachers, children with intellectual disabilities and complex special needs should be educated in special needs schools.

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