Teacher Training for Inclusive Education in Germany: Status Quo and Curricular Implementation

2021 ◽  
pp. 133-145
Author(s):  
Saskia Liebner ◽  
Claudia Schmaltz
Keyword(s):  
Teacher Training ◽  
Inclusive Education ◽  
Status Quo ◽  
Curricular Implementation

Can pictorial narration offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in low-resource settings? Investigation on knowledge and stigma change

Autism ◽  
2021 ◽  
pp. 136236132098489
Author(s):  
Hui Min Low ◽  
Tze Peng Wong ◽  
Lay Wah Lee ◽  
Somchay Makesavanh ◽  
Bountheing Vongsouangtham ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Teacher Training ◽  
Inclusive Education ◽  
Democratic Republic ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Developed Country ◽  
Positive Effects ◽  
Students With Autism ◽  
Effective Inclusion

The main aim of this article is to explore whether pictorial narration could offer a solution to teacher training on the effective inclusion of students with autism spectrum disorder in a low-resource context in the Lao People’s Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of KhamdyTM. The teacher training included a half-day orientation workshop, followed by 4 weeks of online learning. Statistically significant improvement in autism spectrum disorder knowledge and reduction in autism spectrum disorder stigma was recorded for the teachers after completing the teacher training. The findings on social validity pointed to high acceptance toward the pictorial narrative method and the content designed for the purpose of this training. The teachers’ acceptance of the training method was found to have positive effects on their knowledge changes in the diagnosis and etiology aspects of autism spectrum disorder knowledge. The findings supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country. The findings offered insights to explain the knowledge change and stigma reduction recorded. Lay abstract In this study, we explored whether pictorial narration could offer a solution to teacher training on effective inclusion of students with autism spectrum disorder in the Lao People’s Democratic Republic. For this purpose, pre- and post-training knowledge data were collected from 87 Laotian teachers who participated in teacher training using a pictorial narrative e-module called The Story of KhamdyTM. The teachers’ knowledge test results and feedback were analyzed. The findings indicated that teachers’ acceptance toward the training method had positive effects on their knowledge changes and supported the use of a pictorial narration approach in imparting knowledge about inclusive education and autism spectrum disorder to teachers in a least developed country.

scholarly journals TEACHER EDUCATION FOR INCLUSION - THE PREMISES FOR IMPLEMENTING A NEW INITIAL TEACHER TRAINING PROGRAMME / PRIELAIDOS ĮGYVENDINTI NAUJĄ MOKYTOJŲ RENGIMO PROGRAMĄ: INKLIUZINIS UGDYMAS MOKYKLOJE

2017 ◽  
Vol 1 (35) ◽  
pp. 9
Author(s):  
Elena Marin
Keyword(s):  
Teacher Training ◽  
Inclusive Education ◽  
School System ◽  
Policy Development ◽  
National Level ◽  
Training System ◽  
Font Size ◽  
Initial Teacher Training ◽  
Starting Point ◽  
Training Programmes

<p><span>This paper attempts to highlight and examine the Romanian perspective regarding inclusive education by presenting some statistical data and the steps that have been made in order to make the switch from a school system lead by the segregation principle to a school system based on inclusive principles. Moreover, the attention focuses on schools` key actors, the teacher, more specifically on the initial teachers training programmes available in Romania. The starting point when it come to the initial teacher training programmes is based on the assumption that there is an acute need for training when it comes to the implementation of an inclusive educational system in Romania. Using a qualitative approach, we aimed at presenting specialists’ opinion on priority issues in policy development regarding the teacher training in the field of inclusive education, </span><span>focusing on </span><span>the premises for implementing a training system that is mandatory for every teacher in the inclusive education and on the aspects that relate to the rethinking of the teacher’s training process at a national level.</span></p><p><span lang="RO"><span style="font-family: Calibri; font-size: medium;"> </span></span></p><p><span lang="RO"><span style="font-family: Calibri; font-size: medium;">Straipsnyje bandoma analizuoti inkliuzinio ugdymo diegimą Rumunijoje: pateikiama statistinių duomenų ir aprašoma, kokių veiksmų buvo imtasi pereinant nuo segregacijos principu pagrįstos ugdymo sistemos mokykloje prie inkliuzijos principais grindžiamos sistemos. Dėmesys kreipiamas į mokytojus ir mokytojų pirminio rengimo programas.<br />Mokytojų pirminis rengimas Rumunijoje remiasi prielaida, kad, siekiant įdiegti inkliuzinio ugdymo sistemą, tokių mokytojų rengimo poreikis yra labai didelis. Kokybiniu tyrimu buvo siekiama pateikti specialistų nuomonę dėl inkliuzinio ugdymo mokytojų rengimo politikos prioritetų, atkreipiamas dėmesys į tokių specialistų rengimo, privalomo kiekvienam inkliuzinį ugdymą taikančiam mokytojui, sistemos įdiegimo sąlygas<br />ir aspektus, susijusius su mokytojų rengimo proceso reformavimu nacionaliniu lygmeniu.</span></span></p>

scholarly journals HISTORYOGRAPHY OF THE OF DEVELOPMENT THE CONTINUOUS PRIMARY SCHOOL TEACHER TRAINING TO WORK IN THE INCLUSIVE EDUCATION CONDITIONS IN THE UKRAINE (END OF THE XX – START OF THE XXI CENT.)

2021 ◽  
pp. 86-91
Author(s):  
T. DZHAMAN
Keyword(s):  
Teacher Preparation ◽  
Teacher Training ◽  
Primary School ◽  
Inclusive Education ◽  
School Teacher ◽  
Primary School Teacher ◽  
Scientific Analysis ◽  
History Of ◽  
Chronological Sequence ◽  
Definition Of

The article analyzes the views of scientists on the specified problem of study. It is specified that the problem of continuous primary school teacher training to work in the conditions of inclusive education that we studied is a certain chronological sequence of transformations of different visions and it is relevant to the sphere of scientific and pedagogical search. We made a scientific analysis of the studies and clarified the definition of some concepts. It is specified, that we understand the historiography of development the continuous primary school teacher training to work in a conditions of inclusive education as a totality of research scientific and pedagogical works directed on the study of the specified problem from the time of its actualization due to today and the main its task we see in the objective coverage of the history of the issue of continuous primary school teacher preparation to work in conditions of inclusive education with taking into account the transformation of the ideas and views on the problem, studied by us. We generalized the sources processed by us on the basis of the analysis in the historiographical dimension into the two groups: continuous primary school teacher training from the end of XX cent. due to today; The history of inclusive education in the Ukraine from the end of XX cent. due to today.

Preparing Teachers for Collaborative Classrooms

2019 ◽  
Author(s):  
David Duran ◽  
Ester Miquel
Keyword(s):  
Teacher Training ◽  
Cooperative Learning ◽  
Inclusive Education ◽  
Teacher Collaboration ◽  
Peer Collaboration ◽  
Continuous Assessment ◽  
Learning And Teaching ◽  
Teaching Role ◽  
Or Groups ◽  
The Individual

Many educational reforms highlight the need for collaboration, understood not only as a competence to be learned but also as a way of learning and teaching. Two types of collaboration can be found in classrooms: peer collaboration and teacher collaboration. The first focuses on how the teacher restructures interactions between pupils organized in pairs or groups. This permits cooperative learning practices, either by peer tutoring or through systems of cooperative learning. By implementing peer collaboration, the teacher is able to develop a new and transformative role which facilitates functions such as continuous assessment or immediate personalized attention, which are more difficult to carry out in environments where a traditional teaching approach is used. However, both the organization of the classroom for peer collaboration and this new teaching role require teacher training. Experiential learning is a key aspect of the training. Different levels of teacher collaboration exist, but the most complete is co-teaching: two teachers planning, implementing, and assessing the same lesson for a group of students. Co–teaching allows teachers to attend to the individual needs of their students; that is why it is such an important tool in inclusive education. Furthermore, it is a learning tool for teachers. Co-teachers can foster mutual observation, reflection, and planning of innovative practices, making working together a form of professional development. However, to ensure that pupils receive better attention and that teachers learn from each other, there has to be teacher training, and again, it must be addressed from an experimental perspective.

Critical Issue Teacher Training into Inclusive Education

2018 ◽  
Vol 24 (7) ◽  
pp. 5139-5142
Author(s):  
Emine Ozel ◽  
Madhya Zhagan Ganesan ◽  
Ahmad Kamaluddin Megat Daud ◽  
Ghazali Bin Darusalam ◽  
Nik Asilah Binti Nik Ali
Keyword(s):  
Teacher Training ◽  
Inclusive Education ◽  
Critical Issue

scholarly journals Main barriers to ICT teacher training and disability

2019 ◽  
Vol 4 (2) ◽  
pp. 96-114
Author(s):  
Marta Montenegro Rueda ◽  
José Fernández Cerero
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Inclusive Education ◽  
Educational Systems ◽  
Educational Support ◽  
Autonomous Communities ◽  
The People ◽  
Wide Range ◽  
Information And Communication ◽  
Ict Training

From the earliest ages, the commitment to an inclusive education needs the impulse of an educational system that opens its schools to all students. This reality would not be possible today without taking into account the educational support provided by Information and Communication Technologies (ICT) to the inclusive process, since they constitute the scaffolding that will allow participation and the realization of tasks adjusted to the possibilities and interests of the people. In the process of integration of ICT in the classroom, teachers are a key element since, as has been shown in numerous studies, one of the critical factors for the success of educational systems is the existence of trained, motivated teachers. The purpose is to know the main barriers or obstacles for the development of teacher training plans in ICT for people with disabilities, as well as the priority aspects for training. In the empirical part of the study, 241 interviews with professionals from the Spanish educational sector (members of management teams, ICT coordinators, directors and technological advisors of teacher training centers) were analyzed. Among the conclusions, we can highlight that the main barriers that hinder the implementation of ICT training activities and disability in most of the autonomous communities are determined in the first place by economic factors, lack of time, and teachers’ attitude. The conclusions of the study make it necessary to adopt important measures in the initial training of teachers in order to be trained in the incorporation and appropriate use of ICT in teaching people with different types of disabilities, especially taking into account that the reality that we face every time has more innovative and enriching technological tools that offer us a wide range of applications and adequate tools for this purpose.

scholarly journals Active methodologies as a key element in teacher training for educational inclusion

2020 ◽  
Vol 7 (3) ◽  
pp. 13-19
Author(s):  
Lina Higueras-Rodriguez ◽  
Marta Medina-Garcia
Keyword(s):  
Teacher Training ◽  
Active Learning ◽  
School Improvement ◽  
Student Learning ◽  
Inclusive Education ◽  
Qualitative Methodology ◽  
Educational Experiences ◽  
Interpretive Study ◽  
Training Programmes ◽  
Educational Inclusion

The purpose of this research is to show the results obtained in relation to the improvement of training to promote student learning from an inclusive perspective. Teacher training in active learning methods for the promotion of inclusive education is essential to ensure quality and equity in student learning. Through the analysis of educational experiences, courses and programmes, we understand that it can help in the practice of the classroom and in the meaningful learning of students. Starting from a qualitative methodology, we approach a descriptive–interpretive study of the information present in different programmes and experiences. We conclude that there are teacher training programmes that guarantee the use of active methodologies from an inclusive perspective.   Keywords: Active methodologies, teacher training, inclusion, school improvement.

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