scholarly journals Teachers’ Views of Their Preparation for Inclusive Education and Collaboration

2017 ◽  
Vol 40 (3) ◽  
pp. 163-178 ◽  
Author(s):  
Alison L. Zagona ◽  
Jennifer A. Kurth ◽  
Stephanie Z. C. MacFarland
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Inclusive Practices ◽  
Significant Disabilities ◽  
Special Training ◽  
University Courses ◽  
Students With Significant Disabilities

There is a need to advance inclusive education for students with significant disabilities, and one way to support this effort is to ensure educators have expertise in, and are prepared to implement, inclusive practices. We surveyed and interviewed general and special education teachers to understand their experiences and preparation to demonstrate skills associated with inclusive education and collaboration and identify the factors that may contribute to their preparation. There was a relationship between educators’ preparedness for inclusive education and whether they have taken university courses or had special training on inclusive education. Analysis of interviews with a subset of participants supported this finding and provided a deeper understanding of the educators’ preparation and experiences in implementing inclusive practices for students with significant disabilities.

scholarly journals Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices

2021 ◽  
Vol 13 (4) ◽  
pp. 2300
Author(s):  
Constanza San Martin ◽  
Chenda Ramirez ◽  
Rubén Calvo ◽  
Yolanda Muñoz-Martínez ◽  
Umesh Sharma
Keyword(s):  
Inclusive Education ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Inclusive Classrooms ◽  
Inclusive Practices ◽  
Teacher Qualification ◽  
Service Training ◽  
Teachers Attitudes ◽  
Attitudes Towards Inclusion

Teachers play an important role in the success of inclusive practices for diverse learners in regular classrooms. It is, therefore, important to examine their beliefs and preparation to teach in inclusive classrooms. The main purpose of this study was to analyze the attitude of active Chilean teachers (n = 569) towards inclusion, their self-efficacy regarding inclusive practices, and their intention to teach in inclusive classrooms. Our secondary objectives were to explore the relationship between their attitudes and self-efficacy and to determine the influence of demographic and professional variables on these two constructs. A positive and significant relationship between teachers’ attitude and self-efficacy was found. Teacher qualification was not significantly related to attitudes towards inclusion but was negatively associated with their self-efficacy beliefs concerning inclusive practices. Secondary education teachers reported lower teaching efficacy beliefs for inclusion than pre-school, primary, and special education teachers. The type of school emerged as a significant predictor of teachers’ attitude and self-efficacy beliefs. The implications of this research and need for additional teacher and in-service training to improve educators’ attitudes and self-efficacy are discussed.

scholarly journals Pre-Service Teachers’ Knowledge and Their Beliefs Towards Inclusive Education: Implications for Teacher Education Programme

2020 ◽  
Vol 6 (1) ◽  
pp. 119-129
Author(s):  
Olateju Oluwayemisi Ruth ◽  
Okanlawon Ayoade Ejiwale ◽  
Fakokunde Jubril Busuyi
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Science Teachers ◽  
Undergraduate Students ◽  
Special Education Teachers ◽  
Sampling Technique ◽  
Education Programme ◽  
Disadvantaged Students ◽  
Tertiary Institution ◽  
Struggling Learners

Today’s classrooms in Nigerian schools are witnessing heterogeneous student populations. With this current classroom nature, teachers feel generally ill-prepared and are unwilling to accommodate disadvantaged students. According to research findings, unfortunately, disadvantaged students were usually excluded during classroom instruction. Consequently, this resulted in reduced learning opportunities, stigmatization and social exclusion. Thus, this paper investigated pre-service teachers’ level of knowledge about inclusive education and explored their beliefs towards inclusive education. To achieve these objectives, a descriptive study design was adopted. The sample for the study consisted of 166 pre-service science teachers who were drawn from the population of special education undergraduate students from a tertiary institution using the stratified random sampling technique. The study utilized two validated questionnaires, Teachers’ Knowledge about Inclusive Education Test (TKIET), and True-False Twenty-one-Item Test and Teachers’ Belief towards Inclusive Education (TBIS) which is structured on a 5-point Likert scale to elicit the information from the respondents. The data collected were analyzed using descriptive statistics. The results of the study indicated that (1) pre-service teachers had a moderate knowledge about inclusive education and (2) pre-service teachers held positive beliefs about the effectiveness of inclusive education. Major conclusions which arise from this study are that pre-service special education teachers in Nigeria had moderate knowledge about inclusive education. In spite of their moderate knowledge about inclusive education they exhibited positive beliefs about the effectiveness of inclusive education.       Keywords: disadvantage students, struggling learners, adaptive instruction, curriculum modification, inclusive education

scholarly journals The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

2021 ◽  
Vol 12 ◽  
Author(s):  
Alfonso Rodríguez-Oramas ◽  
Pilar Alvarez ◽  
Mimar Ramis-Salas ◽  
Laura Ruiz-Eugenio
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Learning Environments ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Interactive Learning ◽  
Interactive Learning Environments ◽  
Evidence Based ◽  
Students With Special Needs ◽  
The Impact

In the international context of a progress toward more inclusive educational systems and practices, the role of Special Education teachers is being transformed. From an inclusive perspective, these professionals increasingly support students and their teachers in the mainstream classroom, avoiding segregation. However, Special Education teachers often struggle to reach and support all students with special needs and their teachers to provide quality inclusive education. For this reason, more research is still needed on in-service training strategies for the inclusion of students with special needs that effectively translate into evidence-based school practices that improve the education of all students. This article analyses the impact of two evidence-based dialogic training programs of Special Education teachers working in mainstream schools carried out in Mexico during the 2018–2019 school year. Through in-depth interviews with participants, it was identified how, after the training, teachers increasingly grounded their actions on scientific evidence and promoted interactive learning environments that improved the educational inclusion of their students with special needs. This training also became the venue to make evidence-based educational actions available to other students without special needs, improving the quality of education provided to all students.

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.

scholarly journals General and special education teachers’ relations within teamwork in inclusive education: socio-demographic characteristics

2013 ◽  
Vol 33 (3) ◽  
pp. 1-15 ◽  
Author(s):  
Marina Radić-Šestić ◽  
◽  
Vesna Radovanović ◽  
Biljana Milanović-Dobrota ◽  
Sanela Slavkovic ◽  
...  
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Demographic Characteristics

Providing Administrative Support for Classroom Paraeducators: What's a Building Administrator to Do?

2002 ◽  
Vol 21 (3) ◽  
pp. 10-14 ◽  
Author(s):  
Cathryn G. Riggs ◽  
Cathryn G. Riggs
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Administrative Support ◽  
Education Programs ◽  
Building Administrators ◽  
Inclusive Instruction ◽  
Changing Roles ◽  
Definition Of ◽  
Building Level

A growing number of paraeducators are employed in America's schools. Paraeducators are valuable members of the education team, especially as some districts face a growing shortage of certified special education teachers and others struggle to address issues relating to inclusive education programs. This article focuses on describing what building administrators can do to support paraeducator staff, particularly those who are employed to facilitate inclusive instruction. A brief overview of the changing roles of paraeducators is followed by a definition of “administrative support” in terms of the importance of responsibilities, relationships and respect. A list of ten specific suggestions for providing administrative support for paraeducators at the school building level is supplied.

scholarly journals Preparedness of Special Education Teachers in The Implementation of Inclusive Education

2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Abdul Rahim Razalli ◽  
Haniz Ibrahim ◽  
Nordin Mamat ◽  
Manisah Mohd Ali ◽  
Nasir Masran ◽  
...  
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers

Pedagogical Practices in Teaching Students With Disabilities in Inclusive Education

2021 ◽  
pp. 66-86
Author(s):  
Pankaj Khazanchi ◽  
Rashmi Khazanchi
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Service Providers ◽  
Pedagogical Practices ◽  
Rehabilitation Professionals ◽  
Related Service ◽  
Diverse Student Population

Today's inclusive education settings consist of a diverse student population that needs a different pedagogical approach. Both general education and special education teachers may face difficulties to engage students in meaningful tasks and to promote learning. Teachers may struggle to effectively reach all students with different abilities in an inclusive education setting. Teachers implement several strategies to keep students engage in inclusive education settings. Teachers do multiple tasks, such as teaching students, developing engaging lessons, assessing and tracking students' learning, collaborating with teachers and rehabilitation professionals, implementing evidence-based strategies, and delivering instructions in various formats. Inclusive education needs administrators, related service providers, general education teachers, and special education teachers to optimize students' learning. This chapter aims to highlight pedagogical practices in teaching students with disabilities in inclusive education settings.

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