Perceptions of regular and special education teachers of their own and their co-teacher’s instructional responsibilities in inclusive education: A case study

2020 ◽  
Vol 23 (2) ◽  
pp. 140-158 ◽  
Author(s):  
Tanja Lindacher
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Development Process ◽  
Qualitative Content Analysis ◽  
Community Schools ◽  
Different Types ◽  
Depth Interviews ◽  
Insight Into

Co-teaching is fundamental to inclusive education. However, the way co-teaching is implemented, varies considerably, and establishing and allocating instructional responsibilities does not follow a standardized pattern. This study is based on four cases – two located at traditional secondary schools and two at newly created community schools – and includes semi-structured in-depth interviews with four regular teachers and four special education teachers. It aims at providing insight into how co-teaching partners in Germany perceive their own and their partner’s instructional responsibilities. Data are analyzed with a structuring technique of qualitative content analysis. It becomes evident that the partners in each case do not always follow identical instructional intents. Nonetheless, different types of teacher knowledge seem to complement each other effectively in co-teaching relationships. Although, of course provided primarily for pupils with special needs, special education expertise also seems to support pupils without such needs. The results indicate a need to secure and integrate co-teaching relationships structurally into a school’s development process. The article concludes with some options for development in practice.

scholarly journals The practice of talent management: a framework and typology

2017 ◽  
Vol 46 (8) ◽  
pp. 1523-1551 ◽  
Author(s):  
Pernilla Bolander ◽  
Andreas Werr ◽  
Kajsa Asplund
Keyword(s):  
Qualitative Content Analysis ◽  
Theory Development ◽  
Talent Management ◽  
Content Type ◽  
Organizational Settings ◽  
Academic Literature ◽  
Different Types ◽  
Depth Interviews ◽  
Practical Implications ◽  
Insight Into

Purpose The purpose of this paper is to contribute to the development of a deeper understanding of the conceptual and empirical boundaries of talent management (TM) so that scholars and practitioners may enhance their knowledge of what TM actually is and how it is carried out. Design/methodology/approach A comparative study was conducted of the TM practices of 30 organizations based in Sweden. Data were collected through in-depth interviews with 56 organizational representatives. The transcribed interviews were analyzed using qualitative content analysis. Findings The findings comprise a typology consisting of four distinct TM types that exist in practice: a humanistic type, a competitive type, an elitist type and an entrepreneurial type. Descriptions are provided that probe into how specific practices are differently shaped in the different types. Research limitations/implications The study design enabled the generation of an empirically rich understanding of different TM types; however, it limited the authors’ ability to draw systematic conclusions on the realized outcomes of different types of TM. Practical implications The descriptions of different TM types give practitioners insight into how TM may be practiced in different ways and point to important decisions to be made when designing TM. Originality/value The paper addresses two main shortcomings identified in the academic literature on TM: conceptual ambiguity and the paucity of in-depth empirical research on how TM is carried out in actual organizational settings. The empirically derived typology constitutes an important step for further theory development in TM.

scholarly journals TOOLS FOR RECORDING PROTOTYPING ACTIVITIES AND QUANTIFYING CORRESPONDING DOCUMENTATION IN THE EARLY STAGES OF PRODUCT DEVELOPMENT

2021 ◽  
Vol 1 ◽  
pp. 3159-3168
Author(s):  
Sohail Ahmed Soomro ◽  
Yazan A M Barhoush ◽  
Zhengya Gong ◽  
Panos Kostakos ◽  
Georgi V. Georgiev
Keyword(s):  
Product Development ◽  
Learning Process ◽  
Design Education ◽  
Development Process ◽  
Digital Fabrication ◽  
Prototype Development ◽  
Early Stages ◽  
Creative Solutions ◽  
Insight Into

AbstractPrototyping is an essential activity in the early stages of product development. This activity can provide insight into the learning process that takes place during the implementation of an idea. It can also help to improve the design of a product. This information and the process are useful in design education as they can be used to enhance students' ability to prototype their ideas and develop creative solutions. To observe the activity of prototype development, we conducted a study on students participating in a 7-week course: Principles of Digital Fabrication. During the course, eight teams made prototypes and shared their weekly developments via internet blog posts. The posts contained prototype pictures, descriptions of their ideas, and reflections on activities. The blog documentation of the prototypes developed by the students was done without the researchers' intervention, providing essential data or research. Based on a review of other methods of capturing the prototype development process, we compare existing documentation tools with the method used in the case study and outline the practices and tools related to the effective documentation of prototyping activity.

scholarly journals Inclusive Education for Students with Disability

2018 ◽  
Vol 42 ◽  
pp. 00039 ◽  
Author(s):  
Ikhfi Imaniah ◽  
Nurul Fitria
Keyword(s):  
Special Education ◽  
Postsecondary Education ◽  
Inclusive Education ◽  
School Environment ◽  
Special Educational Needs ◽  
Academic Communication ◽  
Future 2 ◽  
Near Future ◽  
Guidance Teacher

This paper identifies and discusses major issues and trends in special education in Indonesia, including implications of trends for the future developments. Trends are discussed for the following areas: (1) inclusion and integration, issues will remain unresolved in the near future; (2) early childhood and postsecondary education with disability students, special education will be viewed as lifespan schooling; (3) transitions and life skills, these will receive greater emphasis; and (4) consultation and collaboration, more emphasis but problems remain. Moreover, the participant of the study in this paper was an autism student of twelve years old who lived at Maguwoharjo, Yogyakarta. This study was qualitative with case study as an approach of the research. The researchers conclude the autism that has good academic, communication and emotional skill are able to go to integrated school accompanied by guidance teacher. But in practice, inclusive education in Indonesia is inseparable from stakeholders ranging from government and institutions such as schools, educators, school environment, community and parents to support the goal of inclusive education itself. Adequate infrastructure also needs to be given to the school that organizes inclusive education for an efficient and effective students understanding learning-oriented of inclusive education. In short, every child has the same opportunity in education, yet for special education which is aimed at student with special educational needs.

Semantic Mapping as a Communication Tool in Classrooms for the Seriously Emotionally Handicapped

1989 ◽  
Vol 14 (4) ◽  
pp. 226-235 ◽  
Author(s):  
Kathleen M. McCoy ◽  
John W. Maag ◽  
S. Rucker
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Student Interaction ◽  
Semantic Mapping ◽  
Communication Tool ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Emotionally Handicapped ◽  
Teacher Student

Special education teachers working with seriously emotionally handicapped adolescents often are faced with the task of dealing with a student's thoughts and feelings in response to a crisis situation. This situation requires that positive teacher-student relationships have been established. The purpose of this article is to describe how the technique of semantic mapping can be used to (a) help seriously emotionally handicapped adolescents organize and disclose their thoughts and feelings in stress-engendering situations; (b) structure teacher-student interaction by providing a format; and (c) enable the teacher to collect specific notes for later consultation with staff. A case study is presented illustrating this procedure and implications for further use of this technique to facilitate teacher-student communication 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.

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

Staging the Oriental Other: Imaginaries and performances of German-speaking cruise tourists

2017 ◽  
Vol 19 (1) ◽  
pp. 110-137 ◽  
Author(s):  
Manuela Gutberlet
Keyword(s):  
Participant Observation ◽  
Theme Park ◽  
Arabian Nights ◽  
Cultural Brokers ◽  
Different Types ◽  
German Speaking ◽  
Marketing Material ◽  
Depth Interviews ◽  
Insight Into ◽  
Gaining Insight

For German-speaking tourists, an Oriental market (in Arabic: souq) is an exotic place representing the ‘Otherness’. Referring to this Oriental context, the article aims to answer the following questions: What are the tourists’ imaginaries and social narratives and what is the role that cultural brokers play? Gaining insight into the imaginaries and on-site performances of German-speaking tourists of a mega-cruise liner will contribute to the discussion of imaginaries and embodied performances in general as well as the mediation and the construction of space. The research reported upon in the article is part of a larger field study (2012–2014) in Souq Muttrah, the oldest and formerly main market in Oman. Participant observation, photography and in-depth interviews with different types of tourists, local customers, cultural brokers and on-board employees were conducted and marketing material was analysed. Results indicate that in the marketing material, the tourists are already beginning to travel backwards in time. During their visit to the souq, the multi-sensory performances and embodied imaginaries are enhanced by stories of the Arabian Nights. Cultural brokers play an essential role in ‘localizing’ the tourist experience. They adjust their own identities and direct the tourists’ performances at different stages, similar to an Oriental theme park, for example, they stop at a frankincense shop.

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