Initial Training Of Teachers For Inclusive Education In Chile

2017 ◽  
Author(s):  
Cristóbal Villalobos
Keyword(s):  
Inclusive Education ◽  
Initial Training

scholarly journals Initial Training of Primary School Teachers: Development of Competencies for Inclusion and Attention to Diversity

2021 ◽  
Vol 11 (8) ◽  
pp. 413
Author(s):  
Carmen Nuria Arvelo-Rosales ◽  
Olga María Alegre de la Rosa ◽  
Remedios Guzmán-Rosquete
Keyword(s):  
Inclusive Education ◽  
Primary Education ◽  
Ad Hoc ◽  
Continuing Professional Development ◽  
Positive Development ◽  
Student Diversity ◽  
Initial Training ◽  
Special Needs Education ◽  
Development Of Competencies ◽  
Attention To Diversity

Teachers need to be prepared to attend to all learners regardless of their abilities or needs. This implies that future teachers must develop, throughout their initial training, the necessary competencies to provide inclusive education to all students. The aim of this research was to analyze the level of development of competencies related to inclusion and attention to diversity among university students of a degree in primary education. Based on the project developed by the European Agency for Development in Special Needs Education (EADSNE) on the profile of the inclusive teacher, an ad hoc survey was prepared based on the four fundamental competencies proposed: valuing student diversity, supporting all students, working as part of a team, and developing one’s professional and personal qualities. This survey was administered to 440 students of the degree in primary education from the University of La Laguna (San Cristóbal de La Laguna, Spain). The results showed a positive development of the four competencies, with a higher development of the competencies of continuing professional development. It was also found that the students had the knowledge, skills, and attitudes necessary for promoting inclusion and encouraging attention to diversity in their classrooms.

scholarly journals Estudos sobre formação inicial de professores em Moçambique e sua relação com as políticas de formação de professores (2012-2017)

2019 ◽  
Vol 27 ◽  
pp. 149
Author(s):  
Santa Mónica Julião Mugime ◽  
Feliciano Mapezuane Mahalambe ◽  
José Cossa ◽  
Carlinda Leite
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Inclusive Education ◽  
State Of The Art ◽  
The State ◽  
Initial Teacher Education ◽  
Educational Policies ◽  
Initial Training ◽  
Education Policies ◽  
Training Models

The article reports a study that aimed to analyze the state of the art of the research produced in Mozambique on initial teacher education (ITE) in its relationship with education policies. A mapping of studies on “initial teacher education in Mozambique” was carried out, through scientific articles and doctoral theses written by Mozambicans in the period between 2012 and 2017, and 20 articles were identified. However, seven articles were excluded because they had not been published in journals or periodicals. Regarding the theses, four were identified. For the identification of articles and theses, the keywords initial training/education, teachers, and Mozambiquewere used. The findings suggest diverse approaches to ITE, with an emphasis on criticizing the diversity of teacher training models, issues of school inclusion and inclusive education. In particular, the intentions of the discourses conveyed in educational policies were not reciprocated in Initial Training Education curricula and in the professionalization of teacher training. 

Formação Inicial de Professores para Inclusão: das Exigências aos Subsídios Teóricos e Práticos

2016 ◽  
Vol 17 (5) ◽  
pp. 440
Author(s):  
Jacqueline Lidiane de Souza Praisa ◽  
Vanderley Flor da Rosa
Keyword(s):  
Public Policy ◽  
Inclusive Education ◽  
Universal Design ◽  
Public Policies ◽  
Initial Training ◽  
National Guidelines ◽  
Politica Publica ◽  
Educational Inclusion ◽  
Training Area ◽  
Made In

Este artigo discute sobre os caminhos percorridos na formação de professores para inclusão, a fim de entender o delineamento da importância e necessidade dessa preparação para viabilizar a inclusão educacional, bem como aponta o Desenho Universal para a Aprendizagem, como possibilidade e alternativa para suprir e minimizar as dificuldades enfrentadas na formação docente para inclusão, buscando responder à problemática: de que maneira a formação inicial de professores tem sido abordada no nível da Educação Básica e no curso de licenciatura plena em Pedagogia na política pública educacional brasileira? Essa questão é relevante, pois compete aos cursos de licenciaturas fornecerem aos futuros docentes subsídios teóricos e práticos para consolidação de uma educação inclusiva. Emprega-se a análise documental suscitando reflexões sobre os conceitos de inclusão educacional, da formação inicial de professores para a inclusão e, dos princípios e prática do Desenho Universal para a Aprendizagem. Consta uma análise dos dois últimos Planos Nacionais de Educação (PNE), da extinta Resolução nº. 01/2002 e da atual Resolução nº. 02/2015 que instituíram as diretrizes nacionais para formação de professores, e da Resolução nº. 01 /2006 que institui as Diretrizes Curriculares Nacionais para o Curso de Graduação em Pedagogia, licenciatura. Oferecese uma contribuição ao campo da formação docente para a inclusão educacional diante das exigências fixadas pelas políticas públicas educacionais. Palavras-chave: Formação de Professores. Inclusão. Políticas Públicas Educacionais. Curso de Pedagogia. Desenho Universal para a Aprendizagem. AbstractThis article discusses about the progress that has been made in the Teacher’s training for inclusion, in order to understand the outlining of the importance and necessity of this preparation to enable the educational inclusion. In addition, it pointsout the Learning Universal Design as a possibility and alternative to supply and minimize the difficulties found in the Teacher’s training for inclusion, in pursuit of answering the problem: how has the initial Teacher’s training been approached in the Primary Education and in the Teaching Degree course in Pedagogy in the Brazilian educational public policy? This question is relevant, because it is up to the Teaching Degree courses to offer theoretical and practical subsidies to the future Teachers for the consolidation of an inclusive education. It is used the documental analysis raising reflections about the educational inclusion concepts, of the Teachers’ initial training for the inclusion and the Universal Design principles and practice for Learning. There is an analysis of the two last Education National Plans (NPE, acronym for PNE, Planos Nacionais da Educação), of the extinct Resolution nº. 01/2002 and the current Resolution nº. 02/2015 which imposed the national guidelines for the Teacher’s training, and the Resolution nº. 01/2006 which imposes the National Curricular Guidelines for the Graduation course in Pedagogy. It is offered a contribution to the Teacher’s training area for the educational inclusion in face of the demands establishedby the educational public policies. Keywords: Teacher’s training. Inclusion. Educational public policies. Pedagogy Course. Learning Universal Design.

scholarly journals Mathematics Preservice Trainee Teachers’ Perceptions of Attention to Diversity in Initial Training as Secondary Education Teachers

Mathematics ◽  
2021 ◽  
Vol 9 (14) ◽  
pp. 1697
Author(s):  
María Jesús Caurcel Cara ◽  
Emilio Crisol Moya ◽  
Carmen del Pilar Gallardo-Montes
Keyword(s):  
Secondary Education ◽  
Inclusive Education ◽  
Master's Program ◽  
Initial Training ◽  
Teachers Perceptions ◽  
Perceptions And Attitudes ◽  
Secondary Education Teachers ◽  
Attention To Diversity ◽  
Teaching Learning ◽  
The University

Research on teachers’ perceptions about diversity is key to understanding the different approaches to be implemented to build inclusive education. Within this framework, the perceptions and attitudes of 73 students in the Mathematics specialization of the University Master’s Degree in Teacher Training for Secondary Education, Bachillerato, Vocational Training and Language Teaching (Máster Universitario en Profesorado de Educación Secundaria Obligatoria, Formación Profesional y Enseñanza de Idiomas (MAES) at the University of Granada (Spain) were analyzed to determine their views about the initial training they received on attention to diversity during the Master’s program. The study is a descriptive and correlational-predictive transversal examination of the responses obtained from the “Questionnaire for preservice secondary education teachers on perceptions about attention to diversity” (Colmenero Ruiz and Pegalajar Palomino, 2015). The findings demonstrate that the students—preservice secondary education teachers—held favorable attitudes toward diversity and the principle of inclusion. The findings also show that contact with persons with disability influences perception of this population. The authors conclude that better training and knowledge of the elements that condition the teaching–learning process for high-quality attention to diversity predict better pedagogical preparation in matters of attention to diversity.

Partizipation aus der Perspektive von Kindern

2020 ◽  
Vol 9 (1) ◽  
pp. 3-8
Author(s):  
Itala Ballaschk ◽  
Yvonne Anders
Keyword(s):  
Social Support ◽  
Inclusive Education

Zusammenfassung. Bildungsteilhabe und Partizipation gelten mittlerweile als Kernbegriffe der aktuellen bildungspolitischen Diskussion um Inklusion. Dabei meint Partizipation explizit die Möglichkeit für Kinder, aktiv an der Gestaltung ihrer Lebens- und Lernerfahrungen teilzuhaben ( Prengel, 2016 ). Der vorliegende Beitrag knüpft an dieses Konzept an und stellt Ergebnisse einer Fallstudie vor, die sich insbesondere mit der Sicht der Kinder zum Thema Partizipation und Wohlbefinden in der Kindertageseinrichtung beschäftigt. Im Rahmen des von der Europäischen Union geförderten Projektes „ISOTIS – Inclusive Education and Social Support to Tackle Inequality in Society“ wurden zehn Kinder im Alter von vier bis sechs Jahren aus einer Berliner Kindertageseinrichtung mit einem hohen Anteil an Familien mit Migrationshintergrund über Fokusgruppen und malbegleitete Gespräche dazu befragt, wie sie mit Verschiedenheit umgehen und welche Ansprüche sie selbst an eine gute Kindertagesbetreuung haben. Die Ergebnisse zeigen, welch eine bedeutende Rolle Partizipation für das Wohlbefinden der Kinder zu haben scheint. Frei zugängliche Spielmöglichkeiten und Materialien für die kreative Gestaltung, Mitbestimmung in der Gestaltung und Nutzung von Räumen sowie ein Tagesablauf, der weitestgehend individuelle Gestaltung zulässt, sind Aspekte, welche die Kinder als für sie bedeutsam beschreiben.

Site as a tool for pedagogical support of parents of students with autism spectrum disorder

2020 ◽  
pp. 46-51
Author(s):  
M. V. Kolmakova
Keyword(s):  
Autism Spectrum Disorder ◽  
Inclusive Education ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Organization ◽  
Education Environment ◽  
Students With Autism ◽  
A Site

The article considers an innovative form of interaction between an educational organization and parents of students with autism spectrum disorder in inclusive education environment. A site developed by the author is presented, on the basis of which it is planned to implement pedagogical support for parents of students with autism spectrum disorder. The structure and approximate content of such a site are described. Each section of the site corresponds to certain areas of activity within the framework of pedagogical support of parents.

Theoretical and Methodological Elements of an Inclusive Approach to Education

2020 ◽  
pp. 123-136
Author(s):  
Antonello Mura ◽  
Antioco Luigi Zurru ◽  
Ilaria Tatulli
Keyword(s):  
Inclusive Education ◽  
Collaborative Work ◽  
Qualitative Investigation ◽  
Training Process ◽  
Continuous Training ◽  
Learning Contexts ◽  
Inclusive Learning ◽  
Inclusive Approach ◽  
Slow Evolution ◽  
Methodological Principles

The educative experience of people with disability leads the inter­na­tio­nal debate towards the value of inclusive learning contexts. Nonetheless, the theoretical and methodological principles of an inclusive education approach have to be outlined. Data collected using explorative questionnaires during a five-years survey in an Italian region's schools show a slow evolution of the scholastic context. From the perspective of Special Pedagogy, the qualitative investigation on three macro-dimensions (the diversity perception, the didactic and methodological means, the wellbeing of pupils) reveals an emerging development of solid awareness among teachers. Findings confirm that the inclusion processes at school are attainable only throughout a series of clear methodological elements: 1) a valorising attitude towards diversity; 2) an orienting learning process; 3) a plural and flexible use of both methodologies and strategies; 4) a collaborative work environment; 5) a continuous training process; 6) a deontological approach. These are the principles that allow teachers to support each student in the manifold itineraries of identity fulfilment, encouraging pupils to express their needs and to develop their abilities in a welcoming and participative context.

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