INVESTIGATION OF THE OPINIONS OF TEACHER CANDIDATES ON THE INCLUSİVE EDUCATION

2017 ◽  
Vol 0 (27) ◽  
pp. 4-4
Author(s):  
ZEKİ ÖZKARTAL ◽  
AHMET DÖNGER
Keyword(s):  
Inclusive Education ◽  
Teacher Candidates

scholarly journals Opinions of Teacher Candidates on Inclusive Education: A Parallel Mixed Method Study

2021 ◽  
Vol 9 (4) ◽  
pp. 32
Author(s):  
Hatice Leblebici ◽  
Azmi Türkan
Keyword(s):  
Mixed Methods ◽  
Data Collection ◽  
Inclusive Education ◽  
Mixed Method ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
Attitude Scale ◽  
Mixed Method Study

In this study, teacher candidates’ attitudes, self-efficacy perceptions towards inclusive education, and their situation towards in-class practices were determined. A total of a hundred thirty three pre-service teachers participated in the research voluntarily. The study was designed according to the parallel mixed methods research in which both quantitative and qualitative data (QUAN + QUAL) were used together. As data collection tools, “Attitude Scale towards Inclusive Education”, “Self-Efficacy Scale for Inclusive Education” and “In-class Practice Scale for Inclusive Education” were used. In addition, during the collection of qualitative data, teacher candidates were asked to complete the statement, “In my opinion, inclusive education is like…. because….” To determine their metaphorical perceptions. When the results of the study were examined, teacher candidates, it was determined that the perceptions of self-efficacy towards inclusive education and the concern for personal equipment differ in terms of various variables. In addition, the participants chose the positive metaphors that they produced for inclusive education. Among these metaphors, respect for differences, acceptance of diversity is expressed as coexistence due to the structure of inclusive education that unites society.

Advancing Teacher Candidates' Capabilities for Differentiated Instruction

2021 ◽  
pp. 77-99
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Teacher Preparation ◽  
General Education ◽  
Preservice Teacher ◽  
Differentiated Instruction ◽  
Inclusive Education ◽  
Teacher Candidates ◽  
Pedagogical Practices ◽  
Future Research ◽  
Future Research Directions ◽  
Psychology Course

This chapter illustrates pedagogical practices from an undergraduate educational psychology course focused on preparing preservice teacher candidates for inclusive education in grades 7-12 general classes. First, literature related to teacher preparation for multi-tiered inclusive education is reviewed. Next, an inclusive instructional project is showcased to pinpoint pedagogical approaches used for promoting preservice teacher candidates' capabilities for differentiated instruction and technology-enhanced instruction in general education. Finally, implications of pedagogical practices for promoting preservice teacher candidates' aptitude for teaching diverse students via differentiated instruction are discussed, and future research directions for examining effectiveness of teacher preparation in general education for inclusive education are suggested.

Finding Their Voice

2021 ◽  
pp. 533-547
Author(s):  
Bethany M. Rice
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Teacher Preparation ◽  
Action Research ◽  
Inclusive Education ◽  
Disability Studies ◽  
Teacher Candidates ◽  
Critical Reflection ◽  
Education For All ◽  
Equitable Education

Disability studies seeks to promote equitable education for all students through inclusive education. According to Goodley, disability is multifaceted—being political, cultural, and social in nature. Inclusive education is often underrepresented in teacher preparation. Teacher candidates need experience in providing instruction to all students, not just those considered “normal.” In their research on the use of autoethnography with teacher candidates, Rice and Threlkeld identified that while candidates saw a need for social justice, they lacked the necessary skills to take action. Combining autoethnography with action research would fill a void in the field of inclusive teacher preparation. The critical reflection used in autoethnography would potentially identify areas of social justice needed to improve inclusive practices in the classroom. Candidates would then have an opportunity to engage in action research to explore their identified topic. This chapter proposes a method to combine autoethnography and action research to impact social change among teacher candidates.

Finding Their Voice

2019 ◽  
pp. 16-29
Author(s):  
Bethany M. Rice
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Teacher Preparation ◽  
Action Research ◽  
Inclusive Education ◽  
Disability Studies ◽  
Teacher Candidates ◽  
Critical Reflection ◽  
Education For All ◽  
Equitable Education

Disability studies seeks to promote equitable education for all students through inclusive education. According to Goodley, disability is multifaceted—being political, cultural, and social in nature. Inclusive education is often underrepresented in teacher preparation. Teacher candidates need experience in providing instruction to all students, not just those considered “normal.” In their research on the use of autoethnography with teacher candidates, Rice and Threlkeld identified that while candidates saw a need for social justice, they lacked the necessary skills to take action. Combining autoethnography with action research would fill a void in the field of inclusive teacher preparation. The critical reflection used in autoethnography would potentially identify areas of social justice needed to improve inclusive practices in the classroom. Candidates would then have an opportunity to engage in action research to explore their identified topic. This chapter proposes a method to combine autoethnography and action research to impact social change among teacher candidates.

scholarly journals Reframing Teacher Education: Preparing Teachers for Inclusive Education

Inclusion ◽  
2014 ◽  
Vol 2 (4) ◽  
pp. 286-300 ◽  
Author(s):  
Jennifer Kurth ◽  
Jean Ann Foley
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Inclusive Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Mentor Teachers ◽  
Traditional Model ◽  
Building Capacity ◽  
Inclusive Settings ◽  
K 12

Abstract Inclusive education is increasingly common in K-12 schools, yet teacher preparation for inclusive education has been lagging. In the present study, interviews of teacher candidates, mentor teachers, university faculty, and fieldwork supervisors were completed to determine experiences of, and preparation for, inclusive education. Results indicate that teacher candidates received very mixed, and often contradictory, messages about inclusive education in their coursework and fieldwork experiences. Recommendations for building capacity for inclusive fieldwork and inclusive teacher preparation are proposed. Further, the need for teacher educators to reframe teacher preparation, from the traditional model of preparing teachers for largely segregated roles to providing the skills and techniques necessary for working and succeeding in inclusive settings, is discussed.

scholarly journals Perspectives of Canadian Teacher Candidates on Inclusion of Children with Developmental Disabilities: A Mixed-Methods Study

2015 ◽  
Vol 25 (2) ◽  
Author(s):  
Nancy Hutchinson ◽  
Patricia Minnes ◽  
Julie Burbidge ◽  
Jenn Dods ◽  
Angela Pyle ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Developmental Disabilities ◽  
Inclusive Education ◽  
Teacher Candidates ◽  
Social Inclusion ◽  
Qualitative Data ◽  
Mixed Methods Study ◽  
Sense Of Efficacy ◽  
Highly Correlated ◽  
Children With Developmental Disabilities

This mixed-methods study reports on the perspectives of 208 teacher candidates on teaching children with developmental disabilities and delays (DD) in inclusive classrooms from Kindergarten to Grade 6. The questionnaire included items on demographics, experience, knowledge, and feelings of competence, advocacy, and sense of efficacy. Open-ended questions addressed challenges and successes experienced when including children with DD. Findings suggest that qualitative items elicited more positive responses than traditional questionnaire items and elicited more nuanced and sophisticated understanding of the challenges and successes associated with social inclusion. In the qualitative data, respondents showed understanding of dilemmas associated with inclusive education. Feelings of competence about teaching children with DD and about collaborating with colleagues predicted general sense of efficacy scores; those with experience advocating for individuals with disabilities reported greater knowledge, experience, and confidence related to teaching students with DD. Knowledge, experience, and confidence were highly correlated. Implications for teacher education are discussed.

scholarly journals Assistive reading technologies for struggling readers

2015 ◽  
Vol 1 (3) ◽  
Author(s):  
Rebecca King
Keyword(s):  
English Language Learners ◽  
Early Literacy ◽  
Elementary School Teachers ◽  
Inclusive Education ◽  
Language Learners ◽  
Struggling Readers ◽  
Teacher Candidates ◽  
English Language ◽  
Research Study ◽  
Assistive Technologies

The purpose of this research study was to identify how assistive technologies can be used in the classroom to assist elementary students with reading disabilities. The intent of this study was targeted towards identifying and exploring the different types of available reading technologies, their benefits, as well as the potential drawbacks that they inflict. This research draws upon examining findings from various literature reviews which focused on the placement and the impacts that assistive technologies present to students with learning challenges. Additionally, interviews with experts in the fields of inclusive education, early literacy, technology, and English language learners were conducted to further these findings. A survey was sent out to inquire Mount Royal University teacher candidates, educational faculty, and various elementary school teachers regarding how they have seen technology used to assist readers. The results of this research study indicated that assistive reading technologies have the ability to propel readers to reach higher levels of success and self-efficacy, enable readers and nonreaders to engage with literature, increase comprehension, and decrease learning gaps between students. These findings are significant and useful for current and emerging facilitators as they serve to provide an awareness of reading technologies that are available and the benefits that they present to readers. However, it is essential to recognize that not every reading tool will produce the same results for every child and that assistive reading technologies should not solely be relied upon by students or teachers.

scholarly journals QUANTITATIVE EVALUATION OF PROSPECTIVE TEACHERS' VIEWS ON INCLUSIVE EDUCATION

2021 ◽  
Vol 8 (10) ◽  
Author(s):  
Suat Turkoguz ◽  
Muhammet S. Baran ◽  
Mehmet Gurbuz ◽  
Cengiz Tuysuz ◽  
Ilker Ugulu
Keyword(s):  
Inclusive Education ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Quantitative Research ◽  
Pearson Correlation ◽  
State University ◽  
Students With Special Needs ◽  
Skill Levels ◽  
Research Perspective ◽  
Positive Attitudes

<p>In this study, pre-service teachers' views on inclusive education were evaluated from a quantitative research perspective. The survey model, one of the quantitative research designs, was used. The sample of the study consists of 482 prospective teachers studying at the same state university. The "Opinions Related to Mainstreaming Scale" was used to evaluate the views of pre-service teachers about inclusion. In the study, frequency and percentage values for each item were calculated for the data obtained from the study. In addition, Pearson correlation coefficient was calculated to determine whether there was a relationship between the sub-dimensions of the scale depending on the data collected. Although the results of the research are generally positive, the opinions of the pre-service teachers about inclusive education are inconsistent with each other, indicating that the knowledge and skill levels of the pre-service teachers about students with special needs are insufficient. It is important for a qualified inclusive education that teacher candidates who will start working in schools in the future develop positive attitudes towards inclusive education and have high levels of knowledge and skills. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0961/a.php" alt="Hit counter" /></p>

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.

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