An Analysis of Changes and Relations among Perceptions on Inclusive Education, Instructional Adaptation, and Teacher Efficacy of General Education Pre-service Teachers Through the Introduction to Special Education Course

2018 ◽  
Vol 17 (3) ◽  
pp. 103-125
Author(s):  
Hyo-jeong Seo ◽  
Youn Jung Park
Keyword(s):  
Special Education ◽  
Teacher Efficacy ◽  
General Education ◽  
Inclusive Education ◽  
Instructional Adaptation

scholarly journals Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership

2018 ◽  
Vol 2018 ◽  
pp. 1-13 ◽  
Author(s):  
Zachary Y. Mngo ◽  
Agnes Y. Mngo
Keyword(s):  
Special Education ◽  
Instructional Leadership ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Education Program ◽  
Future Research ◽  
Teachers Perceptions ◽  
Highly Educated ◽  
Integrated Classrooms

The opinions of general education secondary school teachers in seven select schools involved in a pilot inclusive education program in the Northwest Region of Cameroon were sought. The findings reveal that most teachers in Cameroon still prefer separate special education institutions to inclusive ones. These conclusions contradict earlier research which showed that resistance to integrated classrooms was emanating from beliefs and customs. Teachers with some training on teaching students with disabilities and more experienced and highly educated teachers were more supportive of inclusive education indicating that resistance to the practice is linked to inadequate or complete lack of teachers’ preparedness. Younger, less experienced teachers with no training in special education indicated less enthusiasm regarding the benefits of inclusion, their ability to manage integrated classrooms, and teach students with disabilities. The implication of these findings for future research, institutional support systems, institutional policies, and overall instructional leadership is discussed in this article.

Investigation of the usage of mainstreaming and general education teachers' educational activities on phonological awareness

2015 ◽  
Vol 1 (1) ◽  
pp. 15-33
Author(s):  
Ceyda Emir ◽  
M. Cem Girgin ◽  
H. Pelin Karasu
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
Research Process ◽  
Hearing Impaired ◽  
Special Education Services ◽  
Education Services ◽  
Literacy Activities ◽  
Analysis Question ◽  
Hearing Impaired Students

It is observed that the number of students with hearing impairment placed in inclusive practices in our country has increased rapidly. In parallel, the need for support special education services to be provided in these environments also increases. Support education room is one of the support special education services offered in line with the needs of the student. The aim of this research is to examine the literacy activities applied in Turkish lessons within the scope of support education room service. This research was designed as an action research. The participants of the research; Three hearing-impaired students who receive inclusive education in the fourth grade of primary school are researchers, general education classroom teachers and validity committee members as support education room teachers. Research data was collected with videotape recordings of real classroom interactions, validity committee sound recordings and meeting minutes, lesson plans, reflective research diary, student products and archive documents. The data were analyzed by the researcher and the validity committee members during and after the research process. During the research process, text analysis, question-answer creation, story map creation and space filling activities were applied in Turkish lessons. As a result of the research, it was seen that the students were able to explain the texts they read, guess the meaning of the words they did not know, use the question-answer strategy, determine the text structures, summarize the text, and place words in the text in syntax and meaning. Research results of the hearing impaired students in Turkey is expected to provide support to the training room to offer programs to create benefits for their perspectives on lessons and Turk. Keywords: Hearing impaired student, inclusion, support education room, literacy activities.

Investigation of Turkish activities applied in support education room for hearing impaired students in inclusive environment

2015 ◽  
Vol 1 (1) ◽  
pp. 1-14
Author(s):  
Elif Akay
Keyword(s):  
Special Education ◽  
General Education ◽  
Inclusive Education ◽  
Research Process ◽  
Hearing Impaired ◽  
Special Education Services ◽  
Education Services ◽  
Literacy Activities ◽  
Analysis Question ◽  
Hearing Impaired Students

It is observed that the number of students with hearing impairment placed in inclusive practices in our country has increased rapidly. In parallel, the need for support special education services to be provided in these environments also increases. Support education room is one of the support special education services offered in line with the needs of the student. The aim of this research is to examine the literacy activities applied in Turkish lessons within the scope of support education room service. This research was designed as an action research. The participants of the research; Three hearing-impaired students who receive inclusive education in the fourth grade of primary school are researchers, general education classroom teachers and validity committee members as support education room teachers. Research data was collected with videotape recordings of real classroom interactions, validity committee sound recordings and meeting minutes, lesson plans, reflective research diary, student products and archive documents. The data were analyzed by the researcher and the validity committee members during and after the research process. During the research process, text analysis, question-answer creation, story map creation and space filling activities were applied in Turkish lessons. As a result of the research, it was seen that the students were able to explain the texts they read, guess the meaning of the words they did not know, use the question-answer strategy, determine the text structures, summarize the text, and place words in the text in syntax and meaning. Research results of the hearing impaired students in Turkey is expected to provide support to the training room to offer programs to create benefits for their perspectives on lessons and Turk. Keywords: Hearing impaired student, inclusion, support education room, literacy activities  

scholarly journals Increasing Inclusive Education Through a Learning Center Model: A California Approach

2020 ◽  
Vol 4 (1) ◽  
pp. 43
Author(s):  
Aja McKee ◽  
Audri Sandoval Gomez
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Deep Structure ◽  
Least Restrictive Environment ◽  
Learning Center ◽  
Educational Programming ◽  
Federal Mandate ◽  
Restrictive Environment

Learning center models offer students with disabilities learning experiences in general education classrooms, while retaining support and services from special education personnel. The learning center approach examines existing educational perspectives, practices and structures, surrounding access to general education for students with disabilities. This study used a document analysis, a qualitative data method, to examine how two California school districts developed a learning center model to transform special education programming from segregated special education classrooms and practices to placement and access to general education. The findings inform educational programming for students with disabilities in the least restrictive environment, to comply with the American federal mandate. Findings suggest that the deep structure of educational practices complicated the ease of a change in practices for both general and special educators. However, the community approach of the learning center model, where all teachers assume the educational responsibilities for all students, forced these educators to be flexible, reexamine structures and practices, and challenge the ethos of traditional schooling. 

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.

Exploring the Relationship Between School Transformation and Inclusion: A Bayesian Multilevel Longitudinal Analysis

Inclusion ◽  
2018 ◽  
Vol 6 (1) ◽  
pp. 19-32 ◽  
Author(s):  
Jennifer A. Kurth ◽  
Mary E. Morningstar ◽  
Tyler A. Hicks ◽  
Jonathan Templin
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Technical Assistance ◽  
Special Education Services ◽  
Federal Law ◽  
Education Services ◽  
Multinomial Modeling ◽  
The Relationship

AbstractGrounded in research and federal law, inclusive education is a right and preferred placement for all learners with disabilities receiving special education services. However, most students in the U.S. education system do not have access to inclusive education and few models are available to demonstrate how schools can develop and implement inclusive services. The purpose of this study was to describe the outcomes of one such endeavor, the SWIFT technical assistance model, aimed at transforming schools to develop inclusive, effective instruction for all students. Multilevel multinomial modeling was used to predict rates of inclusion over time for a subset of students with disabilities in schools participating in SWIFT technical assistance. The findings suggest schools did become more inclusive in their services, with many students predicted to be served in less restrictive general education placements and others no longer requiring special education services. Implications for inclusive education are provided.

scholarly journals The Inclusive Education: Policy Issues and Challenges. The Rights in the Amended Special Edu- cation Law in Israel (1988)

2020 ◽  
Vol 18 (1) ◽  
pp. 14-23
Author(s):  
L. Shaked
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Special Education Law ◽  
Education Law ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Restrictive Environment

This paper discusses the effects of Special Education law (1918) in Israel and amendments followed in 2002; 2018 on school placement policy and attitudes toward inclusion. The critics on differential budget to different setting that the budget doesn’t support the least restrictive environment concept and inequality in the allocation of resources among students in special education and students integrated in the regular education lead to the amendment nr.11 of Special Education law. Present paper argues that while state policy makes an ongoing effort to increase access to general edu- cation by innovative legislation, increasing the state funding in order to accommodate and meet the needs of students with disabilities in inclusive education the practices of educational institutions perpetuated exclusion from general education. For regular teachers to feel confident in their ability to teach all students, a change in teacher preparation programs should be implemented. A change in teacher preparation programs still needs a profound reform.

scholarly journals THE SOCIAL DIMENSION OF INCLUSIVE EDUCATION: SPECIAL ELEMENTARY SCHOOL PUPILS WITH MILD INTELLECTUAL DISABILITIES TALK ABOUT THEIR EXPERIENCE FROM A SOCIAL CO-EXISTENCE PROGRAM

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Vasileiadis Ilias ◽  
Dadatsi Aikaterini ◽  
Koutras Spyros
Keyword(s):  
Special Education ◽  
Elementary School ◽  
General Education ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
School Setting ◽  
Social Dimension ◽  
Structured Interviews ◽  
Post Intervention ◽  
The Social

<p>Formally, inclusive education is part of the primary policies in the Greek educational system. However, pupils with intellectual disabilities still attend special schools and their socialization is mainly monitored through the implementation of social co-existence programs in the school setting. The present study aimed to explore the outcomes of a social co-existence program that was implemented in two co-located schools, a general education elementary school and a special education elementary school. Semi-structured interviews with the special education elementary school pupils were used for pre- and post-intervention assessments. Qualitative analyses of the data revealed important differentiations in the ways pupils with intellectual disabilities understood a) their social interaction with typically developing peers and b) acceptance by peers. In fact, the pupils with intellectual disabilities consistently acknowledged that participation in the social co-existence program enhanced their social interactions and improved acceptance by peer.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0683/a.php" alt="Hit counter" /></p>

scholarly journals ARE GREEK SPECIAL EDUCATION TEACHERS IN FAVOUR OF THE INCLUSION OF PUPILS WITH INTELLECTUAL DISABILITY? AN ONLINE SURVEY

2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Christina S. Lappa ◽  
Constantinos N. Mantzikos
Keyword(s):  
Special Education ◽  
Intellectual Disability ◽  
General Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Work Experience ◽  
Positive Attitude ◽  
Online Survey ◽  
General Education Teacher ◽  
Structured Questionnaire

<p>Few studies have been conducted in Greece focusing on the inclusion of pupils with Intellectual Disability (ID) in general classes. The aim of this quantitative study was to explore the attitudes of Special Education Teachers (SETs or SET) towards the inclusion of pupils with ID in general classes. A structured questionnaire was sent out. It consisted of 10 demographic questions and of 6 structured closed-ended questions about the inclusion of this group of pupils in general classes, using a 5-point Likert scale. The study sample consisted of 150 SETs [129 (86%) females and 21 (14%) males]. The questionnaire data were analysed via descriptive and inferential statistics (SPSS version 21). The results of the research showed that the majority of SETs had a positive attitude towards the fact that the special and general education teacher should jointly adapt the classroom according to the needs of the pupil with ID and that inclusive education is appropriate for these pupils. The SETs had a neutral to positive attitude about whether pupils with ID should be educated in general settings with pupils without disabilities and whether they should be removed less frequently from general education settings in order to be given more help with their difficulties. Finally, there were some dependent variables that played a major role in participants' responses, such as education, work experience, work and the structure of employment. In conclusion, SETs point out that they are in favour of the inclusion of pupils with ID. Finally, the results of the study are discussed. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0993/a.php" alt="Hit counter" /></p>

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