scholarly journals Analysis of Changes in Teacher-Efficacy and Conception of Students with Disabilities Among Preservice Teachers Through Special Education Course and Field Experience in Inclusive Education Settings

2010 â—½  
Vol 27 (3) â—½  
pp. 291-325 â—½  
Author(s):  
서유진
Keyword(s):  
Special Education â—½  
Preservice Teachers â—½  
Teacher Efficacy â—½  
Students With Disabilities â—½  
Inclusive Education â—½  
Field Experience

scholarly journals Twice-Exceptional Students: Review of Implications for Special and Inclusive Education

Education Sciences â—½  
2021 â—½  
Vol 11 (2) â—½  
pp. 85
Author(s):  
Marcin Gierczyk â—½  
Garry Hornby
Keyword(s):  
Special Education â—½  
Students With Disabilities â—½  
Inclusive Education â—½  
Gifted Education â—½  
School Experiences â—½  
Exceptional Students â—½  
Twice Exceptional â—½  
Online Databases â—½  
Teachers Experiences â—½  
Education Interventions

The purpose of this article is to review recent literature on twice-exceptional students and consider implications for their education in the context of the trend towards increased inclusive education for students with disabilities. The review focused on teachers’ experiences and perceptions and the school experiences of twice-exceptional students. Fifteen articles were reviewed, published between 2000 and 2020, selected according to a systematic protocol from two widely used online databases. Findings indicated that the implications that need to be considered were the importance of teacher preparation, the need for a continuum of special education interventions, the need for collaboration with parents and specialists, and teachers needing to focus on developing strengths as much as remediating difficulties. It was concluded that twice-exceptional students can be taught effectively in inclusive education settings as long as they are able to access appropriate strategies and programs from the fields of special education and gifted education.

Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics

2021 â—½  
pp. 088840642199237
Author(s):  
Emily C. Bouck â—½  
Phil Sands â—½  
Holly Long â—½  
Aman Yadav
Keyword(s):  
Special Education â—½  
Preservice Teachers â—½  
Computer Science â—½  
Students With Disabilities â—½  
Special Education Teachers â—½  
Computational Thinking â—½  
Lesson Plans â—½  
Methods Course â—½  
Mathematics Methods â—½  
K 12

Increasingly in K–12 schools, students are gaining access to computational thinking (CT) and computer science (CS). This access, however, is not always extended to students with disabilities. One way to increase CT and CS (CT/CS) exposure for students with disabilities is through preparing special education teachers to do so. In this study, researchers explore exposing special education preservice teachers to the ideas of CT/CS in the context of a mathematics methods course for students with disabilities or those at risk of disability. Through analyzing lesson plans and reflections from 31 preservice special education teachers, the researchers learned that overall emerging promise exists with regard to the limited exposure of preservice special education teachers to CT/CS in mathematics. Specifically, preservice teachers demonstrated the ability to include CT/CS in math lesson plans and showed understanding of how CT/CS might enhance instruction with students with disabilities via reflections on these lessons. The researchers, however, also found a need for increased experiences and opportunities for preservice special education teachers with CT/CS to more positively impact access for students with disabilities.

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

2018 â—½  
Vol 2018 â—½  
pp. 1-13 â—½  
Author(s):  
Zachary Y. Mngo â—½  
Agnes Y. Mngo
Keyword(s):  
Special Education â—½  
Instructional Leadership â—½  
General Education â—½  
Students With Disabilities â—½  
Inclusive Education â—½  
Education Program â—½  
Future Research â—½  
Teachers Perceptions â—½  
Highly Educated â—½  
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.

scholarly journals Views of Inclusive Education From the Perspectives of Preservice and Mentor Teachers

Inclusion â—½  
2017 â—½  
Vol 5 (3) â—½  
pp. 189-202
Author(s):  
Jennifer A. Kurth â—½  
Anjali Forber-Pratt
Keyword(s):  
Preservice Teachers â—½  
Teacher Preparation â—½  
General Education â—½  
Students With Disabilities â—½  
Inclusive Education â—½  
Teacher Educators â—½  
School Experiences â—½  
Mentor Teachers â—½  
Inclusive Practices â—½  
Barriers To Implementation

Abstract The trend of educating students with disabilities in inclusive general education settings is expanding. Consequently, teacher preparation for inclusive practices is a necessary consideration for teacher educators. An important component of shaping preservice teacher dispositions comes from school experiences and interactions with mentor teachers. It is through this relationship that preservice teachers formulate their own attitudes, beliefs, and skills about inclusive practices. This article reports the findings from a set of surveys containing both closed- and open-ended responses related to inclusive education from both preservice (student) and mentor teachers. Analysis of the open-ended responses revealed definitions of inclusive education focused on student deficits and barriers to implementation of inclusive practices that focused on deficits in the capacity of the environment. Implications for teacher preparation, including challenging deficit-based assumptions, are discussed.

Diversity and Inclusion and Special Education

2020 â—½  
Author(s):  
Chris Forlin â—½  
Dianne Chambers
Keyword(s):  
Special Education â—½  
Students With Disabilities â—½  
20Th Century â—½  
Inclusive Education â—½  
Learning Needs â—½  
Special Schools â—½  
New Era â—½  
Regular School â—½  
Diversity And Inclusion â—½  
Inclusive Approach

Special education has undergone continued transformation since societies began to provide an increasing number of specialized, segregated facilities for children with like needs during the 20th century. Since then, there has been a worldwide movement against a segregated approach and toward greater inclusion of students with disabilities into regular schools. The provision of a dual special education and regular school system, nevertheless, remains in existence, even though there has been a strong emphasis on a more inclusive approach since the latter half of the 20th century. As regular schools become more inclusive and teachers more capable of providing appropriate modifications for most students with learning needs, simultaneously there has been an increase in the number of students whose needs are so severe that schools have not been able to accommodate them. While these children and youth have special needs, they are invariably not related to an identified disability but fall more into a category of diversity. In particular, students who are excluded from schools due to severe infringements, those who are disenfranchised from school and refuse to attend, and those with severe emotional, behavioral, or mental health issues are not being serviced by the existing dual system. For these students neither existing special schools that cater to students with disabilities nor regular inclusive schools provide an appropriate education. The provision of a complementary and alternatively focused education to cater to the specific needs of these marginalized students seems to be developing to ensure sustainability of education and to prepare these new groups of students for inclusion into society upon leaving school. This tripartite approach highlights a new era in the movement toward a sustainable, inclusive education system that caters to the needs of all students and specifically those with the most challenging and diverse requirements.

Teacher Education and Inclusivity

2019 â—½  
Author(s):  
Sarah L. Alvarado â—½  
Sarah M. Salinas â—½  
Alfredo J. Artiles
Keyword(s):  
Teacher Education â—½  
Preservice Teachers â—½  
Teacher Preparation â—½  
Students With Disabilities â—½  
Inclusive Education â—½  
Professional Training â—½  
Teacher Educators â—½  
Learning Differences â—½  
Access To Books â—½  
Formative Experiences

Inclusive teacher education (ITE) defines the professional training of preservice teachers to work in learning spaces encompassing students from all circumstances, regardless of race, linguistic background, gender, socioeconomic status, and special education needs (SEN). This preparation includes the content, pedagogy, and formative experiences required for teachers to work in inclusive schools. To fully understand ITE, it is necessary to examine what is meant by inclusive education (IE). Indeed, it is essential to explore ITE’s definition since scholars and teacher educators have struggled to agree on what is meant by IE. In addition to disagreements about IE’s definition, support for this idea and its implementation may vary due to the cultural, historical, and political differences specific to local contexts. For these reasons, it is necessary to recognize the inclusive policies, practices, and processes that often shape definitions and concepts related to ITE. Notwithstanding the ambitious meanings of ITE across the globe, researchers, professionals, and policymakers tend to emphasize a vision of teacher preparation for working with students with disabilities (SWD) or SEN. Also, there is no consensus about which particular aspects matter in teacher education programs, primarily based on ideological differences about the core goals of IE. These differences in views and beliefs have resulted in limited understandings and applications of ITE. For instance, a student with an SEN may also come from a family living in poverty, with no access to books in the home, or speak multiple languages, including languages that are not a part of their first (formal) educational experiences. In such circumstances, there is no agreement about whether ITE programs should focus on students’ linguistic, socioeconomic, learning differences, or multiple factors. We review the research on ITE in various national contexts. We also discuss how scholars have conceptualized the preparation of future teachers and the implications for greater clarity on how teacher preparation can improve IE in an increasingly diverse society.

scholarly journals The Alignment of Innovative Learning Environments and Inclusive Education: How Effective is the New Learning Environment in Meeting the Needs of Special Education Learners?

Teachers Work â—½  
2016 â—½  
Vol 13 (2) â—½  
pp. 81-98 â—½  
Author(s):  
Angela Page â—½  
Alex Davis
Keyword(s):  
Special Education â—½  
Learning Environment â—½  
Students With Disabilities â—½  
Learning Environments â—½  
Inclusive Education â—½  
New Learning â—½  
Innovative Learning â—½  
Innovative Learning Environments â—½  
Pedagogical Environment

This article examines Innovative Learning Environments (ILE’s) in terms of its promise to deliver an inclusive environment. While ILE’s underpinning philosophy is to be inclusive for all, it appears that inclusion serves the needs of a wider mainstream audience. The article considers the research in this area critically, with a focus on the inclusive needs of students with disabilities and asks - whose inclusive needs are best served in an ILE context? This article argues that inclusion in an ILE which addresses the needs of students with disabilities has yet to be fully realised, and that an alternative inclusive education (IE) paradigm is required that aligns itself with the new ILE pedagogical environment.

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

2020 â—½  
Vol 4 (1) â—½  
pp. 43
Author(s):  
Aja McKee â—½  
Audri Sandoval Gomez
Keyword(s):  
Special Education â—½  
General Education â—½  
Students With Disabilities â—½  
Inclusive Education â—½  
Deep Structure â—½  
Least Restrictive Environment â—½  
Learning Center â—½  
Educational Programming â—½  
Federal Mandate â—½  
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. 

An Examination of Preservice Teachers’ Self-Efficacy and Beliefs About Inclusive Education

2019 â—½  
Vol 43 (2) â—½  
pp. 178-192
Author(s):  
Jamie L. Metsala â—½  
Mary Jane Harkins
Keyword(s):  
Preservice Teachers â—½  
Elementary Education â—½  
Students With Disabilities â—½  
Inclusive Education â—½  
Self Efficacy â—½  
Epistemological Beliefs â—½  
Strong Predictor â—½  
Inclusive Classroom â—½  
Negative Beliefs â—½  
History Of

Teachers’ self-efficacy and beliefs are important to classroom practices and student success. In this study, the authors examine preservice teachers’ self-efficacy and beliefs related to inclusive education. One hundred seventy-nine preservice teachers enrolled in secondary or elementary education programs participated in this study. Overall, participants in elementary versus secondary programs felt more responsible for students with disabilities and more efficacious with inclusive practices. At the same time, preservice teachers in the secondary program and those in their second (vs. first) year rated themselves higher on negative beliefs about inclusive education and viewed ability as more of a fixed and stable trait. Preservice teachers with a history of reading difficulty had higher teacher self-efficacy than those without this history. The factors examined in this study accounted for about a third of the variance in each of preservice teachers’ self-efficacy for inclusive instructional practices and in their negative beliefs about inclusive education. Epistemological beliefs about ability emerged as a strong predictor of preservice teachers’ negative beliefs about inclusive education. The results from this study are discussed within the context of preparing teachers for the inclusive classroom.

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