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

Providing Administrative Support for Classroom Paraeducators: What's a Building Administrator to Do?

2002 ◽  
Vol 21 (3) ◽  
pp. 10-14 ◽  
Author(s):  
Cathryn G. Riggs ◽  
Cathryn G. Riggs
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Administrative Support ◽  
Education Programs ◽  
Building Administrators ◽  
Inclusive Instruction ◽  
Changing Roles ◽  
Definition Of ◽  
Building Level

A growing number of paraeducators are employed in America's schools. Paraeducators are valuable members of the education team, especially as some districts face a growing shortage of certified special education teachers and others struggle to address issues relating to inclusive education programs. This article focuses on describing what building administrators can do to support paraeducator staff, particularly those who are employed to facilitate inclusive instruction. A brief overview of the changing roles of paraeducators is followed by a definition of “administrative support” in terms of the importance of responsibilities, relationships and respect. A list of ten specific suggestions for providing administrative support for paraeducators at the school building level is supplied.

scholarly journals Preparedness of Special Education Teachers in The Implementation of Inclusive Education

2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Abdul Rahim Razalli ◽  
Haniz Ibrahim ◽  
Nordin Mamat ◽  
Manisah Mohd Ali ◽  
Nasir Masran ◽  
...  
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers

scholarly journals Prevalence, Pattern and Risk Factors of Dating Violence among Undergraduate Students of a Tertiary Institution within Sokoto Metropolis of Sokoto State, Nigeria

2021 ◽  
pp. 12-26
Author(s):  
Habibullah Adamu ◽  
Oche Mansur Oche ◽  
Muhammad Aisha Isah ◽  
Sahabi Abubakar Muhammad ◽  
Akilu Abdullahi
Keyword(s):  
Risk Factors ◽  
Dating Violence ◽  
Undergraduate Students ◽  
Physical Violence ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Lifetime Prevalence ◽  
Psychological Violence ◽  
Tertiary Institution ◽  
Cross Sectional

Aim: To determine the prevalence, pattern and risk factors of dating violence among undergraduate students of Usmanu Danfodiyo University Sokoto (UDUS). Methodology: It was a descriptive cross-sectional study involving 340 undergraduate students, selected via multistage sampling technique. A structured self-administered questionnaire was used to collect data from the respondents, and data were analyzed using IBM SPSS version 26.0 and Microsoft Excel 2016. Results: The ages of the respondents ranged from 18 to 29 years, with mean of 22.4±2 years; 218(66.9%) were males, 214(65.6%) were Hausa/Fulani and 266(81.9%) were Muslims. Majority of the respondents have been in a dating relationship for more than one academic year; 106(37.3%) of the dating partners were students of the university, of which 26(24.8%) were class mates. Current and lifetime prevalence of dating violence were 56% and 59.5% respectively. Form of dating violence experienced mostly by respondents was emotional/psychological violence [44(22.4%)], physical violence was the least experienced [27(14.04%)]. Up to 93(48%) of the dating violence took place on campus and 68(35%) of the perpetrators were current partners. Factors associated with dating violence included feeling overburdened by partners’ demands, and spending too much on partner. Conclusion: Current and lifetime prevalence of dating violence were high and emotional violence was the commonest form of dating violence experienced by respondents. There is need for school authorities to put in place mechanisms to identify victims of dating violence and come up with measures aimed at stemming the tide of dating violence in university campuses.

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.

scholarly journals The Soft Skills of Special Education Teachers: Evidence from the Literature

2021 ◽  
Vol 11 (3) ◽  
pp. 125
Author(s):  
Patrícia Raquel da Silva Fernandes ◽  
Jacinto Jardim ◽  
Maria Celeste de Sousa Lopes
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Web Of Science ◽  
Soft Skills ◽  
Collaborative Work ◽  
Effective Communication ◽  
Special Education Teacher ◽  
Eligibility Criteria ◽  
Research Level

The special education teacher is a key element in the development of the process of inclusive education. In this setting, soft skills have proven to be determinant in teachers’ educational action. However, those that best qualify their profile have not yet been identified. Therefore, this study aims to carry out a review of scientific production between the years 2010 and 2020. To this end, articles were selected using the following databases: ERIC, Scopus, Web of Science, and PsycINFO. Studies have been included in the review that point out as soft skills: resilience, reflexibility, empathy, collaborative work, self-efficacy, creativity, and effective communication. Only studies that presented such criteria were included in the analysis. After the application of the eligibility criteria, seven articles were considered. From the analysis, it emerges that effective communication, collaborative work, and reflexibility stand out. There are gaps in this area in the specialized training of these teachers. Thus, it is suggested that there should be investment in this area in the training programs of the schools that certify them; and that, at the research level, instruments should be developed to evaluate the model emerging from this review.

scholarly journals Undergraduate Student Education Programs Regarding Braille Literacy: A Transnational Comparative Study

2019 ◽  
Vol 9 (4) ◽  
pp. 44 ◽  
Author(s):  
Vassilios Argyropoulos ◽  
Andrea Hathazi ◽  
Magda Nikolaraizi
Keyword(s):  
Special Education ◽  
Undergraduate Students ◽  
Special Education Teachers ◽  
Social Contexts ◽  
Special Education Students ◽  
Literacy Skills ◽  
Vision Impairment ◽  
Education Students ◽  
European Universities ◽  
Braille Literacy

Developing braille literacy skills represents one of the major goals of the education process for students with vision impairment. Fluency and accuracy in reading and writing facilitate access to information, development of knowledge, active participation, functionality, and independence in social contexts. One of the essential factors that can influence the success in the learning process of the braille code consists of the competences of teachers of students with vision impairment who teach braille. The purpose of this study was to investigate the reflections of 95 undergraduate special education students on their training programs regarding braille in their role as future special education teachers. Data were obtained through questionnaires which were administered in two departments of special education in two European universities. The results reported upon undergraduate students’ reflections on their study in braille and confidence in teaching braille to students who are blind. The findings highlighted the need for further training into the braille code in conjunction with its literary and scientific notation.

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