Metaphor Analysis for Secondary School General Education Teachers’ Perceptions of Inclusive Education

2020 ◽  
Vol 22 (3) ◽  
pp. 221-241
Author(s):  
Jonghun Choi ◽  
Jakyoung Kim
Keyword(s):  
Secondary School ◽  
General Education ◽  
Inclusive Education ◽  
General Education Teachers ◽  
Metaphor Analysis ◽  
Teachers Perceptions

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.

Project-Based Learning for Students With Intellectual Disabilities

2018 ◽  
pp. 196-221 ◽  
Author(s):  
Vardan Mkrttchian
Keyword(s):  
Intellectual Disability ◽  
General Education ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Subject Area ◽  
General Education Teachers ◽  
Project Based Learning ◽  
Learning Method ◽  
Disabled Students ◽  
General Education Classroom

With the push to include all students, despite disability, in the general education classroom, general education teachers need to be trained in ways to adequately educate intellectually disabled students alongside their nondisabled peers. Many students with an intellectual disability are capable of learning in an inclusive environment if provided with proper support, such as through instructional methods like project-based learning. Project-based learning actively involves learners in investigating real-world issues and answering related questions. This chapter focuses on how to use the project-based learning method to teach children with intellectual disabilities within the framework of inclusive education, using biology as an example subject area.

scholarly journals General Education Teachers’ Perceptions of Autism, Inclusive Practices, and Relationship Building Strategies

2021 ◽  
Author(s):  
Yasamin Bolourian ◽  
Ainsley Losh ◽  
Narmene Hamsho ◽  
Abbey Eisenhower ◽  
Jan Blacher
Keyword(s):  
General Education ◽  
The United States ◽  
Elementary Classrooms ◽  
General Education Teachers ◽  
Mixed Methods Study ◽  
Relationship Building ◽  
Pedagogical Practices ◽  
Teachers Perceptions ◽  
Social Difficulties ◽  
Core Symptoms

AbstractTo identify target areas for professional development, this mixed-methods study examined general education teachers’ perceptions of autism and pedagogical practices in early elementary classrooms in the United States. In focus groups, teachers (N = 18) identified terms they associated with autism and strategies they used for inclusion and relationship building. Participants systematically free-listed and ranked their responses to three prompts. Using ranked responses, saliency scores were calculated to assess the perceived importance and frequency of responses. Teachers’ most salient perceptions of autism (e.g., social difficulties, focused/fixed interests) revealed an awareness of core symptoms. Salient inclusion practices included assigning special classroom responsibilities and showcasing student talents; salient relationship-building strategies included embracing students’ special interests and engaging in one-on-one time. Implications for teacher trainings are discussed.

scholarly journals Inclusive Education and Learning English as Foreign Language in Algeria: Views from Faculty Members at Abderrahmane Mira University

2021 ◽  
Vol 13 (2) ◽  
pp. 339-353
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Foreign Language ◽  
General Education ◽  
Inclusive Education ◽  
Structured Interview ◽  
General Education Teachers ◽  
Faculty Members ◽  
Current Status ◽  
English As Foreign Language

This is an exploratory case study conducted at the faculty of Letters and languages at the University Abderrahmane Mira of Bejaia -Algeria. It examined general education teachers and faculty members’ views concerning inclusive education (IE) in classes of English as a foreign language (EFL) and identified major issues regarding its future development in higher education. The goal of the present study was to reflect on the current status of inclusive education in the Algerian learning environment. To gather data, a semi-structured interview was conducted with teachers and administration members; the interview results were thematically arranged and results were discussed accordingly. The data of the current study revealed that while faculty members believe and support the idea of education for all, EFL teachers have varying perceptions towards inclusion. In light of this, we tend to conclude that material facilities, teacher training, and professional development are fundamental issues that curtailed its full implementation. Keywords: Algerian learning culture; General education teachers; Higher education; Inclusive education; teacher training.

FEATURES OF THE FORMATION OF INCLUSIVE COMPETENCIES OF TEACHERS WORKING IN GENERAL EDUCATION ORGANIZATIONS

2021 ◽  
Vol 71 (3) ◽  
pp. 154-160
Author(s):  
A.N. Galieva ◽  
◽  
Zh.T. Kalieva ◽  
Keyword(s):  
Developmental Disabilities ◽  
Secondary School ◽  
General Education ◽  
Inclusive Education ◽  
Personal Development ◽  
Diagnostic Methods ◽  
Practical Work ◽  
Integrated Education ◽  
Professional Activities ◽  
The Village

The article discusses the need for teachers working in general education organizations to form professional qualifications in the integrated education of children with developmental disabilities and what requirements may be imposed on their professional activities, what can and should change in their professional and personal development. In the study, practical work was carried out by teachers of Secondary School No. 11 named after E. Berlykozhauly in the village of Erkin, Taldykorgan, Almaty region, aimed at improving the experience of inclusive education, the formation of competence in connection with the lack of readiness of teachers to carry out their professional activities in the new conditions. Based on the results of this work, recommendations are given. The practical value of the research results is that a set of developed and tested diagnostic methods allows teachers of higher schools to diagnose the levels of formation of inclusive competencies of future teachers.

Inclusive Education

2020 ◽  
pp. 24-50
Author(s):  
Amy L.-M. Toson ◽  
Nina F. Weisling
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Inclusive Education ◽  
General Education Teachers ◽  
Role Clarity ◽  
Full Inclusion ◽  
Skill Sets ◽  
Time Scheduling ◽  
Effective Inclusion ◽  
Training And Support

The challenges facing full inclusion are many: time, scheduling, role clarity, self-efficacy, collaboration, parity, classroom management, new and different skill sets, training, and support. If we plan for, train, and schedule special and general education teachers as separate entities, they will be. Instead, all educators and leaders must be viewed, and treated, as part of a single working system. This chapter outlines concrete and actionable strategies for school leaders and general and special educators to support effective inclusion and make it a reality for all students. Hard work? Yes! Worth it? Absolutely!

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