scholarly journals Satisfaction of Parents of Children With Difficulties with Participation Of Teaching Assistants

2021 ◽  
pp. 223-240
Author(s):  
Smiljana Zrilić ◽  
Antonija Jadrijević Tomas
Keyword(s):  
Special Reference ◽  
Inclusive Education ◽  
Significant Contribution ◽  
Teaching Assistants ◽  
Preschool Education ◽  
Successful Implementation ◽  
Complex Concept ◽  
Competence Profile ◽  
Role Of Teachers

The paper presents the relevant assumptions for the successful implementation of inclusive education with special reference to the role of teaching assistants. In the extremely demanding role of teachers in the complex concept of inclusive education, it is necessary to include an assistant. This is one of the key prerequisites for quality inclusion, both in early and preschool education institutions and in school. Faced with the challenges of inclusive upbringing and education, teachers in overcrowded classrooms can not implement inclusion well without assistants. However, it is common not to have quality communication between teachers and assistants, parents, and professional associates. In this paper, we will explore how parents, as significant participants in successful inclusion, are satisfied with the participation of teaching assistants, which are the reasons for satisfaction or dissatisfaction, what they consider positive in introducing assistants, and what they would change. This research covers a small number of respondents, which makes it difficult to draw general conclusions. Despite that, we emphasize that the competence profile of the assistant in inclusion is not yet legally established, so any research on this topic can have a significant contribution to its implementation.

scholarly journals A Cross-National Study of the Effects of Education on Pre-Service Teachers’ Attitudes, Intentions, Concerns, and Self-Efficacy Regarding Inclusive Education

2022 ◽  
Vol 31 (1) ◽  
Author(s):  
Susanne Miesera ◽  
Laura Sokal ◽  
Nicole Kimmelmann
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Teacher Education Programs ◽  
Successful Implementation ◽  
Education Programs ◽  
Inclusive Teaching ◽  
Cross National

This study reports on a cross-national comparison of inclusion-oriented teacher-education programs. Canada and Germany have implemented inclusion in teacher education with the aim of improving inclusion in schools. Previous studies have shown the importance of latent characteristics of prospective teachers for the successful implementation of inclusion in schools and have pointed to the role of inclusion-oriented teacher education in developing these teacher characteristics. To measure potential changes in attitudes, intentions, concerns, and self‑efficacy, 132 student teachers from Germany and Canada were surveyed before and after a course about inclusive education. Internationally validated scales were used: Attitudes towards Inclusion Scale (AIS), Intention to Teach in Inclusive Classroom Scale (ITICS), Concerns about Inclusive Education Scale (CIES), and the Teacher Efficacy for Inclusive Practices scale (TEIP). The results of the German and Canadian groups differed: while significant changes in self-efficacy occurred between the first and second measurement points in both countries, the outcome for other factors varied. Significant changes in intentions to use inclusive teaching practices were found in Canada but not in Germany. The results are discussed in the context of the role of teacher-education programs in fostering inclusive teaching practices.

scholarly journals Stavovi nastavnika o inkluzivnom odgoju i obrazovanju

2019 ◽  
Vol 13 (1) ◽  
pp. 92-104
Author(s):  
Matilda Karamatić-Brčić ◽  
Tea Viljac
Keyword(s):  
Inclusive Education ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Education Policies ◽  
Inclusion Process ◽  
Positive Attitudes ◽  
Role Of Teachers ◽  
Teachers Attitudes

The concept of inclusive education puts all educational institutions in front of new tasks in which the role of teachers and other important educator’s changes in line with the demands of education policies. Attitudes determine people's behavior and they are formed on the basis of different factors. In the context of inclusive education, the positive attitudes of teachers and other educators towards implementation and providing inclusive education is a key prerequisite for a successful inclusion process at the level of school practice. The aim of this paper is to present teachers' attitudes towards the inclusion process in elementary schools. The results of this research have highlighted the importance and role of teachers at the level of teaching in the inclusion process. The results also represent some other important areas in which teachers can contribute to raise the quality of the inclusion process in all its dimensions. Within the educational system and the pedagogical sense of meaning, reducing the differences in everyday practice means accepting differences among students as an incent in the process of teaching and learning, and not as an obstacle.

Refleksja nauczyciela podstawą działań włączających w edukacji

2019 ◽  
Vol 64 (3 (253)) ◽  
pp. 106-118
Author(s):  
Ewa Skrzetuska
Keyword(s):  
Social Environment ◽  
Inclusive Education ◽  
School Administration ◽  
Professional Knowledge ◽  
Behavioural Disorders ◽  
Persons With Disabilities ◽  
Self Reflection ◽  
Role Of Teachers ◽  
Different Cultures

The article presents the role of teachers’ professional reflection in inclusive education. A teacher in a classroom with pupils with diverse educational needs (including persons with disabilities, behavioural disorders or coming from different cultures) faces many non-standard educational situations. He/She must modify his/her educational activities based on observation of phenomena, deepening his/her knowledge and reflection on his/her observations. In these activities he/she should get the help of specialists, school administration and social environment. The author draws a model of changing the personal professional knowledge of teachers of self-reflection.

scholarly journals The Role of Teachers in the Organization of Inclusive Education of Primary School Pupils

2020 ◽  
Vol 9 (7) ◽  
pp. 207
Author(s):  
Yuliia M. Shevchenko ◽  
Svitlana M. Dubiaha ◽  
Valentyna D. Melash ◽  
Tetyana V. Fefilova ◽  
Yulia О. Saenko
Keyword(s):  
Great Britain ◽  
Primary School ◽  
Inclusive Education ◽  
Full Inclusion ◽  
Specialized Schools ◽  
School Aged Children ◽  
Partial Inclusion ◽  
Role Of Teachers ◽  
Primary School Pupils

The article highlights the models of inclusive education of Italy, Germany, Sweden, Norway, and Great Britain. Inclusion models can be classified into three basic ones, according to the ratio of the number of primary school-aged children at general and specialized schools, namely: full inclusion, partial inclusion with a predominance of pupils at general schools, partial inclusion with a predominance of pupils at specialized schools. Full inclusion is present in Italy and Norway, partial inclusion with a predominance of students at specialized schools is observed in Sweden (88.40%), partial inclusion with a predominance of students at general schools is present in Germany and the UK.Models of inclusion differ on the following aspects: legal regulation, funding and amounts of financing for teachers’ trainings, initial and ongoing teachers’ training, an approach to the organization of inclusive education (partnership, peer-to-peer approach, centralized, decentralized), the practice of exchanging experiences of inclusion’s organization within the country, the ratio of the number of primary school-aged children at general and specialized schools. The factors specified determine the role of teachers in the organization of inclusive education of primary school pupils. In countries, support and assistance of teachers is provided at different institutional levels: in Germany – through the center for psychological and pedagogical support, inclusion support services; in Great Britain – by assistants; in Italy – by consultants, healthcare service professionals; in Sweden – through resource centers; in Norway – through state centers. Support of teachers’ professional development throughout life and teachers’ financial motivation have been introduced in the countries; thus, these measures have a positive effect on the integration of primary school pupils in the society.

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

Economic Development of Bangladesh: The Role of IBBL

IIUC Studies ◽  
2015 ◽  
Vol 9 ◽  
pp. 323-334
Author(s):  
Shafiqur Rahman ◽  
Nicholas McDonald
Keyword(s):  
Economic Development ◽  
Content Analysis ◽  
Foreign Trade ◽  
Rural Economy ◽  
Significant Contribution ◽  
Annual Report ◽  
Housing Sector

This paper presents the role of Islami Bank Bangladesh Limited (IBBL) to the recent economic development in Bangladesh. The study analyses published texts, articles, websites and annual report of this bank through a content analysis. Key findings of this study manifest the contribution of this bank in different areas of economic development in Bangladesh like generating employment, earning foreign remittance, strengthening rural economy, promoting ecology and green banking, boosting industrialization, developing the SMEs, assisting in foreign trade (import-export), developing the housing sector etc. This study also identifies IBBL’s significant contribution to the national exchequer. This paper contributes to the field of economic development of Bangladesh and the role of IBBL behind it and fills the gap of literature in this specific area.IIUC Studies Vol.9 December 2012: 323-334

Sign in / Sign up

Export Citation Format

Share Document