scholarly journals Identified Teacher Supports for Inclusive Practice

2008 ◽  
Vol 18 (3) ◽  
Author(s):  
Phyllis E Horne ◽  
Vianne Timmons ◽  
Rosalyn Adamowycz
Keyword(s):  
Elementary Teachers ◽  
Prince Edward Island ◽  
Inclusive Practices ◽  
Special Education Services ◽  
Planning Time ◽  
Teacher Supports ◽  
Inclusive Practice ◽  
Teacher Training Programs ◽  
Class Room ◽  
Insight Into

This study investigated inclusive practices in Prince Edward Island (PEI) elemen-tary schools in terms of the supports teachers consider as important for inclusion. Twenty teachers were randomly selected to complete a survey, and 5 teachers were randomly selected to participate in an interview about inclusion supports. The survey in this study adapted The School and the Education of All Students Scale. Participants identified and ranked several supports that they deemed im-portant for successful inclusion. The results indicated that elementary teachers in PEI consider certain supports as important when planning an inclusive class-room, such as class size, curriculum and planning time, training, and other incentives. In light of PEI’s continued transition in Special Education services, such results provided insight into specific recommendations. The identified teach-er supports necessitate acknowledgement and understanding by teachers, parents, school boards, government, and teacher-training programs to ensure inclusive practices are implemented effectively in the PEI school system.

Using the Core Concepts Framework to Understand Three Generations of Inclusive Practices

Inclusion ◽  
2014 ◽  
Vol 2 (3) ◽  
pp. 237-247 ◽  
Author(s):  
Karrie A. Shogren ◽  
Michael L. Wehmeyer
Keyword(s):  
Research Policy ◽  
Future Research ◽  
Third Generation ◽  
Inclusive Practices ◽  
Policy And Practice ◽  
Inclusive Practice ◽  
The Core ◽  
Three Generations ◽  
Core Concepts ◽  
The Relationship

Abstract This article analyzes the relationship between the core concepts of disability policy and the three generations of inclusive practices. Specifically, we review the three generations of inclusive practice, highlighting the core concepts that have been most strongly emphasized during each generation of inclusive practices. Because we are early in the third generation of inclusive practices, we conclude by examining how the core concepts can guide and direct third generation inclusive practices and how future research, policy, and practice can actualize the aspirational values of all of the core concepts to enable desired outcomes.

scholarly journals OHM’S LAW: MISCONCEPTIONS OF THE STUDENTS AT SECONDARY AND SENIOR SECONDARY LEVEL

2021 ◽  
Vol 5 (12) ◽  
Author(s):  
Yogesh Popat
Keyword(s):  
Secondary Level ◽  
The Real ◽  
Ohm’S Law ◽  
Ohm's Law ◽  
Class Room ◽  
Senior Secondary ◽  
Insight Into

The purpose of this study is to reveal the misconceptions towards the understating of ohm’s law. The sample used consists of 40 students of class X studying the Physics of CBSE curriculum. Data is collected based on essay, class room discussion and Viva-Voce. From the results of this paper it can be concluded that the students do not understands the real and actual concepts of ohm’s of by merely reading the curriculum books and by performing the experiments in school lab. The results also reflect that the misconception may also arise due to the misinterpretation of language of physics in relation to electro properly. This paper is the reflection of teaching ohm’s law in the classroom in which the students generally gets confused and develops the wrong concepts at secondary and senior secondary level. The results, discussion and conclusion in this paper will also help the teachers to develop the students’ insight into the nature of physics.

Integrating a Global Inclusive Perspective into Coursework for Pre-service Teachers

2020 ◽  
Vol 23 (1) ◽  
pp. 13-22
Author(s):  
Jennifer R. Ottley ◽  
Sara L. Hartman ◽  
Perianne Bates ◽  
Sarah Baker
Keyword(s):  
Intercultural Competence ◽  
Teacher Educators ◽  
Teacher Educator ◽  
The United States ◽  
Project Based Learning ◽  
Inclusive Practices ◽  
Global Knowledge ◽  
Teachers Perceptions ◽  
Global Issues ◽  
Inclusive Practice

Abstract Intercultural competence is a necessary disposition for teachers in the United States who instruct an increasingly diverse group of P-12 students in inclusive settings. Viewing the world and inclusive practices from multicultural and global perspectives can be difficult when the majority of one's experiences occur within their own culture. The purpose of this qualitative case study was to describe how a teacher educator connected her 40 early childhood pre-service teachers to broader national and global inclusive practice issues via project-based learning activities. Data were collected using a brief, researcher-developed questionnaire and analyzed using thematic pattern analysis and constant comparison methodology. Findings show that pre-service teachers knew little about the global issues prior to the activities, were interested and engaged in the activities, developed global knowledge and perspectives through participation, and held varying levels of cultural competence after participation. While growth in knowledge regarding national and global inclusive practices is important, teacher educators should make concerted efforts to expand teachers' perceptions beyond monocultural views into deeper, multicultural perspectives regarding global inclusive practice.

Integrating a Global Inclusive Perspective into Coursework for Pre-service Teachers

2018 ◽  
pp. 000-000
Author(s):  
Jennifer R. Ottley ◽  
Sara L. Hartman ◽  
Perianne Bates ◽  
Sarah Baker
Keyword(s):  
Intercultural Competence ◽  
Teacher Educators ◽  
Teacher Educator ◽  
The United States ◽  
Project Based Learning ◽  
Inclusive Practices ◽  
Global Knowledge ◽  
Teachers Perceptions ◽  
Global Issues ◽  
Inclusive Practice

Abstract Intercultural competence is a necessary disposition for teachers in the United States who instruct an increasingly diverse group of P-12 students in inclusive settings. Viewing the world and inclusive practices from multicultural and global perspectives can be difficult when the majority of one's experiences occur within their own culture. The purpose of this qualitative case study was to describe how a teacher educator connected her 40 early childhood pre-service teachers to broader national and global inclusive practice issues via project-based learning activities. Data were collected using a brief, researcher-developed questionnaire and analyzed using thematic pattern analysis and constant comparison methodology. Findings show that pre-service teachers knew little about the global issues prior to the activities, were interested and engaged in the activities, developed global knowledge and perspectives through participation, and held varying levels of cultural competence after participation. While growth in knowledge regarding national and global inclusive practices is important, teacher educators should make concerted efforts to expand teachers' perceptions beyond monocultural views into deeper, multicultural perspectives regarding global inclusive practice.

scholarly journals Inclusive Early Childhood Settings: Analyses of the Experiences of Thai Early Childhood Teachers

2019 ◽  
Vol 13 (1) ◽  
pp. 21
Author(s):  
Sunanta Klibthong ◽  
Joseph Seyram Agbenyega
Keyword(s):  
Early Childhood ◽  
Inclusive Education ◽  
Early Childhood Teachers ◽  
Boundary Crossing ◽  
Inclusive Practices ◽  
Professional Boundaries ◽  
Inclusive Practice ◽  
Full Participation ◽  
Core Capabilities ◽  
Early Childhood Settings

Findings from child development research support inclusive practice in early childhood education to enable full participation of all children in learning activities and build their core capabilities for life. However, the implementation of inclusive practices in early childhood is often constrained by boundary-crossing barriers. This paper reports a quantitative study that investigated and analysed the inclusive practice experiences of 344 pre-school teachers across the six regions of Thailand. The study identified positive experiences of inclusive practices linked to effective collaboration with minimal barriers related to time, increased workload and lack of resources to help teachers cater to the needs of all children. The findings offer direction for developing teachers as leaders to work effectively across professional boundaries so that Thailand can achieve the goals of inclusive education for all children.

scholarly journals Åtte naturfaglæreres forståelse av og erfaringer med utforskende arbeidsmåter og Forskerspiren ni år etter innføring av den norske nasjonale læreplanen Kunnskapsløftet (LK-06).

2017 ◽  
Vol 13 (1) ◽  
pp. 66-80
Author(s):  
Kåre Haugan ◽  
Sigrid Gutvik Korssjøen ◽  
Kjerstin Skarpnes
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
National Curriculum ◽  
School Science ◽  
Limiting Factors ◽  
Teacher Training Programs ◽  
Good Learning ◽  
Class Room ◽  
Improved Learning ◽  
School Science Teaching

Improved learning by implementation of inquiry-based science education (IBSE) has been well documented. Eight Norwegian secondary school teachers associated the term IBSE with problem solving, good student dialogues, experiments and practical work. They rarely implemented “full” IBSE in their teaching practices even though this is well anchored in the Norwegian national curriculum. The teachers had experienced that IBSE led to an increased interest, motivation and curiosity for science learning, and explicit scaffolding and guidance were regarded as important to obtain good learning processes. Limiting factors for implementation of IBSE were time available, organization of teaching hours, class room facilities and the number of students in the class. IBSE activities were in particular valued as important to stimulate science-based discussions in the classroom. In order to promote and increase the implementation of IBSE in secondary school science teaching, two strategies might be good to pursue: increased time resources to teach science in the Norwegian school and introduction of IBSE-focused teacher training programs.

Carboniferous tetrapod footprint biostratigraphy, biochronology and evolutionary events

2021 ◽  
pp. SP512-2020-235
Author(s):  
Spencer G. Lucas ◽  
Matthew R. Stimson ◽  
Olivia A. King ◽  
John H. Calder ◽  
Chris F. Mansky ◽  
...  
Keyword(s):  
Nova Scotia ◽  
New Brunswick ◽  
Middle Devonian ◽  
Prince Edward Island ◽  
Early Permian ◽  
Eastern Canada ◽  
High Fiber ◽  
Maritimes Basin ◽  
Insight Into

AbstractThe Carboniferous record of tetrapod footprints is mostly of Euramerican origin and provides the basis for a footprint biostratigraphy and biochronology of Carboniferous time that identifies four tetrapod footprint biochrons: (1) stem-tetrapod biochron of Middle Devonian-early Tournaisian age; (2) Hylopus biochron of middle-Tournaisian-early Bashkirian age; (3) Notalacerta-Dromopus interval biochron of early Bashkirian-Kasimovian age; and (4) Dromopus biochron of Kasimovian-early Permian age. Particularly significant is the Carboniferous tetrapod footprint record of the Maritimes basin of eastern Canada (New Brunswick, Nova Scotia and Prince Edward Island), which encompasses well-dated and stratigraphically superposed footprint assemblages of Early Mississippian-early Permian age. The Carboniferous tetrapod footprint record provides these important biostratigraphic datums: (1) oldest temnospondyls (middle Tournaisian); (2) oldest reptiliomorphs, likely anthracosaurs (middle Tournaisian); (3) oldest amniotes (early Bashkirian); and (4) oldest high fiber herbivores (Bashkirian). Carboniferous tetrapod footprints thus provide significant insight into some major events of the Carboniferous evolution of tetrapods.

The Accessibility of Internationalisation

2017 ◽  
pp. 157-174 ◽  
Author(s):  
Armineh Soorenian
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Student ◽  
Minority Groups ◽  
Student Population ◽  
Inclusive Practices ◽  
Policy And Practice ◽  
University Policy ◽  
Inclusive Practice ◽  
The University

This chapter discusses the complexities associated with the genuine accessible and inclusive internationalised higher education (HE) practises. With the diversification of international student population, it is all the more necessary to ensure that the university policy and practice is compliant and responsive to the differing needs related to students' multiplicity of identities. Practices, which may on surface appear to be inclusive of international students, in reality may not necessarily be accessible to those international students who also belong to one or more other minority groups. This chapter will therefore consider the application of some ‘inclusive' practice insights that accommodate diversity of international students' needs. The conclusion will highlight the benefits of all-encompassing inclusive practices and the resulting wider implications for the student population at large.

Mainstreaming a Multicultural Concept into Special Education: Guidelines for Teacher Trainers

1982 ◽  
Vol 49 (3) ◽  
pp. 220-227 ◽  
Author(s):  
Fred Rodriguez
Keyword(s):  
Special Education ◽  
Teacher Educators ◽  
Language Instruction ◽  
Social Needs ◽  
Children And Youth ◽  
University Of Kansas ◽  
Special Education Services ◽  
Exceptional Children ◽  
Curriculum Changes ◽  
Teacher Training Programs

As trends and approaches to the delivery of special education services have developed, teacher training programs have responded with appropriate curriculum changes. For the most part, the emphasis has been on meeting the specific academic and social needs of students. The attention given to the multicultural needs of exceptional children and youth has, in general, been limited to placement considerations, assessment, or language instruction. Their multicultural needs have not received sufficient attention. The intent of this article is to provide teacher educators a resource for examining their curricula relative to preparing teachers to better meet the multicultural needs of exceptional children and youth. A University of Kansas project which analyzed, evaluated, and developed guidelines for special education departments is described.

scholarly journals Physiological differences between wild and cultured bivalves in Prince Edward Island, Canada

2020 ◽  
Vol 33 ◽  
pp. 8
Author(s):  
Valentin Montagnac ◽  
Thomas Guyondet ◽  
Luc Comeau ◽  
Réjean Tremblay
Keyword(s):  
Food Availability ◽  
Prince Edward Island ◽  
Physiological Parameters ◽  
Growth Potential ◽  
Scope For Growth ◽  
Metabolic Chamber ◽  
Physiological Capacity ◽  
Physiological Differences ◽  
The Impact ◽  
Insight Into

Bivalve culture in Canada increased by 25% from 2000 to 2016. In Prince Edward Island (PEI), bivalves are cultivated in bays and estuaries and there is limited space for further aquaculture expansion. Thus, there is merit in developing a numerical model determining the abundance of bivalve populations in relation to their food availability in order to assess the carrying capacity of shellfish growing areas. This modelling will take into account the different bivalve species present in the bay, as the cultivated Mytilus edulis and Crassostrea virginica and wild, M. edulis, C. virginica, Mya arenaria and Mercenaria mercenaria. As a first step toward a modelling goal, this study compared the physiological differences of the 6 bivalve groups. Three physiological parameters were measured: clearance rate, oxygen consumption and assimilation to determine the energy budget or scope for growth (SFG). These measurements were carried out on individuals contained in metabolic chamber at summer and autumn temperatures (20 and 8 °C, respectively). Our results show that M. edulis is best adapted to these temperature in PEI as it maintains high SFG at both temperatures. For C. virginica and M. arenaria, high physiological parameters under summer conditions were observed, followed by a decrease in autumn. For M. mercenaria rates were low at both temperatures indicating a persistently low growth potential. These results demonstrate the adaptive physiological capacity of each species and provide insight into the underlying reasons some species such as C. virginica and M. mercenaria are at their northern distribution limit in the Gulf of St. Lawrence. Finally, no differences in the SFG between cultivated and wild bivalves have been observed. These results are discussed within the context of estimating the impact of each bivalve group in bays environment from PEI and particularly on food availability.

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