A Teacher Professional Development Program for Designing Inclusive Learning Experiences

Navarro, Silvia Margarita Baldiris; Zervas, Panagiotis; Fabregat, Ramón; Sampson, Demetrios G.

doi:10.1109/icalt.2015.51

Cited by 47 publications

(60 citation statements)

References 3 publications

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“…This collaboration involves teachers partnering in designing and delivering instruction, planning classroom management, and administering student assessments. In addition, the collaboration recognizes the broad diversity of leaners with respect to their abilities, age, culture, language and other forms of human differences (i.e., disabilities) (Navarro, Gesa, & Sampson, ). So the collaboration relieves the instructional burden on teachers of keeping up with all the knowledge and skills necessary to meet the diverse needs of all students (Friend, Cook, Chamberlain, & Shamberger, ).…”

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confidence: 99%

Teacher Preparedness in the use of Co‐teaching in Inclusive Classrooms

Chitiyo¹,

Brinda²

2018

Support for Learning

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Co‐teaching is a widely used instructional approach to meet the needs of all students in inclusive classrooms across the globe. Despite the widespread implementation of the practice, little is known about how teachers are prepared to use it. This study examined the extent to which 77 teachers were prepared to use co‐teaching. Results indicated that a majority of the teachers are underprepared in its use. Recommendations and implications are discussed.

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confidence: 99%

Teacher Preparedness in the use of Co‐teaching in Inclusive Classrooms

Chitiyo¹,

Brinda²

2018

Support for Learning

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“…Heads face many obstacles when attempting to make schools inclusive. In addition to the inherently flawed legal framework governing SUs (Charalampous & Papademetriou, 2018), there are teachers' negative attitudes (Navarro et al, 2016), heads' own negative impressions about inclusive education (Cobb, 2015) and the reluctance of pupils in mainstream education pupils to engage with their SEN peers (Blackmore et al, 2016). Further, heads often lack the required training (Sharma et al, 2015), as do most teachers (Tariq et al, 2013).…”

Section: Sus In Cyprus: Inclusion or Marginalization?mentioning

confidence: 99%

Action research: The key to inclusive education in Cyprus

Constantia

Papademetriou

2019

Journal of Pedagogy

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The main aim of the article is to explore the role of Collaborative Action Research (CAR) in promoting inclusive education within a mainstream school in Cyprus. The preliminary data for this research were gathered using a mixed methodology approach. CAR was then carried out in a single school with 150 participants. The study then examined the extent to which CAR enhanced inclusive education, using interviews. Finally, the results showed that CAR is one of the factors which can lead to inclusion.

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“…It seems opportune to clarify that Special Education and Inclusive Education are not synonymous and that the UDL is especially suitable for use in general education, in classrooms in which there is the presence of the student with disability, learning difficulties or behavioral disorders (Johnson-Harris & Mundschenk, 2014). The implementation of practices basen on the UDL creates an educational environment that is not only inclusive to students with disabilities, but it serves to all (Black et al, 2014;Kumar & Wideman, 2014;Katz, 2015;Navarro, Zervas, Gesa, & Sampson, 2016), besides being an expression of a modern vision…”

Section: B) Conceptual and Critical Contributions About Disability -Umentioning

confidence: 99%

Desenho Universal para a Aprendizagem: a Produção Científica no Período de 2011 a 2016

Böck

Gesser

Nuernberg

2018

Rev. bras. educ. espec.

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ABSTRACT:The principles of Inclusive Education point to the need to address the barriers present in different educational contexts in order to guarantee access to all students within education systems, as well as guarantee their continuous attendance. In this context, this paper aims to characterise the scientific production regarding the Universal Design for Learning (UDL) and to systematise some of the contributions aimed at the elimination of methodological barriers within learning contexts. For that, an integrative review of the literature regarding the UDL was conducted. The information obtained was analysed in the light of the Disability Studies in Education (DSE) and the social model of disability. The categories that emerged in the data collection, which structure the discussion, were: a) historical and legal contributions; b) conceptual and critical contributions about disability; c) contributions of practical applicability. The results show the concentration of studies on the UDL in North America and the inexpressiveness of research in Brazil. In addition, they demark the differentiation between the principles and guidelines of the UDL and the other perspectives of the Universal Design (UD); they point out strategies aimed at eliminating barriers in access to knowledge and briefly map the field of investigation regarding the UDL and the gaps that require further investment. Finally, the study shows that UDL, as it contemplates the diversity of ways of learning, has the potential to promote inclusive educational processes. KEYWORDS:Universal Design for Learning. Accessibility. Disability Social Model. Distance Education. Special Education.RESUMO: os princípios da Educação Inclusiva apontam para a necessidade de enfrentamento das barreiras presentes nos diferentes contextos de ensino com o intuito de garantir o acesso e a permanência de todos os estudantes nos sistemas de ensino. Assim sendo, este artigo tem como objetivo caracterizar a produção científica sobre o Desenho Universal para Aprendizagem (DUA) e sistematizar algumas contribuições voltadas à eliminação de barreiras metodológicas nos contextos de aprendizagem. Para tanto, foi realizada uma revisão integrativa da literatura sobre o DUA. As informações obtidas foram analisadas a luz dos Disability Studies in Education (DSE) e do modelo social de deficiência. As categorias que emergiram na coleta de dados e estruturaram a discussão foram: a) contribuições históricas e legais; b) contribuições conceituais e críticas acerca da deficiência; c) contribuições de aplicabilidade prática. Os resultados evidenciam a concentração dos estudos sobre o DUA na América do Norte e a inexpressividade de pesquisas no Brasil. Além disso, demarcam a diferenciação entre os princípios e as diretrizes do DUA e as demais perspectivas do Desenho Universal (DU) e apontam estratégias voltadas à eliminação de barreiras no acesso ao conhecimento e mapeiam brevemente o campo de investigação sobre o DUA e as lacunas que precisam de maior investimento. Por fim, o estudo mostra q...

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A Teacher Professional Development Program for Designing Inclusive Learning Experiences

Cited by 47 publications

References 3 publications

Teacher Preparedness in the use of Co‐teaching in Inclusive Classrooms

Teacher Preparedness in the use of Co‐teaching in Inclusive Classrooms

Action research: The key to inclusive education in Cyprus

Desenho Universal para a Aprendizagem: a Produção Científica no Período de 2011 a 2016

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