An exploration of student teachers’ perspectives at the start of a post-graduate master's programme on inclusive and special education

Kamenopoulou, Leda; Buli-Holmberg, Jorun; Šiška, Jan

doi:10.1080/13603116.2015.1111445

Cited by 12 publications

(5 citation statements)

References 34 publications

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“…Based on the recommendations of Al Abduljabber ( 2006) and R. Dapudong (2013) to engage in cross-national studies to provide further understanding of the theories and practices of inclusive education, this study employed the BST (Bronfenbrenner, 1979(Bronfenbrenner, , 2005 to provide an understanding of the knowledge, attitudes, and perceptions of pre-service teachers across two African countries. Unlike previous studies (Baguisa & Ang-Manaig, 2019;Kamenopoulou et al, 2016;Pottas, 2005; C. R. Dapudong, 2014;Wanjiru, 2017) that actively probed the understanding and beliefs of inservice teachers about inclusive education, this study specifically investigated and established the relationship between gender, knowledge, attitudes and perceptions of inclusive education among pre-service teachers from Nigeria and South Africa.…”

Section: Discussionmentioning

confidence: 99%

“…Additionally, the understanding of inclusive education and how policy is translated into practice relies heavily on teachers' knowledge and thus becomes a prerequisite for the implementation of reforms that influence inclusive practices (Baguisa & Ang-Manaig, 2019;Landasan, 2016). Kamenopoulou et al (2016) and Osisanya et al (2015) affirm that knowledge and an understanding of inclusion are key factors for its successful implementation; however, Baguisa and Ang-Manaig (2019) state that the knowledge of inclusive education among teacher trainees is very low. Other studies have also criticised the knowledge base of teachers at various levels.…”

Section: Literature Reviewmentioning

confidence: 99%

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Inclusive education among pre-service teachers from Nigeria and South Africa: A comparative cross-sectional study

Adigun

2021

Cogent Education

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This study examined the knowledge, attitudes, and perceptions of inclusive education of pre-service teachers in Nigeria and South Africa by surveying 217 Nigerian and 266 South African pre-service teachers using a cross-sectional survey research design. A self-developed questionnaire was used for the data collection. The questionnaire was pilot-tested among pre-service teachers from a public university in Tanzania. Data were descriptively and inferentially analysed (means and standard deviations) using a 2 × 3 factorial multivariate analysis of variance (MANOVA). The study found a significant interaction between country and gender, with a significant main effect for gender as well as for country. The results indicated a significant MANOVA and a follow-up analysis of the variance test showed a statistically significant difference in the knowledge of pre-service teachers about inclusive education in terms of gender with female pre-service teachers having the highest mean score. The study also indicated a significant difference in the attitudes of pre-service teachers towards inclusive education in terms of their country, with Nigeria having a higher score than South Africa. The implications of a socially just society are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Inclusive education among pre-service teachers from Nigeria and South Africa: A comparative cross-sectional study

Adigun

2021

Cogent Education

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“…Kamenopolou et al. (2015) found similarly varied understandings of IE in Initial Teacher Education (ITE), accompanied by an assumption that teachers gradually develop knowledge about the needs of different learners through experience (DfE, 2017).…”

Section: Discussionmentioning

confidence: 99%

Mainstream teachers’ concerns about inclusive education for children with special educational needs and disability in England under pre‐pandemic conditions

Warnes

Done

Knowler

2021

Research in Spec Educ Needs

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A survey-based investigation of teachers' concerns was conducted the following adaptation of Sharma and Desai's 'Concerns about Integrated Education (CIE) Scale' two decades ago. The terminology was adjusted and integrated' became 'inclusive', and 'Special Educational Needs and / or Disability (SEND)' replaced 'disability' in a novel 'Concerns about Inclusive Education Scale'. A purposive sample included the public and private education sectors. An online questionnaire was completed in April 2020 (n = 93) by teachers (66: state mainstream, 18: independent, 5: UK-based international schools, 3: SEND specialists, 1: alternative provision). Statistical analysis of closed questions aimed to identify teachers' concerns about IE for children with SEND and was complemented by qualitative analysis of data generated through open-ended questions. Varied understandings of what IE means and longstanding concerns were identified. The highest level of concern was evidenced around resources, specifically, funding for specialist and support staff, resources, and appropriate infrastructure. Qualitative data analysis suggested that children with SEND risk being perceived as an onerous adjunct to an already stressful regular' teaching role. Few respondents mentioned national performance monitoring and accountability regimes in this context and, instead, viewed additional paraprofessional and external support as self-evident solutions to excessive workloads, neglecting the implications for equity in education.This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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“…All the above statements clearly reflect an understanding of inclusive education as associated with the education of students with disabilities and special needs. In a previous research article (see Kamenopoulou, Buli-Holmberg, & Siska, 2015), we discussed extensively the debate around the meaning of inclusive education and how it relates to special education. In a nutshell, the Salamanca Statement (UNESCO, 1994) first introduced the idea of inclusive education for children with disabilities (Vislie, 2003;Nilholm, 2006) and since then, inclusion has been associated with those groups of children (Hodkinson, 2010;Sikes, Lawson, & Parker, 2007).…”

Section: Methodsmentioning

confidence: 99%

“…Darling -Hammond (2016) argues that building teachers' competence is a significant pre-requisite for successfully implementing reforms in schools and improving practice. A body of research shows that teachers' prior knowledge and understanding of inclusion is a key factor to its successful implementation (for a review of the relevant literature, see Kamenopoulou, Buli-Holmberg, & Siska, 2015). Moreover, teachers' attitudes to and understanding of inclusion have been shown to change after training or further studies on inclusion and special needs education (Cologon, 2012;Boyle, Topping, & Jindal-Shape, 2013;Costello & Boyle, 2013;Lawson, Norwich, & Nash, 2013;Cameron & Jotveit, 2014).…”

Section: The Need For Developing Competence In the Field Of Inclusivementioning

confidence: 99%

Attaining New Knowledge on Inclusive Education: A Case Study of Students’ Voices

Buli-Holmberg¹,

Kamenopoulou²

2017

AJE

Self Cite

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The purpose of this research was to gather the voices of students undertaking a Master's programme on Special and Inclusive Education by exploring their perceptions of what they have learned about inclusive education during the programme. We used the case study approach in order to investigate the students' perceptions and reflections on their learning outcomes related to how they understand inclusive education, with specific focus on the students' awareness of change, how they understand the principle of inclusion and their explanations of inclusive education. Ten students participating in the Master's programme took part in the study. Data were collected with an openended questionnaire tool that students completed half way in their studies. Students' qualitative statements were analysed through an inductive approach and three main themes emerged: "understanding of inclusive education" "awareness of change", and "success criteria for practicing inclusive education". Results suggest that the student group as a whole considered that they had attained new knowledge, expanded and nuanced their understanding of inclusive education, and the majority of the students were aware of how they had enriched their knowledge and were able to state how they will go about implementing inclusive education in practice.

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An exploration of student teachers’ perspectives at the start of a post-graduate master's programme on inclusive and special education

Cited by 12 publications

References 34 publications

Inclusive education among pre-service teachers from Nigeria and South Africa: A comparative cross-sectional study

Inclusive education among pre-service teachers from Nigeria and South Africa: A comparative cross-sectional study

Mainstream teachers’ concerns about inclusive education for children with special educational needs and disability in England under pre‐pandemic conditions

Attaining New Knowledge on Inclusive Education: A Case Study of Students’ Voices

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