Bringing Insider Perspectives into Inclusive Teacher Learning

Jones, Phyllis

doi:10.4324/9781315883878

Cited by 7 publications

(2 citation statements)

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“…Specifically, research on teacher education for inclusion has taken many forms, including examinations of insider perspectives (Jones, 2014), inclusive practices (Chien-Hui & Rusli, 2012), programme content (Loreman, 2010), teacher education programme delivery , teacher perceptions of self-efficacy (McGhie-Richmond, Barber, Lupart, & Loreman, 2009), and teacher attitudes and concerns . This study fits into the latter two categories, examining teacher attitudes, perceived teaching efficacy, and concerns about inclusive education.…”

Section: Introductionmentioning

confidence: 99%

A system-wide professional learning approach about inclusion for teachers in Hong Kong

Forlin

Loreman

Sharma

2014

Asia-Pacific Journal of Teacher Education

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This study examines changes in attitudes, teaching efficacy, and concerns about inclusive education in a sample of 2361 teachers in Hong Kong who took a professional learning course about inclusive education. Participants completed a questionnaire seeking demographic information and their perceptions about these three aspects of inclusive education both before and after their course. Items were selected from the Sentiments, Attitudes, and Concerns about Inclusive Education Scale Revised and Teacher Efficacy for Inclusive Practices scales that were of relevance to the objectives of this study. The results indicate that in all three areas of acceptance, teaching efficacy, and concerns about inclusive education, positive improvements were made as a result of training, although generally this improvement was strongest in areas that teachers felt were under their direct control. The small amount of change in areas that teachers felt were not under their control may indicate that whatever change initiatives are put in place, they need to be holistic and systemic.

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Section: Introductionmentioning

confidence: 99%

A system-wide professional learning approach about inclusion for teachers in Hong Kong

Forlin

Loreman

Sharma

2014

Asia-Pacific Journal of Teacher Education

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“…All Teachers develop appropriate attitudes and self-efficacy to actively and willingly support the diverse learning needs of all students in their classrooms (Kuzolin, 2014). This in itself is a significant challenge as evidence suggests that not all teachers leave teaching programs with adequate knowledge, skills, attitude and efficacy beliefs (Sharma & Loreman, 2014). The 'Heads, Hearts and Hands' model (Rouse, 2010;Shulman, 2004) depicted in Figure 1 provides a useful framework to prepare both special and mainstream teachers for disability inclusive education.…”

Section: Special Education Teachersmentioning

confidence: 99%

Current Issues and Future Directions in Australian Special and Inclusive Education

Dally¹,

Ralston²,

Strnadová

et al. 2019

AJTE

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In this article we review the medical, human rights, social and social interactionist models of disability, and consider how these differing perspectives have influenced the provision of educational services to students with disability in Australia. We contend that the shift in educational policy and provision, from supporting to including students with disability, has engendered a need for targeted professional development for both general and special education teachers. A model illustrating the unique skills of special educators and the common skills, knowledge and attitudes required by all teachers to implement effective inclusive education is presented and priorities for future research discussed.

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