´Dealing with diversity´: debating the focus of teacher education for inclusion

Guðjónsdóttir, Hafdís; Óskarsdóttir, Edda

doi:10.1080/02619768.2019.1695774

Cited by 28 publications

(15 citation statements)

References 26 publications

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“…Differing responses from mainstream and special school respondents make clear that teacher education regarding autism must be appropriately differentiated to ensure relevance. CPD that includes opportunities to practice skills and strategies in a safe environment is sought by respondents: such models are identified as beneficial in autism and more widely (Guðjónsdóttir and Óskarsdóttir, 2020) and should be incorporated in future workshops.…”

Section: Discussion: Implications For Policy and Practicementioning

confidence: 99%

Primary teachers' knowledge and attitudes about autism, and experience of good practice approaches: implications for policy and practice in Croatia

Stošić¹,

Šegota²,

Preece³

2022

Support for Learning

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Education in Croatia is based upon principles of inclusion and individualisation. However, the effective inclusion of learners with special educational needs, including those with autism, has been identified as limited. To better understand the situation within primary education in the country, a survey of specialist teachers from mainstream and special primary schools was undertaken (n = 99), to investigate such teachers' knowledge and attitudes regarding autism, and their experience of 'good autism practice' methods and approaches. Knowledge was inconsistent, and inaccurate understandings were common. Attitudes regarding the inclusion of learners with autism were ambivalent. Training in 'good practice' approaches was extremely limited; however, despite low confidence, the use of these approaches was common. Teachers' education needs in autism were identified, and implications for future teacher education in autism, practice and policy initiatives are discussed.

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Section: Discussion: Implications For Policy and Practicementioning

confidence: 99%

Primary teachers' knowledge and attitudes about autism, and experience of good practice approaches: implications for policy and practice in Croatia

Stošić¹,

Šegota²,

Preece³

2022

Support for Learning

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“…Therefore, the collaboration of universities and schools might indicate a significant step for teacher education within the framework of inclusive education to simultaneously integrate theory and practice. Guðjónsdóttir and Óskarsdóttir (2020) underlined the importance of university-school collaboration, marking its significance for teacher training.…”

Section: Conclusion Discussion and Suggestionsmentioning

confidence: 99%

Untitled

2021

ENAD

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“…For example, in Ireland, a study (Hick et al 2018) found that providers implemented reforms in different ways across universities. Another recent report from Iceland (Guðjónsdóttir/Óskarsdóttir 2019) found different views on how to prepare teachers for inclusive education within universities.…”

Section: National Differencesmentioning

confidence: 97%

Handbuch Inklusion international / International Handbook of Inclusive Education

Florian

2021

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Global paradigm, national norms and local practices. The International Handbook of Inclusive Education combines theoretical approaches and myriad comparative perspectives on inclusive education considering its global diffusion. Its contributions provide comprehensive access to international discourses, comparative research results, and inspiring practices from diverse world regions—Europe, Africa, Asia, and North America—and emphasize the relevance of comparative studies.

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´Dealing with diversity´: debating the focus of teacher education for inclusion

Cited by 28 publications

References 26 publications

Primary teachers' knowledge and attitudes about autism, and experience of good practice approaches: implications for policy and practice in Croatia

Primary teachers' knowledge and attitudes about autism, and experience of good practice approaches: implications for policy and practice in Croatia

Untitled

Handbuch Inklusion international / International Handbook of Inclusive Education

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