Effective inclusive education: Equipping education professionals with necessary skills and knowledge

Smith, Deborah Deutsch; Tyler, Naomi C.

doi:10.1007/s11125-011-9207-5

Cited by 59 publications

(44 citation statements)

References 19 publications

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“…Student outcome strongly depend on the effectiveness of the teaching, but regrettably many teachers report that they feel unprepared to work effectively with students with special needs (Smith, 2011). In addition, there are some studies which found that the most of teachers who work in a different field than their own, do not have sufficient field knowledge and this affect their teaching adversely (Turkish Educational Association, 2009;Nizamoğlu, 2006;Scout, 2005;Kumar, 2003;Oral, 2000).…”

Section: Discussion and Resultsmentioning

confidence: 99%

Qualifications of Subject Teachers in Special Education Schools

Rasmussen

Kiş

2018

JETS

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Teacher qualifications are essential to be able to teach children with special needs efficiently. Therefore the aim of this study is to determine the qualifications of subject teachers in special education schools in Turkey. In the study 20 subject teachers within the field of music, art and sports who worked in special education schools in Turkey participated. Qualitative research methods were used and the research data was collected using a semi-structured interview technique in the form of a questionnaire, collecting information about the teachers' knowledge on the field of special education, what problems they encounter and what needs they might have. The data was analyzed using content analysis. The results show that the subject teachers in this study do not possess adequate knowledge about the students' different disabilities and their characteristics. Beside the lack of knowledge the teachers also express a lack of tools, materials, and workshop rooms for art and music, a school gym, extra time, training, support services, in service programs, and collaboration with colleagues. Furthermore the teachers express insufficient qualifications in making lesson plans, teaching, assessing, managing the classroom, changing student behavior, and parent training. The teachers in the study expressed that the lack of training support and services, the lack of peer support and negative attitudes from colleagues and school administrators to subject teachers reduced their motivation and prevented them from teaching efficiently. All in all the lack in requirements can be divided into three respective ranking areas 1) teacher knowledge, 2) classroom materials, tools and equipment and 3) training, management and peer support. Even though the subject teachers express a seeking for support, the inadequate fulfillment of the requirements within the areas as mentioned above affect the teaching negatively and prevent the subject teachers from teaching children with special needs efficiently.

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Section: Discussion and Resultsmentioning

confidence: 99%

Qualifications of Subject Teachers in Special Education Schools

Rasmussen

Kiş

2018

JETS

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“…Researchers, though, continue to argue that training for preparing teachers to become inclusive practitioners lags far behind policy (Armstrong, Armstrong, & Spandagou, 2010;Lancaster & Bain, 2007), and that newly graduated teachers still suggest that they are ill prepared to work in inclusive schools (Winter, 2006). Perceptions of inadequacy in teacher preparation are challenging, as without the essential skills and strategies to become inclusive practitioners, teachers are unable to successfully meet the needs of their learners (Smith & Tyler, 2011). Further, while training teachers in the skills and practices needed for inclusion is invaluable, it is crucial that they are also accepting of the philosophy and supportive of an inclusive approach (Jordan, Schwartz, & McGhie-inclusion is more important than skill development (Cook, 2002) and that for inclusion to be successful it must be firmly grounded by support for the ideology (Forlin, 2012;Ross-Hill, 2009).…”

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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“…This research yielded important information pertaining to what middle school general education teachers, based on their preparation, training, and support, were able to do while facing high standards of accountability from outside agencies and school administration (Darling-Hammond;McLeskey & Billingsley, 2008;Smith & Tyler, 2011).…”

Section: Discussionmentioning

confidence: 99%

Case Study Research: Examining Middle School General Education Teachers

Mackey¹

2017

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Research examined how three middle school teachers included students with disabilities in their general education classrooms. Purposive sampling was used to select a sixth grade science teacher, seventh grade social studies teacher, and eighth grade math teacher whose classrooms were identified as exemplifying the characteristics of inclusive settings. Each participant had at least six years of teaching experience. The qualitative techniques of interviews, observations, and document analyses were utilized to tell the stories of the three teachers. The specific themes and areas that emerged from the data were preparation, attitudes, and expectations; planning time, collaboration and in-class supports; and instructional strategies. Data revealed that all participants had little pre-service preparation specific to working with students with disabilities and varying levels of in-class supports, but all had positive attitudes about having students with disabilities in their general education classrooms. Each teacher developed and implemented numerous instructional practices which have implications for the effective inclusion of students with disabilities in general education classrooms.

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Effective inclusive education: Equipping education professionals with necessary skills and knowledge

Cited by 59 publications

References 19 publications

Qualifications of Subject Teachers in Special Education Schools

Qualifications of Subject Teachers in Special Education Schools

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

Case Study Research: Examining Middle School General Education Teachers

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