Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction

Griful-Freixenet, Júlia; Struyven, Katrien; Vantieghem, Wendelien

doi:10.1016/j.tate.2021.103503

Cited by 32 publications

(19 citation statements)

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“…However, internationally there is a debate about what should be included in ITE courses. Research has identified possible topics, including an inclusive pedagogy (e.g., Spratt and Florian, 2015;Maher et al, 2022); equity consciousness and literacy (e.g., Bukko and Liu, 2021); learner diversity (e.g., Forlin and Chambers, 2011;Sharma and Sokal, 2015;Spratt and Florian, 2015;Stunell, 2021); knowledge about disability categories relevant to teaching (e.g., Swain et al, 2012;McKenzie et al, 2020); debates about the medical and social models of disability (e.g., Engelbrecht, 2019); universal design of learning (e.g., Griful-Freixenet et al, 2021;Scott et al, 2022); differentiation through instructional and curricular adaptations and modifications (e.g., D 'Intino and Wang, 2021;Griful-Freixenet et al, 2021); various types of cooperative learning and peer teaching (e.g., Klang et al, 2020;Tullis and Goldstone, 2020); co-teaching (e.g., Pizana, 2022); behavior management (Karhu et al, 2019); learner support (Nel et al, 2022); collaborative models and practices (Bentley-Williams et al, 2017); and relevant ideologies, policy and legal frameworks (Waitoller and Thorius, 2015;Essex et al, 2021;De Beco, 2022;Heng et al, 2022). Walton and Rusznyak (2017) argue that content choice is usually driven by either the needs of in-service practitioners, various policy imperatives, or the authority of the field in which the knowledge is produced (or a combination of these).…”

Section: Teacher Education For Inclusionmentioning

confidence: 99%

Exploring the perceptions of lecturers and final year students about the infusion of inclusion in initial teacher education programmes in South Africa

Nel

Hay²,

Bekker³

et al. 2023

Front. Educ.

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IntroductionSouth Africa embraced the move to inclusive education after the political transformation in 1994 by partaking in and subscribing to the international Education for All (EFA) drive initiated in 1990 at the Jomtien World Conference on Education for All, which declared that all children, youth and adults should receive a basic education. Furthermore, the Salamanca Statement of 1994 the United Nations (UN) Convention on the Rights of Persons with Disabilities (CRPD) of 2006 and the Sustainable Development Goal 4 are internationally regarded as the most important influence on the transformation of education systems to become more inclusive and consequently continue to have an important influence on education policies and practices in South Africa. The key policy driving inclusive education in South Africa is Education White Paper 6 (EWP6). EWP6 affirms that teachers play a central role in implementing an inclusive education system. Therefore, training is emphasized as a key strategy to enable educators to become more inclusive in their teaching practices. The focus of this article is on Initial Teacher Education (ITE) for inclusion. Influenced by international developments to transform ITE programmes and the national endorsement of inclusive education the Department of Higher Education and Training (DHET) embarked on a project called the Teaching and Learning Capacity Development Improvement Project (TLCDIP). The project reported on in this article was one facet of the TLCDIP and focused specifically on teacher education for inclusion in the Foundation (Reception to Grade 3) and Intermediate Phases (Grade 4 to 6) of the Baccalaureus Educationis (B Ed) programme.MethodsThe primary research aim was: To explore the perceptions of final year students and their lecturers in ITE programmes regarding the preparation of pre-service teachers for teaching in inclusive and diverse learning environments. A qualitative research approach was employed to gain in-depth and rich data. Purposive sampling was used including final year students and their lecturers. Open questionnaires and group interviews were employed as data generation strategies.ResultsAn inductive thematic analysis showed that the following themes were identified by the participants as critical to be considered in the development and implementation of ITE programmes: Understanding inclusive education, which is also linked to knowledge; the disconnect between theory and practice, the lack of knowledge and practical experience regarding inclusive teaching strategies and how inclusion is addressed in the B Ed curriculum.

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Section: Teacher Education For Inclusionmentioning

confidence: 99%

Exploring the perceptions of lecturers and final year students about the infusion of inclusion in initial teacher education programmes in South Africa

Nel

Hay²,

Bekker³

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

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“…To date, no studies have examined DI’s effectiveness as part of a comprehensive school counseling program. However, Griful-Freixenet et al (2021) explored teachers’ beliefs and practices related to UDL and DI and found that the two frameworks are complementary, though still distinct in practice. The UDL framework emphasizes proactive changes to the learning environment to meet students’ needs through providing instructional options to all students, while the emphasis in DI is on adapting lessons for individual students based on those students’ unique learning profiles.…”

Section: School Counselors’ Need For Lesson Planning Instructionmentioning

confidence: 99%

School Counselors Engaging All Students: Universal Design for Learning in Classroom Lesson Planning

Vostal,

Oehrtman,

Gilfillan

2023

Professional School Counseling

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School counselors need to be intentional about implementing a comprehensive school counseling program, which will often include planning and teaching classroom lessons on topics connected to academic skills, career planning, and social/emotional learning. Universal Design for Learning (UDL) is a scientifically valid framework for providing access to curriculum for all students; it may facilitate school counselors’ use of evidence-based instruction to reduce barriers to learning for students with diverse learning needs. This article introduces school counselors to the UDL principles and demonstrates UDL-aligned instructional strategies in two school counselor-created classroom lessons: one elementary and one secondary. Practicing school counselors can use this information to examine lessons for potential barriers in order to better craft instruction. Counselor educators can use this information to guide school counseling students to write universally designed lessons to meet the challenge of creating a comprehensive school counseling program.

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“…Teacher self-efficacy can be conceptualized as believing in one's own abilities to be an accomplished teacher, as well as being able to deal with challenges in the school environment and classroom (Bandura, 1997;De Oliviera Fernandez et al, 2016). Teachers with a high sense of self-efficacy tend to experiment with methods of instruction, seek improved teaching methods and experiment with instructional materials (Griful-Freixenet et al, 2021;Devi and Ganguly, 2022) which result in positive teaching behaviors and higher learner performance (Temiz and Topcu, 2013). They therefore believe that they can influence how well learners learn and persist with those learners who may be considered difficult or unmotivated (Klassen and Chiu, 2010;Guskey and Passaro, 2012).…”

Section: Introductionmentioning

confidence: 99%

Exploring factors that full-service school teachers believe disable their self-efficacy to teach in an inclusive education system

Staden-Payne

Nel

2023

Front. Educ.

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IntroductionTeachers’ sense of self-efficacy has been identified by research as a key factor in the successful implementation of inclusive education. This article reports on disabling factors in South Africa that are reportedly influencing inclusive Full-Service school (FSS) teachers’ sense of self-efficacy to implement inclusive education successfully.MethodologyA qualitative study, using semi-structured individual and group interviews as well as collages, was employed.ResultsThe findings revealed that the disabling factors included internal and external factors. Internal factors comprised a lack of knowledge and skills, including a lack of self-confidence, FSS teachers seeing themselves as a barrier, and physical and psychological problems. External factors were also identified. They are ineffective implementation of inclusive education, inadequate training, incompetent education department officials and managers, a lack of support from the education department, curriculum constraints, as well as disabling factors within the school system. Negative media perceptions were also mentioned.ConclusionIt was concluded that it is important for the basic and higher education departments of education to be aware of the identified disabling factors and purposefully attempt to improve the external factors, while ensuring that FSS teachers’ capabilities are developed and sustained in in-service and pre-service teacher education. This could contribute to developing and improving their sense of self-efficacy.

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Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction

Cited by 32 publications

References 50 publications

Exploring the perceptions of lecturers and final year students about the infusion of inclusion in initial teacher education programmes in South Africa

Exploring the perceptions of lecturers and final year students about the infusion of inclusion in initial teacher education programmes in South Africa

School Counselors Engaging All Students: Universal Design for Learning in Classroom Lesson Planning

Exploring factors that full-service school teachers believe disable their self-efficacy to teach in an inclusive education system

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