Implementation of co-teaching approach in an inclusive classroom: overview of the challenges, readiness, and role of special education teacher

Hamdan, Abdul Rahim; Anuar, Muhammad Khairul; Khan, Aqeel

doi:10.1007/s12564-016-9419-8

Cited by 18 publications

(12 citation statements)

References 31 publications

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“…This element relates to practices in schools, with the logic being that a 'whole school' approach is necessary for success (Loreman et al 2014), not just encouraging inclusive practice in individual classrooms (Hamdan et al 2016), or gender (Rydstrom 2010). Grimes et al (2011) suggested that school and classroom practice has a significant effect on the success of inclusive education in Lao.…”

Section: School Practicementioning

confidence: 99%

Inclusive schooling in Southeast Asian countries: a scoping review of the literature

Hosshan

Stancliffe

Villeneuve

et al. 2019

Asia Pacific Educ. Rev.

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Most of the Southeast Asian region is comprised of developing countries. This region has a short history of inclusive education implementation and differs from developed countries' more mature inclusive education systems. This review reveals how inclusive schooling has been implemented in Southeast Asian countries and the current practices in the region. We used scoping review methodology to examine peer-reviewed literature published between January 1994 and January 2017 on inclusive schooling in the Southeast Asian countries. The inputs-processes-outcomes (IPO) model was used to group and describe the extant research. Thirty-eight articles were identified that contributed to region of Southeast Asia inclusive education research. The majority (n = 29, 76%) were published after 2010. The articles were organised by IPO stage: Inputs stage (staff professional and teacher education, resources and finances, leadership, curriculum and policy); Processes stage (collaboration and shared responsibility, school practice, classroom practice and climate) and Outcomes stage (participation). The elements of staff professional and teacher education, and collaboration and shared responsibility were most frequently featured in the literature of the inputs and processes stages. Research information about the outcomes stage of inclusive schooling was sparse. The inclusive education literature from the region is still emerging. A greater focus on outcomes is recommended in future research and practice. Having outcome data will enable evaluation of the quality and effectiveness of inclusive education. If evaluation reveals problems, then aspects of the inputs and processes stages may need to be improved to achieve better outcomes.

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Section: School Practicementioning

confidence: 99%

Inclusive schooling in Southeast Asian countries: a scoping review of the literature

Hosshan

Stancliffe

Villeneuve

et al. 2019

Asia Pacific Educ. Rev.

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show abstract

“…Schools have a responsibility for ensuring students can achieve mastery on statemandated tests (Haynes et al, 2017). There is substantial research validating the effectiveness of inclusion in increasing the academic achievement of students with disabilities, many administrators implemented inclusion in their schools to fulfill these requirements and promoted the learning of all students (Hamdan et al, 2016). Accountability is placed on the school to ensure all students are successful at achieving state standards (Snow & Matthews, 2016;Swanson et al, 2016;Vinovskis, 2015).…”

Section: Discussionmentioning

confidence: 99%

Inclusion Matters! Strategies For Improving Reading And Test Skills Of Special Education Students

Jackson¹

2021

Scha

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The purpose of this quantitative retrospective quasi-experimental study was to determine if there was a statistically significant difference between sixth, seventh, and eighth-grade classrooms filled with both general education and special education students (mild to moderate disability) receiving multiple instructional strategies and sixth, seventh, and eighth-grade classrooms filled with general education students receiving only traditional instructional strategies. Students scoring 800 or above met reading standards for the year. Results of the analysis indicated students receiving traditional instructional strategies achieved a mean score of 830. The inclusion students receiving multiple instruction interventions also showed grade-level reading proficiency on the standardized test with a mean score of 818. The researcher focused on the issue to show there are positive outcomes from implementing inclusion. Recommendations involving a reading intervention such as guided reading groups, backwards design planning, and collaborative instruction were noted. A one-way Analysis of Variance (ANOVA) analysis tested significance and two-way ANOVA tested interaction. Both analyses were set at the.05 significance level to interpret the data. Keywords: Special education, General education, Disabilities, Inclusion, CRCT, Standardized Reading Tests.

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“…langsung dengan aktivitas pedagogis dalam sistem pendidikan inklusif (Movkebayeva et al, 2016). Hamdan, Anuar, & Khan, (2016)…”

Section: Amerika Serikatunclassified

Metode Dan Model Pembentukan Kesiapan Guru Dalam Praktik Pendidikan Inklusi

Sholihah

2020

PJP

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The readiness of teachers to teach in inclusive classes is an important key in the implementation of inclusive education. In practice, there are still many teachers who are not ready to teach in inclusive classes. Therefore we need a method or model for developing teacher readiness. The purpose of this study is to conduct a literature review of the methods and models for establishing teacher readiness in the practice of inclusive education. Literature searches were carried out on eight databases, namely ERIC, SpringerLink, ScienceDirect, SAGE, ProQuest, Emerald Insight, Google Scholar and Garuda. Keywords used in literature search are "Teacher Readiness" and "Inclusive Education"; "Teacher Readiness" and "Inclusive School": "Kesiapan guru" dan "Pendidikan Inklusi". A total of 10 articles (N = 1111) will be reviewed through a screening process based on inclusive and exclusive criteria. The results show that the strategy for developing teacher readiness is through training, courses and professional development.

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Implementation of co-teaching approach in an inclusive classroom: overview of the challenges, readiness, and role of special education teacher

Cited by 18 publications

References 31 publications

Inclusive schooling in Southeast Asian countries: a scoping review of the literature

Inclusive schooling in Southeast Asian countries: a scoping review of the literature

Inclusion Matters! Strategies For Improving Reading And Test Skills Of Special Education Students

Metode Dan Model Pembentukan Kesiapan Guru Dalam Praktik Pendidikan Inklusi

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