Improving learning opportunities for special education needs (SEN) students by engaging pre-service science teachers in an informal experiential learning course

Kang, Da Yeon; Martin, Sonya N.

doi:10.1080/02188791.2018.1505599

Cited by 21 publications

(21 citation statements)

References 60 publications

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“…The article from Kang and Martin (2018), based in Korea, provides a third example. The authors focused on disability to identify a problem: that “students with disabilities tend to underperform relative to peers without disabilities on assessments and that this gap in achievement tends to widen over time” (p. 320).…”

Section: Resultsmentioning

confidence: 99%

How Does Initial Teacher Education Research Frame the Challenge of Preparing Future Teachers for Student Diversity in Schools? A Systematic Review of Literature

Rowan

Bourke²,

L’Estrange³

et al. 2020

Review of Educational Research

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Teachers consistently identify working with “diverse learners” as challenging. This raises questions about how teacher educators conceptualize and enact preparation of teachers for heterogeneous populations. This article provides a systematic review of literature relating to both “teacher education” and “diverse learners,” to identify knowledge claims regarding the way this “problem” and possible “solutions” should be framed. Analyzing 209 peer-reviewed journal articles (2009–2019), the article identifies groups most frequently described as diverse, three qualitatively different clusters of claims regarding how teachers can be prepared for diversity, and factors identified as constraining preparation. Analysis reveals a literature broad in focus—referencing many groups—but shallow in depth. The majority describe strategies for teaching about or catering to diversity with only few considering teaching for diversity. There is also limited engagement with specialist literature relating to concepts such as gender or race and little attention to teacher educators’ own knowledge. The article concludes with implications for teacher educators, arguing for enhanced critical epistemic reflexivity.

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Section: Resultsmentioning

confidence: 99%

How Does Initial Teacher Education Research Frame the Challenge of Preparing Future Teachers for Student Diversity in Schools? A Systematic Review of Literature

Rowan

Bourke²,

L’Estrange³

et al. 2020

Review of Educational Research

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show abstract

“…Based on interview results, small-scale research, observation sheets, teacher document studies by checking teacher RPP, teacher competency test results based on teacher PKB report, UKG results on Education Balance Data and literature studies, researchers conducted research and product development in the form of Experiential Learning-based training models. Experiential Learning-based training is proven to assist teachers and prospective teachers in improving their competencies (Bohon et al, 2017;Kalungwizi et al, 2020;Kang & Martin, 2018). This research shows that if the four steps of Experiential Learning are conducted then the training will be very effective in helping teachers and prospective teacher to improve their competence.…”

Section: Introductionmentioning

confidence: 78%

“…The pre-teacher realized that the students with special needs were individual and group learners. Even though a learner has a severe disability, he or she can be a better learner than other members of the learner who have fewer levels of disability (Kang & Martin, 2018). Next, the positive impact due to the interaction between teachers and inclusive learners, including pre-service teachers can gain new knowledge about teaching strategies for children with special needs in inclusive classes, for example, the importance of implementing individual learning plans (IEP).…”

Section: Introductionmentioning

confidence: 99%

“…Experiential Learning then develops with reflection activities which are very useful in changing teachers' beliefs and practices towards children with special needs and inclusive education. Therefore, in education, teachers are enabled to develop their imagined professionalism in teaching science to all students in the future (Kang & Martin, 2018). The other research regarding experiential learning strategies involving prospective teachers at a university in Tanzania, especially in teaching educational environment as the crucial topic in that area.…”

Section: Introductionmentioning

confidence: 99%

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LCL Model Experiential Learning based Training Model Development to Improve Teacher Competence in Designing Learning

Nirtha

Ismanto

Sulasmono

2021

j. pendidik. indonesia.

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Teacher’s competence in designing learning is one of the important aspects in getting the success of education. Based on preliminary research, any teacher didn’t make a learning design in teaching. Professional teacher certainly has variety experiences. However, experience-based training has rarely been given for the professional teacher. This research aimed to produce and determine the effectiveness the LCL model-based Experiential Learning training model to improve teacher competence in designing learning. It was developed based on Borg and Gall R&D model, carried out until the seventh stage using qualitative and quantitative approaches. The average validity score is 82.5 categorized as highly deserving by validators. ANCOVA's test results showed that there is a significant difference between classes, with the value of [F= (1,58), D=83,29, ρ=0.000, ƞρ2=0,58] significance value ρ=0.05. Based on the LSD table, the average corrected value of the treatment group was 72.84, while the control group was 45.69. It concluded that the training model is feasible and effectively used. This training model can be used as an alternative training to improve teacher competence, especially in designing learning that meets the elements of the 21st century learning paradigm and it has been completed by training tools such as module, guides and necessary hands-out.

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“…Disability is a problem in the form of a temporary or permanent disorder which function is increasing from time to time. Children with special needs or disabilities consist of various students who have cognitive, affective, emotional, or behavior that show various abilities and academic achievements (Kang & Martin, 2018). Meanwhile, another definition refers to learning difficulties found in various minority spheres of the…”

Section: Introductionmentioning

confidence: 99%

The Impact of Peer-mediated Intervention on Children with Special Needs in Inclusion Classroom

Muqoddam

Hendriani

2020

Tazkiya

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Systematic review aims to analyze the impact of interventions that mediated by peers on children with special needs in an inclusion setting. The review was conducted with the search keywords "peers" and "inclusive class", "peers" and "inclusion settings", "peers" and "inclusive settings", "peers" and "inclusive classrooms" in 2 online databases, namely ERIC and ScienceDirect. There were 11 articles reviewed from the total number of initial searches of 1,233 obtained from screening results according to inclusion and exclusion criteria. The results show that all interventions that have been implemented involve the role of peers. The focus of interventions various kinds, ranging from children aged 3-16 years and more focus on children with Autism Spectrum Disorder (ASD). Eleven Interventions that involve peers are significantly able to improve interaction, communication, social skills and social initiation in children with special needs so that it can be a reference in the process of intervention in the further application or research. AbstrakSistematik review bertujuan untuk menganalisis dampak intervensi yang dimediasi oleh teman sebaya pada anak berkebutuhan khusus di setting inklusi. Review dilakukan dengan kata kunci pencarian “peers” and “inclusive class”, “peers” and “inclusion setting”, “peers” and “inclusive setting”, dan “peers” and “inclusive classroom” pada 2 database online, yakni ERIC dan ScienceDirect. Terdapat 11 artikel yang direview dari jumlah total pencarian awal 1.233 yang diperoleh dari hasil screening sesuai dengan kriteria inklusi dan eksklusi. Hasil menunjukkan bahwa seluruh intervensi yang telah diterapkan melibatkan peran teman sebaya. Fokus intervensi beraneka ragam, mulai dari anak berusia 3-16 tahun dan lebih banyak fokus pada anak dengan Autism Spectrum Disorder (ASD). Sebelas Intervensi yang melibatkan teman sebaya tersebut secara signifikan mampu meningkatkan interaksi, komunikasi, keterampilan sosial dan inisiasi sosial pada anak berkebutuhan khusus sehingga dapat menjadi rujukan dalam proses intervensi pada penerapan selanjutnya. Kata Kunci: Intervensi; Teman Sebaya; Kebutuhan Khusus; Inklusi

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Improving learning opportunities for special education needs (SEN) students by engaging pre-service science teachers in an informal experiential learning course

Abstract: 2018) Improving learning opportunities for special education needs (SEN) students by engaging pre-service science teachers in an informal experiential learning course,

Cited by 21 publications

References 60 publications

How Does Initial Teacher Education Research Frame the Challenge of Preparing Future Teachers for Student Diversity in Schools? A Systematic Review of Literature

How Does Initial Teacher Education Research Frame the Challenge of Preparing Future Teachers for Student Diversity in Schools? A Systematic Review of Literature

LCL Model Experiential Learning based Training Model Development to Improve Teacher Competence in Designing Learning

The Impact of Peer-mediated Intervention on Children with Special Needs in Inclusion Classroom

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