Modifying Schoolwork in Inclusive Classrooms

Janney, Rachel; Snell, Martha E.

doi:10.1207/s15430421tip4503_3

Cited by 57 publications

(58 citation statements)

References 4 publications

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“…Psychologists, Specialist Teachers and so on), as well as parents/carers (Broderick, MehtaParekh & Reid, 2005;Janney and Snell, 2006;Vakil, Welton, O'Connor & Kline, 2008).…”

Section: Training and Supportmentioning

confidence: 99%

“…The inclusion of SEN pupils within mainstream school settings can best be achieved through shared learning environments and an inclusive school and community culture (Janney & Snell, 2006). This includes teachers adapting work and goals for the pupil according to their unique 'strengths' and 'weaknesses' in such a way that they are involved in the learning, social and emotional flow of the classroom (e.g., making changes to the physical environment and using additional resources to aid SEN pupils in their learning and participation in class activities, Janney & Snell, 2006).…”

Section: Inclusion In the Classroommentioning

confidence: 99%

“…This includes teachers adapting work and goals for the pupil according to their unique 'strengths' and 'weaknesses' in such a way that they are involved in the learning, social and emotional flow of the classroom (e.g., making changes to the physical environment and using additional resources to aid SEN pupils in their learning and participation in class activities, Janney & Snell, 2006). Broderick, Mehta-Parekh and Reid (2005: 197) suggested that 'good teachers are responsive to all learners' needs...in the sense that they prepare from the outset for a wide variety of aptitudes, needs and interests'.…”

Section: Inclusion In the Classroommentioning

confidence: 99%

See 2 more Smart Citations

Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment

Monsen¹,

Ewing

Kwoka³

2013

Learning Environ Res

148

102

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Inclusive education has become a corner stone of many government policies in an increasing number of countries, yet teachers have been found to hold mixed attitudes towards its implementation and usefulness. This paper, using English terminology and thinking, aimed to extend previous research on the effect of teacher attitudes towards inclusion in classroom learning environments, and to explore perceived adequacy of support, levels of stress, and willingness to include pupils with certain difficulties. Teachers (N=95) completed questionnaires on attitudes to inclusion, classroom learning environment, support, and stress.Pupils (N=2,514) completed a questionnaire on classroom learning environment only.Teacher attitudes towards including SEN pupils in mainstream settings were found to have a significant impact on how they managed their classroom learning environments and how adequately they perceived available support. Teachers with more positive attitudes towards inclusion were reported by their pupils to have classroom environments with greater levels of 'satisfaction' and 'cohesiveness', and lower levels of 'friction', 'competitiveness' and 'difficulty' than for those with teachers who held less positive attitudes. Teacher attitudes towards inclusion increased with greater perceived adequacy of both internal and external support. Teachers were less willing to include pupils with behavioural difficulties than pupils who were able/gifted or had physical difficulties, irrespective of attitude to inclusion.

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“…Psychologists, Specialist Teachers and so on), as well as parents/carers (Broderick, MehtaParekh & Reid, 2005;Janney and Snell, 2006;Vakil, Welton, O'Connor & Kline, 2008).…”

Section: Training and Supportmentioning

confidence: 99%

Section: Inclusion In the Classroommentioning

confidence: 99%

Section: Inclusion In the Classroommentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment

Monsen¹,

Ewing

Kwoka³

2013

Learning Environ Res

148

102

View full text Add to dashboard Cite

show abstract

“…Thus, I could argue that inclusive education in many countries has not yet provided a shift in approach from serving children with disabilities within mainstream education settings to a more blended practice through a process of eliminating the barriers to participation and learning experienced by students within the school system. To this end, in this presentation, I will argue that differentiated instruction provides a learning environment which takes into consideration the individual characteristics of all students (Janney & Snell, 2006;Strogilos et al, 2017) and, as such, is a useful approach for the inclusion of students with special needs/ disabilities in mainstream settings.…”

Section: Moving Towards Inclusive Education?mentioning

confidence: 99%

“…As Janney and Snell (2006) indicate, modifications may be curricular, instructional or alternative. "Curricular" refer to what is being taught (i.e.…”

Section: Research Findings On Differentiated Instructionmentioning

confidence: 99%

The value of differentiated instruction in the inclusion of students with special needs/ disabilities in mainstream schools

Strogilos

2018

SHS Web Conf.

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Abstract. The aim of this presentation is to analyse the current international policies on inclusion and to discuss the value and use of differentiated instruction as a means to the inclusion of students with special needs/ disabilities in mainstream settings. The movement to inclusion requires teachers to create inclusive learning environments, which would encourage the use of practices that would benefit all students. In this respect, differentiated instruction has rapidly evolved as a teaching approach to meet the diverse and heterogeneous needs of students with special needs/ disabilities in mainstream classrooms. Modifying and adjusting instruction to allow all students in a classroom to access the general education curriculum is at the heart of inclusive education. In this presentation, I shall discuss the development of differentiated instruction as a means to inclusion for students with special needs/ disabilities in mainstream classrooms. Information will be provided with regard to the main principles of DI as well as the basic criteria in designing individualized adaptations for these students. In addition to this, I will review the factors which influence the development of differentiated instruction based on research findings. Finally, I will argue that differentiated instruction provides a learning environment which takes into consideration the individual characteristics of students and, as such, is a useful approach for the inclusion of students with special needs/ disabilities in mainstream settings.

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Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth

Prediger

Dröse

Stahnke

et al. 2022

J Math Teacher Educ

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Various intervention programs for fostering at-risk students’ understanding of basic concepts (such as place value understanding or meanings of multiplication and division) have been developed and evaluated. However, little is known about the teacher expertise required to enact these intervention programs, and how this teacher expertise can be promoted. The article suggests a conceptual model for teacher expertise for fostering at-risk students’ understanding based on three recurrent jobs: (a) specify learning content (in basic concepts), (b) monitor students’ learning progress (in basic concepts) and (3) enhance students’ understanding (of basic concepts). Mastering these jobs with productive teaching practices involves four orientations in particular (conceptual rather than procedural orientation, diagnostic rather than syllabus-led orientation, communicative rather than individualistic orientation, and long-term rather than short-term orientation) as well as detailed pedagogical content categories for unpacking relevant knowledge elements. The paper reports on the professional development program Mastering Math which aims at promoting this expertise and its evaluation using a pre–post-design. For 95 participating teachers, the practices for specifying goals and monitoring and enhancing at-risk students’ understanding were captured in self-reports and situated in vignette-based activities for eliciting diagnostic judgments. Teachers’ development across different aspects of their expertise from the beginning and the end of the 1-year PD reveals the first quantitative evidence that the PD was effective in promoting growth of expertise. Whereas specifying and monitoring practices had substantially developed, the enhancement practices were hindered by a persistent short-term orientation.

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Modifying Schoolwork in Inclusive Classrooms

Cited by 57 publications

References 4 publications

Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment

Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment

The value of differentiated instruction in the inclusion of students with special needs/ disabilities in mainstream schools

Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth

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Modifying Schoolwork in Inclusive Classrooms

Cited by 57 publications

References 4 publications

Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment

Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment

The value of differentiated instruction in the inclusion of students with special needs/ disabilities in mainstream schools

Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth﻿

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Product

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Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth