Preparing teachers for inclusive classrooms

Jordan, Anne; Schwartz, Eileen; McGhie-Richmond, Donna

doi:10.1016/j.tate.2009.02.010

Cited by 351 publications

(258 citation statements)

References 27 publications

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“…The teachers in the school system often act alone and have few opportunities to discuss their challenges, as well as their accomplishments, with other colleagues. Jordan et al (2009) found evidence that effective teaching in inclusive settings is associated with teachers' beliefs about their responsibilities for their students with disabilities and special educational needs. Many studies around the world (Angelides, Stylianou, & Gibbs, 2006;Ghergut, 2010;Block et al, 2010;Kurniawati et al, 2012;Jordan et al, 2009;Emam & Mohamed, 2011;Kurniawati et al, 2012;Minou, 2011;Sentenac et al, 2013) observed that beliefs about effective inclusion might be an important attitude component that influences a teacher's practices, as well as her understanding of disability, ability, the nature of knowledge, knowing, and how learning occurs.…”

Section: Discussionmentioning

confidence: 99%

“…In other words, once teachers effectively and efficiently engage in attending to students with disability in regular settings, learning occurs. Jordan et al (2009) claimed that specialized skills for teaching students with disability may not be crucial for effective inclusion. Teachers' convictions about the specialized knowledge and skills they think are necessary in order to work with students with disabilities in regular school settings may justify their negative attitudes toward inclusion.…”

Section: Discussionmentioning

confidence: 99%

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Attitudes about inclusion by educators and physical educators: effects of participation in an inclusive adapted physical education program

Mauerberg-deCastro

Paiva

Figueiredo

et al. 2013

Motriz: rev. educ. fis.

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Abstract-This study assessed the attitudes about the inclusion of students with disability by professionals in education and health, relative to their experience and training. We compared three groups: 20 teachers and trainees who worked in an adapted physical education program (GI); 75 professionals from the municipal education system of Rio Claro subdivided according to their experience-CGyes e CGno, respectively, with and without experience. We used the inventory adapted by Palla (2001) to assess participants' attitudes and self-concepts. Overall, individuals in the group that participated in the intervention maintained their tendency of being favorable toward inclusion. Teachers in regular school settings in the municipal school system of Rio Claro (São Paulo, Brazil), regardless of their experience with inclusive settings, remain mostly indecisive about the benefits of inclusion. Keywords: inclusion, adapted physical education, attitudesResumo-"Atitudes de educadores e educadores físicos sobre inclusão. Efeitos da participação em um programa inclusivo de educação física adaptada." O presente estudo avaliou a atitude sobre a aceitação da inclusão de deficientes por profissionais da área de educação e saúde, conforme sua experiência e formação. Para isso, foram comparados três grupos: 20 professores e estagiários que atuaram em programa de educação física adaptada (GI); 75 profissionais da rede municipal de educação de Rio Claro, subdivididos conforme sua experiência-CGyes e CGno, com e sem experiência, respectivamente. Foi utilizado o inventário adaptado por Palla (2001) para avaliar as atitudes e o autoconceito dos participantes. Em geral, os indivíduos que participaram da intervenção mantiveram sua tendência favorável à inclusão. Os professores em contextos escolares regulares na rede municipal de ensino de Rio Claro (São Paulo, Brasil), independentemente da sua experiência com inclusão, continuam indecisos sobre os benefícios da inclusão. Palavras-chaves: inclusão, educação física adaptada, atitudesResumen-"Las actitudes de los educadores y educadores físicos acerca de la inclusión . Efectos de la participación en un programa inclusivo de educación física adaptada." El presente estudio evaluó la actitud en relación a la aceptación de la inclusión de discapacitados por profesionales en el área de educación y salud, de acuerdo a su experiencia y titulación. Para ello, se compararon tres grupos: 20 profesores y practicantes que actuaron en el programa de educación física adaptada (GI), 75 profesionales de la educación municipal de Rio Claro, subdivididos de acuerdo a su experiencia-CGno y CGyes, respectivamente con y sin experiencia. Se utilizó el inventario adaptado por Palla (2001) para evaluar las actitudes y el autoconcepto de los participantes. En general, las personas que participaron en la intervención mantuvieron su tendencia favorable hacia la inclusión. Los profesores en entornos escolares regulares en las escuelas municipales de Rio Claro (Sao Paulo, Brasil), independientemente de su experiencia c...

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Attitudes about inclusion by educators and physical educators: effects of participation in an inclusive adapted physical education program

Mauerberg-deCastro

Paiva

Figueiredo

et al. 2013

Motriz: rev. educ. fis.

View full text Add to dashboard Cite

show abstract

“…This could be one of the causes why Chilean on duty teachers report on a regular basis feeling unprepared to provide quality educational answers to all of their students (Jordan et al, 2009), as well as why the education of some groups of students with specific characteristics is considered a ground for specialized teachers (Florian, 2012a) instead of a ground for every teacher. This is a key aspect, since it may be reflecting a disconnection between formative processes and the daily challenges of teachers, as resembled by previous studies .…”

Section: Resultsmentioning

confidence: 99%

“…It is obvious that this means leaving behind a one-dimensional conception of diversity (Polat, 2011;Sapon-Shevin, 2014), by adopting an approach that highlights the relational nature of inequities and characteristics of students, the context in which these are developed and the forms of answers of educational systems (Florian, 2012a). Consequently, approaching initial training of teachers from a view that privileges comprehension of the different dimensions of diversity (Arnesen & Allan, 2009) is now a fundamental aspect, given the existence of evidence pointing out that inclusive educational practices and the effectiveness of teaching depends upon what teachers believe about the nature of differences and about their own role and responsibility in their work with every student (Jordan et al, 2009). …”

Section: Key Dimensions Of Training Of Teachers For Inclusive Educationmentioning

confidence: 99%

“…One of the obstacles identified in this process highlights practices and training of teachers (Dart, 2006), where it has been established that teachers lack the necessary knowledge, attitude and skills to put into practice the policies that aim to promote inclusive education. Moreover, it has been suggested that teachers would tend to feel unprepared to face the challenges brought by inclusive education (Jordan, Schwartz, & McGhie-Richmond, 2009). …”

Section: Introductionmentioning

confidence: 99%

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Initial Training Of Teachers For Inclusive Education In Chile

Villalobos¹,

Martín²,

Wyman³

2017

European Proceedings of Social and Behavioural Sciences

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The increasing diversity of students imposes a great challenge for teachers: to create quality educational processes for every student. Since initial training is understood as a significant space for the development of numerous competences, skills and attitudes, it has a core role in this challenge. Nevertheless, there is no systematic study of how the initial training of generalist teachers is approached for inclusive education in Chile. Given this, this article analyzes the results of a national study that examined the characteristics of initial training programs of Elementary Education teachers regarding inclusive education in Chile. To do so, an analysis on the contents of the profiles of graduation and description of every program valid up to 2014 was performed. These programs were analyzed in three central dimensions, each of which related to inclusive education: values and principles of educational inclusion; types or dimensions of diversity and; curricular management for inclusive education. Results show the existence of a great heterogeneity among programs throughout the country, in terms of the sense and intensity given to inclusive education in the different programs. Most of the programs are not offering -at least, not explicitly-formations with an intensive focus on inclusive education and there are not differences between private and public universities.

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International Perspectives on Teacher Education for Inclusion

Engelbrecht¹,

Ekins²

2017

The Wiley Handbook of Diversity in Special Education

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Preparing teachers for inclusive classrooms

Cited by 351 publications

References 27 publications

Attitudes about inclusion by educators and physical educators: effects of participation in an inclusive adapted physical education program

Attitudes about inclusion by educators and physical educators: effects of participation in an inclusive adapted physical education program

Initial Training Of Teachers For Inclusive Education In Chile

International Perspectives on Teacher Education for Inclusion

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