Teacher Perspectives on Suitable Learning Environments for Students with Disabilities: What Have We Learned from Inclusive, Resource, and Self-contained Classrooms?

Resource Room Support Services for Students with Learning Disabilities: The Context of Oman خدمات دعم غرفة المصادر للطلبة ذوي صعوبات التعلم: في السياق العماني

“…Addressing the need for teacher collaboration, Dev and Haynes (2015) argued that co-teaching students can be both a benefit and drawback of resource rooms. In a qualitative study of teacher perceptions of resource rooms, Dev and Haynes questioned teachers about their observations regarding the determinants of resource room success or failure, observing that almost all teachers who participated in the study citied the importance of staff communication.…”

A Meta-Analytical Evaluation of the Effectiveness of Inclusive Practices on Learning Outcomes

“…UNESCO tarafından 1994 yılında düzenlenen "Eğitimde Özel İhtiyaçlar Dünya Konferansı: Erişim ve Kalite" konulu toplantının sonucunda yayınlanan Salamanca Bildirisi ile "kaynaştırma eğitimi" (inclusive education) kavramı insan hakları terminolojisine kazandırılmıştır (Ainscowa, Sleeb ve Bestb, 2019;Kuyini ve Desai, 2007). Kaynaştırma eğitimi, eğitimin her birey için önemli bir hak olduğu ve sosyal eşitliğe ulaşmak için gerekli olduğu inancını destekleyerek tüm öğrenenler için yüksek kaliteli eğitimin sağlanmasında önemli merkez görevi üstlenir (Imaniah ve Fitria, 2018;Miles ve Singal, 2010) Kavram olarak kaynaştırma; genel eğitim ortamında tipik gelişim özelliği gösteren (TGÖG) öğrencilerle özel gereksinimli (ÖG) öğrencileri entegre etme uygulamasıdır (Dev ve Haynes, 2015;Friend ve Bursuck, 2006;Imaniah ve Fitria, 2018). Tüm öğrencilerin sosyal katılımı ve ön koşullarına göre öğrenmeleri gerektiği vurgulanır (Nilholm, 2020).…”

Understanding social development : a narrative inquiry analysis exploring the experiences of students placed in substantially separate educational settings

“…Carter et al, 2005;Roden, et al, 2013;Sainato, et al, 2015), there is some dissenting literature which points towards the self-contained educator being better prepared to handle maladaptive behaviors (Beaudoin et al, 2008). Beyond behavior, studies have found that there are educators who believe all students with disabilities are best educated in the inclusive classroom (Dev & Belfore, 1997;Dev & Haynes, 2015;McLesky et al, 2014). Within the inclusive classroom setting, Hughes et al (2013) found that teachers perceived peer-mediated interventions for students with impairments to be beneficial to all students placed in the inclusive classroom environment.…”

“…Teachers who were not identified as highly trained reported self-perceptions of frustration an inability to meet the needs of their students. However prior experiences with students with disabilities or pre-service coursework generally promoted more positive attitudes towards the students and working with them (Dev & Haynes, 2015). Kurth et al (2018), which used a focus group of professionals in the education field from a myriad of different countries, discussed that there were tensions between economics and space when inclusive education was discussed.…”

“…However, McFarlane and Marks-Woolfson (2013) found that when a teacher held a positive belief, based on questionnaire responses, about students with emotional and behavioral challenges, the educator was more likely to interact with the student in a meaningful way. A teacher's attitude is likely to be influenced by their own self-efficacy (Dev & Haynes, 2015). The educator's perception of the student played an important role in the way in which they interacted.…”