Teachers talk about inclusion… but can they implement it in their classroom? Exploring teachers’ views on inclusion in a Scottish secondary school

Abstract

Although there is much research regarding the inclusion of pupils with additional support needs (ASN) in mainstream secondary education, there is little research specifically exploring the perspectives of staff who support and teach this population. This small‐scale exploratory study in a Scottish secondary school investigated staff perspectives, aiming to provide unique insights and personal accounts of issues pertaining to inclusion. The findings suggest that there is a need to increase the skills of staff in order for them to be suitably equipped, competent and confident to meet all pupils’ needs.

Requirements and principles of designing online course for students with disabilities in the modern digital space of the university: theoretical analysis

“…In this we agree with the position of Western researchers Hinz A. [22], Ferriday G., Cantali D. [23], who focus on the issues of recognizing the heterogeneity of students and eliminating the lack of opportunities and cognitive abilities in learning. We also consider it important to proceed from the idea of socio-psychological well-being of persons with disabilities, formulated in the works of V.Z.…”

“…It was emphasized that heterogeneity formulates the basic pedagogical attitude to learning processes and acceptance of differences is the main prerequisite for successful inclusive practice [22]. At the same time, the problem of insufficient proper training and professional awareness is currently identified, which creates situations of increasing additional burden on teachers, as well as forms their negative attitude to inclusion [23]. In general, the approach to inclusive education dominates in the West, based on the recognition of the need to eliminate learning problems due to a lack of abilities in persons with disabilities, as well as training in compensatory skills, providing an alternative strategy for choosing the form of obtaining information during training, as well as providing an additional specialist upon request.…”

Competencias docentes para la inclusión de alumnos con necesidades educativas especiales: una revisión sistemática

“…Nketsia et al (2020) proponen que el plan de estudios de las facultades de educación debe reformarse hacia contenidos inclusivos y la promoción del desarrollo de principios y prácticas pedagógicas inclusivas para fomentar una formación eficaz del futuro docente en el área de la pedagogía inclusiva. En esta misma línea, la mayoría de las publicaciones analizadas consideran esencial la formación permanente del profesorado y el aprendizaje continuo para desarrollar una educación de calidad en igualdad, equidad e inclusión educativa, y fomentar la inclusión del ACNEE (Cardona-Molto, et al, 2020;Fernández-Batanero et al, 2017;Ferriday, G. & Cantali, 2020;Gheyssens et al, 2020;González et al, 2020;Reina et al, 2016;Romanova, 2020;Sunko & Kaselj, 2020). Conclusiones que coinciden con las de otros estudios que señalan la importancia de la formación de competencias del profesorado para el desarrollo pleno de los alumnos con discapacidad (Hernández-González, et al, 2020;.…”