Teachers’ Views of Their Preparation for Inclusive Education and Collaboration

Abstract

There is a need to advance inclusive education for students with significant disabilities, and one way to support this effort is to ensure educators have expertise in, and are prepared to implement, inclusive practices. We surveyed and interviewed general and special education teachers to understand their experiences and preparation to demonstrate skills associated with inclusive education and collaboration and identify the factors that may contribute to their preparation. There was a relationship between educators' preparedness for inclusive education and whether they have taken university courses or had special training on inclusive education. Analysis of interviews with a subset of participants supported this finding and provided a deeper understanding of the educators' preparation and experiences in implementing inclusive practices for students with significant disabilities.

Inclusão educacional: estudo de caso de um aluno com dupla excepcionalidade

“…Na concepção de Kozleski et al (2015), o posicionamento desse profissional pode ser considerado uma força motriz capaz de impulsionar o esforço de toda a equipe de trabalho em prol da educação inclusiva. Já com relação à participação dos professores, observa-se nas pesquisas que há um forte consenso sobre a importância da formação docente como um dos principais pilares de sustentação das práticas pedagógicas inclusivas (Song, 2016;Teixeira et al, 2016;Zagona et al, 2017).…”

Inclusive Multicultural Videos: An Engaging Approach in Teaching Higher Educational Levels of English

“…Interacting with students at a high level of communication is essential to learning. In future, inclusive education becomes an essential factor in schools to encourage disabled children to enter a normal learning classroom and help them adapt in a normal environment in order to feel equal to their peers (Zagona, 2017). Inclusive education cannot only be used for the disabled, but also to students who are different in the sense of educational, ethnic, and religious backgrounds (Kozleski, 2016).…”

Análisis de factores de empoderamiento de maestros especialistas en la enseñanza inclusiva de niños de 6-16 años con dificultades auditivas

“…La investigación de las creencias de los maestros en torno a la EI dista de un conocimiento empíricamente demostrado de la misma. Sin embargo, una autoevaluación de sus disposiciones influye las actitudes y creencias hacia la práctica de la EI (Zagona, Kurth y MacFarland, 2017). Porque los dos factores que inmovilizan el desarrollo profesional docente, en palabras de Sprott (2019, p. 325), son "los obstáculos estructurales que impiden las oportunidades de colaboración y los rígidos mandatos jerárquicos".…”