The Inclusive Secondary Teacher: The Leaders’ Perspective

Pearce, Michelle; Gray, Jan; Campbell‐Evans, Glenda

doi:10.14221/ajte.2009v34n6.7

Cited by 19 publications

(11 citation statements)

References 25 publications

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“…Alternatively, when specialists coordinated curriculum changes, significant changes were more likely to occur. This finding offers support for the notion that to adequately address the needs of students with disability, IE need to take into account an individual's specific requirements and not allow special educational needs to be absorbed within a larger subset (Pearce, 2009;Selvaraj, 2015). Such findings and conclusions again support the rethinking of the current paradigm in terms of the delivery of IE.…”

Section: Classroom Teaching Practices and Deliverysupporting

confidence: 55%

The Alignment of Innovative Learning Environments and Inclusive Education: How Effective is the New Learning Environment in Meeting the Needs of Special Education Learners?

Page¹,

Davis²

2016

teacherswork

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This article examines Innovative Learning Environments (ILE's) in terms of its promise to deliver an inclusive environment. While ILE's underpinning philosophy is to be inclusive for all, it appears that inclusion serves the needs of a wider mainstream audience. The article considers the research in this area critically, with a focus on the inclusive needs of students with disabilities and asks-whose inclusive needs are best served in an ILE context? This article argues that inclusion in an ILE which addresses the needs of students with disabilities has yet to be fully realised, and that an alternative inclusive education (IE) paradigm is required that aligns itself with the new ILE pedagogical environment.

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Section: Classroom Teaching Practices and Deliverysupporting

confidence: 55%

The Alignment of Innovative Learning Environments and Inclusive Education: How Effective is the New Learning Environment in Meeting the Needs of Special Education Learners?

Page¹,

Davis²

2016

teacherswork

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“…Teachers who hold positive and open attitudes towards creating an environment of inclusion for all students in the classroom, irrespective of differences or disabilities, were found to have been more successful in implementing inclusive practices (Avramidis, Bayliss, & Burden, 2000). Research by Pearce (2009aPearce ( , 2009b suggested that maintaining a positive attitude towards inclusive education was even more important than either knowledge or skills. This was supported in a review conducted by Boyle, Scriven, Durning and Downes (2011), who added that a positive attitude towards inclusive education was even more important than school resourcing, as it was the teacher who had to implement the inclusive practices.…”

mentioning

confidence: 99%

Pre-service Secondary Teachers’ Attitudes Towards Inclusive Education

Costello

Boyle

2013

AJTE

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“…However, school practice in special education units is usually characterised by low student-to-teacher ratios, thus offering special education teachers better chances to develop and demonstrate empathy towards their students. Moreover, it is vital that special educators empathise with their students in order to become highly committed to the implementation of a creative and flexible instruction which attends the specific psycho-pedagogical and socio-emotional needs of these students (Pearce, Gray, & Campbell-Evans, 2009). Increased teacher empathic functioning has been found to be associated with increased positive attitudes towards students with disabilities.…”

Section: Empathy In the Teaching Professionmentioning

confidence: 99%

“…The importance ascribed to teacher empathy by educational leaders and researchers, especially in the context of inclusion, was also acknowledged (e.g. Pearce et al, 2009). Therefore, it was hypothesised that special education teachers would possess (and report) higher empathy levels, than the general education teachers.…”

Section: Aims Of the Present Studymentioning

confidence: 99%

Does Empathy Predict Instructional Assignment-Related Stress? A Study in Special and General Education Teachers

Πλατσίδου

Agaliotis

2016

International Journal of Disability, Development and Education

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The role of empathy in the teaching profession has been vastly investigated in relation to its effect on students, but research on how teachers' empathy affects their own well-being at work is limited. This study investigated empathy and instructional assignmentrelated stress factors of primary school teachers serving in general or special education; moreover, it investigated if empathy predicted instructional assignment-related stress. Data were collected from 190 primary school teachers using the Interpersonal Reactivity Index and the Inventory of Job-related Stress Factors. Teachers reported moderately high levels of perspective-taking and empathic concern and lower levels of fantasising and personal distress. Also, they reported moderate to low levels of stress regarding instructional assignment-related factors. General and special education teachers did not differ in their reported scores on empathy or stress-related factors. Finally, it was found that instructional assignment-related stress factors can be predicted by personal distress and fantasising; however, the core empathy skills (empathic concern and perspective taking) were not found to be strong predictors of the stress factors tested.

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The Inclusive Secondary Teacher: The Leaders’ Perspective

Cited by 19 publications

References 25 publications

The Alignment of Innovative Learning Environments and Inclusive Education: How Effective is the New Learning Environment in Meeting the Needs of Special Education Learners?

The Alignment of Innovative Learning Environments and Inclusive Education: How Effective is the New Learning Environment in Meeting the Needs of Special Education Learners?

Pre-service Secondary Teachers’ Attitudes Towards Inclusive Education

Does Empathy Predict Instructional Assignment-Related Stress? A Study in Special and General Education Teachers

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