What makes a good school? Perspectives of students at inclusive secondary schools in Germany

Kleeberg-Niepage, Andrea; Brehme, David; Bendfeldt, Lena-Marie; Jansen, Kathrin U.

doi:10.1080/13603116.2022.2136772

Cited by 6 publications

(1 citation statement)

References 59 publications

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“…The preparation of early childhood educators from teacher education faculties should encompass knowledge and application of various practices from special education, whether in early childhood education or school-age settings (McLeod, Hardy & Sands, 2022). Furthermore, Kleeberg-Niepage et al (2022) suggest that recent studies have increasingly focused on student-centered research, although these studies tend to concentrate on specific groups of students, such as typicallydeveloping students.…”

Section: Introductionmentioning

confidence: 99%

The Challenges of Inclusive Teaching in Albania and Its Issues in the Pre-School Curriculum

Duka Ferri,

Buka,

Vampa

2023

JESR

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This study aims to explore the challenges faced by teachers in pre-school inclusive classrooms in Albania. Through a qualitative methodology, the research investigates the specific difficulties encountered by educators and offers suggestions for adapting teaching practices to effectively meet the needs and abilities of all students, regardless of their conditions and circumstances. The study includes 23 teachers interviewed in 5 schools/kindergartens where they teach in the preschool program classes in the city of Durrës. While the focus group included 26 third-year bachelor students enrolled in Preschool education for the 2022-2023 academic year at the University of Durrës Aleksandër Moisiu. The findings of the study highlight several key factors that can alleviate the challenges faced by teachers in inclusive classrooms. Firstly, it emphasizes the importance of providing assistant teachers, particularly specialized educators in the field of special education, to accompany students with disabilities. These professionals can offer dedicated support, expertise, and guidance, enabling a more inclusive learning environment. Additionally, the research emphasizes the significance of reducing the student-to-teacher ratio in these classrooms. By lowering the number of students, teachers can provide more individualized attention and support to each child, catering to their unique requirements. Furthermore, the study emphasizes the need for enhancing teachers' knowledge and skills in adapting teaching methods to accommodate the diverse needs and abilities of students with disabilities. Professional development programs, workshops, and training sessions can empower educators with effective strategies, specialized techniques, and resources necessary for inclusive classroom practices. In conclusion, by addressing these key factors, pre-school inclusive classrooms can meet the requirements of inclusive education. It is anticipated that these efforts will contribute to the alleviation of challenges and promote an inclusive educational environment where all students can thrive. Received: 29 July 2023 / Accepted: 30 September 2023 / Published: 5 November 2023

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Section: Introductionmentioning

confidence: 99%