General and Special Education Inclusion in an Age of Change: Roles of Professionals Involved Preparing Teachers for Inclusive Education Article information (original) (raw)
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Best Practices in Teacher Preparation for Inclusive Education
Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education, 2020
Research regarding best practice for preparing both special education and general education teachers for inclusion has been sparse in the US. The purpose of this chapter is to systematically review and summarize research regarding teacher preparation for inclusion. A thorough search uncovered 35 relevant studies. Themes that emerged from analysis of this research of best practices for teacher preparation for inclusive education included content for inclusion infused in teacher education courses, attention early and often to attitudes and dispositions toward inclusion, opportunities for collaboration and co-teaching, strong university-school partnerships, and collaboration to teacher education faculty.
What do Special Educators Need to Know and Be Prepared to Do for Inclusive Schooling to Work?
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 2003
This article focuses on the role of the special educator in an inclusive schooL The authors review the development of a special education knowledge base and specific schools' change to an inclusive service delivery model. They then use that information to suggest that special educators' roles include instruction, assessment, curriculum, leadership, and record keeping.
Teacher preparation for inclusive and critical (special) education
The author's preservice program prepares both single and dual certification master's students to teach in inclusive classrooms. This article provides an overview of the context in which, and for which, the program was designed, a description of the program, including what the author means by inclusive education and critical special education, explanations of key pedagogical and assessment practices that she leans on to meet her goals, and concludes with an account of how the program came to be developed.
. International Journal of Academic Research in Progressive Education and Development, 2018
This article addresses the inclusion mandate of students with disabilities through a case study. It begins with a review of debates concerning inclusive education and this current qualitative research aims to observe the extend of implementing inclusive education among students with mild learning disabilities in integration programs also known as the Special Education Integration Program for Students with Learning Disabilities. To address the issue, four Special Education teachers were selected as participants in this single site single case study. Data was collected through classroom observations, interviews and document analysis to investigate (1) the pedagogical aspects involve in implementing inclusive education among students with mild learning disabilities and (2) the adaptation made by the teacher in the curriculum prior implementing inclusive education. Result demonstrated that students were involved in both full and partial inclusion. Students with mild learning disabilities were not accompanied by special education teachers and they were fully taught by mainstream teachers who has never undergone any training on special education. The study recommends that students with learning disabilities who attend inclusive program should be accompanied by special education teachers or student management assistant/teacher assistant. It is also suggested that the mainstream teachers should be given appropriate training so that they too have knowledge to assist students to a better and meaningful life.
This article introduces two innovative teacher preparation programs that emphasize inclusive education at San Francisco State University. The Combined Elementary and Special Education program has as its main goal to provide specialized cross training for special and general educators who work in highly diverse inclusive public school settings. The training allows teachers to earn credentials in (a) elementary education, (b) special education, and (c) bilingual education. By combining and redesigning three existing programs at SFSU, the students now earn credentials in each of these three areas faster, while benefiting from the strengths of these multiple disciplines. The Autism Spectrum graduate program is designed to prepare highly qualified educators and related professionals to meet the unique needs of learners with Autism Spectrum Disorders (ASD) in diverse settings. This interdisciplinary program is offered at an advanced level for students pursuing any area of special educatio...
What do we Know and Where Can We Grow?: Teachers Preparation for the Inclusive Classroom
2017
General educators have been charged with the responsibility of teaching students with exceptionalities, yet many report they do not have the skills to effectively instruct diverse learners, including those with disabilities (Blanton, et al., 2011). Currently, more than half of all students with disabilities spend about 80% of their day in the general education classroom (U.S. Department of Education, 2011). This shift to educate all in the general education classroom increases the demand on teachers to be accountable for all learners academic achievement. The goal of this chapter is to provide instructors of teacher education programs with a review of current research in the field and recommendations for teacher preparation programs to effectively support and positively shape pre-service teachers attitudes and beliefs about students with exceptionalities.
Inclusive Education in the United States
education policy analysis archives, 1996
School reform issues addressing inclusive education were investigated in this nationwide (United States) study. A total of 714 randomly selected middle school principals and teachers responded to concerns about inclusion, "degree of change needed in" and "importance of" collaborative strategies of teaching, perceived barriers to inclusion, and supportive activities and concepts for inclusive education. There was disagreement among teachers and principals regarding some aspects of inclusive education and collaborative strategies. For example, principals and special education teachers were more positive about inclusive education than regular education teachers. Collaboration as an instructional strategy for "included" students was viewed as a high priority item. Responders who had taken two or more courses in school law rated the identified barriers to inclusive education higher than those with less formal training in the subject.
Now a current need for teachers to have additional skills and abilities in technology, specifically concerning the special needs student. This need extends to all teachers, not just special education teachers, as all teachers are now likely to have students with disabilities. Inclusion requires teachers to accept the responsibility for creating schools in which all children can learn and feel they belong. In this task, teachers are crucial because of the central role they play in promoting participation and reducing underachievement, particularly with children who might be perceived as having difficulties in learning. The current educational system encourages an inclusionary setting for all special needs students. This paper provides information concerning Historical overview of inclusive education, concept, needs of inclusion, and teacher’s role in this platform.
Inclusive mindedness: evolving knowledge and beliefs of preservice educators in California
Frontiers in Education, 2023
Early childhood special educators in the United States must familiarize themselves with the importance of inclusive practices and how to successfully implement these practices to support young students with disabilities in the least restrictive environment. Depending on the credentialing program special educators in the United States complete, their understanding and training in inclusive education can vary greatly. The purpose of this study was to address the need for training in inclusion by creating an Office of Special Education Program (OSEP) grant-funded inclusive education course for preservice early childhood special educators at one university in California and then to examine how the inclusion course changed early childhood special education teacher candidates' knowledge and beliefs of inclusion. Over 4 years, 97 early childhood special education preservice teachers participated in pre-and postcourse surveys, which determined their perceptions, understanding, and practical skills of inclusive education increased, demonstrating course effectiveness.
The purpose of this study was to evaluate a program using an inclusive model (e.g., course work in special education and special education liaison support) on the beliefs, practices, and skills of pre-service middle and secondary general education teachers (n=26) regarding their preparedness to work with students with special needs. A pre-and post-survey, adapted from the General Education Teachers' Beliefs and Attitudes toward Planning for Mainstreamed Students (G-TBAP; Schumm, Vaughn, Gordon, & Rothlein, 1994) survey, was administered to participants in an urban research university in the Southeast. The graduate students were resurveyed while they were completing their practicum experiences. Statistically significant results were found in the post-survey indicating the inclusive model was effective for this program. Multiple dependent t-test analyses indicated that the overall beliefs, practices, and skills were improved for participants, t(25) = -4.156, p = .000. Limitations ...