Exploring inclusive education: early steps for prospective secondary school teachers (original) (raw)
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How can we support educators to develop skills and understandings inclusionally
2006
Through this paper we wish to convey to you the ontological and embodied values which give meaning to our lives; the passion we have for our work and the commitment we feel to working inclusionally with each other, our colleagues in the authority, other professionals and schools. We believe that as members of the Inclusion Support Service our lived and living values of inclusionality are brought into all aspects of our work; the way that we relate to each other, and with other educators with whom we work, as well as forming the living standards of judgement that we use to account to ourselves and others for our educational influences in our own learning, the learning of others and in the learning of social formations.
INTED2019 Proceedings, 2019
Inclusive education is recognised by many countries. The practice, however, is inconsistent because of its complexity and variability of implementation. Because of the various contexts of Malaysia, with its diverse ethnicity, culture, religion, language, and socioeconomic background, there are implications for the implementation and efficacy of initiatives to promote inclusive education. This study brings a better understanding of the successful promotion of inclusive education by focusing on Malaysian teachers' perspectives of inclusion, their practice and their professional development. Effective continuing professional development (CPD) could enhance teacher competencies to respond to their diverse learners and those learners' needs. Responding to teachers' views of what works for them in their workplace, this research explores the effectiveness of CPD from the practitioners' perspectives. Using the rich and in-depth data gathered, a qualitative approach that employs descriptive and exploratory methods is used. Participants are purposely sampled from five national primary schools. 25 teachers, which include headteachers, are interviewed individually and 51 participated in eight focus group interviews. Theories of inclusive education and the 'Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers', (COACTIV) Model of Teachers' Professional Competence are adopted. The COACTIV model integrates theories of professionalism with the competency literature. According to the model, four aspects of competences need to be developed through professional development: beliefs, values, and goals; motivational orientations; professional knowledge; and self-regulation. These areas are explored through the thematic analysis using QSR NVivo software. The findings are of value to those responsible for developing teacher training programme in Malaysia. At the school level, they will inform the probable topics and areas for school-based CPD programmes.
Inclusive Processes in Education
A project co-funded by the Erasmus+ programme of the European union. The PINC project designs and develops a comprehensive training programme for future teachers, which provides them with the skills they need to facilitate active play for all children. Thanks to the PINC training programme students of Educational and Sports Sciences will acquire a broad theoretical understanding of inclusive processes in education and of the importance of play as an inclusion facilitator. PWDs People with disabilities: We use the term PWDs because it is the most commonly used in current contexts e.g. in ICF-model and legislation. ICF-CY-Model International Classification of Functioning, Disability and Health for children and youth model. The model illustrates how a child's functioning, health, and wellbeing are defined in a broad manner including body functions and structures, activities, and participation under influence of the context defined by environmental and personal factors. CRPD Convention on the Rights of Persons with Disabilities
Teachers' professional development to support inclusive practices
Journal of In-Service Education, 2000
Recent United Kingdom Government documents associated with the 'special needs' area of education claim to promote an inclusive approach to children's education. Section 6 of Excellence for All Children (DfEE, 1997a) refers to professional development for teachers and others, but is almost wholly preoccupied with the administration of the Code of Practice, the raising of standards and so on. The Action Programme (DfEE, 1998), echoing this line and referring to '... ensuring that all teachers have the training and support they need to do their jobs well' references the Teacher Training Authority 'standards' defining 'successful' outcomes of the organisation of special provision in schools (TTA, 1998). There appears to be, however, a singular absence of discussion of the nature of professional development that would embed changes in practice in order to support inclusion. In 1997 a group of teachers was sponsored on a distancelearning professional development course by a local education authority committed to an inclusive approach. This course focuses on developing inclusive practices through reflective practitioner research. An evaluation of their work appears to offer clear evidence that a course of this kind can result in the embedding of change in practice, which will support the development of an inclusive approach in schools: effective development becomes an attitude and a way of working, rather than a series of specially organised events; the school and classroom can be viewed as a workshop for staff development; LEA's have a major role to play in encouraging and monitoring development in schools (Hewton & Jolly, 1991).
Teachers\u27 Beliefs and Practices Observed in Inclusive Classes
2011
The world over there is a wave towards more inclusive education for children who are disadvantaged in one-way or another. The Salamanca conference of 1994 focused on the child with Special Education Needs (SEN) with a call to governments to ensure that such children were given an appropriate education especially by being included in mainstream classes. Developing countries shows less initiative and effort towards including the child with SEN, with more efforts towards including the girl child. But some schools are implementing the policy on their own initiative. It can be assumed that their belief in inclusive education drive their practice. This was a small scale study aimed at finding out their beliefs, their sources and the relationship with their practices. It was a qualitative case study where in-depth interviews and classroom observation of one teacher were conducted. The class had two children with SEN while the remaining fourteen had no obvious SEN. It was discovered that in...
Patterns of inclusive education through the practice of student teachers
International Journal of Inclusive Education, 2008
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