Download or read book Attitudes and self efficacy of Jamaican teachers towards inclusion after co teaching in an inclusive classroom written by Gemma Tomalin and published by GRIN Verlag. This book was released on 2019-09-25 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt: Master's Thesis from the year 2019 in the subject Pedagogy - School System, Educational and School Politics, grade: 72.00, Roehampton University London (Laureate), course: Master of Arts in Inclusive and Special Education, language: English, abstract: This study should bring awareness to the Ministry of Education and Teacher Training Colleges that traditional lecture style training without relevant practicum may be preventing the facilitation of inclusion. Despite Jamaica's Ministry of Education having established an inclusive education policy in 2008, the majority of children with special needs are kept at home. With very little inclusion in schools and segregation of students with special needs (SWSN), teachers in Jamaica have not experienced inclusion and do not feel adequately equipped to facilitate it. Literature shows that teachers with experience only in traditional classrooms, and no exposure to diverse students are likely to be resistant to, or unable to, implement inclusion. Teachers also tend to implement inclusive teaching methods and adopt better attitudes after hands-on experience, modelling with a co-teacher. Five teachers participated in a 2-week training condition, each teacher was provided with an inclusive classroom and an experienced inclusive teacher (mentor). The first week the teacher is assisting the mentor, the second week the mentor assists the teacher with lesson planning and teaching. Teachers were given 2 self-rating questionnaires before and after training to measure whether their attitudes and self-efficacy improved and whether a direct measure of attitude and self-efficacy towards inclusion could be predicted after training. Another questionnaire was given 2 weeks after training that measured the potential success of training through implementation. Using paired sample t-tests for both attitude and self-efficacy scores it was found that all 5 teachers could be predicted to show an increase in both attitude and self-efficacy scores after training. It was also found using independent sample means tests that teachers without any previous experience teaching SWSN gained a larger difference in attitudes compared to teachers who already had experience however there was no difference in gains in self-efficacy.
Download or read book Factors Related to Middle School Teachers Self Efficacy in Inclusion Classrooms written by Kentina R Smith Ph D and published by . This book was released on 2015-05-10 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many middle school students with learning disabilities obtain their education in general education classrooms. These classroom settings are referred to as inclusion classrooms. We must not only consider that the student population is becoming increasingly more diverse, but we must also consider that the educators who teach in these type of classrooms are diverse as well. Teacher qualifications, training, and education that educators receive before and after entering a classroom can be quite varied and really important when considering the work that needs to be done to ensure successful inclusion classrooms. Within an inclusion classroom, success requires a collaborative instructional effort between special educators, general educators, and para-educators. The purpose of this research is to highlight teacher diversity in qualifications and training and identify factors that make teachers feel more or less confident in inclusion classrooms. This research explains key components of teaching - classroom management, instructional strategies, and student engagement - and the similarities and differences found between teachers in inclusion classrooms. This research is very important to all involved in the teaching and learning in inclusion classrooms, to include aspiring teachers, new teachers, experienced teachers, paraprofessionals, educational specialists, professional development and training staff, instructors for teachers, administrators, and policy makers. KEY SEARCH TERMS: administration, alternative teaching, attitudes, attrition, behaviors, bias, Bonferroni's Post Hoc Test, burnout, classroom management, co-teaching models, collaboration, confounding variable, content review, curriculum, disabilities, educational goals, educators, efficacy, Elementary and Secondary Education Act (ESEA), general education, Gibson and Dembo Teacher Efficacy Scale, inclusion classroom models, Individual with Disabilities Education Improvement Act (IDEA), instructional content, instructional management, instructional model, instructional models, instructional practices, instructional strategies, lack of motivation, lead/support model, learning disabilities, Levene's Test of Equality of Error, models, motivation, No Child Left Behind (NCLB), para-educator, para-professionals, parallel teaching, pre-service, professional development & training, retention, role models, self-efficacy, socialization, special education services, station teaching, stress, student behaviors, student engagement, teacher experience, teacher qualifications, teacher self-efficacy, teacher training, Teachers' Sense of Efficacy Scale (TSES), team teaching model, vicarious experiences, years of experience
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1996 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cultivating Inclusive Practices in Contemporary K 12 Education written by O'Connor Jr., Johnny R. and published by IGI Global. This book was released on 2018-10-12 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: Due to state and federal policies, there has been an increased emphasis on educating students with disabilities along with their nondisabled peers. This can significantly impact the way that educators view instructional design as well as influence the academic program planning of school districts. There is an apparent need for resources that provide additional insight and perspective into plans that facilitate these types of programs. Cultivating Inclusive Practices in Contemporary K-12 Education is an essential reference source that discusses comprehensive methods for teaching students across a broad spectrum of capabilities. The chapters within extend the knowledge base of inclusion by encompassing a variety of elements necessary for training and organizational development, ensuring that each student is placed within his/her least restrictive environment. Featuring research on topics such as educational environments, support frameworks, and teaching strategies, this book is ideally designed for educators, administrators, policymakers, consultants, and academicians seeking coverage on comprehensive methods for teaching students across a broad spectrum of capabilities.
Download or read book Responding to Learner Diversity and Learning Difficulties written by Dennis Conrad and published by IAP. This book was released on 2018-10-01 with total page 459 pages. Available in PDF, EPUB and Kindle. Book excerpt: Caribbean Discourse in Inclusive Education Volume II “Responding to Learner Diversity and Learner Difficulties” shares selected critical reflections and recommendations on the way educational communities respond to student diversity and difficulties learning. These contexts include the Caribbean, the Diaspora, and beyond. Authors explore issues and strategies for realizing and sustaining the agenda of education for all within primarily, but not limited to, the Caribbean. While the authors are aware of the ongoing debate between the terms ‘education for all’ and ‘inclusive education’, we use these terms interchangeably. We hold the position that inclusive education is about commitment to removing barriers to optimum learning for all learners regardless of age, ability, ethnicity, gender, geography, race, religion, sexual orientation or other differences. ‘Responding to Learner Diversity and Difficulties’ extend the discourse to include stakeholders committed to sharing their experiences and strategies for overcoming barriers to inclusive education. This second volume presents research that examines how teachers can respond to students with disabilities and difficulties learning, teach challenging curriculum content in mathematics and literacy, build citizenship through student voice, improve teacher practice via co-teaching and critical reflection, promote inclusive practice through leadership and advocacy. It can be used as a core text or companion reader for students at the undergraduate and graduate levels, lecturers, practitioners, researchers and policy makers.
Download or read book Teaching and Learning in Diverse and Inclusive Classrooms written by Gill Richards and published by Routledge. This book was released on 2010-10-18 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can you develop effective teaching strategies so that all the children in your classroom are included in meaningful and enriching learning experiences? What can you do to help young people from diverse backgrounds achieve their full potential? Addressing the wide variety of issues of diversity and inclusion routinely encountered in today’s classrooms, this comprehensive text provides both a theoretical background and practical strategies. Chapters from leading figures on inclusive education present and analyse the latest debates, research studies and current initiatives, including considerations for teaching and learning and concluding with key questions for reflection and additional resources. Moving beyond simple theory about diversity, to what this means for real teachers’ practice, the contributions focus on issues relating to values and professional practice for teachers, emphasising inclusive approaches and the importance of understanding the perspectives of learners. Topics discussed include: understanding inclusive education ethnic and cultural diversity challenging behaviour bullying gender identity and sexuality gifted and talented learners traveller children special educational needs collaborative working in schools the perspective of parents. Designed to stimulate and strengthen teachers’ professional understanding, the book also reflects on legislative duties, personal values and the importance of listening to the voice of individuals who experience disadvantage in educational settings. Teaching and Learning in Diverse and Inclusive Classrooms is a key resource for teachers, supporting their learning throughout their initial training and early professional development. It will also be of interest to more experienced teachers interested in diversity and inclusion, particularly those mentoring NQTs through their induction and Masters level studies.
Download or read book Teacher and School Variables Associated with the Academic and Social Outcomes of Students with Special Needs in General Education Classrooms microform written by Melissa Romain McGee and published by National Library of Canada = Bibliothèque nationale du Canada. This book was released on 2004 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: Participants were 31 teachers, 584 students, and six principals from four schools in one large suburban Canadian school board. Student outcomes of academic self-concept and peer acceptance were measured with pencil-and-paper tasks, and teachers' ratings of students' academic progress were used as a proxy measure of academic achievement. Classroom observations were conducted as measures of effective teaching behaviors and teacher interviews were conducted as measures of teachers' attitudes and beliefs about their roles and responsibilities in meeting the educational needs of students who are designated as having special needs. Teachers' and principals' attitudes and beliefs about inclusion, as well as classroom teachers' sense of personal teaching efficacy, were also surveyed with questionnaires. The purpose of this study was to evaluate the relationships among a set of student, teacher, and school variables that have been shown to influence the effectiveness of including students with special needs in general education classrooms. The present study extends on the work of P.J. Stanovich and Jordan (2000; 2002) who have developed a feedback model for describing how such variables interact with each other to facilitate positive academic and social outcomes for students in inclusive classrooms. Therefore, P.J. Stanovich and Jordan's feedback model of effective inclusion was used as a framework for exploring the relations among the student, teacher, and school variables in the present study. Significant positive relationships were demonstrated among students' levels of academic self-concept, peer-acceptance, and academic progress. Students with special needs had significantly lower levels of academic self-concept and were socially accepted significantly less than their peers who were typically achieving. Effective teaching behaviors were a significant predictor of students' academic progress. Teachers' attitudes and beliefs about inclusion were a significant predictor of students' academic self-concept. Personal teaching efficacy was a significant predictor of teachers' attitudes and beliefs about inclusion. Implications focus on the influence that teachers have on student outcomes, particularly as teachers who demonstrated more effective teaching practices tended to have students who made more academic progress through the course of a school year than their less effective counterparts.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1999 with total page 848 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Preparation for the Implementation of Inclusive Education in Primary Schools in Eswatini written by S’lungile K. Thwala and published by Cambridge Scholars Publishing. This book was released on 2022-03-04 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is about inclusive education, and is designed to prepare teachers to effectively teach exceptional children in primary schools in Southern Africa. It identifies key concepts associated with inclusive education, and discusses these in relation to issues in the reform of teacher education. It argues that the reform of teacher education for inclusive education is an important activity in improving educational equity. The theoretical framework for inclusion is outlined and examples of how teachers might engage in more inclusive practice are presented, as are the benefits of inclusive education. The book argues that preparation for inclusive education requires a new framework that calls for partnership between universities and schools. It is envisaged that the book will fill a gap in literature and practice, thereby enabling policy makers, college administrators and lecturers to review policies, teacher education curricula and pedagogical issues pertaining to preparing teachers for working in inclusive schools. As such, it will provide a springboard for teachers’ colleges and universities to improve teacher preparation for inclusive education.
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2000 with total page 958 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Culturally Responsive Teaching written by Geneva Gay and published by Teachers College Press. This book was released on 2010 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Download or read book Minding the Marginalized Students Through Inclusion Justice and Hope written by Jose W. Lalas and published by Emerald Group Publishing. This book was released on 2021-07-26 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: While the issue of advancing equity occupies the pages of many education journals across the world and pursuing it in schools and classrooms is a common instructional goal, there is an obvious absence of established school policies combined with pedagogies on how to achieve educational equity.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Making Education Inclusive written by Sharon Moonsamy and published by Cambridge Scholars Publishing. This book was released on 2015-09-18 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: Exclusionary pressures and practices are pervasive in education, despite the clamour for more inclusive education. Even as classrooms worldwide become more diverse, education is unlikely to become inclusive without deliberate efforts to dismantle exclusion and enable inclusion. This book is a compilation of contributions to the conversation about what these efforts might entail. The conversation has its origins in the Making Education Inclusive Conference held in 2013, which brought together academics and practitioners from Southern Africa and other countries. Given the expectation that teachers should play a key role in promoting inclusion, it is not surprising to find significant interest in teacher education from many of the contributing authors. Their concerns range from explicit teacher development for pedagogical responsiveness to learner diversity, to overcoming the epistemological marginalisation that learners experience where teachers are not fully confident of their subject content and how to teach it. Access to education is clearly not enough, and other contributors to this book concern themselves with ways in which structures and systems could be reconstituted to enable meaningful inclusion. This might mean looking at how teachers might use tiered systems of behaviour support and various metacognitive strategies, how physical access can be promoted on a university campus, and understanding how parents think about disability. Each chapter represents a different perspective on what it might mean to resist educational exclusion in its many forms, and each offers possible ways to make education more inclusive.
Download or read book Making Inclusion Work written by John Beattie and published by Simon and Schuster. This book was released on 2014-09-09 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learn the best methods for teaching students with disabilities in an inclusive classroom! In today’s classrooms, teachers must meet the educational needs of students of all ability levels, including students with disabilities. This invaluable resource offers elementary and secondary teachers a deeper awareness of "what works" when teaching students with disabilities in general education classrooms. Grounded in extensive special education research, this book will enlighten teachers with a greater understanding of special education students and how to teach them successfully. For teaching students with the most common disabilities in classes with their nondisabled peers, general and special education teachers alike will get the most current information on issues such as: • Developing Individualized Education Programs • Teaching reading successfully • Managing behavior and motivating students • Organizing classrooms and lessons effectively • Using cognitive strategies successfully • Making appropriate accommodations and modifications • Assessing students, grading, and collecting data • Working with parents and families • Collaborating with other teachers and parents One of the greatest challenges teachers face today is how to ensure that all students succeed, regardless of their ability. Rooted in the best research and practice, this essential resource provides the tools needed to create an inclusive classroom and demonstrates how to teach classes successfully.
Download or read book Effects of Teacher Collaboration and Tandem Compositions on Pre Service Teachers Professional Self Concepts in Inclusive Education written by Jan Roland Schulze and published by Springer Nature. This book was released on with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Advances in Special Education Research and Praxis in Selected Countries of Africa Caribbean and the Middle East written by Kagendo Mutua and published by IAP. This book was released on 2012-06-01 with total page 247 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume explores various issues pertaining to the education of children with disabilities in Africa, the Caribbean and Middle East. As a group, persons with disabilities have been subjected to social, cultural and educational exclusions of various forms and for various socially-scripted reasons. In education, for instance, individuals with disabilities have been altogether excluded from educational participation in many parts of the developing world or they have been excluded from pursuing meaningfully beneficial higher levels of education in developed countries like the United States. One of the social responses/remedies to the widely-acknowledged exclusionary practices experienced by learners with disabilities has been the widespread implementation of inclusive practices in the education of individuals with disabilities across countries, in the west and the developing regions of the world. A distinctive marker of difference in the way inclusive practices have been enacted in western countries versus those in the developing world has primarily stemmed from the fact that majority of western countries operate under funded mandates that also regulate the provision of education to persons with disabilities. While the ideal of inclusion has been highly desirable, many of countries in the developing world have floundered in their implementation due to lack sound legislative framework to guide implementation coupled with socio-cultural factors related to negative perceptions of disabilities and limited funding sources. Chapters in this volume explore inclusive education from a variety of perspectives.
