Research has found effective teacher training should be sustained, intensive, collaborative, experiential, research-based, and relevant. Since White Paper #6 (2001), South Africa has invested in teacher training on inclusive practices. Two-hundred-twenty-five educators from three provinces in South Africa were surveyed on how effectively they believed they were trained in inclusive environments, how confident they were in working with diverse learners, and what adaptations and supports they used. In this mixed-method study, the quantitative analysis indicated pre-service teachers perceived their credential program had prepared them for working in an inclusive environment; however, current teachers were less confident about their training, and most university faculty did not believe that they were effectively trained. Qualitative analysis of responses indicated the educators were able to identify scaffolding and differentiation of instruction as inclusive practices, but they were less likely to provide examples of effective interventions they used. Based on the data from the survey, professional development workshops and consultation sessions were offered to both the schools and universities. Educators (n=116) completed evaluations of the professional development program that indicated the training was helpful and requested additional training. Recommendations include increasing the amount of time and availability of training, additional support from administration, and additional resources for meeting the needs of diverse learners.
With the rise in inclusive practices, information on evidence-based practices for teaching learners with mild to moderate disabilities is an important topic. Many professional and government organizations are working to disseminate this information to educators; however, the process can be thwarted by time, resources, training, and implementation of practices. By using multi-tiered systems of support (MTSS) such as response to intervention (RtI) or positive behavior interventions and support (PBIS), schools can assess for, identify, and implement supports for all learners. If a learner continues to encounter challenges, even with high-quality teaching and strategies, then a more intensive intervention may be needed. One schoolwide change would be to use universal design for learning (UDL) to ensure strategies and supports are provided to all learners. Additionally, students may benefit from assistive technology. Teachers can learn about free and commercial evidence-based educational practices to create a safe environment, implement positive behavioral supports, and provide systematic, explicit instruction in academic areas of reading, writing, mathematics, science, and social sciences.
Educators can improve the academic and socioemotional wellbeing of their students
if they are equipped with strategies and skills to support learners and families from
diverse backgrounds and experiences—such as culturally and linguistically diverse
students, students with differing abilities, and those who may experience trauma and/or
socioeconomic challenges. To learn more about this topic, a Catholic university and
local diocese partnered to examine the literature on the impact of Catholic teachers in
under-resourced schools; practices for training Catholic educators with skills to meet
the needs of all learners; and the structures needed to ensure that diocesan and
university supervisors are able to effectively support the development of new teachers.
The literature review was organized using the three pillars of the University Consortium
of Catholic Education: service through teaching, community connections, and spiritual
development. The review resulted in the following recommendations: train teachers in
culturally responsive practices, incentivize educator collaboration, train supervisors
in inclusive practices with purposeful faith-based integration, and mentor principals in
effective methods of coaching and support for teachers
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