Alternative teaching practices for inclusive education

Fernández, Celia Corchuelo; Cortés, Carmen María Aránzazu Cejudo

doi:10.1051/shsconf/20173701005

Cited by 3 publications

(2 citation statements)

References 3 publications

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“…This concurs with James (2017) who advocates a Community-Referenced Approach to Education (CRAE) which, among other areas, focuses on inclusive practices that consider the background, knowledge, and experiences students bring into the classrooms. Similarly, Fernandez and Cortes (2017) claim that teaching practices in inclusive education should focus on enhancing a strong relationship between teaching staff and students, motivating students to learn, and classrooms conducive to learning.…”

Section: Appropriate Teaching Pedagogies In Inclusive Educational Setmentioning

confidence: 99%

Teaching pedagogies in Tanzanian inclusive educational settings: Do they respond to diverse needs? Voices from students with visual impairment

Kisanga

Richards

2018

British Journal of Visual Impairment

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Students' learning and participation in inclusive educational settings requires, among other things, teaching pedagogies that respond to students' diverse needs so as to benefit from the education provided. This study explored teaching pedagogies employed in Tanzanian inclusive educational settings across all educational levels, whether or not they respond to students' diverse needs, using voices of students with visual impairment (VI) in higher education institutions (HEIs). A total of 16 students with VI from two HEIs were involved in a semi-structured interview, with thematic analysis being used to evaluate the data. The teaching methods used in primary schools were found to be more responsive to the needs of students with VI, compared to secondary schools and HEIs. Similarly, more positive inclusive practices were reported in primary schools than in secondary and higher education settings, and more primary school teachers with neither inclusive nor special education training were reported to be supportive and considerate to the needs of students with VI, compared to their counterparts in advanced levels. Some negative inclusive practices were also reported which appear to have an impact on students' access to teachers' instructions and their participation in learning. The negative inclusive practices of teachers appear to originate from teachers' limited understanding of inclusion, negative attitudes towards students with special education needs and lack of support from school authorities. In this regard, school authorities and teachers need to transform school cultures, teaching pedagogies, and attitudes to respond to the diverse needs in inclusive educational settings.

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Section: Appropriate Teaching Pedagogies In Inclusive Educational Setmentioning

confidence: 99%

Teaching pedagogies in Tanzanian inclusive educational settings: Do they respond to diverse needs? Voices from students with visual impairment

Kisanga

Richards

2018

British Journal of Visual Impairment

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“…Teachers' positive attitude is the most important aspect that contributes the major benefit toward the achievement of inclusive education practice (Yaraya, Masalimova, Vasbieva and Grudtsina , 2018;Pappas, Papoutsi, and Drigas 2018;Yada and Savolainen, 2017;Ahmme et al, 2013;Bhatnagar, Nisha, and Das, 2014;Dias and Cadime, 2016;Shoulders and Krei, 2014;Lee, Yeung, Tracey, and Barker, 2015;Lee, 2013;Rajovic and Juranovic, 2013;Salem, 2013;Khochen and Radford, 2012;Fırat, 2014;Peter and Nderitu, 2014). Furthermore, attitude has become as important factor to achieve the inclusive education toward implementation successfully (Dorji, Bailey, Paterson, Graham, and Miller, 2019;Fernández, and Cortés, 2017;Hoskin, Boyle, and Anderson, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Influence of Special Education Training on Teachers’ Attitudes towards Inclusive Education: Case Study in Aceh Province, Indonesia

Istiarsyah¹,

Dawi²,

Ahmad³

2019

IJARPED

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Inclusive education as a primary education policy for students with special needs to create inclusive society and equal opportunities in education. The purpose of this study was to identify the attitude of Primary School teachers towards inclusive education in Aceh province. Attitude assessment consists of three aspects: cognitive, affective, and behavioral, and how special education training influence teachers' attitudes toward inclusive education. This study involved 399 primary school teachers. The results of the MANOVA test revealed there was a significant difference effect of teachers who have received in special education training on all aspects of attitude with the Wilks' Lambda λ value [F dk (3,395) = 0.909, sig = 0.000 p <0.05]. Whereas the results of the ANOVA analysis found there were a significant effect differences on two of the three aspects of attitude, there are in cognitive aspect [F dk (1,397) = 26.129, with sig = 0.000 p <0.05] and in behavioral aspect [F dk (1,397) = 35.360, with sig = 0.000 p <0.05], while there was no significant effect difference on the affective aspect [F dk (1,397) = 0.776, with sig = 0.379 p> 0.05]. The study concludes that special education training in inclusive education practices enhances teachers' confidence in their ability to work with special needs children as well as enhances their effectiveness in implementing classroom practices, which is a contributing factor to success in inclusive education. The implications of the study indicate that there is a need for improved training programs for teachers teaching in inclusive education schools in Aceh province so that inclusive education practices can work as determined by the Indonesian government.

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