Attitudes of primary initial teacher training students to special educational needs and inclusion

Mintz, Joseph

doi:10.1111/j.1467-9604.2007.00438.x

Cited by 19 publications

(12 citation statements)

References 13 publications

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“…Transcripts were analysed using a thematic analysis (Boyatzis 1998;Braun and Clarke 2006). Thematic categories were initially developed from the literature review and previous experience, as in Mintz (2007). These were further developed from the initial set of categories using an interactive approach during the data analysis (Carley 1990), and new categories were added as required.…”

Section: Methodsmentioning

confidence: 99%

Primary school learning mentors: do background and training matter?

Mintz

2010

Education 3-13

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One response to dealing with barriers to learning in children has been the appointment in the UK of learning mentors. Mentors that have been appointed have come from a wide range of backgrounds. In this small-scale exploratory study, semi-structured interviews were undertaken with a sample of eight mentors in one inner city area, focusing on the mentors' perception of how their educational and professional background influenced their ability to perform their role. Thematic analysis of the interview transcripts indicated that for mentors without a background in formal teaching, significant emphasis was placed on personal characteristics and personal experience. In contrast, for mentors with formal teaching experience, greater emphasis was placed on their professional experiences. Implications for policy are considered and recommendations are made for a more in-depth triangulated study.

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Section: Methodsmentioning

confidence: 99%

Primary school learning mentors: do background and training matter?

Mintz

2010

Education 3-13

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“…For example, administrators may promote inclusive education through meetings, school improvement plans, school newsletters, and websites. When school leaders value and promote inclusion, it contributes to a supportive school environment where teachers are more likely to get the resources they need (Calculator & Black, ), thus improving teacher attitudes and practices toward inclusion (e.g., Burstein et al., ; Kniveton, ; Mintz, ; Winter, ). Commitment to inclusion may be demonstrated by respecting student privacy, identifying educational goals for students with disabilities, and through collaboration between general and special education teachers (Jorgensen et al., ).…”

Section: Best Practices In School Inclusion Researchmentioning

confidence: 99%

School Inclusion: A Multidimensional Framework and Links With Outcomes Among Urban Youth With Disabilities

McMahon

Keys

Berardi

et al. 2016

Journal Community Psychology

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As schools move toward inclusion of students with disabilities, there is need for a common framework for school inclusion, as well as assessment of inclusion in relation to student educational experiences. We propose an ecological framework that suggests school inclusion is best examined as a multidimensional construct with subtypes of inclusive best practices (organizational, academic, assessment and planning, and social). This study examines the extent to which schools (N = 11) are practicing each type of inclusion and the links between teacher‐reported inclusion practices and student‐ and school‐reported academic and social outcomes among African American and Latina/o youth with disabilities (N = 76). Results show that organizational inclusion and assessment and planning were associated with greater school belonging and school satisfaction; academic inclusion was associated with higher academic achievement, school belonging, and school satisfaction; and social inclusion was associated with higher academic achievement and school belonging. Implications for research, theory, and school practices are discussed.

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“…Several researchers note the importance of teacher preparation programmes preparing educators who have positive attitudes about including students with special educational needs (i.e., disabilities) in general education settings (Mintz, 2007; Winter, 2006). It is also essential that deliberate instructional actions, based on well‐developed lesson planning, either lead toward or derive from those positive attitudes.…”

Section: Fallacy 1: Students With Disabilities Are Incapable Of Learnmentioning

confidence: 99%

Facts and fallacies: differentiation and the general education curriculum for students with special educational needs

King‐Sears

2008

Support for Learning

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As policy makers and educators respond to legislation promoting the inclusion of students with disabilities in general education classrooms, there is sometimes confusion about why this is being done and how it can be accomplished effectively. In this article, two categories of fallacies, or misunderstandings, are identified. The first fallacy is that students with disabilities are incapable of learning the general education curriculum. The second fallacy is that teachers are required to ‘cover’ the entire curriculum, sometimes at a pace that leaves students with and without disabilities behind. Facts are presented following each fallacy. These facts describe research‐based pedagogies effective for students with and without disabilities, indicating that students with mild disabilities can learn the general education curriculum when responsive pedagogies are used. These facts also describe how schools that promote differentiation can potentially achieve higher scores on large‐scale assessments than schools that promote ‘one size fits all’ instruction.

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Attitudes of primary initial teacher training students to special educational needs and inclusion

Cited by 19 publications

References 13 publications

Primary school learning mentors: do background and training matter?

Primary school learning mentors: do background and training matter?

School Inclusion: A Multidimensional Framework and Links With Outcomes Among Urban Youth With Disabilities

Facts and fallacies: differentiation and the general education curriculum for students with special educational needs

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