Does physical disability affect the construction of professional identity? Narratives of student teachers with physical disabilities

Dvir, Nurit

doi:10.1016/j.tate.2015.09.001

Cited by 22 publications

(12 citation statements)

References 30 publications

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“…Another study found that the best interests of the student was a central guideline in moral decision-making for principals (Frick et al, 2013). Most school principals and other educators believe that teachers with disabilities have a unique contribution and a positive effect on their students (Dvir, 2015; Loden and Teets, 2007; Parker and Draves, 2018). As long as the principals believed that the inclusion of a teacher with a disability was also in the best interest of the students, they faced no dilemma.…”

Section: Discussionmentioning

confidence: 99%

“…Previous studies have indicated that teachers with disabilities promote educational values that consider the inclusion of individuals who are perceived as “different” (Dvir, 2015; Fakolade et al, 2017). In addition, students who share the same disability as their teacher often become empowered by this interaction (Dvir, 2015). Yet, many school principals are concerned regarding the employment of teachers with disabilities.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…For instance, principals tend to avoid hiring teachers with disabilities due to a lack of awareness regarding the social importance and ethical values of employing them (Loden and Teets, 2007). This is especially important, because many studies point to the importance and unique contribution of teachers with disabilities to their students (Dvir, 2015; Parker and Draves, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Employing teachers with disabilities: A multifaceted prism of school principals’ ethical dilemmas

Tal-Alon¹,

Shapira‐Lishchinsky²

2020

Educational Management Administration & Leadership

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The aim of this study was to identify the ethical dilemmas of school principals who employ teachers with different physical disabilities. By conducting 18 in-depth interviews with principals from different school levels and different sectors in Israel, we identified the ethical dilemmas that emerged and their causes. The findings reveal that principals who employ teachers with disabilities struggle with multifaceted ethical dilemmas. These dilemmas reflect the tension between the educational ideology that was demonstrated by the principals’ inclination for integration and inclusion versus the three different elements of the principals’ professional responsibilities, namely commitment to the educational system, commitment to the wellbeing of the school staff, and commitment to the wellbeing of the students. Comprehending these dilemmas and understanding the ways in which these values contradict each other is a critical step on the way to building a more inclusive school.

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Employing teachers with disabilities: A multifaceted prism of school principals’ ethical dilemmas

Tal-Alon¹,

Shapira‐Lishchinsky²

2020

Educational Management Administration & Leadership

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“…Their success is also largely dependent on the faculty's attitudes toward people with disabilities and their place in higher education. Dvir (2015) argues that implementation of a policy to include students with disabilities depends on the professors themselves and their own experiences.…”

Section: The Success Of Students With Disabilities In Higher Educationmentioning

confidence: 99%

Attitudes towards Student with Disabilities in Higher Education, is there any Change?

Zafrir¹

2016

European Proceedings of Social &Amp; Behavioural Sciences

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Successful implementation of any inclusive policy for students with disabilities is largely dependent on educators' attitudes. Ensuring equality and inclusion is a general goal of education and is also very important in the frames of higher education. This paper reviews the literature regarding attitudes toward students with disabilities and focuses especially on attitudes of teacher trainers in teaching colleges. The paper clears also the main concepts involved in the present approach, namely it presents definitions of the disability and also of the attitudes. These are all based on references to the actual legislation and rules, valid both in Israel and also in other countries. The paper offers evidence of more positive attitudes towards students with disabilities, including teacher college students, but no evidence of acceptance of comprehensive inclusion. This paper contributes to the existing body of knowledge and emphasizes the need for strategic interventions and policy in order to improve inclusion of students with disabilities in all aspects of life.

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“…Gerçekleştirilen az sayıda çalışmanın sonuçları engelli öğretmenlerin farklı öğretim düzeylerindeki öğrenciler üzerinde olumlu etkileri olduğu yönündedir (Parker ve Draves, 2018;Vogel ve Sharoni, 2011). Dvir (2015) ve Fakolade, Adeniyi ve Tella (2017) yaptıkları çalışmaların sonuçları engelli öğretmenlerin "farklı" olarak algılanan bireylerin kabulü karşısında olumlu tutum ve davranışları teşvik ettiklerini ortaya koymuştur. Engelli öğretmeni olan öğrencilerin, engelli bireylere daha çok destek vermeleri bu duruma örnek olarak verilebilir (Tal-Alon ve Shapira-Lishchinsky, 2019).…”

Section: Introductionunclassified

Investigation of the Opinions of Disabled Teachers on the Integration of Information and Communication Technologies

Kula

Avcı

Haşlaman

2020

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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It is considered that designing and producing ICT (Information and Communication Technologies) resources and applications in accordance with the use and access of all kinds of disability groups will make the learning and teaching process useful for all stakeholders. From this perspective, in this study, the levels of teachers with disabilities to integrate ICT into the learning and teaching process were examined. In addition, opinions of teachers with disabilities on the integration of ICT into their lessons, the barriers they encounter in the process, and the effective integration of ICT into the lessons were taken. The data were collected through a questionnaire and semistructured interview form and analyzed by frequency and thematic analysis. In this study, in which 26 disabled teachers participated, it was seen that most of the teachers had high levels of integrating ICT into their lessons. However, it is understood that they are not effective enough in designing materials and using the online environment for educational purposes within the scope of technology and education. In this study, the aims of teachers with disabilities to integrate technology into their courses, the technology, materials, resources, and applications they used were revealed. The teachers who integrated ICT into their lessons mostly stated that they integrated ICT because it supports learning. On the other hand, teachers who did not integrate mostly expressed their low ICT literacy knowledge and skills. The teachers stated that they mostly encounter barriers in terms of hardware and internet problems. In line with these results, suggestions were made to researchers and future research.

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Does physical disability affect the construction of professional identity? Narratives of student teachers with physical disabilities

Cited by 22 publications

References 30 publications

Employing teachers with disabilities: A multifaceted prism of school principals’ ethical dilemmas

Employing teachers with disabilities: A multifaceted prism of school principals’ ethical dilemmas

Attitudes towards Student with Disabilities in Higher Education, is there any Change?

Investigation of the Opinions of Disabled Teachers on the Integration of Information and Communication Technologies

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