Education for Inclusion, Teacher Education and the Teacher Training Agency Standards

Reynolds, Margaret

doi:10.1080/13674580100200188

Cited by 12 publications

(2 citation statements)

References 2 publications

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“…The low level of priority given by primary and post‐primary teachers to the philosophy and sociology of inclusion, and to research, as components of a course is of concern as these are the areas of study that foster critical and analytical approaches to special education in schools. In the literature on teacher professional development, broader conceptions of learning (which would include philosophical, sociological and research‐based approaches) are considered crucial in contributing to the cultivation of a positive mindset towards inclusion and professionalism in general (Reynolds, 2001; Westbury, Hansen and Kansanen et al., 2005; Hardy, 2009). Time and again, the importance of attitude and mindset in developing inclusive schools is emphasised in the literature (Loreman, Deppeler and Harvey, 2005; Thomas and Vaughan, 2004).…”

Section: Discussionmentioning

confidence: 99%

Addressing the professional development needs of teachers working in the area of special education/inclusion in mainstream schools in Ireland

O'Gorman

Drudy

2010

Research in Spec Educ Needs

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This paper gives an account of one aspect of a recent research project that explored dimensions of inclusion in mainstream schools in Ireland. In particular, the working lives of teachers who have specific responsibility for students with disabilities and/or special educational needs (SEN) in mainstream schools were explored. In Ireland, such teachers are known as learning support or resource or SEN (LS/R/SEN) teachers. The nearest UK equivalent role is that of SEN co‐ordinator, but the responsibilities of the Irish LS/R/SEN teacher role are not as formalised and tend to vary in different school contexts. A key aspect of the research project was to explore the professional development requirements of these teachers. The contention emerges that the professional development requested by teachers was supportive of traditional practices and that these practices more properly belonged to a medical model‐influenced, deficit approach to special education rather than to an inclusive approach to education. As a consequence, it is argued that, instead of responding to gradually evolving change, an alternative, more revolutionary approach to professional development could be adopted to challenge ‘conventional wisdom’ and promote a truly inclusive education system in Ireland.

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Section: Discussionmentioning

confidence: 99%

Addressing the professional development needs of teachers working in the area of special education/inclusion in mainstream schools in Ireland

O'Gorman

Drudy

2010

Research in Spec Educ Needs

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“…This is the notion of inclusive education. The concept of inclusion in educational system is a significant issue and there is a steadily increasing emphasis in recent times for institutions of learning to provide equal opportunities for all learners (Reynolds, 2001).…”

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confidence: 99%

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2021

International Journal of Education and Practice

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Inclusive education as a global phenomenon in the 21 st century is becoming an acceptable approach for the training of children with less ability. Programs for teachers' education all over the world are seeking innovative values and pedagogies to ingrain teachers with for its implementation. It is on this premise that this research was conducted to determine the inclusive values and pedagogical strategies needed by business studies' teachers for effective practice of inclusiveness in secondary schools. The study utilized survey design for data collection and it was guided by two research questions and two null hypotheses. The study's population consisted of 54 lecturers of special education in tertiary institutions in Delta State, Nigeria. Data for the study were generated with a questionnaire and the questionnaire was scrutinized by three professional experts to enhance its validity. Data obtained from the field were analyzed with mean statistic and standard deviation in respect of the research questions while ttest was used to test the null hypotheses. The results of the study showed that business studies teachers need inclusive values such as patience, tolerance, fairness, equality, empathy, affection, confidence, trust, passion and respect as well as pedagogies such as encouraging peer-assisted learning, providing individualized attention and approach for effective inclusive education in the class rooms. No significant differences were found in the mean responses of participants based on their academic attainment and years of work experience on the inclusive values and pedagogies needed by business teachers for effective practice of inclusion. The study therefore concluded that inclusive values and pedagogies were strongly needed and should be acquired by business studies teachers for effective inclusive education in secondary schools. Contribution/Originality:This study contributes significantly to existing body of knowledge on educational inclusivity by empirically determining some inclusive values and pedagogies needed by business studies' teachers for effective practice and implementation of inclusiveness in the classrooms. The study has documented arrays of inclusive values and pedagogies to the benefit of business studies' teachers and learners in general. INTRODUCTIONEducation is a deliberate and systematic process that equips learners with knowledge, competencies, skills, values and attitudes which enable them to perform efficiently in every aspect of life. The process of education may be worthless if it does not consider the learner as an individual and as a part of a big society. Thus, classrooms should be designed to welcome diverse learners and address their individual needs. This is the notion of inclusive education. The concept of inclusion in educational system is a significant issue and there is a steadily increasing emphasis in recent times for institutions of learning to provide equal opportunities for all learners (Reynolds, 2001).

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Future Teacherś Attitudes Towards Cultural Diversity, Minorities and Gender Violence

Mariscal

Corredor

Cabezasa

2014

Procedia - Social and Behavioral Sciences

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Education for Inclusion, Teacher Education and the Teacher Training Agency Standards

Cited by 12 publications

References 2 publications

Addressing the professional development needs of teachers working in the area of special education/inclusion in mainstream schools in Ireland

Addressing the professional development needs of teachers working in the area of special education/inclusion in mainstream schools in Ireland

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Future Teacherś Attitudes Towards Cultural Diversity, Minorities and Gender Violence

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