Enhancing teacher education for inclusion

Florian, Lani; Camedda, Donatella

doi:10.1080/02619768.2020.1707579

Cited by 71 publications

(43 citation statements)

References 5 publications

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“…Our findings revealed the importance of creating spaces for dialogue and exchange that allow teachers to get familiar with evidence-based scientific knowledge, while they reflect on the role that Special Education teachers should play, to contribute to the goal of increasing the opportunities for learning and social interaction of students with Special Educational Needs within regular classrooms. Our results are in line with those of other studies placing teacher education as a critical tool to move toward more inclusive educational approaches (Robinson and Goodey, 2017 ; Florian and Camedda, 2020 ), and stressing the need to advance in the study of the tools and programs that offer better support and preparation for teachers when developing their teaching work in more inclusive contexts.…”

Section: Discussionsupporting

confidence: 91%

“…The scientific literature has long pointed to the importance of teacher education and professional development, and its impact on improving the quality of education (Darling-Hammond et al, 2017 ). Regarding the role of teacher education in enhancing inclusion (Florian and Camedda, 2020 ; Ní Bhroin and King, 2020 ), the Salamanca Statement (UNESCO, 1994 ) highlighted the recruitment and training of educational personnel as one of the key axes to advance toward a more inclusive approach to Special Educational needs. Among other contributions, the Declaration stressed that one of main challenges for achieving inclusion was to provide in-service training to all teachers, considering the varied and often difficult conditions in which they provide services.…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

et al. 2021

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In the international context of a progress toward more inclusive educational systems and practices, the role of Special Education teachers is being transformed. From an inclusive perspective, these professionals increasingly support students and their teachers in the mainstream classroom, avoiding segregation. However, Special Education teachers often struggle to reach and support all students with special needs and their teachers to provide quality inclusive education. For this reason, more research is still needed on in-service training strategies for the inclusion of students with special needs that effectively translate into evidence-based school practices that improve the education of all students. This article analyses the impact of two evidence-based dialogic training programs of Special Education teachers working in mainstream schools carried out in Mexico during the 2018–2019 school year. Through in-depth interviews with participants, it was identified how, after the training, teachers increasingly grounded their actions on scientific evidence and promoted interactive learning environments that improved the educational inclusion of their students with special needs. This training also became the venue to make evidence-based educational actions available to other students without special needs, improving the quality of education provided to all students.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

et al. 2021

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“…Their initiatives and efforts have generated research papers and projects focused on issues related to teacher training for IE. In a recent editorial material, Florian and Camedda [19] highlighted the increase in the number of research or projects addressing teacher education for IE and noted their evolution from the inclusion of learners with special educational needs towards broader issues of social inclusion associated with migration, mobility, language, ethnicity, and intergenerational poverty.…”

Section: Literature Analysismentioning

confidence: 99%

Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research

Cretu

Morândău

2020

Sustainability

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In the context of international demands in recent decades to strengthen the commitment to inclusive policy and practices within education systems, teacher education has been challenged to find ways to prepare teachers capable of addressing the various needs of learners. The goal of this paper is to examine the research literature on initial teacher education for inclusive education (ITEIE) by using bibliometric analysis carried out on 440 documents indexed by Web of Science (WoS). The findings support the understanding of the ITEIE field regarding the evolution across time, the contributions in the field, the relevant journals, authors, and papers, the collaboration patterns. Although there has been a significant increase in the number of published works over the years, only a small number of countries and researchers have made significant contributions to the field. The analyses performed with VOSviewer software indicated poor collaboration among participating countries and authors. Several general topics have been addressed in the field over the past 25 years. There is a need to develop more cross-border research groups to ensure progress in the field. By mapping the emerging ITEIE research literature, this study can be a starting point for the development of new studies in the area.

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“…All too often, as discussed, these assumptions are the result of a certain structure of teacher education, that overemphasizes impairment‐related special education and fails to equip student teachers with knowledge and skills on inter‐disciplinary collaboration, cooperative teaching, group work, curriculum modifications and/or differentiations, whole class teaching strategies and individualized learning. However, the implementation process of Article 24 of the UNCRPD included strong efforts from many countries to improve teacher training for inclusive education over the last decade (Florian & Camedda, 2020)—but these changes need to be significantly enhanced in order to have impact on the school system.…”

Section: Conclusion: the Persistent Exclusion Of Students With Intellmentioning

confidence: 99%

Same Progress for All? Inclusive Education, the United Nations Convention on the Rights of Persons With Disabilities and Students With Intellectual Disability in European Countries

Buchner

Shevlin

Donovan

et al. 2020

Policy Practice Intel Disabi

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Over the course of the last 30 years, inclusive education has emerged as a key aim of education policies around the world. Also in Europe, most countries took efforts to make their education systems more inclusive—which led to growing numbers of children and young persons with disabilities in general education in Europe. The implementation processes of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) fuelled these efforts. However, as some authors have argued, not all students with disabilities seem to have benefited in the same way from these developments—such as children and young persons with intellectual disability (ID). This paper aims to explore this phenomenon in more depth by comparing some measures in relation to the implementation processes of the UNCRPD of seven European countries. Doing so, we analyze trends in placements (mainstream and special schools) of students with Special Educational Needs (SEN) in general and of students with intellectual disability specifically. As we show, an increase of students identified as having SEN in mainstream schools can be observed in all countries during the implementation process of the UNCRPD. However, in comparison to this rather broad group of learners, the percentage of students with intellectual disability in mainstream settings did not increase as much. Furthermore, the calculation of the “exclusion rate” revealed that this group of learners remains a key population of special schools. These results need to be understood as effects of specific shortcomings in the implementation of the UNCRPD, as we discuss in a further section. We conclude our paper with recommendations on future research and policies on inclusive education regarding students with intellectual disability.

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Enhancing teacher education for inclusion

Cited by 71 publications

References 5 publications

The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

Initial Teacher Education for Inclusive Education: A Bibliometric Analysis of Educational Research

Same Progress for All? Inclusive Education, the United Nations Convention on the Rights of Persons With Disabilities and Students With Intellectual Disability in European Countries

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