Exploring inclusive pedagogy

Florian, Lani; Black‐Hawkins, Kristine

doi:10.1080/01411926.2010.501096

Cited by 545 publications

(504 citation statements)

References 18 publications

Supporting

Mentioning

465

Contrasting

Unclassified

Order By: Relevance

“…However, limited studies have been conducted to prove the effectiveness of professional development programs on the influential function on the attitudes, concern, and commitment of teachers, especially in the Chinese schools. One of the major reasons for the lack of studies is the limited number of psychometric tools for evaluating the latent indicators.Teacher attitudes generally have a significant impact on the student educational outcomes [1], [2], [7], [8]. In the climate of inclusion, teacher attitudes towards children and young people with special educational needs are highly relevant.…”

mentioning

confidence: 99%

Perception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item CalibrationPerception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item Calibration

Sam¹,

Ho²,

Lam³

2015

IJCH

View full text Add to dashboard Cite

Abstract-Perception of teacher has been supported by recent research which influences their behavior towards acceptance of students with special learning needs. This study examines the psychometric properties of a newly constructed measure on teacher perception towards inclusive education. The study comprised 355 teachers (mostly females; majority age group: 26 to 45) from three progressive teacher training courses (basic, advanced, and thematic), which cater to different educational needs. The participants were required to complete the questionnaire on their perception towards educational inclusion. Data were analyzed using both classic test theory (CTT) and item response theory (IRT). Three domains (attitude, concern, and commitment) of perception were identified and tested in the context of Hong Kong. The analysis showed these domains had strong construct validity (GFI=.986; CFI=.941; RMSEA=.0578), internal consistency (Cronbach's alpha=.529-.761), and good fit to the Rasch model among items (Infit/outfit=.80-1.27). The current findings support the view that administration of the recent scale provided better understanding of teachers' perception on inclusive setting, and improved guidance for better program development on teacher training.Index Terms-Teacher perception, inclusive education, PTIE, item calibration, scale validation. I. INTRODUCTIONThe philosophy of educational values of equity and social justice makes the entitlement of all children to quality education, regardless of differences, an important notion for the implementation of inclusive education [1], [2]. However, several teachers have reservations for the inclusion of students with special educational needs in ordinary classrooms. The reservation could have been the result of the worries of teachers concerning their insufficient professional preparation to deal with students with special educational needs. Prior studies proved that involvement in strategic professional development helps teachers increase their understanding of learning barriers and changes their negative perspectives on students with special educational needs [3]. Professional development programs help teachers develop attitudes, strategies, and capacities to work with others, which in turn allow them to facilitate students regardless of their disabilities in the inclusion setting [4], [5]. According to Burrello and Wright (1993), targeted professional development activities focused around inclusion increases staff efficacy and attitudes in the areas of team collaboration, cooperative learning, joint ownership, student integration, effective teaching practices, and development of teaching skills in adapting and modifying the curriculum to meet the needs of all students [6]. However, limited studies have been conducted to prove the effectiveness of professional development programs on the influential function on the attitudes, concern, and commitment of teachers, especially in the Chinese schools. One of the major reasons for the lack of studies is the limited number of psycho...

show abstract

mentioning

confidence: 99%

Perception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item CalibrationPerception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item Calibration

Sam¹,

Ho²,

Lam³

2015

IJCH

View full text Add to dashboard Cite

show abstract

“…In relation to these views of inclusive classroom practice we can further acknowledge the essential social and emotional conditions of learning (Noddings, 1992) as well as the importance of teachers' beliefs and strategies for teaching all students by responding respectfully to student difference and rejecting deterministic beliefs about ability to learn (Florian and Black-Hawkins, 2011). Thus, the essential notion of 'pedagogy' within inclusive pedagogy extends beyond the overt techniques and knowledge of teaching to encompass the classroom relationships and educational purposes that support all children's learning.…”

Section: Dialogues In and About Inclusive Educationmentioning

confidence: 99%

Including Psychology in Inclusive Pedagogy: Enriching the Dialogue?

Kershner¹

2016

IJEP

View full text Add to dashboard Cite

Inclusive education is a complex field of study and practice that requires good communication and dialogue between all involved. Psychology has to some extent been marginalised in these educational dialogues. This is, in part, due to psychology’s perceived heritage in the standardised testing that has been used to support the educational segregation of certain individuals and groups of students. Some have also expressed fundamental doubts about the prospects of investigating human experience and education through ‘scientific’ method in psychology. In this paper I discuss the relationship between inclusive education, dialogue and psychology, with a focus on the dialogic aspects of inclusive classroom pedagogy. I analyse how a group of eight early career primary (elementary) school teachers in England talk about inclusive pedagogy at the start their involvement in a one-year research project on this topic. Their conversation suggests the strong presence of psychological thinking, alongside the teachers’ other references to classroom practice, children’s rights and social identities. Conclusions are drawn about the need to include the heterogeneous field of psychology in the continuing dialogues of inclusive education, while also considering new forms of psychology for inclusive education.

show abstract

“…It revealed that 1) the positive attitude of faculty and staff toward students with disabilities is an essential condition of academic success determining the quality and effectiveness of academic communications (Florian, Black-Hawkins, 2011;Rao, 2004;Bagget, 1994). 2) factors influencing positive / negative attitude towards inclusion of persons with disabilities are based on; gender, age, experience with individuals with TDO, specialized training, position, and region (Bashir Abu-Hamour, 2013); 3) the gap between the positive attitude to inclusion of the majority of teachers of higher education systems in various regions of the world, and on the other hand, a low level of special knowledge and skills in this area (Vogel, Leyser, Wyland, Brulle,1999, Williamson,2000.…”

Section: Responsibility Of the Organizing Committee Of The Conferencementioning

confidence: 99%

Faculty Attitudes Towards Students with Disabilities in Russian Universities: A Glance at Western Siberia

Волосникова¹,

Efimova²

2016

European Proceedings of Social &Amp; Behavioural Sciences

View full text Add to dashboard Cite

The main purpose of this study was to investigate the attitudes of faculty members of Russian state universities, in Western Siberia, towards inclusive education and students with disabilities. We revealed positive attitudes of regional academic staff towards co-education of healthy students and persons with disabilities. Threequarters of the respondents agree that inclusive education has a positive impact not only on the development and socialization of people with disabilities, but also on their peers with normal educational needs. However, only a quarter of respondents feel ready to work with students with disabilities. The study revealed significant influence of gender, experience, age on the attitude towards inclusion. The lack of experience of working with students with disabilities is the reason for the psychological fear, on the part of academic staff members.

show abstract

Exploring inclusive pedagogy

Cited by 545 publications

References 18 publications

Perception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item CalibrationPerception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item Calibration

Perception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item CalibrationPerception of Teachers towards Inclusive Education (PTIE): An Investigation on Scale Construct and Item Calibration

Including Psychology in Inclusive Pedagogy: Enriching the Dialogue?

Faculty Attitudes Towards Students with Disabilities in Russian Universities: A Glance at Western Siberia

Contact Info

Product

Resources

About