Initial teacher preparation for special educational needs: policy and practice in the North and South of Ireland

Kearns, H. G. H.; Shevlin, Michael

doi:10.1080/13664530600587287

Cited by 13 publications

(10 citation statements)

References 16 publications

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“…A study by Morley et al (2005) found that physical education initial teacher education (PE-ITE) programmes need to improve their training focus by including more practically orientated inclusive education modules. This is certainly true within Ireland, as PE teachers have indicated that the undergraduate training they receive during their initial teacher education is inadequate in preparing them to work with children with disabilities (Crawford, 2011; Kearns and Shevlin, 2006; Meegan and MacPhail, 2006).…”

Section: Introductionmentioning

confidence: 99%

Pre-service teachers’ attitudes towards children with disabilities

Tindall

MacDonald

Carroll³

et al. 2014

European Physical Education Review

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The purpose of this study was to examine the impact of a 10-week adapted physical activity programme on the attitudes and perceptions of 64 Irish pre-service teachers (aged 19-25) towards teaching children and young people with physical, intellectual, and learning disabilities. Data were collected through written pre-programme expectations, weekly reflective logs, and a final written reflection. Data were analysed qualitatively through reading and rereading the data sources, identifying similarities and differences, themes, and patterns. Results revealed a positive change in attitude and perception toward both the idea of inclusion and working with persons with disabilities. Specifically, pre-programme anxieties diminished, confidence increased, and the benefits of the programme design (combining theory and practice) were realised. The findings of this study support the continued implementation of this type of 'lived' learning experience as an integral part of physical education initial teacher education programming in Ireland.

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Section: Introductionmentioning

confidence: 99%

Pre-service teachers’ attitudes towards children with disabilities

Tindall

MacDonald

Carroll³

et al. 2014

European Physical Education Review

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“…Studies have shown that teachersí knowledge of different categories of SEN and disabilities improves their confidence, increases their levels of efficacy and promotes positive attitudes toward the inclusion of children with SEN (Davis & Florian, 2004;Kearns & Shevlin, 2006). However, understanding SEN from the medical model point of view will likely prompt teachers to focus on learnersí perceived deficits and view diversity as a problem to be overcome, rather than having issues with school curricula, educational policies and teaching approaches (Booth & Dyssegaard, 2008).…”

Section: Theoretical Framework: Teacher Education For Sustainable Devmentioning

confidence: 99%

“…Student-centred instructional approaches have been found to include differentiating instruction (Kearns & Shevlin, 2006), which is based on the teaching philosophy that one size does not fit all and that teachersí instructions must respond to learnersí varied characteristics through the provision of multiple avenues for them to acquire contents, process and express what they have learnt (Thousand, Villa & Nevin, 2007). Also, many have stressed that initial teacher education programs must adopt the principles and practices of the Universal Instructional Design for learning (UDL) (i.e., provision of multiple means of representation, expression and engagement) to equip teacher trainees with skills to proactively differentiate instructional lesson plans to allow for increased access to curriculum without the need for specialised modifications and adaptations for particular students (Thousand, Villa & Nevin 2007).…”

Section: Theoretical Framework: Teacher Education For Sustainable Devmentioning

confidence: 99%

“…Hence, a quantitative descriptive survey design was adopted. The survey questions were developed based on the research objectives and previous studies (see, e.g., Davis & Florian, 2004;Forlin & Sin, 2010;Kearns & Shevlin, 2006;Singal et al, 2015;Marujo, 2020;Jetly & Singh, 2019;Sunthonkanokpong & Murphy, 2019). The first draft of the questionnaire was sent to two academics in Finland and two academics in Ghana, who had research interest in teacher preparation for inclusive education to ensure that relevant data were collected.…”

Section: Instrumentsmentioning

confidence: 99%

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Teacher Educators’ and Teacher Trainees’ Perspective on Teacher Training for Sustainable Development

Nketsia

Opoku

Saloviita

et al. 2020

Journal of Teacher Education for Sustainability

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In accordance with Sustainable Development Goal 4 (SDG 4), countries across the globe are striving to ensure equitable access to inclusive, quality and lifelong educational opportunities for all children, youth and adults by 2030. Teacher education has been identified as one of the key factors in the achievement of the SDG 4 targets. As part of the effort to ensure sustainable teacher education for the achievement of SDG 4 in Ghana, this study applied the four key concepts in the SDG 4: quality, equity, inclusion and lifelong learning, to determine the progress with regards to SDG 4 in the context of teacher education in Ghana. The specific objectives of this study were to determine the inclusive pedagogical practices, values, and knowledge that trainees acquire from the Diploma in Basic Education’s Special Education Needs (SEN) course, the adequacy of the course for preparing teachers to create inclusive classrooms and the challenges associated with the delivery of the SEN course. In this study, 167 final-year trainees and 13 teacher educators from Diploma in Basic Education Program in three colleges of education in Ghana were surveyed about their views on the SEN teacher preparation course. The study found out that the SEN course placed much emphasis on medical model view of SEN and only a minority of trainees acquired the requisite inclusive knowledge, values and pedagogical practices. The paper discusses key barriers to the development of inclusive knowledge, pedagogical practices and values among trainees as well as factors that can promote the effective training of inclusive teachers.

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“…She is optimistic with regards to the changes which are occurring in this area, but believes that a more reflective approach is demanded through which teachers and teaching students learn to interrogate their own understanding of the most effective approaches to teaching for diverse pupil needs. Kearns and Shevlin (2006) scrutinised models of training in the Republic of Ireland and those in Northern Ireland through an analysis of course documentation and an electronic survey and focus groups conducted with providers. These researchers reported that opportunities for student teachers to gain face to face teaching experiences with pupils with SEN were variable.…”

Section: Provisionmentioning

confidence: 99%