Modelling inclusive practices in postgraduate tertiary education courses

Ashman, A. F.

doi:10.1080/13603111003778429

Cited by 21 publications

(16 citation statements)

References 27 publications

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“…A consistent finding indicates a broad knowledge of the theory and practices behind the philosophy of IE (Campbell, Gilmore, & Cuskelly, 2003;Sharma, Forlin, Loreman, & Earle, 2006), along with the legislation and government policy that surrounds and informs the practice (Ashman, 2010;Sharma et al, 2003), helps facilitate a positive attitude towards IE in pre-service teachers. Whilst the completion of a unit of study involving these concepts assists to foster a positive attitude (Lancaster & Bain, 2010;Sharma et al, 2008;Sosu, Mtika, & Colucci-Gray, 2010), the benefits have been found to be heavily dependent on the quality of education provided .…”

Section: Pre-service Teacher Training and Iementioning

confidence: 74%

Inclusive education in pre-schools: predictors of pre-service teacher attitudes in Australia

Hoskin

Boyle

Anderson

2015

Teachers and Teaching

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Teachers' attitudes have been identified as being vital to the success of inclusive education (IE). With pre-school student populations becoming increasingly diverse, and many children experiencing this as their first involvement in formal education, the attitudes towards IE of pre-school teachers are more important than ever. This study investigated pre-service pre-school teachers in an attempt to identify the factors that contribute to the formation of positive attitudes towards IE in this population. Participants were 139 undergraduate and postgraduate early education students studying at a metropolitan university in Australia. Results indicated that participants generally held positive attitudes towards IE, despite having concerns regarding their ability to implement the construct. Attitudes did not significantly vary through years of study of the undergraduate degree; however, postgraduate participants reported significantly lower attitudes. While those who completed a tertiary-level unit on IE were significantly more likely to display positive attitudes, neither personal experience with persons with special needs nor practical classroom experience significantly influenced attitudes. Experience, however, was found to significantly increase perceptions of self-efficacy. Findings imply the presence of unique factors associated with the attitudes of pre-service pre-school teachers. Implications for the structure of pre-service pre-school education programmes and directions for future research are discussed.

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Section: Pre-service Teacher Training and Iementioning

confidence: 74%

Inclusive education in pre-schools: predictors of pre-service teacher attitudes in Australia

Hoskin

Boyle

Anderson

2015

Teachers and Teaching

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“…This case study in new curriculum for a complex STEM subject found the student-centred learning of collaboration, computer-based analysis, and an open student choice of personal research interests, to be highly inclusive in the ways proposed by the literature reviewed (Tait, 2009;Ashman, 2010;Koppi et al, 2010), especially for gender (Wistedt, 1998).…”

Section: Resultsmentioning

confidence: 99%

Cooking Perfect Cupcakes: Freeing Curricula Context Gives Student-Centred Pedagogy for Course on Experimental Design

Joiner¹,

Brewster²

2017

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A new subject in postgraduate coursework at UNSW Australia at the Australian Defence Force Academy campus provided a curricula opportunity to allow students to do structured collaborative learning and to choose their own context for an investigative research. The student-centred investigation is necessary to reinforce formative knowledge of advanced optimization and test techniques. The course developer knew from his own educational research [ 1 ] that such pedagogy should be inherently inclusive of diverse abilities, interests, learning styles, cultures, prior studies and genders; however, the positive effect on this inaugural course was well beyond the expectations of both the teachers and learners. This paper presents the research of just one of the 15 students to exemplify the inclusiveness of such pedagogy in tertiary curriculum development, in this case for gender-inclusion, however other students benefitted who had less ability for such tertiary concepts, and in one student's case the pedagogy helped overcome significant cultural barriers. The context chosen by the showcased student's work was to optimize the baking of cupcakes. Ever wondered how to bake the perfect cupcake? Ever wondered if the recipe you are following is actually correct? How did they come up with the temperature and time for cooking? Her normal work is in highly classified and compartmentalized electronic warfare and so she opted instead for a topic that could be shared with her military colleagues and the public; itself an inclusive and possibly reciprocating gesture. Many people who ordinarily do not associate with Science, Technology, Engineering and Mathematics (STEM) subjects, either through gender, academic ability or culture, can relate to trying to perfect baking of a recipe such as cupcakes. As such, this case study offers a timely and interesting reminder of the inclusive benefits of student-centred context in curricula development, particularly for STEM sub-1

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“…According to United Nations conventions, all governments are currently required to ensure the rights and equal opportunities of peoples with impairments through the collaborative efforts of policy makers, practitioners, people with impairments and their associations (Mji, MacLachlan, Melling-Williams & Gcaza, 2009:1). [1] As the role of teacher education is vital for HEIs to ensure equal opportunities for learners with diverse needs (Opertti, Brady & Duncombe, 2009:209; [2] Quality Assurance Agency (QAA), 2010:11 [3]), all university staff need extensive training in inclusive education (Sapon-Shevin, 2007:100). [4]) Especially, the Ethiopian Ministry of Education/MoE (2006:24, 25) [5] requires all teachers of students with VI to have a good understanding of the principles of inclusive education by incorporating introductory courses in special needs education in the regular teacher training program since 2006.…”

Section: Background and Statement Of The Problemmentioning

confidence: 99%

The Inclusion of Students with Visual Impairment at Addis Ababa University, Ethiopia: Challenges and Prospects

Zelelew¹

2018

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Following the introduction of Special Needs Education Program Strategy that Ethiopian government developed in 2006, all public HEIs have been required to implement inclusive education as a mandatory approach when educating students with impairment, including those who are visually impaired. However, the actual implementation of an inclusive approach is being challenged by the social, political and physical circumstances of higher education institutions. Therefore, this study aimed at examining the existing challenges and prospects towards the inclusion of students with Visual Impairment (VI) in the particular context of Addis Ababa University (AAU). The study adopted an interpretive paradigm for deeper understanding of the inclusion of students with VI at AAU and informing the detailed judgments made by experts of a suggested action plan to progressively provide support for students with VI at AAU. The study also applied the critical disability paradigm as a complementary philosophical base in order to examine critically the challenges that students with VI face and to suggest ways to transform the inclusive policies and practices of AAU in favor of the students. The researcher undertook the qualitative case study and a Delphi design to address the main aim of this research (i.e., to determine how best to implement an action plan that progressively increases support for students with VI at AAU over a period of time). The action plan that comprises various support measures and the necessary resources was developed using the empirical results of this study as well as the existing findings and best practices found in the literature study. It was scrutinized and approved by a number of experts to be implemented over the next five years at AAU in order to improve the support provided to students with VI.

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Modelling inclusive practices in postgraduate tertiary education courses

Cited by 21 publications

References 27 publications

Inclusive education in pre-schools: predictors of pre-service teacher attitudes in Australia

Inclusive education in pre-schools: predictors of pre-service teacher attitudes in Australia

Cooking Perfect Cupcakes: Freeing Curricula Context Gives Student-Centred Pedagogy for Course on Experimental Design

The Inclusion of Students with Visual Impairment at Addis Ababa University, Ethiopia: Challenges and Prospects

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