Moving Toward an Inclusive Education System: Lessons from the U.S. and Their Potential Application in the Czech Republic and Other Central and Eastern European Countries

Abery, Brian H.; Tichá, Renáta; Kincade, Laurie

doi:10.7441/soced.2017.05.01.03

Cited by 9 publications

(5 citation statements)

References 39 publications

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“…This finding goes well with a previous study which indicated that the lack of knowledge of teachers has been one of the most important barriers to implementing inclusive education (Shady et al, 2013). The finding of this study is also in line with previous research which suggested that training and preparation have not adequately equipped subject teachers for providing instruction to students with special needs in the inclusive classroom (Abery et al, 2017;DeSimone & Parmar, 2006;Shepherd et al, 2016) The most important area of concern for teachers was a lack of training explicitly designed to develop teach- er skills that help them meet the needs of students with special educational needs in the regular classroom. Teachers express their concern that their coursework in their teacher training program had not prepared them well for inclusive education.…”

Section: Teachers' Preparedness For Implementing Inclusive Educationsupporting

confidence: 85%

“…It is indicated that well-prepared teachers are key to ensuring effective inclusive education practices, for pupils in primary school (Shevchenko et al, 2020). Once children with special educational needs are included in inclusive classrooms, need to have a good deal of sense of readiness and self-confidence (Pit-ten Cate et al, 2018) and shoulder the responsibility of supporting children to access grade level curriculum (Abery et al, 2017). Studies for example (Ploessl et al, 2010) indicated that teachers were confronted with several difficulties and scrabble with the strangeness of making inclusive classrooms comfortable for children with and without special needs.…”

Section: Introductionmentioning

confidence: 99%

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Perception of Readiness for Implementing Inclusive Education among Primary School Subject Teachers: Implications for Teacher Education in Ethiopia

Zegeye

2022

IJSE

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The objective of this study was to examine teachers’ perceptions of readiness for teaching in inclusive classrooms using a survey design. It also explored teachers’ views on factors that hinder them apply inclusive education. A questionnaire consisting of open and close-ended items was administered to collect data from participant eachers. The close-ended questions measured teachers’ perceptions of readiness and open-ended questions solicited information on factors that hinder teachers to implement inclusive education. Data collected from 80 sample teachers were analyzed. Findings indicated that teachers had lower levels of readiness for teaching in nclusive classrooms. While variables such as participants’ gender and grade level taught do not generate variations in teachers’ perceptions of readiness, teaching experience seemed to generate variations. It is revealed that the lack of short-term pieces of training and knowledge and skills teachers gained in teacher training programs which were insufficient and were not quite useful for teaching in inclusive classrooms were factors identified by teachers that affect inclusive education implementation. In general, teachers lack the readiness to teach in inclusive classrooms. So, to make inclusive education a success for students with special needs, it is high time to evisit the teacher education program in Ethiopia.

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Section: Teachers' Preparedness For Implementing Inclusive Educationsupporting

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Perception of Readiness for Implementing Inclusive Education among Primary School Subject Teachers: Implications for Teacher Education in Ethiopia

Zegeye

2022

IJSE

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“…The imagination of most production managers, politicians, and officials is dominated by a focus on making production work first, creating jobs, providing necessary wages, and pensions. At present, education and science are not the top priorities (Abery et al, 2017).…”

Section: Comparative Global Trends In the Development Of Education Of...mentioning

confidence: 99%

Comparison of Educational Development Trends in Ukraine and the World

Maksymenko,

Otych,

Polishchuk

et al. 2024

BRAIN

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The article examines the trends in the development of the educational system in recent years in Ukraine and the world in the context of neuropedagogy. Particular attention is paid to the factors that have influenced the strengthening of the role of education in the world, in particular, the strengthening of the state's interest in financing education. The article updates the inextricable connection between the country's economy and the level and quality of education. The author points out the advantages of education support systems in some advanced countries of the world, which can be used as a model experience for domestic educational reform, in particular due to the use of neuropedagogy. The most important trends in the development of education in the world educational space are analyzed. The author notes that the quarter-century experience of the 21st century civilization determines a number of trends according to which it should develop in the future. Among them, for example, the transition of most nations and cultures to market relations is leading in the economy; in politics - to democracy; in social communication - to tolerance; in the general organization of life activities - to an open society and models of sustainable human development, etc. Because education (and science), which prepares a person for independent life, shapes his view on the future development of civilization.

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“…Since the passage of the Education for All Handicapped Children Act (now referred to as the Individuals with Disabilities Education Act -IDEA) in 1975 (Lechtenberger, 2010), programs and strategies have been developed and implemented in the U.S. that have been demonstrated to bring academic and/or social benefits to students with and without special educational needs who are educated in inclusive environments. The history of researching evidence for the benefits of inclusive education in the US with potential implications for the Czech Republic and other Central and Eastern European countries is discussed by Abery, Tichá, and Kincade (2017). Programs and strategies developed in this area have focused on a variety of outcomes associated with inclusive education with the common goal of enhancing the quality of instruction, academic outcomes, and/or social opportunities provided to children with SEN.…”

Section: Promising Strategies That Promote Educational Inclusionmentioning

confidence: 99%

Educational practices and strategies that promote inclusion: Examples from the U.S.

Tichá¹,

Abery²,

Kincade³

2018

SocEd

Self Cite

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In this article, the authors review promising practices and strategies that have been demonstrated to support and promote inclusive education in the U.S. at school, in classrooms, in small groups, and at individual levels. Selected strategies that promote instructional, social, and psychological inclusion (e.g., response to intervention, inclusive service learning, guided reading, and incremental rehearsal) are discussed in detail. Potential adaptions and adoption of these strategies are suggested in order to assist in promoting inclusion within the Czech education system.

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Moving Toward an Inclusive Education System: Lessons from the U.S. and Their Potential Application in the Czech Republic and Other Central and Eastern European Countries

Cited by 9 publications

References 39 publications

Perception of Readiness for Implementing Inclusive Education among Primary School Subject Teachers: Implications for Teacher Education in Ethiopia

Perception of Readiness for Implementing Inclusive Education among Primary School Subject Teachers: Implications for Teacher Education in Ethiopia

Comparison of Educational Development Trends in Ukraine and the World

Educational practices and strategies that promote inclusion: Examples from the U.S.

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