Preparing Teachers for Inclusion: Jordanian Preservice Early Childhood Teachers' Perspectives

Fayez, Merfat; Dababneh, Kholoud; Jumiaan, Ibrahim

doi:10.1080/10901027.2011.622239

Cited by 17 publications

(12 citation statements)

References 19 publications

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“…In addition, research conducted in overseas countries also reported lack of resources as a major impediment to the implementation of inclusion programmes (Fayez and Kholoud, ; Sigafoos and Elkins, ). There are obvious implications for policy‐makers in India who are charged with resource allocation.…”

Section: Discussionmentioning

confidence: 99%

Teachers' concerns about inclusive education in Ahmedabad, India

Shah¹,

Das

Desai³

et al. 2013

Research in Spec Educ Needs

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This study was undertaken to determine the concerns of primary school teachers about the inclusion of students with disabilities in Ahmedabad, India. A total of 560 teachers, working in government‐run schools, returned the completed survey. A two‐part questionnaire was used in this study. Part 1 gathered information relating to personal and professional characteristics of the teachers. Part 2 was a 21‐item Likert scale titled Concerns about Inclusive Education – Gujarati. The major finding of the study was that the teachers in Ahmedabad were moderately concerned about including students with disabilities in their classrooms. The teachers were most concerned about lack of infrastructural resources and least concerned about lack of social acceptance of students with disabilities in inclusive education classrooms. Significant differences existed in teacher concerns based on the following background variables: gender, qualifications in special education, teaching experience and number of students with disabilities in class. A number of implications are discussed to address teacher concerns for inclusive education in India.

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Section: Discussionmentioning

confidence: 99%

Teachers' concerns about inclusive education in Ahmedabad, India

Shah¹,

Das

Desai³

et al. 2013

Research in Spec Educ Needs

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“…The few studies that have been done have primarily focused on teacher preparedness for inclusive education, neglecting the practices that can be used to make it successful. For instance, a qualitative study conducted by Fayez, Dababneh, and Jumiaan () revealed that, although the interviewed teachers had a mandatory course on inclusive education, they lacked the necessary skills needed to execute duties in inclusive classrooms (i.e., teaching students with exceptional needs). In another study, Reed and Monda‐Amaya () found that preservice general education teachers were not well prepared to work in inclusive settings and to work with students with exceptional needs.…”

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confidence: 99%

Teacher Preparedness in the use of Co‐teaching in Inclusive Classrooms

Chitiyo¹,

Brinda²

2018

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Co‐teaching is a widely used instructional approach to meet the needs of all students in inclusive classrooms across the globe. Despite the widespread implementation of the practice, little is known about how teachers are prepared to use it. This study examined the extent to which 77 teachers were prepared to use co‐teaching. Results indicated that a majority of the teachers are underprepared in its use. Recommendations and implications are discussed.

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“…For example, a review conducted by Avramidis and Norwich (2002) concluded that although most teachers held positive attitudes toward inclusion, teachers did not feel prepared for teaching students with exceptional needs, especially in the case of students with severe learning difficulties and behavioral/emotional disorders. A qualitative study conducted by Fayez, Dababneh, and Jumiaan (2011) reported that preservice teachers held strong and positive attitudes about the philosophy of inclusion as an entitlement of children with special needs. However, when asked about their preparedness to implement inclusion, the participants felt their mandatory inclusion course, while adding to their knowledge base, only provided a very narrow understanding of practical skills.…”

Section: Perceptions Of Preparednessmentioning

confidence: 99%

Preparing Teachers for Inclusive Classrooms: Introducing the Individual Direct Experience Approach

Peebles

Mendaglio

2014

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Inclusion is a contemporary educational movement impacting the role of the classroom teacher. As a result, teacher education programs have made attempts to incorporate inclusive education as part of their curricula. An analysis of the literature reveals that inclusion training has favorable effects on the attitudes of preservice teachers, but has little effect on their perceptions of preparedness to teach in inclusive classrooms. A common complaint is that the focus is heavily weighted on theory, as opposed to practical experience. To address such concerns, the authors recommend the Individual Direct Experience Approach (IDEA) as an innovative approach to preparing teachers for inclusive classrooms.

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Preparing Teachers for Inclusion: Jordanian Preservice Early Childhood Teachers' Perspectives

Cited by 17 publications

References 19 publications

Teachers' concerns about inclusive education in Ahmedabad, India

Teachers' concerns about inclusive education in Ahmedabad, India

Teacher Preparedness in the use of Co‐teaching in Inclusive Classrooms

Preparing Teachers for Inclusive Classrooms: Introducing the Individual Direct Experience Approach

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