Teacher education for inclusive education: a framework for developing collaboration for the inclusion of students with support plans

Bhroin, Órla Ní; King, Fiona

doi:10.1080/02619768.2019.1691993

Cited by 41 publications

(33 citation statements)

References 73 publications

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“…In addition, our findings revealed how, through the involvement of families and other members of the community in the classroom, teachers were able to strengthen the impact of the Successful Actions aimed at improving the learning and social outcomes of students with Special Educational needs, thus extending the impact of these interactive learning environments beyond the classroom. In line with the findings of other studies that highlight the need for teachers to join forces with key stakeholders to improve the educational response to students with special needs (Ní Bhroin and King, 2020 ), our study showed how engaging families in the transformation of the classroom's learning environment has been a critical tool to move from discourse to action when increasing the learning opportunities of students with Special Educational Needs. Furthermore, participants highlighted the importance of a sustainable commitment to dialogic training, in order to continue improving their educational practice through the implementation of evidence-based knowledge aimed at favoring the inclusion of their students with Special Educational Needs.…”

Section: Discussionsupporting

confidence: 88%

“…The scientific literature has long pointed to the importance of teacher education and professional development, and its impact on improving the quality of education (Darling-Hammond et al, 2017 ). Regarding the role of teacher education in enhancing inclusion (Florian and Camedda, 2020 ; Ní Bhroin and King, 2020 ), the Salamanca Statement (UNESCO, 1994 ) highlighted the recruitment and training of educational personnel as one of the key axes to advance toward a more inclusive approach to Special Educational needs. Among other contributions, the Declaration stressed that one of main challenges for achieving inclusion was to provide in-service training to all teachers, considering the varied and often difficult conditions in which they provide services.…”

Section: Introductionmentioning

confidence: 99%

“…Not in vain, increasing teachers' sense of efficacy is related to the use of the best educational practices, as well as with the improvement of attitudes toward diversity and inclusion (Sharma et al, 2012 ). Furthermore, the scientific literature has pointed to the power of collaborative work between different types of teachers (Malinen et al, 2013 ; Robinson, 2017 ), as well as among teachers and other key actors (families, other professionals) when developing plans to improve the educational response to students with Special Educational Needs (Ní Bhroin and King, 2020 ). Furthermore, it should be noted that, when it comes to support teachers to getting evidence into use in the field of education (Gorard et al, 2020 ; Joram et al, 2020 ), this must go beyond sharing research trends among the teaching staff and encouraging teachers to make more use of research outcomes.…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

et al. 2021

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In the international context of a progress toward more inclusive educational systems and practices, the role of Special Education teachers is being transformed. From an inclusive perspective, these professionals increasingly support students and their teachers in the mainstream classroom, avoiding segregation. However, Special Education teachers often struggle to reach and support all students with special needs and their teachers to provide quality inclusive education. For this reason, more research is still needed on in-service training strategies for the inclusion of students with special needs that effectively translate into evidence-based school practices that improve the education of all students. This article analyses the impact of two evidence-based dialogic training programs of Special Education teachers working in mainstream schools carried out in Mexico during the 2018–2019 school year. Through in-depth interviews with participants, it was identified how, after the training, teachers increasingly grounded their actions on scientific evidence and promoted interactive learning environments that improved the educational inclusion of their students with special needs. This training also became the venue to make evidence-based educational actions available to other students without special needs, improving the quality of education provided to all students.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

et al. 2021

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“…Equally important for narrowing this gap is sharing expertise and collaborative problem-solving to influence beliefs, values, attitudes and practices (Ainscow, 2020;Ainscow & Sandill, 2010;Ní Bhroin & King, 2020). How to foster such collaborative practices in the RoI context is less clear in the absence of access to PLD for all teachers and the continued focus on developing individual human capital using transmissive models of PLD (Kennedy, 2005(Kennedy, , 2014.…”

Section: Policy Contextmentioning

confidence: 99%

Teachers’ experiences of transformative professional learning to narrow the values practice gap related to inclusive practice

Brennan

King

2021

Cambridge Journal of Education

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The literature supports transformative models of professional learning and development (PLD) such as professional learning communities (PLCs). However, there is a research gap relating to PLCs for inclusive practice. This paper draws on findings from a qualitative study with 10 teachers in an urban primary school in the Republic of Ireland, who engaged in a PLC for inclusive practice facilitated by one of the researchers. Two years later the researchers undertook semi-structured interviews with nine of the original participants and five classroom observations to explore if and how teachers can sustain inclusive practices in changing times. The findings evidenced sustained changes in teachers' individual and collaborative practices, affirming an argument that PLCs can support teachers to develop and sustain inclusive practices in the longer term. This paper offers a conceptual framework for prospectively planning PLCs to narrow the values practice gap for inclusive practice.

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“…Overall, key areas viewed as crucial to be able to teach inclusively are: (1) collaboration with professionals and parents; (2) capacity to value diversity and address cultural, social, linguistic, and academic needs in regular education settings; (3) competence in the use a variety of 'inclusive' teaching methods and learning approaches (e.g. differentiated instruction); and (4) ability and skills to plan curricula and content that engage all learners (Bhroin & King, 2020;Florian & Black-Hawkins, 2011).…”

Section: Teacher Education For Inclusionmentioning

confidence: 99%

The Spanish Version of the Teacher Efficacy for Inclusive Practice (TEIP) Scale: Adaptation and Psychometric Properties

Moltó¹,

Tichá²,

Abery³

2020

EUROPEAN J ED RES

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The Teacher Efficacy for Inclusive Practice (TEIP) scale is an instrument created by Sharma et al. to assess efficacy of instruction in inclusive settings. Despite its increase in use, the TEIP has not been validated with a Spanish teacher population. The aim of this study was to: (1) analyze the psychometric properties and factor structure of the TEIP scale in a sample of Spanish preservice teachers (N = 475; 80% female, 20% male), and (2) examine the level of self-efficacy for inclusive practices that teachers experience when they graduate from their training programs. Exploratory and confirmatory factor analyses indicate that a Spanish version (TEIP-ES) consisting of 15 items with a three-factor construct explains 64.65 percent of total variance. Item totalcorrelations ranged from .574 to .715, and factor loadings from .521 to .774. Convergent validity with measures of quality of teacher education (TE) programs and self-report of preparedness to teach in inclusive settings was good. In contrast, self-efficacy for inclusive practices was rated moderately low. Overall, these findings support the construct and convergent validity of the TEIP-ES and suggest that it is a useful instrument to measure self-efficacy for inclusion in Spanish preservice teacher populations. This manuscript reports the findings, discusses the implications for the improvement of TE programs, and suggests possible avenues for future related research.

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Teacher education for inclusive education: a framework for developing collaboration for the inclusion of students with support plans

Cited by 41 publications

References 73 publications

The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

Teachers’ experiences of transformative professional learning to narrow the values practice gap related to inclusive practice

The Spanish Version of the Teacher Efficacy for Inclusive Practice (TEIP) Scale: Adaptation and Psychometric Properties

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