Teachers' readiness to support effective inclusion of students with specific learning disorders in higher and adult education

Abstract

The number of students with special needs enrolled in higher education is increasing on an international level. In this context, it is becoming crucial to train teachers with more specific knowledge and skills to be more prepared to address the diverse learning needs of their students. An anonymous voluntary 17-items web-based survey was completed by 158 teachers. The main objective was to identify the training programs and best practices on inclusive education and on SLDs available for teachers in Higher Education and to explore the transnational training needs for the professionals in SLDs. University teachers are yet to have the knowledge to adapt the content, their teaching strategies, assessment methods and learning community support, to a more appropriate learning environment for students with learning disorders.

Examining factors influencing teachers' intentions in implementing inclusive practices in Hong Kong classrooms

“…(2019) described some of these difficulties, including a lack of resources and insufficient funding. Some studies found that large class sizes (McDonald & Tufue‐Dolgoy, 2013), students' behaviour (Krischler & Pit‐ten Cate, 2019), and lack of support from the school administration (Tăbăcarua et al., 2022) prevented teachers from implementing inclusive practices. The professional learning in specific knowledge of students with disabilities is in a great need (Folostina et al., 2022).…”