Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice teachers

Specht, Jacqueline; McGhie-Richmond, Donna; Loreman, Tim; Mirenda, Pat; Bennett, Sheila; Gallagher, Tiffany L.; Young, Gabrielle; Metsala, Jamie L.; Aylward, Lynn; Katz, Jennifer; Lyons, Wanda; Thompson, Scott; Cloutier, Sarah

doi:10.1080/13603116.2015.1059501

Cited by 84 publications

(95 citation statements)

References 20 publications

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“…Lastly, researchers have repeatedly concluded that if teachers have the appropriate knowledge, skills, and confidence, they will have a more positive attitude to inclusion (Sharma, Forlin, and Loreman, ; Subban and Mahlo, ; Swain, Nordness and Leader‐Janssen, ). In turn, teachers’ attitudes will affect the implementation and effectiveness of inclusive classrooms (Ahsan, Sharma, and Deppeler, ; Florian and Black‐Hawkins, ; Jordan, Glenn and McGhie‐Richmond, ; Specht, McGhie‐Richmond, Loreman, et al., ). Teacher education is, therefore, crucial in developing teachers’ more positive attitudes and perceived self‐efficacy, and in reducing concerns.…”

Section: Teachers’ Personal Characteristicsmentioning

confidence: 99%

Correlation between attitudes, concerns, self‐efficacy and teaching intentions in inclusive education evidence from German pre‐service teachers using international scales

Miesera

DeVries

Jungjohann

et al. 2018

Research in Spec Educ Needs

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The inclusion of pupils with special educational needs (SEN) in schools is an ongoing challenge – it demands the development of an adapted teaching and learning environment, which, in turn, requires a corresponding teacher education programme. Studies indicate that personal characteristics of the respective teachers are one of the main influencing factors on the classroom environment. This article reports on a study of the role of teacher‐related factors, attitudes, concerns and efficacy in inclusion by testing existing survey instruments of 909 pre‐service teachers in Germany. A confirmatory factor analysis was applied to new German translations of four instruments: Attitudes Towards Inclusion Scale, Intention to Teach in Inclusive Classroom Scale, Concerns about Inclusive Education Scale, and the Teacher Efficacy for Inclusive Practices. With minor modifications, models demonstrated good fit measures and partial measurement invariance between special school pre‐service teachers and general pre‐service teachers. A combined model of all four scales confirmed that lower concerns were related to attitudes that are more positive, greater self‐efficacy and stronger intentions to teaching inclusively. Implications for teacher‐training and comparisons to other international samples are discussed.

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Section: Teachers’ Personal Characteristicsmentioning

confidence: 99%

Correlation between attitudes, concerns, self‐efficacy and teaching intentions in inclusive education evidence from German pre‐service teachers using international scales

Miesera

DeVries

Jungjohann

et al. 2018

Research in Spec Educ Needs

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show abstract

“…In two separate Canadian studies, Peebles and Mendaglio () and Specht et al . () used the TEIP across samples of pre‐service teachers from different institutions. These studies indicated that experience of working directly with children with SEN has a small correlation with increased self‐efficacy.…”

Section: Introductionmentioning

confidence: 99%

A comparative study of the impact of enhanced input on inclusion at pre‐service and induction phases on the self‐efficacy of beginning teachers to work effectively with children with special educational needs

Mintz¹

2018

British Educational Res J

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There is a well-founded assumption in the literature that the first year of teaching presents challenges to beginning teachers. However, few studies have looked empirically at how beginning teacher perceptions about teaching ability change from the pre-service to the novice teacher year. This is particularly the case for inclusive education, where no substantive empirical studies have measured such a change in teacher perceptions across these phases of teacher development. This study tracks changes in the perceived self-efficacy of teachers in relation to working effectively with children with special educational needs (n = 67) following an inclusion-enhancement programme in the pre-service phase and enriched induction on inclusion in the novice teacher phase. The study employed a repeated panel survey design with an intervention and comparison group. A critique is made of the domain specificity of current measures used for considering self-efficacy for inclusion, and an alternative approach proposed. Results indicate that there were relative gains in self-efficacy from the start to the end of the pre-service teacher year due to the enhancement programme, and that these gains were maintained in the novice teacher year. However, there was no evidence that the induction enrichment had any impact on self-efficacy in this domain. Implications for the timing and intensity of induction for beginning teachers, as well as for future research directions on teacher education, are considered.

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“…In Newfoundland and Labrador, inclusive programming is emphasized, and this inclusive education "is about the culture, policies and practices of a school" (Department of Education of Newfoundland and Labrador, 2012, p. 6). For students with language-based learning disabilities (LDs), clinically termed Specific Learning Disorder (SLD; American Psychiatric Association, 2017), inclusive education may prove challenging as teachers must design instruction for the individual needs (Specht et al, 2016). Teachers are now utilizing assistive technology to help adapt teaching and learning to better meet the needs of all students (White & Robertson, 2015).…”

Section: Introductionmentioning

confidence: 99%

Remote assistive technology training in Newfoundland and Labrador’s rural schools: Is there a need? | Perceptions des enseignants quant au besoin de formation en technologie d’assistance dans les écoles rurales de Terre-Neuve et du Labrador

et al. 2018

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This study examined the perceptions of teachers in rural Newfoundland (NL) about their current ability to support the use of assistive technology (AT) in their classrooms, and identified possible training needs that could be accomplished remotely. Thirty-two educators from rural areas of NL completed an online survey with a mix of closed-and open-ended questions. Five dimensions were explored for this needs assessment including: current beliefs, skills, use, comfort level, and perceptions of AT; identification of specific service needs; learning preferences; available technology; and potential barriers. Results reveal that teachers had positive attitudes about the utility and use of AT in their classrooms, yet were not fully implementing AT with their student's due to a variety of perceived barriers. The study identified a clear need for AT teacher training. Based on the results and the research, literature recommendations are made for teacher training to address the need identified by this study. RésuméCette étude a porté sur les perceptions des enseignants dans les régions rurales de TerreNeuve de leur capacité actuelle d'appuyer l'usage des technologies d'assistance (TA) dans leurs classes et a cerné de possibles besoins de formation que l'on pourrait combler à distance. Trentedeux éducateurs de régions rurales de Terre-Neuve ont rempli un sondage en ligne comprenant un mélange de questions ouvertes et fermées. Cette évaluation des besoins a exploré cinq dimensions : croyances, compétences, utilisation, perceptions et degré de confort actuels quant aux TA; détermination de besoins de services précis; préférences d'apprentissage; technologie disponible; obstacles potentiels. Les résultats révèlent que les enseignants avaient des attitudes positives quant à l'utilité et à l'utilisation des TA dans leurs classes, mais ne les mettaient pas entièrement en oeuvre avec leurs élèves parce qu'ils percevaient une variété d'obstacles. L'étude CJLT/RCAT Vol. 43 (2) Teachers' Perceptions of the Need for Assistive Technology Training in Rural Schools 2 a cerné un besoin manifeste de formation des enseignants relativement aux TA. Selon les résultats et la recherche, des recommandations sont avancées pour que la formation des enseignants réponde au besoin cerné dans cette étude.

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Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice teachers

Cited by 84 publications

References 20 publications

Correlation between attitudes, concerns, self‐efficacy and teaching intentions in inclusive education evidence from German pre‐service teachers using international scales

Correlation between attitudes, concerns, self‐efficacy and teaching intentions in inclusive education evidence from German pre‐service teachers using international scales

A comparative study of the impact of enhanced input on inclusion at pre‐service and induction phases on the self‐efficacy of beginning teachers to work effectively with children with special educational needs

Remote assistive technology training in Newfoundland and Labrador’s rural schools: Is there a need? | Perceptions des enseignants quant au besoin de formation en technologie d’assistance dans les écoles rurales de Terre-Neuve et du Labrador

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