The development of inclusive learning relationships in mainstream settings: A multimodal perspective

Efthymiou, Efthymia; Kington, Alison

doi:10.1080/2331186x.2017.1304015

Cited by 34 publications

(17 citation statements)

References 51 publications

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“…-guarantee of equal social and academic potential for all children [10]. However, the authors have not indicated the dependence of these factors on the preparation level of future primary school teachers to work in the inclusive education context.…”

Section: Methodsmentioning

confidence: 93%

Characteristics of Pedagogical Conditions for Preparing Future Primary School Teachers to Interaction With Parents in Terms of Inclusive Education

Bevzyuk

2018

EUREKA: Social and Humanities

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In the article, based on the scientific sources and empirical material analysis, the pedagogical conditions of future primary school teachers' preparation for interaction with parents in terms of inclusive education have been described. They are: stimulation of future primary school teachers' motivational-value and responsible attitude to the knowledge acquisition, skills and habits of interaction with parents in terms of inclusive education; the use of training facilities for higher educational institutions to acquire future primary school teachers' appropriate competence through: improvement and integration of the professional and professionally oriented academic disciplines content, application of innovative and traditional learning technologies in the context of preparation for interaction with parents in the context of inclusive education; direction of educational and pedagogical practice on experience improvement of future primary school teachers' interaction with parents in terms of inclusive education. It has been specified that only the harmonized observance of all conditions will be a guarantee of qualitative future primary school teachers' preparation to interacting with parents under inclusive education conditions. With the purpose of special teachers training to form future primary school teachers' ability to interact with parents in terms of inclusive education it has been recommended to conduct not only traditional educational and methodological or scientific-practical seminars, but also trainings, coaching, webinars, first of all, in online mode. It has been indicated that such forms of work nowadays become very popular because of their availability, dedication to production and innovation: extra-mural/distance participation; easy access to social networks and websites; the practical nature of the information: empirical material with confirmatory video stories; providing specific advice on decision making in pedagogical situations; the possibility of revising in case of indirect participation and in the situation of certain aspects additional clarification; constant information updating taking into account the most recent trends and so on.

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Section: Methodsmentioning

confidence: 93%

Characteristics of Pedagogical Conditions for Preparing Future Primary School Teachers to Interaction With Parents in Terms of Inclusive Education

Bevzyuk

2018

EUREKA: Social and Humanities

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“…Foreign studies are mostly focused on the problem of organizing inclusive learning or psycho-pedagogical conditions for the interaction between students with special educational needs and their teachers (Efthymiou & Kington, 2017;Мasud, Sharma & Deppeler, 2012;Mukhopadhyay, Nenty & Okechukwu, 2012;Rouse, 2008). Still, this particular problem can be considered differently due to various ethnic and mental factors, legal support and socio-economic status of countries all over the world.…”

Section: Discussionmentioning

confidence: 99%

Psycho-Pedagogical Conditions for Preparing Future Teachers for Their Interaction with Students’ Parents in Inclusive Practice in Primary Schools

Bezliudnyi

Bevzyuk

Demchenko

et al. 2020

BRAIN

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The concept of the New Ukrainian School is aimed at organizing effective inclusive education for students, in particular younger students with special educational needs, and their cooperation with healthy peers. The paper aims to theoretically justify and experimentally verify psycho-pedagogical conditions for teaching future primary school teachers how to interact with students' parents in inclusive practice. The experimental group (EG) involved 203 respondents and the control group (CG) 215 respondents, as well as 12 university teachers, 36 primary school teachers and 115 students' parents of students with/without special educational needs. The psycho-pedagogical conditions are determined as follows: developing future primary school teachers' motivational, values-based and responsible attitude to acquiring knowledge, abilities and skills needed for the interaction with students' parents in inclusive practice; using the opportunities of an educational environment in higher education institutions to develop future primary school teachers' certain competencies by improving and integrating the content of professional and specialized academic courses, applying innovative and traditional technologies of teaching and learning; focusing academic training and teaching placement towards improving the experience of future primary school teachers in interacting with students' parents in inclusive practice). The paper employs some author's methodologies (adapted to Raven's (1991) socio-pedagogical methodologies): surveys, interviews, student questionnaires, tests, assignments. The ratio between the levels of future primary school teachers' readiness to interact with students' parents in inclusive learning is the following: the experimental group-a high level 45.32%, an average level 41.87%, a low level 12.81%; the control group a high level 16.74%, an average level 36.75%, a low level 41.51%. The obtained results indicate some dynamic positive changes in the levels of EG respondents' readiness under the influence of the proposed psychopedagogical conditions.

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“…Social robots are also extensively used for assisted therapy for autism spectrum disorders [34,38]. The second approach on robotics for education considers robots not as social entities that interact with learners, but rather as tools to support learning in the activities or learning by doing, for example, robots to be used for learning how to program [3,13,24,26].…”

Section: Educational Robots and Assistive Technologiesmentioning

confidence: 99%

Using tabletop robots to promote inclusive classroom experiences

Neto

Johal

Couto

et al. 2020

Proceedings of the Interaction Design and Children Conference

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Geometry and handwriting rely heavily on the visual representation of basic shapes. It can become challenging for students with visual impairments to perceive these shapes and understand complex spatial constructs. For instance, knowing how to draw is highly dependent on spatial and temporal components, which are often inaccessible to children with visual impairments. Hand-held robots, such as the Cellulo robots, open unique opportunities to teach drawing and writing through haptic feedback. In this paper, we investigate how these tangible robots could support inclusive, collaborative learning activities, particularly for children with visual impairments. We conducted a user study with 20 pupils with and without visual impairments, where they engaged in multiple drawing activities with tangible robots. We contribute novel insights on the design of children-robot interaction, learning shapes and letters, children engagement, and responses in a collaborative scenario that address the challenges of inclusive learning.

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The development of inclusive learning relationships in mainstream settings: A multimodal perspective

Cited by 34 publications

References 51 publications

Characteristics of Pedagogical Conditions for Preparing Future Primary School Teachers to Interaction With Parents in Terms of Inclusive Education

Characteristics of Pedagogical Conditions for Preparing Future Primary School Teachers to Interaction With Parents in Terms of Inclusive Education

Psycho-Pedagogical Conditions for Preparing Future Teachers for Their Interaction with Students’ Parents in Inclusive Practice in Primary Schools

Using tabletop robots to promote inclusive classroom experiences

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