Theoretical Influences on the Establishment of Inclusive Practices

Abstract

The purpose of this study was to examine strategies used by classroom teachers for including students with severe multiple disabilities in elementary general education classrooms. Interviews and participant observations were conducted across a 10 month period at four sites. Categorical coding procedures for qualitative data were used to identify themes related to instructional practices in these inclusive classrooms. Results revealed influences of constructivist, Vygotskian and multiple intelligence theories on teacher decisions and perceptions. The tenets of each theory are presented, the impact of theoretical assumptions on teacher practice is examined and three lessons exemplifying such influences are illustrated.

Professional learning in initial teacher education: vision in the constructivist conception of teaching and learning

“…The situatedness of student teachers' professional learning is characterised by Putnam and Borko's (2000) view that professional knowledge is 'developed in context, stored together with characteristic features of the classrooms and activities, organised around the tasks that teachers accomplish in classroom settings, and accessed for use in similar situations' (13). Interactions with students, an important facet of the situatedness of professional learning, are influential on the growth and development of the student teacher as a teacher (Udvari-Solner 1996). Ebby (2000) points out the constraints of fieldwork placement and that 'fieldwork classrooms may not need to be ideal constructivist models as long as they provide enough room for student teachers to envision alternatives, interact with children, and try out new approaches.…”

Lack of Diversity: Are you part of the problem or its solution?

“…Solution 9: Give the task to the class. Real learning usually requires students being actively involved and responsible for making sense of their experiences [51]. Anyone can rely on that claim and give the task of preparing class material to its students.…”

Case Study Research: Examining Middle School General Education Teachers

“…Vygotsky's (1978) social constructivist theory posits that a person's knowledge is constructed by the interactions and social influences we experience in our environment. According to Udvari-Solner (1996), when the social constructivist view is applied to teaching, a person learns, develops, and grows as a teacher through interactions with students in his/her classroom. Students with special needs have individualized education programs (IEPs) that call for teachers to develop and incorporate specialized instructional strategies and accommodations to meet their needs.…”