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Sven Nilsen 《International Journal of Inclusive Education》2017,21(2):205-217
The central issue of this article is the coordination between special and general education in curriculum planning for pupils with special educational needs. The focus is on individual education plans (IEPs) in special education and work plans in general education. This is also viewed in relation to how special and general education teachers cooperate on planning. The analysis is based on a qualitative interview study with special and general education teachers in four primary and lower secondary schools in two municipalities. A clear pattern is shown in the study, where curriculum planning for special and general education is not very coordinated and cooperation between special and general education teachers is often very limited. Thus, curriculum planning within special and general education appears to be more separated than coordinated. The two groups of teachers appear to adopt traditional and partly separate roles, and tend to plan individually rather than together. Responsibility for the education of pupils with special needs seems to be more divided than shared. 相似文献
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Luisa Lara Richard Howell Jeronimo Dominguez José Navarro 《The American journal of distance education》2013,27(3):50-67
Abstract This study investigated differences in online written interactions of bilingual Hispanic pre‐ and in‐service teachers across two types of online discussion groups: synchronous and asynchronous. Participants were exposed to a shortened version of a wholly online special education course and participated in instructional activities as well as synchronous and asynchronous discussion groups over a six‐week period. The research used both an alternating treatment design to gather quantitative data, and interviews and questionnaires for qualitative data. The results support the contention that synchronous discussion group interactions are an important feature of successful online courses with Hispanic students. 相似文献
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This study was designed to use critical reflective journaling practices to explore the experiences of preservice teachers working in a juvenile justice education program called the Reach Academy. Using a qualitative case study design, the researchers explored how 48 preservice teachers utilized critical reflective journaling to examine their own identities in relation to working in this unique school setting. Three major themes emerged from the reflective journal and interview data: (a) participants preconceived notions were challenged based on their positive interactions with Reach students, (b) preservice participants engaged in critical observation of the Reach Academy teachers and their interactions with students, and (c) participants' focus shifted from themselves to their students' needs. Findings suggest that preservice teachers reflective journaling process facilitated their ability to examine and reconsider their preconceived notions about working with students at the Reach Academy and in other diverse schooling settings. 相似文献
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Attitudes of special education teachers towards using technology in inclusive classrooms: a mixed‐methods study 
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下载免费PDF全文 The purpose of this mixed‐methods study was to explore special education teachers’ attitudes towards using technology in inclusive classrooms in Oman. The sample consisted of 428 special education teachers working in Omani public schools (250 teachers of students with learning disabilities (LD), 90 teachers of students with intellectual disability and 88 teachers of students with hearing impairment). Participants responded to the attitudes towards computers questionnaire. For the qualitative section of this study, three semi‐structured group interviews were conducted with a group of special education teachers: 15 teachers of students with hearing impairment, 15 teachers of students with intellectual disabilities and 15 teachers of students with LD). Also, the teachers responded to a survey of educational technology which encompassed seven questions about computer technology. Results of the study indicated that the special education teachers’ attitudes towards using computers were generally positive. The most notable positive attitudes were in the following subscales: special education considerations, staff development considerations, computers use in society, and computers and quality of instruction issues. The analysis of variance results showed that experience and type of disability did not have a significant effect on teachers’ attitudes towards technology. 相似文献
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本研究通过对296名中国教师和146名美国教师的问卷调查及两国各10名教师的深度访谈，以分析、比较中美两国教师在幼儿教育课程观念方面的异同。问卷资料的因素分析揭示，两国教师对问卷项目的反应在结构上表现出三个相似的主因素，然而区辨分析又表明，针对具体项目的重要程度，两国教师的认可水平又表现出相当的差异。总体而言，美国教师更强调个体儿童的自主自发性活动，而中国教师则更多地关注教师指导下的具体技能的学习。中国教师自我报告的课程观和实际教育活动存在中度相关，其受教育程度、专业训练水平、所处地理区域、班级幼儿人数，均与课程观显著相关。美国教师则只有一般性受教育程度与其课程观显著关联。本研究结果对全面了解当前幼儿教师的观念和行为，为有针对性地开展师资培训工作提供了借鉴与启发。 相似文献
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The purpose of this qualitative multicase study was to explore the perceptions of individuals who could speak from both sides of the special education desk--as students and as teachers. The three participants for this study each received special education services for learning disabilities while in school and were currently teaching students with learning disabilities. Specifically the study focused on how participants' past experiences with receiving special education services influenced their current practice as special education teachers. Participants' views on service delivery models, the importance of teacher expectations, and the value of conceiving a learning disability as a tool rather than a deficit are discussed. 相似文献
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Early identification of children experiencing difficulties in learning is essential for timely and effective intervention. The aim of this study was to develop a screening instrument for identifying students with learning difficulties at the end of the first term of Primary 1 in Hong Kong. This paper describes the development and validation of a 27‐item checklist on 594 students. Validity testing performed included content and expert, contrasted group, concurrent and predictive validity; all were found to be satisfactory. In addition, test–re‐test reliability was assessed to be good. The checklist can be administered in 10 minutes for each student based on everyday observations of the student; no specific testing of the students would be required. A longer version with 97 items was also made available for teachers to conduct a more comprehensive evaluation of a child’s performance. 相似文献
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Jeremy Hilburn 《The Urban Review》2014,46(4):654-680
Although there is a great deal of theoretical and practical scholarship related to immigrant students, the extant literature most often conflates the needs of English language learners with the needs of immigrant students (Goodwin in Educ Urb Soc 34(2):156–172, 2002; Sox in Theory Pract 48:312–318, 2009; Yoon in Am Educ Res J 49(5):971–1002, 2012). Findings from this study indicate that teachers in an area with a rapidly rising immigrant population perceived immigrant students to face four significant challenges beyond linguistic considerations. By analyzing interview and focus group data from six high school Civics teachers, this qualitative collective case study is positioned to make recommendations for teachers and teacher educators by bringing attention to the challenges facing immigrant students beyond the linguistic domain in a new gateway state. 相似文献
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Natalie C. Browes 《Sex education》2013,13(6):655-670
Comprehensive sexuality education (CSE) is recognised as an effective method of sexual health education, with the school identified as a fitting site of implementation. Its holistic and participatory nature endeavours to develop the knowledge, attitudes and life-skills of students to help them secure their sexual and reproductive health and rights (SRHR). This qualitative study aimed to better understand aspects of CSE implementation in one context. Specifically, it focuses on the effects of the cultural setting, considering how gender and sexuality norms influence teacher and student implementation strategies. The research was carried out in one secondary school in Ethiopia, which delivered a Dutch-developed programme throughout 2013. Over 50 in-depth interviews were conducted with teachers and students, influential community members and experts in SRHR. Data were also gathered through focus group discussions and classroom observations. Results show that CSE teachers and students, both male and female, were able to discuss issues of sexuality. However, the cultural context was seen to affect interpretation of programme information, influencing the nature of this discussion. For an impactful implementation, it is recommended that sexuality education aims to engage with and involve the wider community, to reduce contradictory messages and increase programme support. Furthermore, teachers should undergo extensive and comprehensive pre-programme training that addresses their attitudes and values, not just their knowledge. 相似文献
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为了探讨特殊教育教师和特教学生在特殊教育教师所需心理素质上的认知差异,本研究以263名特殊教育教师和233名特教学生为被试进行调查。结论显示,特殊教育教师心理素质由六个要素构成,特殊教育教师和特教学生对这六个要素的认知存在差异。 相似文献
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朱丽琼 《昆明师范高等专科学校学报》2013,(3):113-116
运用文献资料研究法、专家访谈法、问卷调查法和数理统计法等,对福建省高校开展新兴体育项目的现状进行调查和分析,结果表明：体育课程模式有所创新,有利于新兴体育项目的开展;新兴体育项目在教学时数等的安排上无法满足学生需要;新兴体育项目深得体育教师认可,深受学生欢迎,并对塑造学生良好品格有明显帮助;福建高校广泛开展新兴体育项目受到安全、经费、场地、师资等多种因素制约. 相似文献
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Isabel Ruiz‐Mallen Laura Barraza Barbara Bodenhorn Maria de la Paz Ceja‐Adame Victoria Reyes‐García 《International Journal of Science Education》2013,35(13):1755-1770
Strengthening links between school and community is critical for improving people’s participation in environmental issues. However, Mexican education programmes are generally unrelated to rural students’ life experience and are planned without considering either teachers’ or students’ opinions. This article describes the participatory construction of a preparatory school environmental education (EE) programme in Ixtlan de Juarez, a Mexican indigenous community internationally recognised for sustainable forest management. The qualitative research methods used are based on the action research methodology. Results from interviews conducted with the preparatory school’s headmaster, the coordinator, and nine teachers provided the needed documentation of the school site for contextualising learning activities. Feedback during focus groups with six students, three teachers, five local communal authorities, and two researchers highlighted that all participants perceived the need for creating an educational programme focused on local forest management. The contents and activities of the programme were designed by the focus group’s participants. The programme has been continuously taught by teachers and forest workers since 2005 and was officially integrated with the preparatory school science curriculum in 2006. This participative educational experience has thus transformed the mandatory school curriculum in Ixtlan. 相似文献
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This article presents a qualitative study concerning student teachers’ understanding of differentiation for high-achieving secondary school students with higher learning potential. Predominantly using focus group interviews of Norwegian student teachers (N = 322), this study identified their understanding of the use and value of differentiation, drawing from their teaching practice and experience. This study supports the notion that student teachers lack confidence in enacting differentiation, despite being aware of its importance, when working with these students. We contend that teacher education needs to pay more attention to helping student teachers effectively differentiate to meet the needs of high-achieving students with higher learning potential. 相似文献
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Robyn Bentley-Williams Christine Grima-Farrell Janette Long Cath Laws 《International Journal of Disability, Development & Education》2017,64(3):270-282
Since the introduction of anti-discrimination legislation including Australian Disability Discrimination Act, 1992 and the Disability Standards of Education, 2005, there is an increasing demand on all schools to cater effectively for more students with disabilities within an inclusive school community context. This investigation explored a proactive partnership model designed to equip pre-service teachers with deeper role understandings in teaching students with disabilities. This collaborative model involved sustained professional experiences in schools on four mornings each week over 38 weeks, offered in conjunction with their final-year teacher education studies in Diversity and Inclusive Education. A unique emphasis of this qualitative study was a focus on identifying conducive real-life experiences and ideal teacher qualities for undertaking challenging inclusive practitioner roles. Findings highlighted the perspectives of school leaders, special education mentors and pre-service teachers in improving inclusive learning outcomes for all students while developing an effective collaborative partnership model for teacher education. 相似文献
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Sheri L. Anderson Suad Sakalli Gumus 《International Journal of Inclusive Education》2013,17(6):529-546
This study serves as a pilot study for a longitudinal study that will be conducted a year later. The purpose of this research is to determine how a course in special education has impacted secondary general education pre‐service teachers’ attitudes towards individuals with disabilities, teaching students with mild disabilities and the degree of their preparedness (self‐reported) in working with students with disabilities. Forty‐two secondary pre‐service teachers’ reflection papers written at the beginning and end of a mandatory special education course (16 weeks) were analysed using qualitative methodology. The findings supported our research hypothesis that a course in special education with necessary components (i.e. introductory special education knowledge, activities designed to enhance students’ dispositions toward students with disabilities, and instructional strategies that will help general education teachers teach students with mild disabilities at the middle and secondary levels more effectively) can be effective in preparing secondary education pre‐service teachers to work in inclusive classrooms. 相似文献
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Pennee Kantavong 《International Journal of Inclusive Education》2018,22(7):767-786
This article investigates inclusive education practices in schools under the jurisdiction of Thai local government through a study of schools in Khon Kaen Municipality in Northeastern Thailand. Thailand’s 1997 Constitution and 1999 National Education Act both legislated that the educational system must become inclusive, and under these laws schools are required to admit all groups of children, including children with special educational needs (SEN). This study sheds light on the situation of inclusive education in schools with regard to administrators’ policy implementation, teachers’ practices, and parents’ perception of inclusive education management. The findings derive from a survey of 11 school administrators, 114 teachers, and 274 parents (of 137 regular and 137 students with SEN), together with six focus groups with administrators and teachers from six schools. The results demonstrate that most school leaders support inclusive classrooms, most teachers are willing to work with SEN students, and parents of regular students accept the concept of inclusion. Actual practices of inclusive education vary, however, depending upon the perception of administrators and the will of the teachers to implement inclusive education. Furthermore, the results demonstrate that the policy of the municipality may have resulted in the development of inclusive practices in schools under its jurisdiction. 相似文献
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Gonda Pickl Andrea Holzinger Silvia Kopp-Sixt 《International Journal of Inclusive Education》2016,20(8):828-843
In Austria, the profession of the special education teacher is facing major changes. Presently, special education teachers need to have general pedagogical competences to teach children of all grades, and are expected to have competences in managing highly heterogeneous groups in inclusive settings. Additionally, they need to apply special strategies to efficiently work with children with various special needs. Student teachers starting their education 2015/2016 will no longer have the option of obtaining a distinct degree as a special education teacher. Instead, future teachers will choose between teaching in primary or in secondary schools, and can then select their preferred focus from various options, including inclusive education. This qualitative study is based on written and oral research interviews with teachers in inclusive settings, and aims to identify competences in the areas of knowledge, action, and attitude which teachers consider necessary and effective for successfully teaching a heterogeneous group of pupils. The results indicate the need to further strengthen both the inclusive and the reflexive attitude in teachers. The outcomes will influence curricula development in the new teacher education programmes, and aid to tailor courses offered in in-service training for teachers working in inclusive settings. 相似文献