Over nearly two decades the Supporting Effective Teaching project examined the characteristics of teachers that result in successful inclusion of students with disabilities in Canadian regular education classrooms. These studies revealed that teachers who rate high in adapting and calibrating instruction for students who have special needs are the most successful overall with all their students. In this chapter, we present an adaptation of the observation scale that we used to rate effective inclusive instructional practices. The adapted scale can be used both as a self-rating and as a third-party measurement scale of effective teaching practices. We link each element of the scale to the Universal Design for Learning framework. We discuss how challenges to effective practices are affected by teacher beliefs about ability and disability, collegial differences in beliefs and practices, and the focus set by the leadership in the school.
Jordan, A. and McGhie-Richmond, D. (2014), "Identifying Effective Teaching Practices in Inclusive Classrooms", Measuring Inclusive Education (International Perspectives on Inclusive Education, Vol. 3), Emerald Group Publishing Limited, Bingley, pp. 133-162. https://doi.org/10.1108/S1479-363620140000003023
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