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1 – 10 of over 16000Aditi Gupta, Ying Liu, Tsung-Cheng Lin, Qichen Zhong and Tad Suzuki
The purpose of this paper is to summarize the findings from focus group interviews conducted with librarians and library staff, faculty and students. It highlights the…
Abstract
Purpose
The purpose of this paper is to summarize the findings from focus group interviews conducted with librarians and library staff, faculty and students. It highlights the significance of implementing inclusive teaching and culturally responsive strategies in instructional settings and interactions with library patrons and seeks to emphasize the importance of developing guidelines, best practices and effective strategies.
Design/methodology/approach
Using focus groups, this study interviewed librarians and library staff, faculty and students. This research approach identified, reviewed and assessed existing programs and practices in instruction and library interactions.
Findings
The findings from this paper indicate that while faculty and librarians are making individual efforts to promote inclusivity in teaching and interacting with patrons, many participants expressed the necessity for institutional-level training, guidelines and good practices on how to achieve and implement culturally responsive and inclusive teaching strategies.
Originality/value
The methodology utilized in this study can be adapted by other libraries or institutions aiming to explore the practice of inclusive pedagogy and culturally responsive teaching within their own context. The insights from the study inform the development of strategies that librarians, faculty and staff can employ to integrate inclusive and culturally responsive teaching into their instruction and services for the wider academic community.
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Juhani Lehtonen, Auli Toom and Jukka Husu
This chapter considers teacher learning in inclusive co-teaching contexts, specifically the moral dimensions embedded within it. The chapter draws data from a study focusing on…
Abstract
This chapter considers teacher learning in inclusive co-teaching contexts, specifically the moral dimensions embedded within it. The chapter draws data from a study focusing on teachers’ perceptions of their learning during co-teaching in inclusive classrooms, and salient moral features embedded in co-teaching situations. Data from joint stimulated recall interviews conducted with three co-teacher pairs illuminate that teachers perceived both possibilities and challenges in key learning situations during co-teaching in inclusive classrooms. In these situations, it is possible for teachers to articulate and extract their guiding beliefs toward salient moral aspects in inclusive teaching in order to extend their understanding and revise their inclusive teaching practices. This chapter suggests that co-teaching is a promising practice for promoting inclusive classroom communities where teachers and students can learn together.
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Jessica Tunney and Amy Hanreddy
For teachers to fully enact pedagogy rooted in equity and inclusion, they must have access to purposeful systems and tools supporting proactive and collaborative planning built…
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For teachers to fully enact pedagogy rooted in equity and inclusion, they must have access to purposeful systems and tools supporting proactive and collaborative planning built explicitly to center the needs of those historically denied full access to learning. This chapter takes on the historical injustices that have been perpetuated within public education in the United States since its inception and presents practical tools and systems (rooted in research and refined in the field) that can promote more equitable day-to-day teaching and learning in classrooms.
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The origin of this chapter lies in a presentation by a colleague whose work I admire. Drawing on their extensive experience, they have developed guidance for schools to support…
Abstract
The origin of this chapter lies in a presentation by a colleague whose work I admire. Drawing on their extensive experience, they have developed guidance for schools to support children with special educational needs. Their conclusion was that teachers could adopt an eclectic approach, utilizing and combining different interventions as appropriate. The notion of utilizing different teaching approaches to facilitate inclusive education seemed accepted as unproblematic. However, I began to wonder about what happens when teaching approaches are based on conflicting views about the nature of how children learn. This led me to consider a more fundamental question. Do teachers’ own beliefs about how knowledge is created and how children develop (their personal epistemological beliefs) have an impact on their practice and children’s experiences in inclusive classrooms? Answering this question leads to the ethical issue of whether all ways of thinking about how children learn are compatible with teaching in inclusive schools, and the consequences that arise in seeking an answer.
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Sarah Copfer and Jacqueline Specht
This chapter will provide an overview of the types of concerns that are evident in the research literature regarding how well teachers are prepared to teach in inclusive…
Abstract
This chapter will provide an overview of the types of concerns that are evident in the research literature regarding how well teachers are prepared to teach in inclusive classrooms citing both preservice education and in-service professional development/learning. It will present an overview of the measurements that have been used to measure teachers’ perceptions of preparedness for inclusive environments and the use of surveys to assess attitudes, beliefs, and values. The chapter will conclude with a discussion regarding measuring teachers’ perceptions to inform/improve teacher preparation efforts/policies/practices and what needs to be done to improve teacher preparation for inclusive education.
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Amanda Watkins, Annet De Vroey and Simoni Symeonidou
This chapter aims to identify and explore those critical factors in relation to teacher education and development that may hinder or support the wider implementation of policy for…
Abstract
This chapter aims to identify and explore those critical factors in relation to teacher education and development that may hinder or support the wider implementation of policy for inclusive education in practice. The chapter considers key issues related to initial teacher education (ITE) and in-service teacher education and continuing professional development (CPD) that appear to be relevant albeit in differing degrees across most European countries.
The chapter builds on initial work completed in the European Agency project on Teacher Education for Inclusion (TE4I). The project concluded that the role of core values for inclusion (particularly in ITE) can be a critical factor in ensuring more inclusive education systems overall (European Agency, 2011, 2012).
A number of policy questions in relation to preparing teaching staff for inclusive education were highlighted in this work, but two critical issues are the focus here:
1. How all relevant policies can support flexible education opportunities in initial and continuing professional development for all teachers.
2. How all teachers can be supported to develop the skills to meet the diverse needs of all learners, including a clear understanding of effective learning strategies, such as learning to learn and active learning approaches.
1. How all relevant policies can support flexible education opportunities in initial and continuing professional development for all teachers.
2. How all teachers can be supported to develop the skills to meet the diverse needs of all learners, including a clear understanding of effective learning strategies, such as learning to learn and active learning approaches.
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Jiyoon Yoon, Kyoung Jin Kim and Leisa A. Martin
This study aims to design and measure the effects of the culturally inclusive science teaching (CIST) model on 30 teacher candidates to teach science to culturally and…
Abstract
Purpose
This study aims to design and measure the effects of the culturally inclusive science teaching (CIST) model on 30 teacher candidates to teach science to culturally and linguistically diverse (CLD) students.
Design/methodology/approach
The CIST model for culturally inclusive science lessons included six sessions: inquiring, questioning, interacting (online with international students who were at the beginning level of English proficiency), interacting (face-to-face with international internship students who were at the middle level of English proficiency), interacting (face-to-face with international students on campus who were at the advanced level of English proficiency) and developing lessons.
Findings
The pre- and post-self-efficacy tests, the culturally inclusive lessons and the final essay reflection resulted in an increase in teacher candidates’ confidence in teaching science to culturally diverse students and improvement in their skills to create culturally inclusive lessons.
Originality/value
Through the model, the teacher candidates interracted with international students with various levels of English proficiency and developed lessons for culturally diverse students. The CIST model is a prospective teaching strategy for teachers to support CLD students’ achievement in science by providing meaningful science in the context of their personal lived experiences.
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Helen Larkin, Claire Nihill and Marcia Devlin
This chapter explores a set of principles that underpin ensuring that the learning needs of all students are addressed in next generation learning spaces. With increasingly…
Abstract
This chapter explores a set of principles that underpin ensuring that the learning needs of all students are addressed in next generation learning spaces. With increasingly diverse higher education environments and populations, higher education needs to move from seeing student diversity as problematic and deficit-based, to welcoming, celebrating and recognising diversity for the contributions it makes to enhancing the experience and learning outcomes for all students. The principles of Universal Design for Learning (CAST, 2011) provide a framework for high-quality university teaching and learning, as well as guidance on the multiple methods and means by which all students can be engaged and learn in ways that best suit their individual styles and needs. An inclusive approach is important pedagogically and applies to both the physical and virtual environments and spaces inhabited by students. When the design of physical environments does not incorporate universal design principles, the result is that some students can be locked out of participating in campus or university life or, for some, the energy required to participate can be substantial. With the digital education frontier expanding at an exponential rate, there is also a need to ensure that online and virtual environments are accessible for all. This chapter draws on the relevant research and the combined experience of the authors to explore an approach to inclusive practices in higher education next generation learning spaces and beyond.
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Phillip Neumann and Birgit Lütje-Klose
Inclusive education is about creating beneficial environments for all students (Booth & Ainscow, 2011). Within Germany, the role of special education within inclusive schools has…
Abstract
Inclusive education is about creating beneficial environments for all students (Booth & Ainscow, 2011). Within Germany, the role of special education within inclusive schools has been widely discussed (Powell et al., 2016). Educators worldwide consider collaborative teaching between special educators and general educators to be a fundamental precondition for inclusive education (Hoppey & McLeskey, 2014).
The history of the German school system, however, is characterized by a rigorous division of special and regular schools that is reflective of broad divisions in teacher education. Since the ratification of the Convention on the Rights of Persons with Disabilities (CRPD) in Germany in 2009, more students with special educational needs, as well as special educators, have begun to attend and work in inclusive schools. While cooperation between general and special educators is a key to the development of inclusive schools, many teachers report that responsibilities are divided between special and general teachers, while various challenges exist regarding cooperation (Urban & Lütje-Klose, 2014). Nevertheless, dysfunctional cooperation can foster mechanisms of separation and exclusion even in “inclusive” settings (Idel et al., 2019).
The present chapter offers a reflection on the different roles of special educators and the current state of research on interdisciplinary and multiprofessional cooperation in inclusive schools in Germany. It also provides a discussion of relevant implications for the development of inclusive schools and teacher training.
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Anne Jordan and Donna McGhie-Richmond
Over nearly two decades the Supporting Effective Teaching project examined the characteristics of teachers that result in successful inclusion of students with disabilities in…
Abstract
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.
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