Relevant bibliographies by topics / Inclusione Co-teaching

Academic literature on the topic 'Inclusione Co-teaching'

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Published: 10 March 2023

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Journal articles on the topic "Inclusione Co-teaching"

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Scruggs, Thomas E., and Margo A. Mastropieri. "Making Inclusion Work With Co-Teaching." TEACHING Exceptional Children 49, no. 4 (March 2017): 284–93. http://dx.doi.org/10.1177/0040059916685065.

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Olmos Rueda, Patricia, Josep Sanahuja Gavaldà, and Óscar Mas Torelló. "El alumnado de educación secundaria obligatoria ante la inclusión educativa y la docencia compartida/Perception and attitude of students from compulsory secondary school to the challenge of inclusive education and co-teaching." REOP - Revista Española de Orientación y Psicopedagogía 29, no. 3 (December 31, 2018): 8. http://dx.doi.org/10.5944/reop.vol.29.num.3.2018.23318.

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RESUMEN La inclusión sigue siendo uno de los mayores retos de la educación que exige de la responsabilidad compartida de todos los agentes educativos. El alumnado, agente participante activo, resulta herramienta clave para el cambio educativo y la construcción y promoción de una escuela inclusiva. Tener en cuenta su opinión impacta positivamente en la mejora de los procesos inclusivos. Este trabajo centra su atención en la voz del alumnado ante el reto de la inclusión y la diversidad en un instituto público de educación secundaria de la provincia de Barcelona, teniendo como objetivo conocer el perfil, creencias y actitudes del alumnado de educación secundaria obligatoria hacia la inclusión educativa y el trabajo de dos figuras docentes en el aula −el profesor de apoyo y el profesor de aula−. Los resultados, derivados del diseño y aplicación de un cuestionario a una muestra de 310 alumnos −con y sin necesidades educativas−, apuntan una actitud positiva hacia la inclusión y una valoración positiva tanto de la docencia compartida, como del impacto que tiene la presencia del profesor de apoyo en el aula, permitiendo reforzar esta actitud positiva en la medida que contribuye a un mejor proceso de interacción, socialización, inclusión y atención a la diversidad en las aulas y en el propio centro educativo, aunque sigue latente la necesidad de seguir impulsando el cambio de prácticas educativas en pro de la inclusión y socialización del alumnado.ABSTRACT Inclusion continues being one of the educational challenges that requires from educational agents their shared responsibility. Students, as active participant agent, are a key tool for educational changing and building and promoting an inclusive school. Taking into consideration their opinion has an impact on inclusive processes improvement. This work is focused on students’ voice to the challenge of inclusion and diversity in a public high school from a municipality of Barcelona. It aims to know the profile, thinking and attitudes of students from compulsory secondary level towards educational inclusion and shared working of both teachers −support teacher and regular teacher− in the classroom. The results of the application of a questionnaire to 310 students −with and without educational needs− show a positive attitude towards inclusion and a positive appraisal of shared teaching as well as the impact of the presence of support teacher in the regular classroom, who reinforces this positive attitude because contributes to better processes of interaction, socialization, inclusion and the attention of diversity in the classrooms and the educational centre although it is still evident that the change of educational practices, in pro of students’ inclusion and socialization, is necessary.
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Klein, Ana Maria, and Kathleen Magiera. "Finding Common Ground: Co-teaching Inclusion and Diversity." International Journal of Diversity in Education 15, no. 3 (2015): 11–15. http://dx.doi.org/10.18848/2327-0020/cgp/v15i03/40047.

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Suprihatiningrum, Jamil, Carolyn Palmer, and Carol Aldous. "Science and special education teachers create inclusive classroom practice in science." Jurnal Kependidikan Penelitian Inovasi Pembelajaran 6, no. 2 (November 6, 2022): 129–42. http://dx.doi.org/10.21831/jk.v6i2.49858.

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The purpose of this research was to examine how co-teachers collaborate interdependently to make the science classroom inclusive for all students. Seven participants; two science teachers of School Smart; two science teachers of School Brainy; support teachers of School Smart and Brainy respectively; and Lily, the head of the inclusion program of School Brainy were selected purposively. As a qualitative description study, data were collected through semi-structured interviews, classroom observations, and instructional document analysis. Data collected were analyzed through a deductive approach using co-teaching as a predetermined framework. The findings indicate that the co-teachers in two schools were teaching collaboratively through co-planning, co-instructing, and co-assessing. Co-teachers from both schools claimed that most of the time spent collaborating was on co-instruction rather than co-planning and co-assessment. In School Smart, the co-teaching between science and the support teacher, called an alternative teaching model, is operating more effectively in terms of planning, scheduled meetings to discuss instructional planning and its implementation compared to School Brainy. Co-teachers in School Smart work more interdependently and collaboratively than the co-teachers in School Brainy
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Beloin, Kim S. "Strategies for Developing Inclusive Practices in Small, Rural Schools." Rural Special Education Quarterly 17, no. 1 (March 1998): 12–20. http://dx.doi.org/10.1177/875687059801700103.

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This article showcases several small, rural schools in Wisconsin who have made a commitment to utilizing inclusive school practices. By re-aligning current building-based resources in innovative ways, the professionals in these four schools have designed unique inclusive education models and practices that respond to the educational needs of a diverse range of learners. This article describes four successful rural school inclusion models in detail. These rural school inclusion models focus on: (a) scheduling for cross-categorical programming, (b) including students with challenging behaviors, (c) co-teaching, and (d) practicing inclusive education in a rural high school. Other small, rural schools who are moving towards inclusion, will benefit from the discussed experiences these models encountered during the re-alignment of their resources.
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Barron, Tammy Lankford, Holly Henderson Pinter, and Kim K. Winter. "Supporting Student and Preservice Teacher Successes Through Co-teaching." Theory & Practice in Rural Education 9, no. 2 (October 11, 2019): 65–78. http://dx.doi.org/10.3776/tpre.2019.v9n2p65-78.

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As increasing inclusion in schools has been emphasized with each reauthorization of the Individuals with Disabilities Education Act amendments, the implementation of co-teaching has increased. Co-teaching has emerged as a supportive framework that uses principles of social justice in building inclusive nurturing environments, yielding positive student outcomes in social as well as academic areas of education. The authors explored the use of co-teaching within a laboratory school setting by analyzing experiences between general education faculty and not only special education faculty but also preservice teachers. Research has found that co-teaching to support preservice and early-career teachers is a natural outgrowth of the special education and general education partnerships created in the co-taught classroom when an intern is placed in such a setting. When used with fidelity, co-teaching is an instructional option that plays an integral part in building effective and efficient ways to foster student learning while enhancing classroom community. Co-teaching can be a powerful mechanism that supports sharing of responsibility and accountability for student achievement, as well as social, emotional, and behavioral growth. A child-centered philosophy was perceived as important to both preservice and co-teachers because of the individual factors that guided practice. With strong leadership from school administrators, commitment and flexibility on the part of classroom teachers, and skills of colleagues, preservice teachers report outstanding growth. Co-teaching, carefully implemented, can foster a nurturing classroom culture and support preservice teachers as they apply knowledge and skills in a constant reflective process, which benefits all teachers and students.
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Walther-Thomas, Chriss, Mimi Bryant, and Sue Land. "Planning for Effective Co-Teaching The Key to Successful Inclusion." Remedial and Special Education 17, no. 4 (July 1996): 255–64. http://dx.doi.org/10.1177/074193259601700408.

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Today many special education services are provided in general education classrooms. various support models are designed to make classrooms more inclusive and more appropriate learning environments for students with disabilities and others who are at risk for school failure. supporters contend that better collaboration and service coordination in mainstream settings will enable many students with disabilities to achieve greater academic and social success. one support model used in many inclusive classrooms is cooperative teaching or “co-teaching.” this article explores fundamental planning issues that need to be addressed by school systems to facilitate effective co-teaching models.
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Pizana, Ruby F. "Collective Efficacy and Co-Teaching Relationships in Inclusive Classrooms." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 9 (September 13, 2022): 1812–25. http://dx.doi.org/10.11594/ijmaber.03.09.22.

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Co-teaching is becoming prevalent in meeting the needs of students with disabilities in the general education classroom. Co-teachers face more challenges in collaboration, relationships, and defining roles. Collective teacher efficacy is the shared belief that a team of co-teachers can make a positive difference in student achievement and school culture. This quantitative study aims to assess the teachers' self-efficacy and the collective efficacy of the co-teaching team to develop cohesive and working relationships to benefit students in inclusive middle classrooms in a suburban school district in the United States. Bandura’s (1977) social cognitive theory and efficacy as a set of proximal determining factors of teachers’ affect and actions theoretically framed the study. The research questions used focused on understanding the kinds of things that create challenges for teachers. Also, they considered the combination of the current ability, resources, and opportunities for teachers and the co-teaching team. The data from the instruments were collected, categorized, and tabulated for interpretation and analysis. The findings show correlated efficacy factors in student engagement, instructional practices, and classroom management. The results recommended for same planning time, collaboration, and understanding of shared roles of the co-teaching team.
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Scruggs, Thomas E., Margo A. Mastropieri, and Kimberly A. McDuffie. "Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research." Exceptional Children 73, no. 4 (July 2007): 392–416. http://dx.doi.org/10.1177/001440290707300401.

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Thirty-two qualitative investigations of co-teaching in inclusive classrooms were included in a metasynthesis employing qualitative research integration techniques. It was concluded that co-teachers generally supported co-teaching, although a number of important needs were identified, including planning time, student skill level, and training; many of these needs were linked to administrative support. The dominant co-teaching role was found to be “one teach, one assist,” in classrooms characterized by traditional instruction, even though this method is not highly recommended in the literature. The special education teacher was often observed to play a subordinate role. Techniques often recommended for special education teachers, such as peer mediation, strategy instruction, mnemonics, and training of study skills, self-advocacy skills, and self-monitoring, were infrequently observed.
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Jurkowski, Susanne, and Bettina Müller. "Co-teaching in inclusive classes: The development of multi-professional cooperation in teaching dyads." Teaching and Teacher Education 75 (October 2018): 224–31. http://dx.doi.org/10.1016/j.tate.2018.06.017.

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Dissertations / Theses on the topic "Inclusione Co-teaching"

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Embury, Dusty C. "Does Co-Teaching Work? A Mixed Method Case Study Evaluation of Co-Teaching as an Intervention." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275919855.

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Boston-Kemple, Thomas Ernest. "A conceptual analysis of key concepts in inclusive education." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2828.

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The concepts of an inclusive classroom, inclusion, co-teaching, and disability have been called poorly defined and in need of fresh conceptual analyses. In Chapter 1, I respond to this call for further analysis and then demonstrate, using current educational headlines, that these concepts of `an inclusive classroom,' `inclusion,' `co-teaching,' and `having a disability' are not just issues that are discussed in academia, but are also current issues in schools, courtrooms, and statehouses. In Chapter 2, the Literature Review examines philosophical literature of inclusive education, legislative and judicial history, and service delivery models for special education. In Chapter 3, Methods: A Conceptual Analysis, we examine the history and practice of conceptual analysis, and then look at the models of conceptual analysis as detailed by Jonas Soltis. Chapter 4, Conceptual Analyses, is the core of this dissertation, containing a generic analysis of the `inclusive classroom,' differentiation analyses of `inclusion,' and `co-teaching,' and a generic analysis of `having a disability.' Finally, in Chapter 5, Discussion, we examine implications for further research and conclusions.
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Darling, Kami E. "Progressive Inclusion: An Ethnographic case study. The daily life of a progressive and inclusive classroom." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253304106.

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Ellerbrock, Rebecca S. "Differentiated Instruction in an Inclusive 5th Grade Cotaught Classroom." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307648966.

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Chapple, James W. "Co-teaching: From Obstacles to Opportunities." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807.

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Hutchinson, Kaitlin Marie. "How Does Inclusion With Co-Teaching Affect Student Performance on Summative Assessments?" Otterbein University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1436867915.

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Murphy, Jennifer L. H. "Co-Teaching Inclusion Model| Perceptions of General and Special Education Attitudes and Student Achievement." Thesis, Northern Arizona University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10817146.

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Since the inception of ESEA of 1965 student achievement has been one focus on public education. Fast-forward to NCLB of 2001, a reenactment of the ESEA of 1965; school leaders have been pushed to demonstrate student achievement to all learners. With increased demands to close the achievement gap and track struggling learners co-teaching models have become increasingly popular in public schools.

This study took place in a public high school located in the Southwest region of the United States. The study consisted of mix-methods using both quantitative and qualitative measurements. The study examined student achievement among general education and special education students who participated in co-teaching model core classes. Academic achievement using quarter one and quarter two benchmark assessment findings were compared between general education and special education students.

The ATTMS survey was administered to both general education and special education teachers who work in co-teaching model classes in English, mathematics, science, and social studies in the study school. The survey was distributed to 23 teachers at FKHS and secure software was used to ensure the survey respondents remained anonymous. The survey consisted of nine Likert-scaled questions to measure teacher attitudes toward teaching all students.

After the survey was administered, five general education and five special education teachers volunteered for a one-hour focus group interview. The interview was transcribed and common response sub-items were discovered.

The quantitative results did not show a significant difference between academic achievement among general education and special education students enrolled in co-teaching model classes in each of the core content areas. The focus group interview portion of the study revealed several response sub-items from general education and special education teachers who participate in co-teaching model classes. Teachers did not provide negative feedback during the focus group, rather they provided positive input regarding the need for more support to ensure all students are successful. The survey question teachers responded to were not necessarily supported by the focus group discussion. Interestingly the focus group discussed the interpretations of the survey questions and most of the survey questions were not fully supported by the focus group discussion. The response sub-items provided more insight as to why respondents selected positive, negative, and neutral choices. Overall teachers had a vested interest in all of the students they serve including students with mild to moderate disabilities.

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Kofahl, Shelley. "The effect of co-teaching on students with disabilities in mathematics in an inclusion classroom." Thesis, Trevecca Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140115.

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This research examined the co-teaching method of instruction for students with disabilities in the inclusion classroom setting. Quantitatively, the study sought to explore the impact of co-teaching on student achievement growth and performance. Achievement growth and performance was measured using STAR scores and TCAP assessment scores. Qualitatively, the researcher investigated teacher beliefs and attitudes toward co-teaching using a survey including Likert-scale and open-ended questions. Co-teaching was found to be beneficial, since both special education students and general education students made equal academic progress in the inclusion classroom. A teacher perception survey provided the researcher with insight into the benefits, challenges, and beliefs about co-teaching.

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Yearout, Rebecca Lee. "The Experience of Co-teaching Elementary School Teachers in a Rural Public School District." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/83390.

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As a result of recent federal legislative changes affecting educational policies, co-teaching, which requires general and special educators to work together to provide instruction to students in inclusion classrooms, has been on the rise and is considered by some educators as a method for meeting mandates required by law. While co-teaching is an idea that should work in practice, teachers who implement co-teaching find themselves facing complex issues regarding their roles and responsibilities within the context of program logistics. This qualitative study was designed to help co-teaching partners and others to understand how co-teaching partnerships are formed, develop, and work in classrooms. This understanding may be helpful to others as they seek to overcome barriers and form relationships that facilitate successful co-teaching partnerships. Elementary co-teachers in a rural school district were interviewed face-to-face, and a document analysis was conducted to examine how co-teachers experience co-teaching partnerships. Six general education co-teachers and six special education co-teachers were randomly selected for interviews, and they were asked to bring any literature that they had received on co-teaching to the interviews. Results indicate that co-teachers thought compatibility was important when working as co-teachers. They expressed the need for a mutual planning time during the school day, and both general and special education co-teachers were concerned about the amount of uninterrupted time special education teachers could spend in inclusion classrooms. When co-teachers thought they had a compatible partnership, they were willing to make alternative planning arrangements, and they were accepting of the time special education co-teachers could spend in the classroom.
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Chatman, Patricia Chatman. "Relationship between Teachers' Attitudes Toward Inclusion and Professional Development." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3390.

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Integration of general and special education students in the classroom has become common in many educational systems. Researchers have found that some general education teachers may have negative attitudes of inclusion when they are inadequately prepared to instruct in an inclusion setting. The purpose of this causal-comparative study was to investigate the relationship of teachers' professional development (PD) on their attitudes about teaching in an inclusive classroom at a northeast Georgia middle school. Using Vygotsky's sociocultural developmental theory, the research question examined the difference in teachers' attitudes toward inclusion as measured by the Scale of Teachers' Attitudes Toward Inclusive Classrooms (STATIC) based on the number of PD workshops taken. All 150 general and special education teachers at the study site were invited to participate and the sample included 74 teachers who completed the STATIC. Analysis of variance results indicated that teachers who completed 3 or more PD courses had significantly more positive attitudes toward teaching in inclusive classrooms than teachers who took fewer than 3 courses. As an outcome of the study, a PD workshop was created that provided teachers with strategies to operate within an inclusive classroom. Informing administrators about the necessity to expose teachers to PD if they teach inclusion classes is essential to improving teacher attitudes, which creates an environment that promotes student success.
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Books on the topic "Inclusione Co-teaching"

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Joan, Blednick, ed. Teaching in tandem: Effective co-teaching in the inclusive classroom. Alexandria, Va: ASCD, 2011.

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1952-, Villa Richard A., and Thousand Jacqueline S. 1950-, eds. A guide to co-teaching with paraeducators: Practical tips for K-12 educators. Thousand Oaks, CA: Corwin Press, 2009.

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Benucci, Antonella, Giulia I. Grosso, and Viola Monaci. Linguistica Educativa e contesti migratori. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-570-4.

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The volume, produced within the framework of the COMMIT project “Fostering the Integration of Resettled Refugees in Croatia, Italy, Portugal and Spain”, concerns the current European situation, and in particular the teaching of L2 in its relations and interdisciplinary exchanges with other scientific fields dealing with migratory phenomena; therefore, starting from the COMMIT experience, it offers a wide perspective, going beyond the borders of the countries involved in the project and identifying good practices that can be replicated in different territorial and social contexts to ensure successful social inclusion of newly arrived citizens. COMMIT is a project funded by the European Commission (DG HOME), co-financed by the Ministry of Interior and the Project Partners and managed by the Mediterranean Coordination Office of the International Organization for Migration (IOM), in Italy. The project was implemented in collaboration with the IOM Missions in Croatia, Portugal and Spain, together with the Communitas Consortium, the Adecco Foundation for Equal Opportunities and the University for Foreigners of Siena (UNISTRASI). The project activities were implemented from 1 January 2019 to 30 April 2021. The project, based on the idea that successful integration of resettled refugees occurs both by putting in place certain structural conditions and by promoting mutual exchange between resettled refugees and their host communities, aimed to support their integration into their new communities, with a special focus on women and young refugees as particularly vulnerable groups. A secure humanitarian migration route to the European Union launched in 2013 is targeted at refugees who are beneficiaries of resettlement. Several Member States, including Croatia, Italy, Portugal and Spain, have therefore established or strengthened their national resettlement and humanitarian admission programmes for resettled refugees of Syrian, Eritrean, Ethiopian or Sudanese origin. In preparation for resettlement, beneficiaries participate in a series of pre-departure cultural orientation activities. Among them, training in L2 language and culture plays a crucial role. The book hence tries to offer answers to the many challenges that characterise the field of language education in contexts marked by the presence of migrants from an interdisciplinary perspective. It provides for effective solutions for an inclusive language education, attentive to ‘vulnerable’ subjects, paying attention to the interweaving of complex individual, social, cultural and economic contexts, such as school and university training courses and reception and resettlement programmes in host societies. In particular, the current situation in Italy, regarding both teaching L2 in a school context and teaching modern languages to adult foreigners, is still lacking in interdisciplinary relations and exchanges between language teaching and other scientific fields dealing with migratory phenomena. However, in recent years a particular sensitivity and empathy towards linguistic and cultural contact have developed.
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Daniels, Ed. PACT Co-Teaching Inclusion Model: A Co-Teaching, Inclusion Framework for Teachers. Independently Published, 2017.

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Blednick, Joan, and Gloria Lodato Wilson. Teaching in Tandem: Effective Co-Teaching in the Inclusive Classroom. Association for Supervision & Curriculum Development, 2011.

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Blednick, Joan, and Gloria Lodato Wilson. Teaching in Tandem: Effective Co-Teaching in the Inclusive Classroom. Association for Supervision & Curriculum Development, 2011.

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Blednick, Joan, and Gloria Lodato Wilson. Teaching in Tandem: Effective Co-Teaching in the Inclusive Classroom. Association for Supervision & Curriculum Development, 2011.

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Blednick, Joan, and Gloria Lodato Wilson. Teaching in Tandem: Effective Co-Teaching in the Inclusive Classroom. Association for Supervision & Curriculum Development, 2011.

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Blednick, Joan, and Gloria Lodato Wilson. Teaching in Tandem: Effective Co-Teaching in the Inclusive Classroom. Association for Supervision & Curriculum Development, 2011.

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Blednick, Joan, and Gloria Lodato Wilson. Teaching in Tandem: Effective Co-Teaching in the Inclusive Classroom. Association for Supervision & Curriculum Development, 2012.

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Book chapters on the topic "Inclusione Co-teaching"

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Gajdzica, Zenon. "Spatial models in co-teaching versus educational theories – the case of inclusive education." In Co-Teaching – Everyday Life or Terra Incognita of Contemporary Education?, 71–80. Göttingen: V&R unipress, 2022. http://dx.doi.org/10.14220/9783737015004.71.

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Lakkala, Suvi, and Outi Kyrö-Ämmälä. "Teaching for Diversity with UDL: Analysing Teacher Competence." In Inclusive Learning and Educational Equity, 241–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_10.

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AbstractThis chapter is a description of collaborative action research on teacher competence in the context of inclusive education and universal design for learning (UDL). Our goal was to analyse what kinds of professional competencies teachers need when they are implementing UDL in heterogeneous classes. The action research was carried out as a case study together with two co-teachers and a class teacher, who implemented UDL in their heterogeneous classes. As a theoretical framework for teacher competence, we used the multidimensional adapted process (MAP) model of teaching, developed by Finnish researchers and teacher educators. We identified several teacher skills that are needed when the UDL approach is applied. According to our results, the most overarching necessary competence was the teachers’ cognitive skills. Applying UDL required the ability to flexibly transform one’s own teaching and learning situations. Furthermore, the teachers’ social skills appeared as an important attribute as their pupils were highly heterogeneous with diverse needs, and the teachers needed to collaborate with many other professionals and parents. Also, each teacher’s personal orientation, such as values, beliefs and ethics, played a crucial role in UDL while the teachers shared a common set of values, striving towards inclusive education.
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Janiszewska-Nieścioruk, Zdzisława. "Elasticity and diversity of co-teaching forms as crucial conditions for the effectiveness of inclusive education of students with disabilities." In Co-Teaching – Everyday Life or Terra Incognita of Contemporary Education?, 91–106. Göttingen: V&R unipress, 2022. http://dx.doi.org/10.14220/9783737015004.91.

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Cserti-Szauer, Csilla, Anikó Sándor, Vanda Katona, and György Könczei. "Social Innovation in Higher Education from a Disability Studies Perspective." In Innovation, Technology, and Knowledge Management, 273–93. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84044-0_13.

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AbstractDue to the traditionally highly hierarchical nature of science, close connection with praxis is not always smooth. Participatory approaches can significantly support the balancing of power and the connection of academic theory with practice. In (Critical) Disability Studies, it is particularly important that user needs are met through co-productive design, and implementation. In this chapter after providing the theoretical foundation of (Critical) Disability Studies, our experiences are summarized in research, teaching, and service development, highlighting the strengths and challenges of the participatory approach to enrich the social innovation ecosystem. Finally, the chapter points out the adaptation and many possibilities of the participatory method that might create inclusive networks and communities in higher education.
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Rapanta, Chrysi, and Susana Trovão. "Intercultural Education for the Twenty-First Century: A Comparative Review of Research." In Dialogue for Intercultural Understanding, 9–26. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_2.

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AbstractBased on the assumption that globalization should not imply homogenization, it is important for education to promote dialogue and intercultural understanding. The first appearance of the term ‘intercultural education’ in Europe dates back to 1983, when European ministers of education at a conference in Berlin, in a resolution for the schooling of migrant children, highlighted the intercultural dimension of education (Portera in Intercultural Education 19:481–491, 2008). One of the mandates of intercultural education is to promote intercultural dialogue, meaning dialogue that is “open and respectful” and that takes place between individuals or groups “with different ethnic, cultural, religious and linguistic backgrounds and heritage on the basis of mutual understanding and respect” (Council of Europe in White paper on intercultural dialogue: Living together as equals in dignity. Council of Europe, Strasbourg, p. 10, 2008). Such backgrounds and heritages form cultural identities, not limited to ethnic, religious and linguistic ones, as culture is a broader concept including several layers such as “experience, interest, orientation to the world, values, dispositions, sensibilities, social languages, and discourses” (Cope and Kalantzis in Pedagogies: An International Journal 4:173, 2009). As cultural identities are multi-layered, so is cultural diversity, and therefore it becomes a challenge for educators and researchers to address it (Hepple et al. in Teaching and Teacher Education 66:273–281, 2017). Referring to Leclercq (The lessons of thirty years of European co-operation for intercultural education, Steering Committee for Education, Strasbourg, 2002), Hajisoteriou and Angelides (International Journal of Inclusive Education 21:367, 2017) argue that “intercultural education aims to stress the dynamic nature of cultural diversity as an unstable mixture of sameness and otherness.” This challenge relates to the dynamic concept of culture itself, as socially constructed, and continuously shaped and reshaped through communicative interactions (Holmes et al. in Intercultural Education 26:16–30, 2015).
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Keeley, Randa. "High Fidelity Co-Teaching Through Collaboration, Varied Co-Teaching Models, and Differentiated Teaching Strategies." In Collaborative Approaches to Recruiting, Preparing, and Retaining Teachers for the Field, 67–92. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9047-8.ch004.

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Co-teaching is a service delivery option for students receiving special education services that is characterized by the presence of both a general education and special education teacher providing support in an inclusive classroom. A co-taught classroom can provide access to the general education curriculum to students with disabilities while they are simultaneously being supported by a special education teacher. The inclusion classroom, a classroom in which both students with and without disabilities are instructed, has been suited with the task of upholding the protections put in place by legislation for students with disabilities. A large number of students receiving special education services (64%, approximately 4,600,000) are placed in the general education, inclusion classroom 80-100% of the school day. This chapter will explore the implementation of excellent instructional practices in the inclusion classroom setting to improve outcomes for students with disabilities.
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Scribner, Sara, and Megan E. Cartier. "Thinking Outside the Box." In Advances in Educational Marketing, Administration, and Leadership, 43–57. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7703-4.ch004.

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At its core, inclusive education takes a great deal more than educators who follow a checklist of best teaching practices and procedures. It requires professionals philosophically committed to inclusion who effectively and efficiently co-plan and co-teach instruction to a diverse group of learners. Co-planning is one of the most important elements of co-teaching and inclusion, yet one of the hardest things to make time for amongst a busy school week. Within this chapter, the authors will discuss and analyze their co-planning and co-teaching models across two semesters of teaching a differentiation methods course to pre-service undergraduate teachers, specifically sharing about their successful utilization of a virtual platform for co-planning. The chapter will conclude with the positives and challenges of using a virtual planning platform, as well as specific recommendations for how to use one.
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"Co-Teaching for Inclusiveness." In Towards Inclusion of All Learners through Science Teacher Education, 317–28. Brill | Sense, 2018. http://dx.doi.org/10.1163/9789004368422_035.

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Sande, Beverly. "Frameworks for Co-Teaching and Yearlong Residency Programs." In Collaborative Models and Frameworks for Inclusive Educator Preparation Programs, 165–85. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3443-7.ch010.

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This chapter further elaborates the content presented in Chapter 8 by expanding the description of co-teaching as seen in inclusion classroom and describes co-teaching in year-long residency models. Students pulled from general education classes and taught in resource settings exclusively often do not benefit from the instruction of content area teachers when they are out of those classrooms. Thus, co-teaching became one of many collaborative strategies that schools considered to meet the needs of all students within the educational framework. State departments also began considering strategies for TPPs and school districts to work together to provide a rich clinical experience for preservice teachers. This chapter explores both co-teaching collaborative approaches for improved student outcomes in an inclusive classroom and how beneficial co-teaching is to year-long residents.
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Pinter, Holly H., Lisa A. Bloom, Charmion B. Rush, and Cameron Sastre. "Best Practices in Teacher Preparation for Inclusive Education." In Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education, 52–68. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9232-7.ch004.

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Research regarding best practice for preparing both special education and general education teachers for inclusion has been sparse in the US. The purpose of this chapter is to systematically review and summarize research regarding teacher preparation for inclusion. A thorough search uncovered 35 relevant studies. Themes that emerged from analysis of this research of best practices for teacher preparation for inclusive education included content for inclusion infused in teacher education courses, attention early and often to attitudes and dispositions toward inclusion, opportunities for collaboration and co-teaching, strong university-school partnerships, and collaboration to teacher education faculty.
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Conference papers on the topic "Inclusione Co-teaching"

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Kiswarday, Vanja, and Karmen Drljić. "Co-Teaching: A Professional Opportunity for Inclusive Educators." In 1. mednarodna znanstvena konferenca Vloga inkluzivnega pedagoga v vzgoji in izobraževanju. Unviersity of Maribor Press, 2018. http://dx.doi.org/10.18690/978-961-286-161-2.20.

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Madhuri, Marga. "Co-Teaching in Teacher Education: Preparing Educators for Inclusive Classrooms." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1570879.

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Mohamed, Hamda Ali. "Case Study of Teachers’ and Students’ Perspectives on Co-teaching Models used in Qatar’s Middle Schools." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0186.

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This research aims to have a substantial glance at the middle schools in Qatar, which adopted co-teaching models, where special education teachers and general education teachers collaborate to teach students in an inclusive environment. Therefore, we want to recognize the problems faced by teachers, along with students, in terms of the efficacy of the co-teaching model as a way of learning, and even though the model is successful globally, it is better to determine if there are any concerns locally about the model, so that we implement it locally with an efficient approach.
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Gutierrez-Aguilar, Olger, Madeleynne Rodriguez-Rios, Epifania Patino-Abrego, and Tatiana Cateriano-Chavez. "Co-teaching and the use of WhatsApp as a mediation tool between parents with children with disabilities and their teachers." In 2021 4th International Conference on Inclusive Technology and Education (CONTIE). IEEE, 2021. http://dx.doi.org/10.1109/contie54684.2021.00017.

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Lendzhova, Vladislava, Boris Manov, Valentina Milenkova, and Dilyana Keranova. "Digital Environments to Enable High-Quality Education for Disadvantaged and Disabled Learners in Bulgaria." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002526.

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Digital transformation is one of the European Commission's policy priorities in the last few years. High quality and inclusive education and training are a key part of reaching this object and ensuring that all people are prepared to live and be educated in the digital age. These priorities coincide with the crucial need to provide inclusive digital learning environments to all learners including those with special educational needs – disadvantaged and disabled learners. The paper presents a primary analysis of the results of a sociological qualitative survey conducted in the framework of the project “Inclusive digital environments to enable high-quality education and training for disadvantaged learners”. Methodology: The main method used was an in-depth interview. Thirty in-depth interviews were conducted among School Leaders and Teaching Staff in High Schools and Universities, Primary and Secondary Education Organizations in Bulgaria. The data was collected from October 2021 to January 2022. This study was provoked by inequalities in inclusive education and therefore by variations in the way of remote learning that has been delivered across EU Member States and Bulgaria, in particular. The aim of the study was provoked not only by the exceptional significance and reflection of digital education on basic human needs. It seeks to provide insights into the national special education traditions in the country and aims to establish how these have influenced current developments in inclusive education together with digital environments for disadvantaged and disabled learners. The main conclusion approached by the study is that there is a major need to raise awareness about unequal access to inclusive education for students with disabilities in Bulgarian society, as well as a need of providing а detailed information on how to implement more inclusive educational practices and at sharing promising examples of inclusive methods in education for learners with special educational needs. Keywords: Digital Education, Digital Environments, Special education needs, Disadvantaged and Disabled Learners Acknowledgments: The article has been developed in the framework of the European Funded Project ERASMUS+ EACEA/34/2019 - Social Inclusion and Common Values - Action: the contribution in the field of education and training, entitled: ‘INCLUDEME - Inclusive digital environments to enable high-quality education and training for disadvantaged learners’. The project is co-funded by the European Commission through the Erasmus+ programme.
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Hurley, Julie, Nico Raddatz, and Debra Satterfield. "Bridging the Gap Between Industry and Education: Engaging Design Professionals in the Education of Student Designers." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002537.

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I-SPACE, Innovation for Students, Practitioners, Alumni, and Community Engagement, is a new model for higher education that uses online and hybrid teaching strategies to facilitate extended interactions between students and design professionals. Using I-SPACE online meetings to bridge the gap between industry and education, students obtain industry collaborations with design professionals, giving an internship-type of experience in the classroom and introducing them to high quality early career networking opportunities. I-SPACE also provides a valuable tool for diversity, equity, and inclusion in professional design education. By using the I-SPACE online and hybrid model of teaching, students from underserved and at-risk populations or those with limited monetary resources can more effectively engage with the professional design community. I-SPACE focuses on three professional practice inspired models of engagement: Co-Creation Student Practitioner, Student Mentorship, and Professional Practice. I-SPACE effectively integrates social networking and complex problem solving into the online curriculum through student collaborations with alumni, design professionals, and community stakeholders.
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Gonzalez-Gonzalez, Carina S., Pino Caballero-Gil, Alicia Garcia-Holgado, Francisco J. Garcia-Penalvo, Jezabel Molina, Jose M. del Castillo-Olivares, Bernardo Candela San Juan, et al. "COEDU-IN Project: an inclusive co-educational project for teaching computational thinking and digital skills at early ages." In 2021 International Symposium on Computers in Education (SIIE). IEEE, 2021. http://dx.doi.org/10.1109/siie53363.2021.9583648.

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