Journal articles on the topic 'Inclusive teaching and learning'
To see the other types of publications on this topic, follow the link: Inclusive teaching and learning.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Inclusive teaching and learning.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Dewsbury, Bryan, and Cynthia J. Brame. "Inclusive Teaching." CBE—Life Sciences Education 18, no. 2 (June 2019): fe2. http://dx.doi.org/10.1187/cbe.19-01-0021.
Full textAbstract:
Over the past two decades, science, technology, engineering, and mathematics (STEM) faculty have been striving to make their teaching practices more inclusive and welcoming to the variety of students who enter college. However, many STEM faculty, even those at teaching-focused institutions, have been educated in a traditional environment that emphasizes research and may not include classroom teaching. This can produce a deficit in training that leaves many STEM faculty feeling uncertain about inclusive teaching practices and their essential undergirding principles. This essay describes an online, evidence-based teaching guide ( https://lse.ascb.org/evidence-based-teaching-guides/inclusive-teaching ) intended to help fill this gap, serving as a resource for science faculty as they work to become more inclusive, particular with regard to differences in race, ethnicity, and gender. The guide describes the importance of developing self-awareness and empathy for students as a precursor to considering classroom practices. It also explores the role of classroom climate before turning to pedagogical choices that can support students’ sense of belonging, competence, and interest in the course. Finally, the guide suggests that true inclusivity is a community effort and that instructors should leverage local and national networks to maximize student learning and inclusion. Each of these essential points is supported by summaries of and links to articles that can inform these choices. The guide also includes an instructor checklist that offers a concise summary of key points with actionable steps that can guide instructors as they work toward a more inclusive practice. We hope that the guide will provide value for both faculty who are just beginning to consider how to change their teaching practices and faculty seeking to enrich their current efforts.
2
Fluminhan, Carmem Silvia Lima, Paula Teixeira de Castro, Elisa Tomoe Moryia Schlünzen, and Klaus Schlünzen Junior. "ARTICULATING THE CCM APPROACH AND LESSON STUDY: a promising teacher professional development towards inclusive education." Video Journal of Social and Human Research 1, no. 1 (July 22, 2022): 84–96. http://dx.doi.org/10.18817/vjshr.v1i1.17.
Full textAbstract:
Quality provision of inclusion is directly impacted by the extent to which inclusive teaching practices are provided in inclusive educational settings. Besides exploring the contemporary concept of inclusion, this paper addresses the international research literature on Lesson Study (LS) for inclusive settings and investigates the Constructionist, Contextualized and Meaningful (CCM) approach by Schlünzen et al. (2020) as a possible fit to create enhanced conditions for inclusive education in tandem with LS. Findings showed that international experiential studies using LS for improving inclusion shared similar nature with the CCM approach regarding the collaboration amongst teachers for effective professional learning and the centrality of the students' voices to improve and transform teaching practices towards inclusion. Finally, the study suggests that the articulated use of LS and the CCM approach might ignite more effective inclusive teaching practices whilst providing an education that promotes all learning, and meets the needs of all students in inclusive educational settings. This study also indicates further avenues for empirical research to deepen the understanding of how the LS movement and the CCM approach integrated to teaching and learning can impact education in different cultures.
3
Rapanta, Chrysi, Mercè Garcia-Mila, Ana Remesal, and Cláudia Gonçalves. "The challenge of inclusive dialogic teaching in public secondary school." Comunicar 29, no. 66 (January 1, 2021): 9–20. http://dx.doi.org/10.3916/c66-2021-02.
Full textAbstract:
The challenge of creating more inclusive public schools addressing the needs of the 21st century Knowledge Society is a major one. In this paper, we focus on inclusion as a dialogical process to be adopted and developed by teachers and students alike in any classroom. The idea of inclusive dialogic teaching is explained and operationalised in an inclusive dialogic curriculum focusing on cultural literacy learning dispositions. In this study, which is part of a multi-country European project, eight Spanish and Portuguese secondary school teachers and their students participated in eight sessions performing dialogic lesson plans. Teachers attended two professional development sessions, one at the beginning of the project and another one later on. Classroom discourse data from sessions #3 and #8 were collected and analyzed using a pre-constructed coding scheme. The findings show a slight improvement in dialogicity from session #3 to session #8 with a persisting resistance from teachers to be more cumulative in their discourse. These findings confirm previous work showing that dialogic teaching is acquired gradually, and even when there are changes in teachers’ stance being more inclusive and inviting towards students, these changes do not necessarily represent a radical shift in the teaching methods towards being more student-centered. El reto de promover escuelas públicas más inclusivas que aborden las necesidades de la Sociedad del Conocimiento del siglo XXI es importante. En este artículo nos centramos en la inclusión como un proceso de diálogo que tanto docentes como estudiantes deben adoptar y desarrollar por igual en las aulas. La idea de la enseñanza dialógica inclusiva se explica y operacionaliza en un currículo dialógico inclusivo centrado en las disposiciones de alfabetización cultural. En este estudio, que forma parte de un proyecto europeo de varios países, ocho docentes de secundaria españoles y portugueses y sus estudiantes participaron en ocho sesiones que implementan planes de lecciones dialógicas. El profesorado asistió a dos sesiones de desarrollo profesional, una al comienzo del proyecto y otra más adelante. Los datos del discurso en el aula de las sesiones n.º 3 y n.º 8 se recopilaron y analizaron utilizando un protocolo de codificación validado. Los resultados muestran una ligera mejora en la dialogicidad de la sesión n.º 3 a la sesión n.º 8 con una resistencia persistente de los docentes para ser más acumulativos en su discurso. Estos hallazgos confirman el trabajo previo que muestra que la enseñanza dialógica se desarrolla gradualmente e incluso cuando la postura del profesorado pasa a ser más inclusiva y atractiva para el alumnado, este cambio no representa necesariamente un cambio radical en los métodos de enseñanza centrados en el alumnado.
4
Amalia, Fitri, James Tangkudung, and Firmansyah Dlis. "THE EFFECT OF TEACHING STYLES AND COORDINATION TO THE LEARNING RESULT OF TABLE TENNIS SKILLS." JIPES - JOURNAL OF INDONESIAN PHYSICAL EDUCATION AND SPORT 4, no. 1 (July 30, 2018): 35–45. http://dx.doi.org/10.21009/jipes.041.03.
Full textAbstract:
The purpose of this research is to know the difference of influence of teaching style and coordination to the learning result of table tennis skill. The research was conducted on Physical education health and recreation University of education indonesia students. The research method used experiment with 2x3 factorial design, using 60 samples. Based on the results of research and discussion can be concluded that are as follows: 1) There is a difference in the influence of command teaching style with reciprocal teaching style to the learning outcomes of table tennis skills to students as a whole. 2) There is a difference in the influence of the command teaching style with the inclusive teaching style on the learning outcomes of table tennis skills to the students as a whole. 3) There is a difference in the influence of reciprocal teaching style with the teaching style of inclusion to the learning outcomes of table tennis skills to the students as a whole. 4) There is an interaction between the teaching style and the coordination of the learning outcomes of table tennis skills to the students. 5) There is a difference in the influence of command teaching style with the reciprocal teaching style on the learning outcomes of table tennis skills in groups of students who have high coordination. 6) There is a difference in the influence of the command teaching style with the inclusive teaching style on the learning outcomes of table tennis skills in the group of highly coordinated students. 7) There is a difference in the influence of reciprocal teaching styles with inclusive teaching styles on the learning outcomes of table tennis skills in groups of highly coordinated students. 8) There is a difference in the influence of the command teaching style with the reciprocal teaching style on the learning outcomes of table tennis skills in groups of students with low coordination. 9) There is a difference in the influence of the command teaching style with the teaching style of inclusion to the learning outcomes of table tennis skills in the group of students who have low coordination. 10) There is a difference in the influence of reciprocal teaching styles with inclusive teaching styles on the learning outcomes of table tennis skills in groups of students with low coordination.
Keywords: Teaching Style, Command, Reciprocal, Inclusion, Coordination
5
González-Gil, Francisca, Elena Martín-Pastor, Noelia Flores, Cristina Jenaro, Raquel Poy, and María Gómez-Vela. "Teaching, Learning and Inclusive Education: The Challenge of Teachers’ Training for Inclusion." Procedia - Social and Behavioral Sciences 93 (October 2013): 783–88. http://dx.doi.org/10.1016/j.sbspro.2013.09.279.
Full text
6
Torres, José. "Las prácticas docentes inclusivas. Un camino sobre sus incidencias." Castalia - Revista de Psicología de la Academia, no. 36 (July 12, 2021): 109–27. http://dx.doi.org/10.25074/07198051.36.1922.
Full textAbstract:
La aparición y consolidación de la inclusión en el quehacer social y sobre todo en el educativo, tienen como propósito reducir la brecha de desigualdades que existen en las sociedades modernas. Las prácticas docentes que se llevan acabo en las aulas de clase, son el principal vínculo educativo para reducir las barreras para el aprendizaje. El presente artículo muestra un estado de conocimiento de las prácticas docentes inclusivas, con una inicidencia entre los años 2010-2020. Los hallazgos permiten realizar una exposición mediante cuatro núcleos analíticos: 1. Evolución del concepto de educación inclusiva, 2. La teoría de las prácticas docentes inclusivas, 3. Actitudes y autoeficacia; y 4. La evaluación de las prácticas para la inclusión. Los resultados muestran que el desarrollo teórico se sigue orientando hacia concretar una definición en común de educación inclusiva, dado que cada región la interpreta de acuerdo con las necesidades de su contexto y las propuestas metodológicas que generan a partir de diversas experiencias en países del continente europeo; ya que aún existen países de Iberoamérica marcados por la desigualdad social y vacíos en el desarrollo de estudios al respecto.
--
The appearance and consolidation of inclusion in social work and especially in education, have the purpose of reducing the gap of inequalities that exist in modern societies. The teaching practices that take place in the classrooms are the main educational link to reduce barriers to learning. This article shows a state of knowledge of inclusive teaching practices, with an initiation between the years 2010-2020. The findings allow an exposition through four analytical nuclei: 1. Evolution of the concept of inclusive education, 2. The theory of inclusive teaching practices, 3. Attitudes and self-efficacy; and 4. The evaluation of practices for inclusion. The results show that the theoretical development continues to be oriented towards specifying a common definition of inclusive education, given that each region interprets it according to the needs of its context and the methodological proposals generated from various experiences in countries of the European continent; since there are still Latin American countries marked by social inequality and gaps in the development of studies in this regard.
7
Gent, Pamela J., and Louis E. Gurecka. "Service Learning: A Creative Strategy for Inclusive Classrooms." Journal of the Association for Persons with Severe Handicaps 23, no. 3 (September 1998): 261–71. http://dx.doi.org/10.2511/rpsd.23.3.261.
Full textAbstract:
The movement for full inclusion is often hindered by the lack of creative and alternative teaching methodologies in regular classrooms. Service learning not only offers an alternative to traditional classroom teaching methods, it is also a vehicle to provide inclusive community based instruction, to promote the development of communities, and to provide functional skills training. This paper defines service learning and its components while also discussing applicability of service learning for all students.
8
Avdiu, Eliza, Edita Bekteshi, and Brikena Xhaferi. "Game-Based Learning in Inclusive Classrooms: A Case Study in Upper Austria." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 762–70. http://dx.doi.org/10.9756/int-jecse/v14i1.221089.
Full textAbstract:
The purpose of this study was to ensure a better understanding of learning and teaching opportunities when applying play-based learning activities with children in Special Needs Education (SNE) and their interaction with other children. Special Needs Education includes students with disabilities and it is carried out in various forms using different methods and teaching materials. The study is based on classroom observations and teachers' experiences in inclusive classes in Upper Austria. It was conducted in four different schools and it included 12 teachers. Based on the teachers’ experiences and SNE, the findings show the application of different play-based learning activities, the application of Montessori methods, as well as the application of games that develop motor skills, social games, communication games, concentration games, games for encouragement, video games, memory games, games for calculation, and /or role play. The interviews revealed that teachers faced challenges working with children with SN when there is no willingness to cooperate with the teachers. Therefore, the teacher is the most important factor who should use appropriate teaching methods in order to involve, convince and make the children with Special Needs (SN) active participants in learning.
9
Van de Ven, Andy. "Learning to Become an Inclusive Teacher." Journal of Management Inquiry 29, no. 4 (June 8, 2020): 484–87. http://dx.doi.org/10.1177/1056492620930528.
Full textAbstract:
In this essay I share some personal lessons learned on becoming a more inclusive teacher, with the hope that they stimulate us to be reflexive and share our learning experiences. Inclusive teaching is a movement in K-12 public schools and higher education that aims to cultivate a learning environment where all students are treated equitably, have equal access to learning, and feel valued and supported in their learning.
10
Datskiv, Olha, and Sofia Datskiv. "Primary school inclusive foreign language teaching features." Scientific and methodological journal "Foreign Languages", no. 3 (September 30, 2021): 44–50. http://dx.doi.org/10.32589/1817-8510.2021.3.241160.
Full textAbstract:
An integral part of the formation of the New Ukrainian School is an inclusive component, which forms a new philosophy of society based on the understanding of diversity and equality for all. Involvement in education and constant support of children with special educational needs should take place at all stages of receiving complete secondary education, especially in primary school. The paper discusses the features of inclusive foreign language teaching in primary school. Based on the research analysis, pedagogical observation of the educational process in English lessons in inclusive classes, the conclusion is made that it is important for primary school English teachers to use clear and comprehensive instructions before doing exercises and tasks, introduce and maintain the learning routine (greeting, a permanent place for writing homework, questions at the beginning and at the end of the lesson, etc.), change the types of tasks frequently, adapt previously used exercises to the new learning conditions, use scaffolding strategies. The article presents a set of exercises and tasks to use in English lessons when studying the topic “My home” in an inclusive 3rd grade of a general secondary education institution, as well as checklists for self-and peer evaluation of the inclusiveness of the learning environment for English teachers. The exercises and tasks of the set were tested in the 3rd-B grade of Ternopil schools No. 16 and No. 7. The final assessment of the educational achievements of students in English in the second semester of the 2020 / 2021 academic year confirmed the effectiveness and appropriateness of using these exercises and tasks in the English lessons. Checklists for self-and peer evaluation of the inclusiveness of the learning environment were tested and approved by English teachers and recommended for use in the educational process by foreign languages teaching methodology groups.
11
Malata, Lawrence Nsofwa, and Kenneth Kapalu Muzata. "Lesson preparation for inclusive teaching of learners with disabilities from grade 1 to 7 at Kankumba Primary School." International Journal of Educational Innovation and Research 1, no. 2 (July 11, 2022): 149–62. http://dx.doi.org/10.31949/ijeir.v1i2.2492.
Full textAbstract:
The inclusive approach calls for schools to make appropriate curriculum changes to the learning so that each classroom is able to address the learning needs of all children, including those with disabilities. Inclusive education requires good lesson preparation by teachers and involves putting in order all relevant materials considering the concepts of adaptation, accommodation and modification. It appears that the aspect of inclusive lesson preparation for learners with disabilities has not been taken seriously and this could be the major contributing factor to poor performance. However, this article will explore lesson preparation for inclusive teaching of learners with disabilities from grade 1 to 7 at Kankumba primary school in Rufunsa district, Zambia. The study adopted a case study design and it employed a qualitative approach to collect data. The participants were purposively selected and the sample comprised 18 participants that were categorized as follows: Headteacher (1), Parents (5), Class Teachers (6), and children with disabilities (6). The major findings of the study revealed that teachers did not prepare lessons inclusively. Some indicators of lack of inclusive planning were the absence of inclusive methods in lesson plans, whereby teachers only planned group work and lecture methods without indicating how the learners with disabilities would benefit. The selection of teaching and learning aids did not depict inclusion for learners with disabilities. The study further revealed that the lack of proper inclusive lesson delivery and inclusive lesson preparation was exacerbated by a lack of knowledge on inclusive lesson preparation by teachers. It was recommended that in-service teachers need capacity building in inclusive lesson preparation and a further review of how inclusive lesson preparation can be intensified in the teacher education curriculum.
12
Rizo Peñafort, Andrea María, and Vilmar Alves Pereira. "Remote English Teaching during Covid-19 Pandemic: Challenges and Lessons in Higher Education Teaching in Colombia." Research, Society and Development 11, no. 2 (January 31, 2022): e44111226000. http://dx.doi.org/10.33448/rsd-v11i2.26000.
Full textAbstract:
The objective of this article is to do bibliographic research lined up with the worldwide COVID-19 pandemic in which the main focus will be inclusion, Pygmalion effect as well as teaching and learning remotely. The basis is to gather different perspectives to build knowledge through exhaustive reading of books, doctoral dissertations, masters programs dissertations, current news, reliable sources of information, scientific papers, and own experience amongst others. The analysis of this bibliographic research will be useful for future research on topics related. Emotional and affective relations are important and have impact when facing English learning difficulties and when working to have inclusion. In the context of Covid-19, the learning and teaching conditions got complex when migrating to virtual classes. Remote teaching is not a solution to face learning and teaching difficulties. In this way, affection is the best tool for inclusive learning in virtual environments. It is said that one of the biggest barriers is teacher’s formation whose career is based on traditional pedagogy not easily adaptable to digital environments. This situation creates a deep feeling of frustration in teachers, which can be reflected in the low academic performance of English students. Several reflections will be made to encourage the actors involved in the teaching-learning process and in the educational system to ask themselves: Which are the challenges of remote teaching and learning during the Covid-19 pandemic being inclusive through the Pygmalion effect?
13
Ashari, Mohamad Yahya, and Rifatul Mahfudhoh. "The Strategy of Arabic Learning for Inclusion Students in Islamic Primay School of Islamiyah Wathoniyah Jombang | Strategi Pembelajaran Bahasa Arab Bagi Siswa Inklusi di Madrasah Ibtidaiyah Islamiyah Wathoniyah Jombang." Mantiqu Tayr: Journal of Arabic Language 1, no. 2 (June 10, 2021): 83–100. http://dx.doi.org/10.25217/mantiqutayr.v1i2.1567.
Full textAbstract:
This study pays close attention to explain the implemantation of inclusive education especially in using the strategies and its problems of learning process. The aims of this study are determinating of the learning objectives, strategy of arabic learning and the learning problems in arabic teaching for inclusion students in islamic primay school of Islamiyah Wathoniyah Jombang. This study uses the qualitative descriptive approach, it uses interviews, observation and documentation for collecting data. This study uses the method of data analisys by implementing the steps of Miles and Hubberman such as data colletion, data shorting, data display and conclusion. The results of this study are: 1) the subjects of arabic learning determinated to two subjects, they are the subjects of usual learning and the subjects of inclusive learning. 2) the arabic learning uses the strategy of contextual teaching and learning and the strategy of cooperative learning by applying language games and pictures. 3) the learning problems in arabic teaching are: (1) less effective of the time for arabic additional lessons outside of the official learning to increase the understanding of inclusion students, (2) the different varies of inclusion students caracteristicts, (3) the less communication and partipication of inclusion students parent.
14
Dzamukashvili, Shorena. "importance of inclusive learning and teaching enviroment and teacher reflection." International journal of humanities, literature & arts 5, no. 1 (August 18, 2022): 39–43. http://dx.doi.org/10.21744/ijhla.v5n1.1940.
Full textAbstract:
The research aims to identify the knowledge, attitudes, and practices of the preschool teachers of the target group regarding the implementation/development of inclusive education. Structure/methodology /approach-10 teachers participated in this study, who were also involved in the research carried out within the framework of the project "teacher reflection for quality early inclusive education". An early inclusive education environment self-reflection method was used, developed within the framework of the early childhood inclusive education (I) project implemented by the European agency for special needs and inclusive education from 2015 to 2017 (www.european-agency.org/agency-projects/inclusive-early childhood-education), our adapted version. Research is qualitative. The reflection method included four open questions: This article reflects educators on the "inclusive environment of teaching and learning". Conclusion: the survey participants ' responses prove that educators and educators are aware of the desire and need to increase their knowledge about the inclusive environment of learning and teaching, but they find it difficult to reflect on these issues and analyze them based on their practice, which can again be considered as their low competence in this regards. Novelty/value: the study of teacher-educator reflection is not conducted on the example of our practice.
15
McLaughlin, Jacqueline E., Kathryn A. Morbitzer, Bethany Volkmar, Suzanne C. Harris, Charlene R. Williams, Michael D. Wolcott, Michael B. Jarstfer, and Carla Y. White. "Designing an Inclusive Learning Training Series for Pharmacy Educators." Pharmacy 10, no. 5 (September 13, 2022): 113. http://dx.doi.org/10.3390/pharmacy10050113.
Full textAbstract:
This article describes the design, implementation, and evaluation of five faculty development sessions focused on inclusive teaching strategies in pharmacy education. Inclusive strategies ensure that every student can clearly understand and engage in meaningful learning opportunities. Three sessions were implemented in fall 2020 and two in spring 2021. Sessions focused on experiential, didactic, and graduate education. A convergent parallel mixed methods evaluation was conducted using descriptive statistics and thematic analysis. Sessions were highly rated, and participants provided suggestions for curriculum improvement (e.g., creating resources, surveying students, and peer auditing syllabi for aspects of inclusiveness). Given the increasing emphasis on inclusion in pharmacy education, this work is timely for sharing strategies aimed at faculty development and teaching practices.
16
Johnson, Kathryn M. S. "Implementing inclusive practices in an active learning STEM classroom." Advances in Physiology Education 43, no. 2 (June 1, 2019): 207–10. http://dx.doi.org/10.1152/advan.00045.2019.
Full textAbstract:
What do you bring to a conversation about diversity, equity, and inclusion? While acknowledging this conversation is important, many science, technology, engineering, and math (STEM) faculty shy away from engaging these topics. STEM educators often hesitate to participate in these discussions due to their self-perceived lack of knowledge or training. However, as institutions welcome ever-diversifying student populations, STEM faculty must consider how their teaching and mentoring approaches affect their students. During the 2018 American Physiological Society (APS) Institute for Teaching and Learning, STEM faculty and administrators engaged in conversations to better understand how their own approaches to diversity, equity, and inclusion affect the success of their students. During my plenary workshop, “Inclusive Practices for Diverse Student Populations,” participants investigated their own perspectives and practices. They also discussed approaches to implementing inclusive practices that complement active pedagogical best practices. In an attempt to replicate this workshop environment, I ask you to engage with an interactive set of exercises to investigate your own perspective on the topics of diversity, inclusion, and equity. After you consider your own approaches to these topics, I provide practical examples of inclusive practices that align or enhance active leaning pedagogy. By building confidence, providing support, and promoting various pathways to success, inclusive practices enhance student learning and decrease social disparities in STEM education, ultimately supporting STEM innovation.
17
Jothinathan, Tishalini Menon, Clara Xuan Lim, and Tze Peng Wong. "Primary School Teachers’ Implementation of Inclusive Education during Emergency Remote Teaching in Malaysia: Findings from a Small-Scale Study." Asia Pacific Journal of Educators and Education 36, no. 2 (January 20, 2022): 233–56. http://dx.doi.org/10.21315/apjee2021.36.2.12.
Full textAbstract:
The rapid shift to online teaching or emergency remote teaching (ERT) following the COVID-19 pandemic requires a high level of inclusiveness in teaching efforts to ensure children who are at risk for learning are not left behind. Using a mixed-method design, this small-scale study (a) explored the relationship between Malaysian private and international primary school teachers’ attitude towards inclusive teaching during ERT, teaching efficacy, TPACK mastery, and burnout, and (b) identified ERT-specific factors that are associated with the teachers’ attitudes and experiences during ERT. A total of 28 teachers participated in an online survey that comprised four established scales to measure the teachers’ inclusive attitude, teaching efficacy, TPACK, and teacher burnout. The online survey also consisted of open-ended questions about their ERT teaching experiences. Two of the teachers who completed the questionnaire were then interviewed online. Attitude towards inclusive teaching was not correlated with all other variables, but (a) teaching efficacy correlated positively with TPACK mastery, and (b) high teaching efficacy, and high TPACK correlated with low burnout. Thematic analysis of the qualitative data generated four themes that supported the correlational findings: inclusion attitude during ERT, exclusion strategies, prolonged online teaching at home, and parental involvement. Findings imply that pre-pandemic inclusive teaching practices and TPACK were insufficient to fully support inclusive teaching attitude during ERT. New inclusive practices that support prolonged online teaching and effective parental involvement are needed to prevent digital exclusion during ERT. This small-scale study challenged the accessibility of online teaching during ERT and calls for the need to modify or reinvent our understanding of effective support for students with additional needs in fully online and distance learning conditions.
18
Lorenzova, Jitka. "IMPLEMENTATION OF INCLUSIVE PEDAGOGY IN THE TEACHING OF CHEMISTRY." Slavonic Pedagogical Studies Journal 10, no. 2 (September 2021): 111–21. http://dx.doi.org/10.18355/pg.2021.10.2.2.
Full textAbstract:
The aim of the article is to draw attention to the context that inclusive understanding of pedagogy brings to the education of natural sciences with an emphasis on the teaching of chemistry and to open a debate for cooperation in the fields of social and special pedagogy and the methodology of teaching chemistry. In the article, inclusion is understood as a process of creating and improving the learning conditions of all students, taking into account the broader dimensions of heterogeneity, diversity, and language, as well as cognitive and physical barriers that may occur during the teaching of chemistry. The main focus is centered on the concept of science literacy for all, out of which comes the requirement to link inclusive pedagogical principles and the goals of natural sciences education. We bring to attention the need to increase the sensitivity of chemistry teachers to differences that may have a negative impact on learning outcomes, as well as the need for targeted teacher training for leading inclusive classes and for assessing their level of competence required for inclusive teaching.
19
Fr. Baiju Thomas. "A Study Focuses on the Usage of ICT in English Teaching-Learning for Students with Special Educational Needs in an Inclusive Classroom Settings." Conference on English Language Teaching 2 (June 8, 2022): 56–64. http://dx.doi.org/10.24090/celti.v2.34.
Full textAbstract:
The current study focuses on using information communication and technology (ICT) in English teaching-learning for students with special educational needs (SwSENs) in an inclusive classroom setting. In ensuring the most effective methods of English Teaching-Learning, it is vital to examine pedagogical approaches. Globalization has led to a more entangled interaction between the digital and physical worlds. Our increased reliance has significantly impacted our daily lives on technological devices. Thus, it stands to reason that SwSEN is becoming constantly excited about using ICT in the teaching-learning process in inclusive classrooms. Every modern culture that can survive relies on ICT. This will impact education and other aspects of one's life. Students of English who don't speak the language natively now have easy access to many resources because of its technology. In the meantime, many higher education institutions cannot function efficiently without the help of ICTs. ICT enhances the teaching-learning process. Use it to expose students to new learning opportunities. Teaching-learning English has been reinvigorated by using ICT in the inclusive classroom. ICT is essential for ensuring that SwSENs access high-quality English language learning opportunities. As an outcome of the study, new strategies for teaching-learning English in inclusive settings may be developed. Today's global society demands that the teaching-learning of English as a second language adapt and evolve. This study highlights the positive benefits of ICT on SwSENs in an inclusive classroom setting to keep up with today's technologically sophisticated society. In this context, the function of ICT in English language teaching-learning will be examined. Teaching English as an additional language is concerted and coordinated to the ever-changing demands of a technologically advanced society. Whether or not ICT can enhance English language teaching and learning has been debated for several centuries. ICT is being actively adopted in today's academic institutions, particularly those offering English language programs for SwSENs in an inclusive classroom setting. ICT is increasingly being used to teach English as a Second Language in academic institutions. Having such environments in place for both teaching-learning must be investigated if we are to determine how ICT is being used for SwSEN in an inclusive classroom setting.
20
GARCÍA CEDILLO, Ismael, Silvia Romero Contreras, Liliana Escalante Aguilar, and Vasthi Jocabed Flores Barrera. "Algunas propiedades psicométricas de las guías para evaluar prácticas inclusivas en el aula//Some psychometrics properties of guides to assess inclusive teaching practices in the classroom." REOP - Revista Española de Orientación y Psicopedagogía 29, no. 2 (December 10, 2018): 8. http://dx.doi.org/10.5944/reop.vol.29.num.2.2018.23150.
Full textAbstract:
RESUMENLa educación inclusiva busca garantizar la participación plena y el aprendizaje de todo el alumnado. Para su éxito, la educación inclusiva debe articular las prácticas culturales, políticas y educativas de los centros educativos y promover la participación de toda la comunidad escolar. Las prácticas inclusivas consisten en que los docentes tomen en cuenta en el aula a todos los alumnos para ofrecerles una educación de calidad. El presente trabajo reporta el diseño y estudios de confiabilidad y validez de los instrumentos llamados Guías de Evaluación de las Prácticas Inclusivas en el Aula (GEPIA), tanto la de Auto Reporte como la de Observación. El objetivo de estos instrumentos es identificar si las prácticas de los docentes involucran algunos de los criterios de la educación inclusiva durante la enseñanza, para contribuir a su mejora. Las dos guías fueron evaluadas durante las cuatro fases de su construcción por un total de 102 expertos y, una vez hechos los ajustes necesarios, fueron aplicadas de manera piloto a una muestra de 24 docentes. La investigación fue descriptiva, cuantitativa/cualitativa, transversal, no experimental. Los análisis correspondientes mostraron que las GEPIA cuentan con una alta confiabilidad (Observación α=0.834; Auto reporte α=0.847) y una apropiada validez aparente y de contenido. En conclusión, las distintas etapas de su elaboración y el estudio piloto mostraron que estos instrumentos son confiables y útiles para que el profesorado y los centros educativos identifiquen fortalezas y debilidades en la implementación de los criterios de la educación inclusiva en los salones de clases.ABSTRACTInclusive education seeks to ensure the full participation and learning of all students. In order to succeed, inclusive education must articulate cultural, political and teaching practices implemented in schools and promote the participation of the educational community as a whole. Inclusive teaching and learning practices take into consideration the characteristics of the whole group. This paper reports on the design, and reliability and validity studies of the Guía de Evaluación de las Prácticas Inclusivas en el Aula-GEPIA (Inclusive Teaching Practices Assessment Protocol) for its two classroom versions: Observation and Self-report. The purpose of these instruments is to identify the extent to which inclusive education criteria are present in teaching practices in order to contribute to their improvement. Both instruments were assessed, at different stages of the design process, by a total of 102 educational experts; once the necessary adjustments were made, the protocols were administered to a sample of 24 teachers. Results demonstrate high reliability of both instruments (Observation α = 0.834; Auto report α=0.847) and appropriate face and content validity. In conclusion, these instruments are a reliable and useful tools for teachers and schools to identify strengths and weaknesses in the implementation of inclusive education criteria for teaching and learning in the classroom.
21
Munna, Afzal Sayed, and Md Abul Kalam. "Teaching and learning process to enhance teaching effectiveness: literature review." International Journal of Humanities and Innovation (IJHI) 4, no. 1 (February 3, 2021): 1–4. http://dx.doi.org/10.33750/ijhi.v4i1.102.
Full textAbstract:
Teaching and learning process can be defined as a transformation process of knowledge from teachers to students. It is referred as the combination of various elements within the process where an educator identifies and establish the learning objectives and develop teaching resources and implement the teaching and learning strategy. On the other hand, learning is a cardinal factor that a teacher must consider while teaching students. The paper evaluated various academic journals, pedagogy and inclusive practices to assess the teaching effectiveness within the higher education setting. The objective of the research is to assess the teaching effectiveness in higher education setting. The research used experimental research methods (primarily reflection) using literary forms to analyse the theory with the reinforcement of the practice from the university experiences. The research findings suggests that, providing positive and adequate formative and developmental feedback, introduction of role play have profound positive impact on the confidence and self-esteem of the students. It was also revealed that, active learning environment promotes inclusivity and improve the faculty and student academic performances. The research findings will enable the educators to help create and implement an inclusive teaching and learning environment to improve the learner’s expectation and academic performance.
22
Demo, Heidrun, Marzia Garzetti, George Santi, and Giulia Tarini. "Learning Mathematics in an Inclusive and Open Environment: An Interdisciplinary Approach." Education Sciences 11, no. 5 (April 24, 2021): 199. http://dx.doi.org/10.3390/educsci11050199.
Full textAbstract:
In this article, we present the first results of the project OPEN-MATH. The research project aims at acknowledging the need for learning environments with differentiation strategies for all. We developed a model for inclusive mathematics learning, based on the Theory of Objectification and a broad idea of differentiation realized through Open Learning. It poses an interdisciplinary research issue that requires the collaboration of two sub-disciplines pertaining to the area of educational studies: Inclusive Education and Mathematics Education. The results we present here are related to the dialogue between theory and practice, whose outcome is a teaching and learning model for inclusion in mathematics. The construction of the teaching and learning model moves along two complementary paths: (1) concerning the theoretical point of view, we implemented connecting theory strategies to network Open Education and the Theory of Objectification; (2) concerning the methodological point of view, we implemented Educational Design Research. The new teaching–learning model is the result of theoretical and methodological validation in real contexts according to an interdisciplinary approach. This study shows the strengths of interdisciplinary research for the pursuit of inclusive mathematics and high standards of learning.
23
Nemi Neto, João. "Queer pedagogy: Approaches to inclusive teaching." Policy Futures in Education 16, no. 5 (March 16, 2018): 589–604. http://dx.doi.org/10.1177/1478210317751273.
Full textAbstract:
While it is common knowledge that language shapes how we think about gender and sexual identity there is no standard educational practice to create awareness about the place of sexual and gender diversity in the context of language learning. This article draws on queer pedagogy and queer theory to devise teaching practices that acknowledge queer visibility in the classroom. The goal of this article is to examine strategies to enhance inclusion, recognition and visibility of sexual and transgender minorities in the classroom. I propose that language instruction is in need of a queer pedagogy that challenges both the heteronormative assumptions of most language textbooks, and classroom practices that erase Lesbian, Gay, Bisexual, Transgender, Queer, Intersex and Asexual (LGBTQIA) visibility. I argue that language instructors need to be inventive and critical, willing to address in class what most language manuals omit. This way, I hope to contribute to the development of tools and strategies that guarantee a safe, affirmative space for sexual and transgender minorities in our classrooms.
24
Graham, Deryn, Ian Benest, and Peter Nicholl. "Learning in an Inclusive Multi-Modal Environment." Journal of Cases on Information Technology 12, no. 3 (July 2010): 28–44. http://dx.doi.org/10.4018/jcit.2010070102.
Full textAbstract:
This paper examines recent research in interaction design for inclusive learning and the development of ideas for further research into building an environment facilitating inclusive multi-modal learning. In this paper, the authors give a summary of the findings of the original case study on improving interaction design for teaching visually impaired students. The paper then describes and discusses further work on evaluating current assistive technology products, with conclusions being drawn on future research.
25
Buhere, Pamela, and Pamela Ochieng. "USAGE OF SELECTED RESOURCES FOR INCLUSIVE EDUCATION IN MAINSTREAM PRIMARY SCHOOLS: ISSUES AND CHALLENGES FROM A KENYAN PERSPECTIVE." Problems of Management in the 21st Century 8, no. 1 (December 10, 2013): 16–24. http://dx.doi.org/10.33225/pmc/13.08.16b.
Full textAbstract:
This study assessed the effectiveness of the use of selected teaching/learning resources in the implementation of Inclusive Education (I.E) for Special Needs Education (SNE) learners in mainstream primary schools. Focusing on the organisational effectiveness of the school management in meeting the needs of Special needs Learners, research questions explored the following: the availability of the selected teaching/learning resources, effectiveness of the use of available teaching /learning for Inclusive Education, challenges in the use of available teaching/learning resources and possible improvements with regard to the implementation of Inclusive Education for Special Needs Learners in mainstream primary schools. The study adopted a descriptive survey design. Out of 150 schools that had integrated Special Needs Learners in Bungoma Count, Kenya, 20% were stratified, proportionately and randomly sampled. Purposive sampling was used to obtain the participants; head teachers, regular, and special teachers. The sample comprised of 30 head teachers, 120 regular teachers and 8 special teachers (total 158). Data were collected using questionnaires for 30 head teachers, 120 regular teachers, interview schedules for 8 special teachers and observation schedule. Data was analyzed using descriptive statistics. The study findings reveal that the integration of inclusive education has not been accompanied by support structures; educators lack the knowledge in handling the available resources, the available learning resources are inadequate and inappropriate. The study recommends that Ministry of education and school managers can implement inclusion smoothly and effectively through a variety of vehicles including in-service opportunities, professional support groups, mentoring activities, monitoring the degree of collaboration between general and special educators and improving the school setting to accommodate learner diversity. In addition, the government should improve on funding to cater for facilities and modification of structures. Key words: inclusive education, special needs learners, teaching/learning resources.
26
Awang-Hashim, Rosna, and Nena P.Valdez. "Strategizing Inclusivity in Teaching Diverse Learners in Higher Education." Malaysian Journal of Learning and Instruction 16, Number 1 (June 2, 2019): 105–28. http://dx.doi.org/10.32890/mjli2019.16.1.5.
Full textAbstract:
Purpose - As the classrooms in higher education are growing increasingly diverse, it is imperative that higher education practitioners build a responsive learning environment for diverse learners to optimize their potential. Continuing professional development programmes (CPD) are central to such strategic approaches that equip educators with essential knowledge and skills to handle diversity related issues, achieve equity and increase participation by students. Therefore, the present study aims to examine strategies used by higher education practitioners to address diversity and inclusion in teaching and learning. Methodology - Participants were nine academicians (6 males and 3 females) who emerged from natural retention along the iterative cycles on Community of Practice (CoP) participation. The present study adopted CoP as the theoretical lens and a methodological tool to understand what strategies higher education practitioners devise for their inclusive teaching and learning practices in response to the diversity related challenges. The data was collected through a series of observations and reflective journals. Initially, thematic analysis techniques were used to reduce data into two categories- strategies and challenges. Later, according to the prevalence and frequency count the strategies were analysed against the challenges reported and finally the strategies were reduced into major themes. Findings - Three major themes emerged that report the inclusive strategies conceived by the participants. The themes were - Inclusive/differentiated assessment which suggested that creating differentiated assessment that are inclusive in nature and can provide equal opportunity to every student to participate. The second theme, Motivation and Goal Strategies, revealed that students were found to be diverse in their goals for learning, hence, a variety of motivational strategies such as including students’ voice, providing them a clear rationale for studying and fostering relatedness were deemed suitable to address those differences. The final theme, inclusive pedagogy suggests a variety of accommodations to be made in pedagogy such as integrating technology, adopting culturally responsive material and initiating collaborative learning to address students’ differences. Significance -The findings have implications for faculty professional development, classroom teaching practices for inclusive pedagogy in higher education institutions and use of CoP as a framework for such developments.
27
Darrow, Alice-Ann, and Mary Adamek. "Instructional Strategies for the Inclusive Music Classroom." General Music Today 31, no. 3 (February 14, 2018): 61–65. http://dx.doi.org/10.1177/1048371318756625.
Full textAbstract:
While inclusive education is an admirable ideal, it is often difficult to implement. Successful educators have found that employing certain instructional strategies can help meet the needs of students with varying abilities. Inclusive teaching strategies refer to any number of teaching approaches that address the needs of students with a variety of backgrounds, learning styles, and abilities. This article cites various strategies found to be effective in the inclusive classroom. These strategies contribute to the overall learning environment.
28
Santhanam, Elizabeth, and Wendy Paulusz. "22. Promoting Inclusive Education Through the Lens of Learning Disabilities." Collected Essays on Learning and Teaching 2 (June 13, 2011): 128. http://dx.doi.org/10.22329/celt.v2i0.3216.
Full textAbstract:
The Faculty of Engineering in an Australian university collaborated with a central academic/educational development unit to design and deliver a teaching development program for all engineering teaching assistants (TAs). This paper discusses the approach taken to promote inclusive education in engineering in a situation with competing priorities. One of the strategies employed in the program aimed at enhancing the TAs’ awareness of the diversity of learning styles and abilities within their student cohort with particular reference to students with a learning disability or a mental health condition. Research (Mortimore, 2003) has shown that certain learning styles can be characteristic of a learning disability or mental health condition. A standard learning styles inventory tool was introduced so TAs could identify their own preferences and realize the learning environment can be ‘disabling’ when there is a mismatch between a learning preference and teaching style. Through discussions and activities, TAs developed inclusive teaching strategies which could facilitate learning for all students. The program provided opportunities to discuss other issues related to diversity among students and other members of the university community, and effective communication skills. Changes in the attitude of the engineering TAs and faculty towards this program are discussed.
29
Naureen, Asma. "A Comparative Study on the Impact of Traditional and Inclusive Teaching Strategies on Students’ Learning." Asia Proceedings of Social Sciences 1, no. 3 (February 18, 2019): 56–60. http://dx.doi.org/10.31580/apss.v1i3.432.
Full textAbstract:
A Comparative Study on the Impact of Traditional and Inclusive Teaching Strategies on Students’ Learning
Asma Naureen
Department of Education, Faculty of Social Sciences, International Islamic University, Islamabad, Pakistan
i_kayani@yahoo.com
Research Highlights
This research paper was focused at analyzing the impact of traditional and inclusive teaching strategies on the learning of students of class II, in inclusive setting. In inclusive teaching all the students are included in learning process without any discrimination. (Ainscow et al, 2006) “Inclusive learning and teaching is to engage students in learning that is meaningful, relevant and accessible to all. It embraces a view of the individual and individual difference as the source of diversity that can enrich the lives and learning of othersâ€. (Hockings, 2010)
The study was experimental in nature in which traditional and inclusive instructional strategies were compared. The study proposed three hypotheses and the results of the study indicated that the students of experimental group and control group were almost equal before conducting the experiment. The result of post-test shows that the students of experimental group who were taught in inclusive teaching setting had shown comparatively better results than the students placed in control group who were taught in a traditional way. So, achievement level of students of experimental group was better than that of the students of control group which proved that inclusion in teaching was more effective than the traditional teaching setting. Ambrose et al, (2010) also recommended inclusive teaching strategies and said it is important that the pedagogical strategies we employ in the classroom reflect an understanding the psyche and social needs of the students.
Research Objectives
The main objectives of the study were:
To find the impact of inclusion on the learning of students with special needs.
To find the impact of inclusion on the learning of students without special needs.
Significance of the Study
This experimental study is very significant in different ways; on one hand it would give awareness to the people about inclusive education as even many of the teachers do not know about inclusion. On the other hand, it would enable the community members to adopt the positive attitude towards those children who are suffering from some disorders or disabilities or different from other students. This study would provide guidance to the teachers and parents for helping students with and without special needs. It would also help the teachers and administrators to look and analyze their teaching and make necessary changes in their educational strategies. Key principles are valuing diversity, entitlement, dignity, individual needs, planning, collective responsibility, professional development, and equal opportunities.†(Darlington, 2003)
According to UNESCO, 2005 it is the duty of the state as well as of the society to involve all the students in learning process and no one feels excluded. In the National Report on the Development of Education, 2008 the emphasis was given on inclusive education with the objective to support Education For All (EFA), with special emphasis on eradicating the obstacles to all excluded: girls and women, the disabled, ethnic/linguistic minorities, nomads, and many others to participate and learn in regular schools so this study would enhance the efforts of government in creating the positive attitude among the educators in specific and public in general.
Methodology
The study was experimental in nature in which traditional method of imparting instruction was compared with inclusive instructional strategies. The procedure of the study was that two groups of students had been taken and tested before and after teaching. Pre-test, post-test equivalent design was used in this research study. In this design, pre-test was administered before the application of the experimental and control treatments and post-test was administered at the end of the treatment period. Students studying in three sections of class II constitute the population of the study. They are 83 students who are studying in three different sections. Their ages ranged from 7 to 9 years. Sample was taken from the school named F.G. Junior Model School, G-7/3-1, Islamabad. Sample size consists of 56 students, twenty-eight students were placed in experimental group and same number of students was in the control group. Both the groups were representative of inclusion, in which there were students from religious/linguistic minorities, slow learners, having low vision or articulation, hyper-actives, etc. Pre-test was used before the treatment started to equate the groups. Treatment of planned inclusive instructional techniques was given to experimental group while control group was taught by ordinary traditional method. The duration of it was two forty days. When the treatment period over, an instructor made post-test was conducted to measure the achievement of the students in the subject of English. First four lessons were taken from the text book for class II. To determine the impact of inclusive instructional strategies on students’ learning in inclusive setting and traditional teaching in inclusive setting, the significance of difference between the scores of experimental and control groups at 0.05 level was tested by applying t-test and analysis was made. It was shown by analysis of data that both the groups (experimental and control) in the beginning of the experiment were approximately equal.
Results
The results of post-test have shown that inclusive instructional strategies were more effective than that of traditional method of teaching students at primary level as experimental group scored significantly higher than the control group. The result of the study reflected that inclusive instructional strategies were more effective than traditional method of teaching.
Findings
The following findings emerged because of the analysis of data.
It was found that the mean scores of control group was not found to be almost equal on pre-test and post-test.
It was found that there was significant difference between mean scores on pre-test and post-test of experimental group after being treated by inclusive teaching strategies.
It was found that the mean score of experimental group and that of the control group was not statistically significant at 0.05 levels. Hence, both the groups were found to be almost equal on pre-test.
It was found mean score of experimental group was more than that of control group after being treated by inclusive teaching strategies.
30
Pomirska, Zofia. "Inclusive Approach in Teaching Students with Special Educational Needs – a Chance to Change the Polish School." Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova 6 (September 22, 2021): 43–57. http://dx.doi.org/10.17951/en.2021.6.43-57.
Full textAbstract:
The article deals with the issue of inclusive education, which is one of the priorities of contemporary educational policy. The author describes both the idea of inclusion and the assumptions of inclusive education, as well as introduces the legal aspects of this issue. Particular attention was paid to the situation of students with special educational needs, for whom inclusive education is an opportunity to optimize the teaching-learning process. The final part of the article presents selected practical solutions that can be used by teachers to build a learning environment friendly to students with special educational needs.
31
Asma Naureen. "The Effectiveness of the Lecture Based Teaching Strategies and the Inclusive Teaching Strategies on High Achievers: A Comparative Study." sjesr 3, no. 4 (December 25, 2020): 327–32. http://dx.doi.org/10.36902/sjesr-vol3-iss4-2020(327-332).
Full textAbstract:
This research paper is dedicated to the investigation of the effectiveness of inclusive teaching strategies and traditional lecture-based teaching strategies on the learning of pupils in general but the main focus was on the high achievers of Class XII. The study was conducted to compare both types of teaching strategies in an inclusive setting with the diversity students. Two equal groups of pupils were made according to pre-test scores of teacher-made test items. Both the groups were representative of inclusion. The researcher used the pre-test post-test equivalent group design in the present experimental research. The pre-test was conducted before starting the treatment to judge the difference. The experimental group was taught through inclusive teaching strategies while the control group was taught through traditional lecture-based teaching strategies. The period of the experiment was sixty days. When the treatment period was completed, a researcher-made post-test was conducted to know the level of achievement of students especially the high-achiever students. To determine the effectiveness of both types of teaching strategies on students’ learning in an inclusive setting, the significance of the difference between the scores of the two groups was measured at 0.05 level. The t-test was applied to measure the difference of means of the two groups. Then based on the t-test results were analyzed. It was revealed from the results of the post-test that inclusive teaching strategies were more effective as compared to traditional teaching strategies to teach pupils at Higher Secondary level.
32
ROZHINA, VERA ANATOLYEVNA. "LEARNING-STYLE INCLUSIVE EDUCATION AS PROSPECTS FOR IMPROVING UNIVERSITY TEACHING." V mire nauchnykh otkrytiy, no. 9 (November 28, 2014): 53. http://dx.doi.org/10.12731/wsd-2014-9-4.
Full text
33
Izquierdo Alegría, Dámaso. "DISABILITY AND WORLD LANGUAGE LEARNING: INCLUSIVE TEACHING FOR DIVERSE LEARNERS." Language Value 11 (2019): 103–7. http://dx.doi.org/10.6035/languagev.2019.11.6.
Full text
34
Power, Cheryl. "Learning to teach – teaching to learn." Microbiology Australia 31, no. 1 (2010): 23. http://dx.doi.org/10.1071/ma10023.
Full textAbstract:
Demonstrating in a practical class has shown a cohort of honours students that effectively communicating knowledge and instructions to students requires careful preparation, precise time management and a clear and inclusive manner and, whilst an enjoyable and rewarding experience, is not as easy a task as they had assumed from their experience as students in their undergraduate days. It has also shown that there are valuable opportunities for personal development for both teacher and learner in a practical class setting.
35
Lövström, Anna, Johan Malmqvist, and Constanta Olteanu. "Different student achievement profiles in a learning study about integers: are the students included?" International Journal for Lesson & Learning Studies 10, no. 1 (November 10, 2020): 17–32. http://dx.doi.org/10.1108/ijlls-06-2020-0036.
Full textAbstract:
PurposeThe aim of this study is to investigate achievement profiles in mathematics when integers are taught in a learning study in grade three (to children 8–9 years old) and to explore to what extent students with such profiles participate in inclusive teaching and learning practices.Design/methodology/approachData from a previous learning study are re-analysed, supported by a framework that enables the investigation of inclusive practices. In the present study, inclusion and achievement are viewed as interrelated, meaning that student achievement must be incorporated in the definition of inclusion. The analysis is based on documentation of a video-recorded lesson and on identical tests conducted before and after the lesson.FindingsThe general framing of the learning study indicates an inclusive practice, while pre- and post-test achievement together with data from the lesson reveal a mixed picture concerning student achievement and inclusion. The analysis of the pre- and post-test results for the 16 students in the class indicates considerable diversity in student achievement, resulting in four achievement profiles. The main conclusion is that some students gained from participating in the learning study lesson while others did not. The extensive analysis of four students' participation, one for each profile, shows that differences in student achievement are related to the extent to which students participate in inclusive teaching and learning practices.Originality/valueWhile previous research on learning studies has mainly considered average student achievement, this study focuses on individual variation in achievement and the reasons for it, a matter largely neglected in previous learning study research.
36
Stepanenko, Alla. "INCLUSIVE FOREIGN LANGUAGE LEARNING AND ITS FEATURES IN A DISTANCE FORMAT." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 219–24. http://dx.doi.org/10.36550/2415-7988-2021-1-192-219-224.
Full textAbstract:
The article describes the features of teaching a foreign language to pupils with special educational needs in the context of distance education. The data of the survey of parents of children with special educational needs on the features of distance learning and learning a foreign language are highlighted. The need to form inclusive competence of future secondary school foreign language teachers as a component of their professional competence is emphasized. The criteria for an inclusive foreign language lesson are described. Achieving the goal of scientific research involves solving the following tasks: 1) to justify the need for the formation of inclusive competence of a foreign language teacher in high school; 2) to characterize aspects of readiness for distance learning; 3) to formulate the general principles of the organization of educational process in the context of inclusive teaching of a foreign language in high school in the conditions of distance learning. Well-structured foreign language lessons, which are based on the criteria of proper teaching and the principles of modern foreign language didactics, provide opportunities to respond to the individual needs of students in very different learning situations. Teachers must have the courage to move away from the «teaching pages» approach, in pure textbook teaching. To do this, they need further education and training and external conditions conducive to such training. Given the above principles of inclusive education, such a process allows for effective support and supported learning in the context of distance education of students with special educational needs.
37
Barbosa Júnior, Alberto Mota, and Carlos Eduardo Rocha dos Santos. "Contribuições do Desenho Universal para Aprendizagem para professores que ensinam Matemática a alunos com deficiência visual: um estudo bibliográfico." Journal Internacional de Estudos em Educação Matemática 14, no. 3 (December 15, 2021): 329–38. http://dx.doi.org/10.17921/2176-5634.2021v14n3p329-338.
Full textAbstract:
ResumoA inclusão escolar de alunos pertencentes ao público-alvo da educação especial, principalmente aqueles com deficiência visual, implica o enfrentamento de desafios importantes. Estudos indicam a necessidade de formação apropriada de professores, a inclusão desses educandos em escolas regulares e/ou Atendimento Educacional Especializado (AEE) como tópicos fundamentais de reflexão para a eficácia do ensino nesse contexto. O objetivo deste artigo é investigar a produção científica desenvolvida no campo da Educação Matemática a respeito do uso do Desenho Universal na perspectiva da Educação Matemática Inclusiva no Brasil. Para tanto, foram selecionados 14 trabalhos por meio da Biblioteca Digital Brasileira de Teses e Dissertações, que foram analisados e divididos em três categorias: 1. Desenho Universal para Aprendizagem e Educação Matemática Inclusiva; 2. Desenho Universal para Aprendizagem; e 3. Educação Matemática Inclusiva. O levantamento constatou que há pouca produção acadêmica envolvendo a primeira categoria, o que corrobora com a pertinência, relevância e contribuição deste estudo, uma vez que pretendemos, a partir dessa revisão bibliográfica, desenvolver dissertação de mestrado com o objetivo de propor novas perspectivas para o processo de ensino e aprendizagem em salas de aula inclusivas, com alunos sem e com deficiência visual. Palavras-chave: Inclusão. Educação Básica. Acessibilidade. Cego. Escola. AbstractThe school inclusion of students in special education, especially those blind and with low vision impairments, implies facing challenges. Studies indicate as fundamental topics for reflection about the effectiveness of teaching in this context: the demand for appropriate teacher training and the inclusion of visually impaired students in regular schools and/ or in Specialized Educational Service (SES) institutions. The objective of this article is to investigate the scientific production developed in the field of Mathematical Education regarding the use of Universal Design for Learning from the perspective of Inclusive Mathematical Education in Brazil. For that, a research was carried out in the database Biblioteca Digital Brasileira de Teses e Dissertações and fourteen works were selected for review based on the goal of this study. The findings were divided into three categories: (1) Universal Design for Learning and Inclusive Mathematical Education; (2) Universal Design for Learning; and (3) Inclusive Mathematical Education. After the survey, it was found that there are few studies involving the first category, a factor that corroborates the relevance and contribution of this study, since we intend, from this bibliographic review, to deepen the research by producing a master's dissertation, which aims to propose new perspectives to assist the teacher in the teaching and learning processes of Mathematics in inclusive classrooms, for students with and without visual impairment.Keywords: Inclusion, Basic Education, Accessibility, Blind Person, School.
38
Chen, Haoran. "Isolated or Aligned? The Cooperative English Class for Fair Education in Inclusive Teaching Framework." International Education Studies 15, no. 4 (July 6, 2022): 25. http://dx.doi.org/10.5539/ies.v15n4p25.
Full textAbstract:
Teaching fairness is very important for inclusive teaching, which requires teachers’ creation of a fair classroom atmosphere and helps students construct their own meaning while learning. In the inclusive teaching framework, the present study descriptively explores the cooperative English class for fair education, especially providing impartial learning opportunities the students with anxiety disorders. The findings of the paper are as follows: teachers should realize the significance and importance of fair education and provide every child with the opportunity to return to problems solving and participate in classroom activities, the classroom atmosphere is the essential factor influencing the direction and validity of teaching processes and the implementation of inclusive education, and the teaching pedagogy should also be considered in the inclusive classroom. In general, it is well suited to inclusive teaching and evaluation although critical pedagogy has some drawbacks to use. The present study is expected to provide a reference for the improvement of fair education in classroom-based English teaching.
39
Delkamiller, Julie, Kristine Swain, Elizabeth M. Leader-Janssen, and Mitzi J. Ritzman. "Examining inclusive practices in Nicaraguan schools." Social welfare : interdisciplinary approach 3, no. 1 (June 28, 2013): 8–18. http://dx.doi.org/10.15388/sw.2013.28221.
Full textAbstract:
The purpose of this study was to examine Nicaraguan teachers’ efficacy for inclusive practices and current teaching practices in Nicaraguan schools as the first step in developing a special education training program. Sixty-one teachers in 15 schools completed the Teacher Efficacy of Inclusive Practice (TEIP) survey to determine their confidence in inclusive practices, collaboration and dealing with disruptive behaviors.Classroom observations were also completed to examine the environment, teaching/learning strategies, student behaviors, learning materials, and time distribution in the classroom. Results from the TEIP indicated Nicaraguan teachers were highly efficacious in inclusive practices. The survey and observation data collected provided a baseline to develop goals and objectives for a two-year special education training.
40
Munchan, Leanne, and Joseph Agbenyega. "Exploring early childhood educators’ experiences of teaching young children with disability." Australasian Journal of Early Childhood 45, no. 3 (July 31, 2020): 280–91. http://dx.doi.org/10.1177/1836939120944635.
Full textAbstract:
This paper argues that whilst inclusive education in early childhood is gaining wider acceptance in the equity and diversity movement, the value and contribution of educators’ voices about what is working and challenging are frequently ignored. This small-scale research explored five early childhood educators’ understandings and experiences of inclusive education in two kindergartens in Victoria, Australia. A thematic analysis of the data highlights inclusion as a right to belong and fully participate; the need for modifications to orchestrate a culture of acceptance, diversity and inclusion; a lack of support and inadequate professional learning; and supporting effective practice through relationship with families, experts and children. The findings draw implications of evidence-based professional learning that is less focused on the interests of academic researchers and policy makers and more on the everyday needs of early childhood educators.
41
Ceccacci, Laura. "A game for everyone: learning with digital teaching and student skills." Form@re - Open Journal per la formazione in rete 22, no. 1 (April 30, 2022): 367–76. http://dx.doi.org/10.36253/form-12540.
Full textAbstract:
Learning platforms are currently main organization models for digital and remote teaching. Researches have highlighted learning outcomes as a critical area during the health emergency, also partially due to low prepardeness of teachers for digital and distance teaching. Evidence Based Education informs that gamification can efficiently be implemented as a teaching methodology, using games to involve students in digital activities in an inclusive manner. In order to monitor the level of appreciation and to identify the more appropriate game models according to students’ literacy skills, a study was performed in Marche region (IT) in 2021 in two first year high school classes involved in gamificated learning activities. All students appreciated the games used, but different reasons for appreciation are reported according to student skills. The escape room and the quiz design were identified as the most inclusive instrument, but other strategies were referred as very useful for inclusion: the variation of the graphic elements and the use of no time limited games.
Un gioco di tutti e di ciascuno: l’apprendimento con la Didattica Digitale Integrata e le competenze degli studenti.
Le piattaforme didattiche oggi rappresentano un modello di organizzazione dello spazio di lavoro irrinunciabile per gli interventi in DDI e DaD. Gli studi hanno individuato nei bassi risultati di apprendimento degli studenti una delle maggiori criticità del periodo della pandemia, in parte imputabile anche alla limitata capacità dei docenti di operare efficacemente a distanza attraverso strumenti digitali. In prospettiva Evidence Based, tra le metodologie ritenute più adeguate a conciliare l’efficacia didattica mediata dalla tecnologia e la dimensione inclusiva, figura la gamification, nelle sue varie declinazioni. È stato realizzato nel 2021 un monitoraggio su due classi prime di un liceo scientifico marchigiano, che hanno sperimentato un’attività integrata con elementi di gioco variamente caratterizzati, condotto con lo scopo di verificare il gradimento e individuare le modalità di giochi online più adatti a vari gruppi di studenti, distinti in base al livello di competenze nell’area alfabetico funzionale. La proposta didattica ha incontrato il gradimento di tutti, sebbene per distinte ragioni riferibili a diversi livelli di competenze. È inoltre emerso che è possibile individuare strategie, come la strutturazione su livelli e la progettazione di quiz, e modalità di gioco, senza limiti di tempo e con una variazione degli aspetti grafici, ampiamente inclusive.
42
Abels, Simone, Brigitte Koliander, and Thomas Plotz. "Conflicting Demands of Chemistry and Inclusive Teaching—A Video-Based Case Study." Education Sciences 10, no. 3 (February 28, 2020): 50. http://dx.doi.org/10.3390/educsci10030050.
Full textAbstract:
Almost every country in the world is obligated to implement education policies to enable an inclusive school system. However, implementing techniques to be inclusive in schools is a major challenge to teachers, especially to those teaching a subject at secondary level and higher. Most of the literature concerning inclusive science education was published in recent years, and is more normative than empirical. Teachers struggle to transfer these normative demands to their accustomed way of teaching science. In this study, we analyze conflicts a teacher experiences when teaching a so-called ‘hard science’ like chemistry at an inclusive school. On the one hand, inclusive science education should facilitate participation in science specific learning processes for all learners. This broad perspective on inclusion demands that everyone can take part in everyday classroom life. On the other hand, chemistry strives for the understanding of abstract concepts, theories and models, which forms a barrier to learning chemistry for many people. This paper presents an explorative case study focusing on these conflicting demands. To reconstruct the inconsistencies, we analyzed a videotaped teacher–student discourse on atoms. Using the documentary method, a qualitative approach developed by the sociologist Ralf (Bohnsack et al., 2010). distinguishing between explicit and implicit knowledge, it was possible to reveal the orientational frameworks guiding the teacher’s actions. On the surface level, traditional scientific educational approaches structure the discourse. Reconstruction of the discourse is deep, as evidence was found for a participation-oriented framework as well as for the challenges the conflicting demands of chemistry and inclusive teaching put on teaching. We implicate that future professional development courses must not only concentrate on combining chemistry with inclusive pedagogies, i.e., how to teach, but also on the reflection of implicit beliefs concerning inclusive chemistry teaching.
43
Kormos, Judit. "Specific learning difficulties in second language learning and teaching." Language Teaching 53, no. 2 (February 27, 2020): 129–43. http://dx.doi.org/10.1017/s0261444819000442.
Full textAbstract:
Individual differences that have an impact on the processes and outcomes of second language (L2) learning have been thoroughly investigated; but, until recently, the study of language learners with additional needs was at the periphery of both second language acquisition (SLA) and language teaching pedagogy (e.g. Nijakowska, 2010; Kormos & Smith, 2012; Kormos, 2017). Specific learning difficulties (SLDs), which affect between 5 and 15% of the population (Drabble, 2013), often have an impact on how additional languages are acquired. Therefore, in order to create an inclusive language learning context and set up effective instructional programmes, it is essential to understand how children with SLDs develop their competence in additional languages.
44
Rusdi, Rusdi, Firmansyah Dlis, Johansyah Lubis, Anggri Dwi Nata, and Whalsen Whalsen. "The Effect of Teaching Style Pratice, Reciprocity, Inclusion and Learning Motivation on Butterfly Swimming Skills." Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 4, no. 2 (September 25, 2020): 63–69. http://dx.doi.org/10.33369/jk.v4i2.12574.
Full textAbstract:
Teaching styles have a very big role in improving students' learning abilities, by various learning styles it is hoped that students can find most appropriate teaching style that can improve student skills in learning, especially in the basic motion course of swimming. The training teaching style, reciprocity, inclusion of Mosston was selected in this study and learning motivation as the moderator variable was divided into 2 parts, they’re high and low. to determine the effect of teaching Style Pratice, reciprocal inclusion and learning motivation on butterfly swimming skills in male students at the Sports and Health Sciences Faculty. Method used in this study is an experimental method with a 3x2 factorial design. Subjects in the study were male students at the Sports and Health Education Faculty, Teachers' Training Institute, Indonesia Teachers Association, Pontianak. Based on the study results, it’s known that the reciprocal teaching style is better than teaching Style Pratice, the inclusion teaching style is better than the teaching Style Pratice and the inclusive teaching style, reciprocity is equally good in learning butterfly style swimming skills in male students at FPOK IKIP PGRI Pontianak.
45
Florian, Lani, and Holly Linklater. "Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all." Cambridge Journal of Education 40, no. 4 (December 2010): 369–86. http://dx.doi.org/10.1080/0305764x.2010.526588.
Full text
46
Rivera, Reynaldo G., Angel Arrese, Charo Sádaba, and Luis Casado. "Incorporating Diversity in Marketing Education: A Framework for Including All People in the Teaching and Learning Process." Journal of Marketing Education 42, no. 1 (September 30, 2019): 37–47. http://dx.doi.org/10.1177/0273475319878823.
Full textAbstract:
The management of diversity and inclusion is a major challenge for businesses in developing inclusive products and marketing strategies focused on people with disabilities. Universities can foster positive attitudes toward inclusiveness if they facilitate student recognition of differences as assets and enable them to appreciate the creation of communities where different individuals are valued. This study analyzes the experience of an innovative undergraduate seminar on inclusive marketing based on social learning theory. Designed and conducted by a former marketing manager with visual impairment, together with university scholars, the course develops the learning potential of inclusive marketing strategies and tactics through role-playing exercises and case studies. By presenting the inclusive marketing seminar theoretical framework, syllabus, and impact on students’ attitudes, this research analyzes an approach to training future marketing professionals and leaders to understand people with disabilities as important stakeholders and provides key insights for universities, companies, and governments in the application of inclusive marketing and communication strategies.
47
Hurford, Donna, and Stacey Cozart. "DUT Guide: Inclusive online teaching and learning: Examples from HE teachers during the COVID-19 lockdown." Dansk Universitetspædagogisk Tidsskrift 17, no. 32 (June 12, 2022): 129–36. http://dx.doi.org/10.7146/dut.v17i32.130152.
Full textAbstract:
During the COVID 19 lockdown, higher education (HE) teachers and students had to adapt to working, interacting and learning in digital spaces. This guide provides examples of HE teachers’ inclusive and effective online teaching and learning practices during the lockdown. The examples include curricular, pedagogic, organisational, relational and affective approaches, all of which were implemented by teachers intent on providing inclusive and effective learning opportunities for their students. This selection of examples is offered to HE teachers seeking inspiration for the development of their own inclusive and effective online teaching and learning.
48
Putri, Suci Ananda, M. Jaya Adi Putra, and Neni Hermita. "INCLUSIVE EDUCATION IN THE BASIC LEARNING PROCESS." Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan 2, no. 2 (August 12, 2019): 148. http://dx.doi.org/10.31258/jta.v2i2.148-161.
Full textAbstract:
The background of this research is that researchers found several problems regarding the implementation of inclusive education, especially in terms of the process of learning inclusion in elementary schools. The study aims to describe how the inclusive learning process in one of the primary schools administering inclusive education in Pekanbaru. The inclusion learning process is seen from the application of indicators, there are three indicators The inclusion learning process studied in this study are: 1) Inclusion Learning Planning, 2) Inclusion Learning Implementation, 3) Evaluation and Follow-Up Inclusion Learning. The type of research used is qualitative research with descriptive methods, the instruments in this study are observation, interviews and documentation. Based on the results of the study it was found that: (1) In planning learning the classroom teacher first understood the characteristics of students in general, especially the characteristics of students with Special Needs, and learning planning contained in the same Learning Process Plan, both for regular students and students with Special Needs (2) The implementation of learning is carried out as planned in the Learning Process Plan . The teacher conducts conditioning by preparing students physically and psychologically. The use of models, methods, learning media is equated between regular and students with Special Needs, (3) In evaluation and follow-up, the teacher conducts a daily evaluation of each finished material and plans follow-up activities with special companion teachers in the form of enrichment carried out in special guidance. In special guidance students were given enrichment material with the drill method plus media assistance in the form of concrete teaching aids to strengthen the understanding of students with Special Needs in a learning concept.
49
Agbor Tabe, Nicoline, and Seino Evangeline Agwa Fomukong. "Inclusive Teaching Practices, Minimizing Violence and Enhancing Learning in the Cameroonian School Melieu." International Journal of English Language Education 8, no. 2 (May 8, 2020): 38. http://dx.doi.org/10.5296/ijele.v8i2.16994.
Full textAbstract:
This paper investigated Inclusive Teaching Practices by English Language instructors and its role in minimizing violence and enhancing learning in the classroom. Through the use of a questionnaire strategy and using well-known principles of Rogers’ client-centred therapy and Inclusive school theory of Mel Ainscow and Tony Booth, data was designed and administered to English language instructors in some three secondary schools (GBHS Bafang, GBHS Bamenda and GTHS Maroua) randomly selected from three regions in Cameroon which had generated discussion on the subject matter. Findings revealed that most English language instructors have never participated in workshops or career development courses on special needs education, inclusive teaching and differentiation and so, have not acquired the competence needed in inclusive teaching. Further findings showed that, most teaching is not inclusive, humanistic and holistic and thus creates tension, frustration, isolation, humiliation and no sense of belonging of students with impairments. Such environment breathes hatred, hate speech and violence. Recommendations have been made to the ministries of Education in Cameroon, teachers’ training colleges, school administrators and teachers to redress the situation.
50
Costa-Renders, Elizabete Cristina, Debora de Lourdes da Silva Sous, and Ana Carolina Valverde Bresciani. "Remote teaching and inclusive education: approximations with Universal Design for Learning." Revista Tempos e Espaços em Educação 15, no. 34 (November 3, 2022): e17508. http://dx.doi.org/10.20952/revtee.v15i34.17508.
Full textAbstract:
This article results from the approximation between two researches in the area of education: a scientific initiation research with promotion of FAPESP and a master’s survey at PPGE/USCS. Both were based on the paradigm of inclusion and the principles of the Universal Design for Learning and were carried out in the context of the closure of schools due to the COVID-19 pandemic between 2020 and 2021. The objective was to promote an interface between UDL principles and the curriculum approach in emergency remote teaching. It was empirical investigations that combined narrative research and development research and as instrument were held wheels of conversations with teachers working in the great ABC Paulista. Among the results, stands out the fact that remote teaching places light on the great social and educational inequality in Brazil, evidenced, for example, by the development of asynchronous remote teaching in printed material, something contradictory in a digital society. In addition to this need to remove digital barriers, in remote teaching it was necessary to extend the degree of influence of the learner in the teaching process and the UDL supported teachers, as it minimizes the need for curricular adaptation.