Статті в журналах: "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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Drescher, Talya. "The potential of Modelling Co-Teaching in Pre-Service Education." Journal of University Teaching and Learning Practice 14, no. 3 (July 1, 2017): 83–100. http://dx.doi.org/10.53761/1.14.3.7.

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Two studies aimed to document the process of preparing for and teaching collaborative education courses and to determine students’ perception of collaboration and inclusion as a result of taking the course. Two sessions of collaborative teaching run by different professor dyads were studied over two 10-week quarters at a large public university. Multiple sources of data were collected. Ultimately, modelling collaboration and a positive attitude toward disability, collaboration, and inclusion provided professors an opportunity to help guide and shape pre-service teachers’ attitudes.

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Volpe, Valentina Della. "What About Inclusive Education and ICT in Italy: a Scoping Study." European Scientific Journal, ESJ 12, no. 25 (September 30, 2016): 26. http://dx.doi.org/10.19044/esj.2016.v12n25p26.

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Strategies and approaches to inclusion in the classroom are important in developing a high quality, inclusive experience for students with Special Education Needs. Generally, strategies are not geared towards specific exceptionalities, but are instead designed to be implemented across exceptionality categories. Pavone (2014) and de Anna, Gaspari, Mura (2015) determined through their systematic literature review and research results that co-operation among staff, commitment and accountability to the teaching of all students, differentiation of instruction, and recognizing “that social interaction is the means through which student knowledge is developed” are key to successful inclusion of students with SEN. This paper looks at the issue of school inclusion by referring to the most recent laws about the inclusive education of students with special educational needs in Italy. Inclusive education means that all students attend and are welcomed by their neighbourhood schools in age-appropriate, regular classes and are supported to learn, contribute and participate in all aspects of the life of the school. Inclusive education is about how we develop and design our schools, classrooms, programs and activities so that all students learn and participate together. So ICT should be considered as a key tool for promoting equity in educational opportunities, that is using ICT to support the learning of learners with disabilities and special educational needs in inclusive settings within compulsory education. The paper also argues how the Italian teachers can realized good practices for inclusion through the use of ICT.

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Jackson, Kaitlin M., Kristen Willis, Lauren Giles, Renée E. Lastrapes, and Paul Mooney. "How to Meaningfully Incorporate Co-teaching Into Programs for Middle School Students With Emotional and Behavioral Disorders." Beyond Behavior 26, no. 1 (April 2017): 11–18. http://dx.doi.org/10.1177/1074295617694408.

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With the number of students with emotional or behavioral disorders who are being served in the general education classroom increasing, co-teaching has become a more common practice than ever before. Through the use of a hypothetical journey of a special educator placed in a co-teaching situation without prior experience, we provide practitioners with the context and rationale for implementing co-teaching effectively in combination with the incorporation of research-based instructional practices in an inclusion classroom.

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Solis, Michael, Sharon Vaughn, Elizabeth Swanson, and Lisa Mcculley. "Collaborative models of instruction: The empirical foundations of inclusion and co-teaching." Psychology in the Schools 49, no. 5 (April 10, 2012): 498–510. http://dx.doi.org/10.1002/pits.21606.

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Kroeger, Stephen, Dusty Embury, Adam Cooper, Mary Brydon-Miller, Chester Laine, and Holly Johnson. "Stone soup: using co-teaching and Photovoice to support inclusive education." Educational Action Research 20, no. 2 (June 2012): 183–200. http://dx.doi.org/10.1080/09650792.2012.676285.

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Pancsofar, Nadya, and Jerry G. Petroff. "Teachers’ experiences with co-teaching as a model for inclusive education." International Journal of Inclusive Education 20, no. 10 (February 16, 2016): 1043–53. http://dx.doi.org/10.1080/13603116.2016.1145264.

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Chitiyo, Jonathan, and Wayne Brinda. "Teacher Preparedness in the use of Co-teaching in Inclusive Classrooms." Support for Learning 33, no. 1 (February 2018): 38–51. http://dx.doi.org/10.1111/1467-9604.12190.

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Turan, Mehmet, and Betül Bayar. "Examining Teachers View on Primary Teaching Practices Based on Co-Teaching Model." Journal of Education and Training Studies 5, no. 11 (October 15, 2017): 82. http://dx.doi.org/10.11114/jets.v5i11.2708.

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The purpose of the two-teacher primary teaching model is to find a solution, to some extent, for the crowded classes and the classes in which the inclusive students study in primary school. Furthermore, it is aimed to increase the efficiency of the lessons, better take care of the inclusive students, implement the constructivist approach as required, collect the attention of the students who lost their attentions, support students who have difficulties in their studies, ensure that students who learn slowly can learn the lessons completely and increase the quality of education by giving additional studies to the students who learn quickly. The co-teaching model that can be considered as an alternative in solution of the educational problems can be used effectively in the crowded classes and the classes in which the inclusive students study. Moreover, this study can be considered as an alternative model so that the "Teaching Practice" lessons taken by the teacher candidates studying at the education faculty can be more qualified and efficient.The purpose of this study is to review the effectiveness of teaching practice in primary school based on co-teaching model. In this context, it was tried to determine the opinions of primary school teachers about the co-teaching model. To achieve this purpose, 12 primary teachers serving in the city center of Muş were determined as working group. In the study, the data were obtained by semi-structured interview method. Content analysis was used for the analysis of the data.According to the teachers' opinions obtained as a result of the study, the most important one of the problems experienced by the teachers during the teaching period is the crowded classes. It is concluded that in the crowded classes, the activities are not implemented at the desired level, it is not possible to allocate enough time for the students, incorrect and incomplete learning of students cannot be realized on time and it is difficult to give a student-centered education.As a result of the study, in order to ensure that the teaching practice can be efficient, it is concluded that the internship duration should be extended, the teacher candidates should be assigned more responsibilities, the teacher candidates should do internships in the rural schools and combined classes so that they can see different environments and they should carry out implementation-oriented studies rather than observation-oriented studies in this lesson.According to the teachers' opinions obtained as a result of the study, it is concluded that the co-teaching model will increase the efficiency of the lesson, the classroom management will be easier, this model will ensure that the students who fall behind and learn slowly can learn the lessons completely, the saving on time will be ensured, the opportunity to take care of students personally will increase, the workload of the teachers will decrease, the equal opportunity in education will be ensured by taking care of the inclusive students more than before and the faster and more practical solutions will be created for the problems to be encountered in the teaching process.

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Lindacher, Tanja. "Perceptions of regular and special education teachers of their own and their co-teacher’s instructional responsibilities in inclusive education: A case study." Improving Schools 23, no. 2 (February 25, 2020): 140–58. http://dx.doi.org/10.1177/1365480220906697.

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Co-teaching is fundamental to inclusive education. However, the way co-teaching is implemented, varies considerably, and establishing and allocating instructional responsibilities does not follow a standardized pattern. This study is based on four cases – two located at traditional secondary schools and two at newly created community schools – and includes semi-structured in-depth interviews with four regular teachers and four special education teachers. It aims at providing insight into how co-teaching partners in Germany perceive their own and their partner’s instructional responsibilities. Data are analyzed with a structuring technique of qualitative content analysis. It becomes evident that the partners in each case do not always follow identical instructional intents. Nonetheless, different types of teacher knowledge seem to complement each other effectively in co-teaching relationships. Although, of course provided primarily for pupils with special needs, special education expertise also seems to support pupils without such needs. The results indicate a need to secure and integrate co-teaching relationships structurally into a school’s development process. The article concludes with some options for development in practice.

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Kayhan, Nilay, and Gönül Akçamete. "The Effect of One Teach One Observe Model on Effective Teaching Skills of Classroom Teachers." Yaşadıkça Eğitim 33, no. 2 (September 19, 2019): 151–68. http://dx.doi.org/10.33308/26674874.2019332117.

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The purpose of this study is to investigate effectiveness of one teach one observe model, one of co-teaching approaches, on planning of teaching, implementation and evaluation skills of inclusive classroom teachers. Three teachers who are experienced at least for five years, work in primary schools in Ankara, Turkey participated in the study conducted using Between-Subjects Multiple Surveys Design, one of the single-subject experimental designs. The data were recorded by determining the number of effective teaching behaviors of subjects and marking related scoring part on the Checklist for Effective Teaching Skills, analyzed visually and shown as graphics. It’s been indicated that One teach one observe model’s effective in improving effective teaching skills of inclusive classroom teachers, and the subjects maintain post-teaching learning outcomes related to planning of the teaching, implementation, and evaluation for the Turkish class 3 weeks and 10 days after the study was completed. It’s been observed that the co-teaching approach contributes to inclusive classroom teachers for making educational regulations, preparing lesson plans using different methods and techniques.

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Akçamete, Gönül, and Özlem Dağli Gökbulut. "Opinions of classroom teachers on reading comprehension difficulties, inclusion education and co-teaching." Quality & Quantity 52, S1 (December 4, 2017): 791–806. http://dx.doi.org/10.1007/s11135-017-0664-7.

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Yakubova, F. R. "Inclusive culture – a key factor for success in inclusive education." Science and School, no. 1, 2020 (2020): 123–29. http://dx.doi.org/10.31862/1819-463x-2020-1-123-129.

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The article presents a theoretical analysis and generalization of General and special psychological and pedagogical literature on the problem of formation of inclusive culture among students of educational organizations. The key concept of „inclusive culture” is revealed on the basis of a theoretical review of scientific and methodological literature. The importance of the formation of inclusive culture in modern society is analyzed. A so-cially important problem of pedagogical science is the issue of teaching people with special educational needs in educational institutions. Co-education in an educational institution of conditionally healthy students and students with disabilities, or inclusive education is one of the effective forms of integration of people with disabilities into society.

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Ortiz-Rodríguez, Jessica C., Hannah Brinkman, Lea Nglankong, Bryan Enderle, and Jesús M. Velázquez. "Promoting Inclusive and Culturally Responsive Teaching Using Co-classes for General Chemistry." Journal of Chemical Education 99, no. 1 (November 16, 2021): 162–70. http://dx.doi.org/10.1021/acs.jchemed.1c00339.

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Alhossein, Abdulkarim, and Rashed A. Aldabas. "Teachers' Readiness and Training Needs for Using Co-Teaching in Inclusive Schools." Journal of Educational & Psychological Sciences 20, no. 03 (September 1, 2019): 439–69. http://dx.doi.org/10.12785/jeps/200313.

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Murawski, Wendy. "Ensuring Co-teaching Continues Virtually: A School Leader’s Imperative." Journal of School Administration Research and Development 5, S1 (October 30, 2020): 21–29. http://dx.doi.org/10.32674/jsard.v5is1.2631.

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Moving to virtual instruction can be daunting, but it is no reason to stop including students with disabilities. Co-teaching can, and should, be used as a service delivery model to support students in their least restrictive environment, which is often the general education classroom. School leaders need to continue to promote inclusive education, even during a pandemic.

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Lochner, Wendy Whitehair, Wendy W. Murawski, and Jaime True Daley. "The Effect of Co-teaching on Student Cognitive Engagement." Theory & Practice in Rural Education 9, no. 2 (October 11, 2019): 6–19. http://dx.doi.org/10.3776/tpre.2019.v9n2p6-19.

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Delivering special education to students with disabilities requires highly prepared and collaborative teachers, inclusive learning environments, and strategies that promote cognitive engagement, but many students lack access to these necessities. In rural schools teacher shortages and traditional teaching methods may contribute to disengagement. Some rural districts have turned to co-teaching to disrupt this pattern of inequity. Effective co-teaching between two highly prepared teachers in a general education setting offers students the opportunity to be included and may improve engagement for all students. To investigate the relationship between co-teaching and student cognitive engagement, this study observed teachers in eight rural secondary schools in West Virginia to evaluate differences in student cognitive engagement in co-taught versus solo-taught classrooms. Four district personnel were trained on both cognitive engagement strategies and co-teaching approaches and collected observational data. The Instructional Practices Inventory was used during short walk-throughs to measure cognitive engagement during 701 solo-taught and 181 co-taught observations. Observations occurred in 5th- through 12th-grade classes in reading, mathematics, science, and social studies throughout one full school year. Statistical tests compared mean engagement scores across the different models of instruction. Results indicated that students in co-taught classrooms were more cognitively engaged than students in solo-taught classrooms. These results suggest the need for increased professional development for teams to move beyond the one teach, one support model of co-teaching, additional research on cognitive engagement and co-teaching, and teacher preparation programs to include more examples of, and training in, quality co-teaching models.

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Carnell, Lisa J., and Mariann W. Tillery. "Preparing Preservice Teachers for Inclusive Coteaching: A New Approach for Mathematics Methods Instruction." Teaching Children Mathematics 11, no. 7 (March 2005): 384–89. http://dx.doi.org/10.5951/tcm.11.7.0384.

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How a three-week module was inserted into an elementary mathematics methods course in order to demonstrate co-teaching models for preservice teachers and to provide preservice teachers with instructional strategies for special needs students.

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St. John, Brittany, Iulia Mihaila, Katelyn Dorrance, Leann Smith DaWalt, and Karla K. Ausderau. "Reflections From Co-Researchers With Intellectual Disability: Benefits to Inclusion in a Research Study Team." Intellectual and Developmental Disabilities 56, no. 4 (August 1, 2018): 251–62. http://dx.doi.org/10.1352/1934-9556-56.5.251.

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Abstract Participatory action research methodologies may empower and protect marginalized individuals; however, they remain underutilized. Limited studies have investigated the impact of participatory action research, specifically on individuals with intellectual disability (ID). This study examines (1) the perspectives of co-researchers with ID on their involvement in the research process and (2) the feasibility of their inclusion based on perspectives of research staff (academic faculty and graduate students without ID). Three co-researchers with ID were interviewed regarding their research participation. Thematic analysis of interviews identified four themes: (1) Shared Experience of Disability, (2) Teaching and Guidance, (3) Acquisition of Skills and Knowledge, and (4) Value of Participation. Research staff reviewed field notes and identified benefits and challenges to feasibility of including co-researchers with ID. Inclusion of co-researchers with ID was found to be both meaningful and feasible.

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Lee, Kyungrhym. "Research Trends of Korean Academic Journals about Co-Teaching in Inclusive Education Settings." Special Education Research 10, no. 3 (October 31, 2011): 99. http://dx.doi.org/10.18541/ser.2011.10.10.3.99.

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Bowcutt, Frederica, and Tamara Caulkins. "Co-teaching Botany and History: An Interdisciplinary Model for a More Inclusive Curriculum." Isis 111, no. 3 (September 1, 2020): 614–22. http://dx.doi.org/10.1086/711071.

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Hussin, Muhamad Khairul Anuar Bin, and Abdul Rahim Bin Hamdan. "Challenges of Co-teaching in Malaysian Inclusive Classroom: Administrators’, Teachers’ and Parents’ Overview." Procedia - Social and Behavioral Sciences 217 (February 2016): 477–86. http://dx.doi.org/10.1016/j.sbspro.2016.02.019.

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Hansen, Barbara A., and Linda E. Morrow. "Invitational Inclusive Education." Journal of Invitational Theory and Practice 18 (April 4, 2022): 37–44. http://dx.doi.org/10.26522/jitp.v18i.3915.

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This article invites all educators to consider the implementation of the tenets of Invitational Education (IE) as a firm foundation and precursor upon which can be built an Inclusive Education climate and mindset which encourages success for all students. This eighteen month study of two professors from Ohio’s Muskingum University shares from inception to implementation, the idea of creating a graduate course for teachers and administrators which merges the practices of Inclusive Education and Invitational Education. The course, entitled Invitational Inclusive Education (IIE), seeks to convince teachers that a belief in and application of IE greatly enhances the chances for a more inviting teacher acceptance of inclusive practices (including co-teaching) for students with special needs. Teacher response to the course has been very positive resulting in the development of the term IIE, as well as a draft tool which helps to define stages of teacher acceptance of inclusive practice.

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Nantongo, Proscovia Suubi, and Per Hetland. "Educational and Digital Divides in Inclusive Education." Seminar.net 16, no. 1 (May 26, 2020): 17. http://dx.doi.org/10.7577/seminar.3476.

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How does the use of teacher-mediated videos facilitate access, interaction and participation among in-service teachers learning inclusive education? This study centred on observations of a teaching and learning session among in-service teachers, using the video material ‘Teachers for All’, to understand the status of inclusivity (i.e., access, interaction and participation – AIP model) in current educational practices. The aim of using the AIP model (Carpentier, 2012, 2015)was to provide a theoretical framework for analysing and building bridges between special needs education, where access signifies presence, and interaction socio-communicative relationships, and inclusive education, where participation signifies co-deciding and power. We conclude that the current educational practices are problematic. First, the learning focus is unilaterally directive (teacher-centred) towards students and lacks a dialogical component. Second, access, interaction and participation are thwarted because the existing teaching conditions do not accommodate the deeper dialogical practices that define the inclusive pedagogical intention of the video design.

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Bovill, Catherine. "Co-creation in learning and teaching: the case for a whole-class approach in higher education." Higher Education 79, no. 6 (December 2, 2019): 1023–37. http://dx.doi.org/10.1007/s10734-019-00453-w.

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AbstractThere is a wide range of activity in the higher education sector labelled ‘students as partners’ and ‘co-creation in learning and teaching’. Several frameworks have been proposed to map and categorise existing partnership and co-creation roles, activities, research, and practice. In this paper, I synthesise some of these frameworks to illustrate how the predominant focus in the international literature has been on partnership projects that select small groups of often already super-engaged or privileged students to participate. In contrast, co-creation in learning and teaching, embedded within the curriculum and involving a whole class of students, has been largely overlooked. I explore the potential of co-creating learning and teaching with a whole class of students (including face-to-face, blended, and online settings, and including lectures, tutorials, laboratories, and other methods of teaching); in other words, it is co-creation integral to students’ programmes and courses of study. I argue that whole-class approaches to co-creation may be inherently more inclusive of students than other approaches to co-creation and that this approach both relies upon, and contributes towards, building positive relationships between staff and students, and between students and students. I explore some of the challenges of whole-class co-creation in learning and teaching, and I also argue that the benefits suggest this is currently an underutilised and researched approach internationally.

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권미은 and 신현기. "A Study on Co-Teaching Definition and Practices in Inclusionof Early Children with Disability." Journal of Special Children Education 9, no. 3 (September 2007): 127–48. http://dx.doi.org/10.21075/kacsn.2007.9.3.127.

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Baimenova, B., S. Zhubakova, and B. Kiyassova. "DEVELOPMENT OF PSYCHOLOGICAL AND PEDAGOGICAL COMPETENCIES OF A SOCIAL TEACHER IN INCLUSIVE EDUCATION." BULLETIN Series of Pedagogical Sciences 66, no. 2 (August 6, 2020): 193–98. http://dx.doi.org/10.51889/2020-2.1728-5496.33.

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The development of inclusive education in Kazakhstan determines the renewal and improvement of approaches to the training and professional activities of teachers. Inclusive education involves co-education of healthy normally developing children and children with special educational needs. Children with special educational needs in the international classification are defined as children who experience constant difficulties in obtaining education due to: limited development opportunities – hearing, vision, speech disorders; behavioral and emotional problems; environmental factors – economic, social, cultural, the state of thematic health. The inclusion of children with special educational needs in General education organizations requires a change in approaches to education and the implementation of the pedagogical process. This, of course, increases the requirements for the competence of teaching staff. A special place among them is occupied by such a young profession as a social teacher. Its role is huge in the integral pedagogical process of the school, since one of the most important tasks of inclusive education is the full socialization of children with special educational needs. The article reveals the features of psychological and pedagogical competence of a social teacher as an important participant in the educational inclusive process. The authors offer indicators of a high level of psychological and pedagogical competence of a specialist.

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Chandler-Olcott, Kelly. "Co-teaching to support early adolescents’ writing development in an inclusive summer enrichment program." Middle School Journal 48, no. 1 (December 28, 2016): 3–12. http://dx.doi.org/10.1080/00940771.2017.1243916.

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Krüger, Deirdré, and Claire Yorke. "Collaborative co-teaching of Numeracy and Literacy as a key to inclusion in an independent school." South African Journal of Education 30, no. 2 (June 1, 2010): 293–306. http://dx.doi.org/10.15700/saje.v30n2a342.

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Cotrina García, Manuel, Mayka García García, and Ester Caparrós Martín. "Ser dos en el aula: las parejas pedagógicas como estrategia de co-enseñanza inclusiva en una experiencia de formación inicial del profesorado de secundaria." Aula Abierta 46, no. 2 (July 25, 2017): 57. http://dx.doi.org/10.17811/rifie.46.2.2017.57-64.

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RESUMENEste trabajo aborda la “pareja pedagógica” como estrategia didáctica innovadora de corte inclusivo, que caracteriza una modalidad de enseñanza colaborativa (co-enseñanza). Esta estrategia requiere la implicación, intencional y voluntaria de dos profesores en todos los aspectos vinculados a la docencia: planificación, evaluación y, singularmente, durante el desarrollo de las sesiones de clases. Inicialmente se revisa la literatura sobre el tema de estudio, de cara a documentar su potencial en la mejora del proceso didáctico, e ilustrar sus implicaciones para el desarrollo profesional docente; asimismo, se centra el eje de análisis en la educación inclusiva. En un segundo momento, se presentan los resultados de un proyecto de innovación docente cuyo eje central es la puesta en acción de esta estrategia por un grupo de docentes de la Universidad de Cádiz, en diversas titulaciones vinculadas a la formación inicial del profesorado. En concreto, se presenta la visión particular del alumnado de la asignatura “Procesos y Contextos Educativos”, del Máster en Formación del Profesorado de Secundaria. Es a través de la voz del alumnado que el modelo de co-enseñanza, llevado a cabo en esta experiencia con las “parejas pedagógicas”, adquiere valor pedagógico y se sitúa como motor para la proyección hacia su práctica futura.Palabras Clave: co-enseñanza, pareja pedagógica, educación inclusiva, formación inicial del profesorado.ABSTRACTThis work approaches the “pedagogical partnerns” as an innovative didactic strategy of inclusive orientation, which characterizes a modality of collaborative teaching (co-teaching). This strategy requires the intentional and voluntary involvement of two teachers in all aspects related to teaching: planning, assessment and, in particular, during the development of class sessions. Initially the literatura on the subject of study is reviewed, in order to documents its potential in improving the didactic process, and to illustrate its implications for teacher professional development; likewise, the analysis focuses on inclusive education. Secondly, we presents the results of a teaching innovation project whose central axis is the implementation of this strategy by a group of teachers of the University of Cadiz, in various degrees related to the preservice teachers. Specifically, we present the students’ particular view on the subject “Processes and Educational Contexts” of the Master in Secondary Teacher Training. It is through the voice of the students that the co-teaching model, carried out in this experience with the “pedagogical partners” , get its pedagogical value and is placed as a motor so that the students can project it towards its future practice.Keywords: co-teaching, pedagogical pair, inclusive education, initial teacher training.

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Cotrina García, Manuel, Mayka García García, and Ester Caparrós Martín. "Ser dos en el aula: las parejas pedagógicas como estrategia de co-enseñanza inclusiva en una experiencia de formación inicial del profesorado de secundaria." Aula Abierta 46 (July 25, 2017): 57. http://dx.doi.org/10.17811/rifie.46.2017.57-64.

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RESUMENEste trabajo aborda la “pareja pedagógica” como estrategia didáctica innovadora de corte inclusivo, que caracteriza una modalidad de enseñanza colaborativa (co-enseñanza). Esta estrategia requiere la implicación, intencional y voluntaria de dos profesores en todos los aspectos vinculados a la docencia: planificación, evaluación y, singularmente, durante el desarrollo de las sesiones de clases. Inicialmente se revisa la literatura sobre el tema de estudio, de cara a documentar su potencial en la mejora del proceso didáctico, e ilustrar sus implicaciones para el desarrollo profesional docente; asimismo, se centra el eje de análisis en la educación inclusiva. En un segundo momento, se presentan los resultados de un proyecto de innovación docente cuyo eje central es la puesta en acción de esta estrategia por un grupo de docentes de la Universidad de Cádiz, en diversas titulaciones vinculadas a la formación inicial del profesorado. En concreto, se presenta la visión particular del alumnado de la asignatura “Procesos y Contextos Educativos”, del Máster en Formación del Profesorado de Secundaria. Es a través de la voz del alumnado que el modelo de co-enseñanza, llevado a cabo en esta experiencia con las “parejas pedagógicas”, adquiere valor pedagógico y se sitúa como motor para la proyección hacia su práctica futura.Palabras Clave: co-enseñanza, pareja pedagógica, educación inclusiva, formación inicial del profesorado.ABSTRACTThis work approaches the “pedagogical partnerns” as an innovative didactic strategy of inclusive orientation, which characterizes a modality of collaborative teaching (co-teaching). This strategy requires the intentional and voluntary involvement of two teachers in all aspects related to teaching: planning, assessment and, in particular, during the development of class sessions. Initially the literatura on the subject of study is reviewed, in order to documents its potential in improving the didactic process, and to illustrate its implications for teacher professional development; likewise, the analysis focuses on inclusive education. Secondly, we presents the results of a teaching innovation project whose central axis is the implementation of this strategy by a group of teachers of the University of Cadiz, in various degrees related to the preservice teachers. Specifically, we present the students’ particular view on the subject “Processes and Educational Contexts” of the Master in Secondary Teacher Training. It is through the voice of the students that the co-teaching model, carried out in this experience with the “pedagogical partners” , get its pedagogical value and is placed as a motor so that the students can project it towards its future practice.Keywords: co-teaching, pedagogical pair, inclusive education, initial teacher training.

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Nemec, Iris, Michaela Malásková, João Pavão, Luis Pereira, and Matthias Frohner. "Experiences of intercultural teaching activities in the field of eHealth." Current Directions in Biomedical Engineering 8, no. 2 (August 1, 2022): 608–11. http://dx.doi.org/10.1515/cdbme-2022-1155.

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Abstract The funded research Project HealthCONNECT implements measure to promote the term eHealth in teaching and means to ease the exchange of lecturers and students to perceive different views of this topic. This report introduces the activities that have been implemented, stresses challenges that were observed and derives suggestions how to establish a co-operation between different institutes of higher education. This includes the mutual participation and inclusion of lecturers in teaching and evaluation activities; spanning from assessing students’ projects till chairing master examinations. The co-operative organization and hosting of eHealth Summer Schools is another mean to share knowledge in the domain of eHealth with students and colleagues abroad. Such activities require a stable co-operation between the involved institutions that only can be build upon a trustworthy relationship between the lecturers as they are paving the way.

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Kuranishi, Adam, and Celia Oyler. "I Failed the edTPA." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 40, no. 4 (September 7, 2017): 299–313. http://dx.doi.org/10.1177/0888406417730111.

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In this article, co-written by a teacher and a professor, the authors examine possible explanations for why Adam (first author), a New York City public school special educator, failed the edTPA, a teacher performance assessment required by all candidates for state certification. Adam completed a yearlong teaching residency where he was the special educator intern of a co-teaching team. He received glowing reviews on all program assessments, including 12 clinical observations and firsthand evaluations by his principal and one student. In this article, the authors analyze Adam’s edTPA submission showing evidence of how he met his teacher education program’s expectations for teaching inclusively in a heterogeneous Integrated Co-Teaching classroom using frameworks from Universal Design for Learning and culturally sustaining pedagogy. They speculate that this pedagogical approach was in conflict with the Pearson/SCALE (Stanford Center for Assessment, Learning, and Equity) edTPA expectations or scorer training. They conclude by discussing the paradigmatic conflicts between the Pearson/SCALE special edTPA handbook and the aims and practices of inclusive education.

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Dagli Gokbulut, Ozlem, Gonul Akcamete, and Ahmet Guneyli. "Impact of Co-Teaching Approach in Inclusive Education Settings on the Development of Reading Skills." International Journal of Education and Practice 8, no. 1 (2020): 1–17. http://dx.doi.org/10.18488/journal.61.2020.81.1.17.

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Laes, Tuulikki, and Heidi Westerlund. "Performing disability in music teacher education: Moving beyond inclusion through expanded professionalism." International Journal of Music Education 36, no. 1 (May 14, 2017): 34–46. http://dx.doi.org/10.1177/0255761417703782.

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Disability is a neglected field of diversity within music education scholarship and practices. The study reported in this article sought alternatives for the hierarchical practice-model and ableist discourses that have thus far pervaded music teacher education, through a reconceptualization of expertise. The focus is on a Finnish university special education course, where musicians with learning disabilities conducted workshops for student music teachers over three consecutive years. Student teachers’ written reflections ( n = 23) were reflexively analyzed in order to examine how performing disability may disrupt, expand, and regenerate normative discourses and transform inclusive thinking in music teacher education. Performing disability is here seen to generate critical discursive learning, and create third spaces for pedagogical diversity and the co-construction of professional knowledge. It is thus argued that through teaching with, and by, rather than about, we in music education may move beyond normalizing understandings and practices of inclusion, towards an expanded notion of professionalism.

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Wischnowski, Michael W., Susan J. Salmon, and Karen Eaton. "Evaluating Co-teaching as a Means for Successful Inclusion of Students with Disabilities in a Rural District." Rural Special Education Quarterly 23, no. 3 (September 2004): 3–14. http://dx.doi.org/10.1177/875687050402300302.

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Konstantinidis, Evdokimos I., Despoina Petsani, and Panagiotis D. Bamidis. "Teaching university students co-creation and living lab methodologies through experiential learning activities and preparing them for RRI." Health Informatics Journal 27, no. 1 (January 2021): 146045822199120. http://dx.doi.org/10.1177/1460458221991204.

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During the last decade, the living lab and co-creation concepts have started being blended with the Responsible Research and Innovation approach, aiming to evaluate potential societal anticipations toward fostering an inclusive RRI behavior. Teaching co-creation concept and living lab methodologies to university students has started been considered as valuable for future researchers along with the demand of companies and public sectors which turn toward user-center techniques for inspiration to develop innovative and services. To this end, the scientific publications presenting work on teaching co-creation and living lab methodologies are not so many while there are no published research studies on experiential learning activities for teaching co-creation and living lab approaches to university students. This study presents a course based on living labs and co-creation methodologies through experiential learning activities, consisted of four different lectures and an open event. The study involves stakeholders from the academia, the citizens, and the public sector. The results show that lectures with the participation of end-users were the most enjoyable. Furthermore, students thought that they learned the most when they first met the end-users. This lecture was perceived as a successful way to gain methodical knowledge for user-centered design and software development.

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박소영 and Hyunki Shin. "Co-teaching Components and Premise in Inclusive Early Childhood Education Settings for Young Children with Disabilities." Journal of Special Children Education 9, no. 1 (March 2007): 173–201. http://dx.doi.org/10.21075/kacsn.2007.9.1.173.

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DeMartino, Pamela, and Philip Specht. "Collaborative co-teaching models and specially designed instruction in secondary education: A new inclusive consultation model." Preventing School Failure: Alternative Education for Children and Youth 62, no. 4 (May 15, 2018): 266–78. http://dx.doi.org/10.1080/1045988x.2018.1446413.

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van Hover, Stephanie, David Hicks, and Kristin Sayeski. "A Case Study of Co-Teaching in an Inclusive Secondary High-Stakes World History I Classroom." Theory & Research in Social Education 40, no. 3 (July 2012): 260–91. http://dx.doi.org/10.1080/00933104.2012.705162.

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Vostal, Meg, Kristina N. LaVenia, and Christy Galletta Horner. "Making the Shift to a Co-Teaching Model of Instruction: Considering Relational Trust as a Precursor to Collaboration." Journal of Cases in Educational Leadership 22, no. 1 (August 22, 2018): 83–94. http://dx.doi.org/10.1177/1555458918796876.

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Collaboration among teachers is necessary for school improvement efforts. In the case below, a high school shifts its instructional model to include students with disabilities in general education classes. The school needs to raise state test scores for students with disabilities and hopes this instructional change will help. To implement a full-inclusion model, general education and special education teachers will be assigned to teach classes together as co-teachers. Co-teaching, however, is a collaborative model that requires relational trust among colleagues. Leaders are encouraged to consider how developing trust for collaboration may be difficult during times of school improvement.

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