Learner Diversity: A Successful Blended Professional Learning Approach Promoting Quality Inclusion in the United Kingdom and New South Wales, Australia

Autor/inn/en	Clench, Hugh; King, Brian Smyth
Titel	Learner Diversity: A Successful Blended Professional Learning Approach Promoting Quality Inclusion in the United Kingdom and New South Wales, Australia
Quelle	In: Journal of the International Association of Special Education, 15 (2014) 2, S.127-132 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-6913
Schlagwörter	Foreign Countries; Online Courses; Faculty Development; Teacher Aides; Disabilities; Special Needs Students; Models; Inclusion; Public Schools; Professional Continuing Education; Educational Technology; Blended Learning; Surveys; Program Effectiveness; Program Evaluation; Teacher Attitudes; Australia; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Online course; Online-Kurs; Handreichung; Lehrerhilfe; Handicap; Behinderung; Sonderpädagogischer Förderbedarf; Analogiemodell; Inklusion; Public school; Öffentliche Schule; Berufsfeldbezogener Unterricht; Weiterbildung; Unterrichtsmedien; Survey; Umfrage; Befragung; Programme evaluation; Programmevaluation; Lehrerverhalten; Australien; Großbritannien
Abstract	This paper describes the development of an online training model for teachers and teaching assistants working with students with special educational needs. Originally developed as part of a government funded initiative in the UK, the model has been successfully applied in other contexts, most notably in New South Wales, Australia where it has had a significant impact on the inclusion agenda over most of the country. The deployment of the model across public schools in New South Wales (NSW) is described. The factors leading to successful continuing professional development for teachers are identified from a literature review, and the critical success factors in the online training model are highlighted. (As Provided).
Anmerkungen	International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://iase.coe.nau.edu/index3.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01