Towards Inclusive Education: Instructional Practices to Meet the Needs of Pupils with Special Educational Needs in Multi-Grade Settings

Autor/inn/en	Tiernan, Bairbre; Casserly, Ann Marie; Maguire, Gabrielle
Titel	Towards Inclusive Education: Instructional Practices to Meet the Needs of Pupils with Special Educational Needs in Multi-Grade Settings
Quelle	In: International Journal of Inclusive Education, 24 (2020) 7, S.787-807 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tiernan, Bairbre)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1483438
Schlagwörter	Inclusion; Educational Change; Teaching Methods; Students with Disabilities; Multigraded Classes; Student Needs; Instructional Effectiveness; Elementary School Teachers; Teacher Attitudes; Individualized Instruction; Team Teaching; Foreign Countries; Grouping (Instructional Purposes); Ireland + Suchen Sie Ihr Suchwort? Inklusion; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Mehrstufenklasse; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Individualisierender Unterricht; Teamteaching; Ausland; Grouping; Gruppenbildung; Irland
Abstract	Effective inclusion of pupils with special educational needs (SEN) in multi-grade classrooms is complex, depending on the ability of teachers to meet challenges posed in delivering a broad and balanced curriculum while simultaneously meeting the often quite specific needs of pupils with SEN. This paper details the findings of research which investigated perceptions of mainstream teachers in relation to how they meet the needs of pupils with SEN in multi-grade classrooms. It focuses on adaptations to the instructional practices used in multi-grade classrooms which facilitate the education of pupils with SEN with their peers. This research has highlighted great similarity between multi-grade classrooms and inclusive classroom practices reported in the literature. Flexibility of grouping and teaching practices, differentiation, and planning emerge as valuable in facilitating the effective inclusion of pupils with SEN in multi-grade settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01