A Framework for an Inclusive Education Professional Development Program

Autor/in	Ali, Amira Desouky
Titel	A Framework for an Inclusive Education Professional Development Program
Quelle	In: MEXTESOL Journal, 44 (2020) 3, (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2395-9908
Schlagwörter	Inclusion; Faculty Development; Special Needs Students; Public Schools; Special Education; Public School Teachers; Program Development; Foreign Countries; Teacher Attitudes; Needs Assessment; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Language Impairments; Identification; Speech Impairments; Individualized Education Programs; Clinical Diagnosis; Educational Needs; Elementary Secondary Education; Egypt + Suchen Sie Ihr Suchwort? Inklusion; Sonderpädagogischer Förderbedarf; Public school; Öffentliche Schule; Special needs education; Sonderpädagogik; Sonderschulwesen; Programmplanung; Ausland; Lehrerverhalten; Bedarfsermittlung; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Identifikation; Identifizierung; Language handicps; Language impairments; Individualized education program; Individualisierendes Lernen; Educational need; Bildungsbedarf; Ägypten
Abstract	With the inclusion of Special Education Needs (SEN) students in public schools in many countries, there are increasing demands for designing professional development (PD) programs that meet the needs of in-service teachers in inclusive education settings. This paper proposes a framework for creating a PD program for in-service teachers who are teaching SEN students. Based on the results of a need assessment questionnaire and interviews administered to a group of in-service teachers in Egypt, the researcher suggests some guidelines for designing PD programs for in-service-teachers in inclusive contexts. The framework describes the program objectives, content and materials, assessment tools, timing, and duration, and the potential challenges and ways to overcome them. (As Provided).
Anmerkungen	MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01