Preparing Teachers for Inclusive Classrooms

Autor/inn/en	Jordan, Anne; Schwartz, Eileen; McGhie-Richmond, Donna
Titel	Preparing Teachers for Inclusive Classrooms
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 25 (2009) 4, S.535-542 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2009.02.010
Schlagwörter	Educational Needs; Teacher Effectiveness; Disabilities; Teaching Skills; Special Needs Students; Special Education; Inclusive Schools; Elementary School Teachers; Teacher Attitudes; Beliefs; Attitudes toward Disabilities; Epistemology; Knowledge Base for Teaching; Teacher Education + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Handicap; Behinderung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Inclusive school; Integrative Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Belief; Glaube; Erkenntnistheorie; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerausbildung; Lehrerbildung
Abstract	Effective teaching skills consist of high levels of student engagement based on good classroom and time management skills; the ability to scaffold learning that is adapted to students' current levels of understanding; cognitively engaging students in higher-order thinking; and encouraging and supporting success. The research reported here suggests that in elementary classrooms, effective teaching skills are effective for all students, both with and without special education needs. Drawing on a research programme extending over nearly two decades, we make the case that effective inclusionary practices, and therefore overall effective teaching, depend in part on the beliefs of teachers about the nature of disability, and about their roles and responsibilities in working with students with special education needs. Elementary classroom teachers who believe students with special needs are their responsibility tend to be more effective overall with all of their students. We provide evidence to suggest that teachers' beliefs about disability and about their responsibilities for their students with disabilities and special educational needs may be part of a broader set of attitudes and beliefs about the nature of ability and about the nature of knowledge, knowing and how learning proceeds; that is, epistemological beliefs. The implications for these findings are considerable for teacher training and development. Little is known about how skills for effective inclusion are developed, or about how changes in teachers' beliefs about disability, ability and their epistemological beliefs may be reflected in changes in their practices. The literature on these topics is examined and implications drawn for teacher preparation for inclusive classrooms. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10