Social Sciences › Education

Collaborative Teaching and Inclusion

Works Count: 32933

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Description

This cluster of papers focuses on the practice of co-teaching in inclusive classrooms, particularly in the context of special education and the role of paraprofessionals. It explores collaborative teaching strategies, student support, professional development, and inclusive education practices.

Keywords

Co-Teaching; Inclusive Education; Special Education; Paraprofessionals; Collaborative Teaching; Teacher Assistants; Student Support; Professional Development; Educational Collaboration; Inclusion Practices

Remedial and Special Education

2014-02-07

Judith K. Voress

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Woodcock‐Johnson III Tests of Achievement

2008-07-15

Ron Dumont , John O. Willis

Elementary and Secondary Education Act

2008-07-15

James R. Ricciuti , Kimberly F. Applequist

Co-Teaching: Guidelines for Creating Effective Practices

2017-12-08

Lynne Cook , Marilyn Friend

What Do We Mean by Co-Teaching?When teachers discuss co-teaching, a similar understanding of the co-teaching concept is important.Our definition is as follows:two or more professionals delivering substantive instruction to a … What Do We Mean by Co-Teaching?When teachers discuss co-teaching, a similar understanding of the co-teaching concept is important.Our definition is as follows:two or more professionals delivering substantive instruction to a diverse, or blended, group of students in a single physical space.This definition includes four key components which are elaborated here.First, co-teaching involves two educators*, and occasionally, more.For purposes of the discussion here, one of the professionals is a general education teacher and the other is a special educator-either a special education teacher or a specialist in one of the related services such as a speec1i/language therapist.Another configuration of teachers falling under the rubric of co-teaching may be two middle school teachers teaching English and social studies in an integrated block.The intent here, however, is to focus on the somewhat unique possibilities that occur from the different but complementary perspectives of the professionals involved: General educators who specialize in under tanding, structuring, and FOCUSOO Exce_ntional childrenISSN0015-511X FOCUS ON EXCEPTIONAL CHILDREN (USPS 203-360) is published monthly except June, July, and August as a service to teachers, special educators, curriculum specialists, administrators, and those concerned with the special education of exceptional children.This publica-

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Preparing teachers and developing school leaders for the 21st century: lessons from around the world

2012-01-01

Andreas Schleicher

This report from the OECD has been prepared to support the second International Summit on the Teaching Profession held in New York in March 2012 and hosted by the US … This report from the OECD has been prepared to support the second International Summit on the Teaching Profession held in New York in March 2012 and hosted by the US Department of Education, the OECD and Education International. The summit was designed to review how to best improve the quality of teaching, teachers and school leaders. The report presents available research about what can make educational reforms effective, and highlights examples of reforms that have produced specific results, show promise or illustrate imaginative ways of implementing change. The report acknowledges that the kind of teaching needed today requires teachers to be high-level knowledge workers who constantly advance their own professional knowledge as well as that of their profession. However, to attract and develop knowledge workers, education systems need to transform the leadership and work organisation of their schools to an environment in which professional norms of management complement bureaucratic and administrative forms of control, with the status, pay, professional autonomy, and the high quality education that go with professional work, and with effective systems of teacher evaluation, with differentiated career paths and career diversity for teachers. The summit is organised around three interconnected themes and the report addresses each of these. Chapter one, 'Developing effective school leaders' [drafted by Beatriz Pont in collaboration with Pauline Musset, Andreas Schleicher, Diana Toledo Figueroa and Juliana Zapata], contains the following sections: a changing profile of school leadership; supporting, evaluating and developing teacher quality; goal-setting, assessment and accountability; strategic resource management; leadership beyond school walls; distributing leadership; developing leadership for tomorrow's education systems; appraisal of school leaders; conclusions; Chapter two, 'Teacher development, support, employment conditions and careers' [drafted by David Istance and Stephan Vincent-Lancrin in collaboration with Dirk Van Damme, Andreas Schleicher and Kristen Weatherby], contains: changes in the demand for student skills; a demanding agenda for teachers; understanding learning to improve teaching practices; designing ecosystems for a 21st-century teaching profession; conclusions; Chapter three, 'Preparing teachers: matching demand and supply' [drafted by Andreas Schleicher in collaboration with Dirk van Damme and Pauline Musset], contains: a challenge of teacher shortages; making teaching an attractive career choice; compensation schemes to match teacher supply and demand; establishing effective employment conditions; ensuring high-quality initial teacher education; providing for attractive careers; meeting the need for ongoing professional development to address issues of teacher supply; conclusions. The appendix contains selected comparative data from OECD sources.

From integration to inclusion: focusing global trends and changes in the western European societies

2003-03-01

Lise Vislie

The first part of this paper addresses the question whether the new terminology that came into use after the Salamanca Statement meant only a linguistic shift or a new educational … The first part of this paper addresses the question whether the new terminology that came into use after the Salamanca Statement meant only a linguistic shift or a new educational policy agenda. The answer given in the paper is that the shift to inclusion served a double purpose: Unesco's actions in the field in the early 1990s implied a policy vision for a global context and needed a new term to avoid giving the wrong signals to significant actors on a wider international arena. In the west, the two notions are frequently mixed, mostly considered as overlapping and without due recognition of the different cores of the two terms after Salamanca, that is a shift of policy focus, from special education to responding to the diversity within a common school for all students. This focused interpretation of inclusion, not to be mixed with integration, it is argued in the paper, is described and illustrated by reference to some recent innovations in the UK. As an instrument for moving practice towards more inclusive schools, the English Index for Inclusion has also obtained a certain international attention. However, tensions concerning reform priorities, that is whether focusing strategies and innovations on special education or on diversity in the common school, continuously seem to exist in the western societies. In the second part of the paper, the question whether inclusion has had any noticeable effect on the school systems in the western societies is therefore raised and examined in relation to two sets of statistical data reported for 14 European countries (obtained about 1990 and 1996). The analyses and discussions of the data have been inspired by the socio-historical perspective and related concepts (inclusiveness, segmentation, vertical vs horizontal divides) used by Fritz Ringer and colleagues in analysing the rise of the modern educational system in Europe.

Co-Teaching: An Illustration of the Complexity of Collaboration in Special Education

2010-02-26

Marilyn Friend , Lynne Cook , DeAnna Hurley-Chamberlain +1 more

Although collaboration among service providers has been a hallmark of special education almost since its inception, co-teaching, the sharing of instruction by a general education teacher and a special education … Although collaboration among service providers has been a hallmark of special education almost since its inception, co-teaching, the sharing of instruction by a general education teacher and a special education teacher or another specialist in a general education class that includes students with disabilities, is a relatively recent application. As a result of recent federal legislation and related policy changes, co-teaching has evolved rapidly as a strategy for ensuring that these students have access to the same curriculum as other students while still receiving the specialized instruction to which they are entitled. Despite considerable enthusiasm expressed by those who write about co-teaching and those who implement it, co-teaching illustrates the complexity of conceptualizing and studying collaboration in special education. Most inquiry on co-teaching has emphasized co-teachers' roles and relationships or program logistics rather than demonstrating its impact on student achievement and other key outcomes, and far more literature exists describing co-teaching and offering advice about it than carefully studying it. Contributing to the admittedly equivocal evidence base for co-teaching are factors such as the still emerging understanding of this special education service delivery vehicle, inconsistencies in definitions and implementation, lack of professional preparation, and dilemmas related to situating co-teaching in a supportive, collaborative school culture. The future of co-teaching may be dependent on increasing the quantity and quality of research on it and placing co-teaching in the larger context of school reform and improvement.

Conceptual diversities and empirical shortcomings – a critical analysis of research on inclusive education

2014-07-03

Kerstin Göransson , Claes Nilholm

The purpose of this paper is to critically analyse research about inclusive education. Prior reviews and the outcome of a recent search of databases are analysed with regard to (a) … The purpose of this paper is to critically analyse research about inclusive education. Prior reviews and the outcome of a recent search of databases are analysed with regard to (a) how inclusion is defined and (b) what empirical knowledge there is regarding factors that make schools and classrooms more inclusive. Our point of departure is that we regard inclusion as an idea about what school systems, schools and classrooms should accomplish, and as such, an expression of an educational philosophy. Four different understandings of inclusive education were found: (a) inclusion as the placement of pupils with disabilities in mainstream classrooms, (b) inclusion as meeting the social/academic needs of pupils with disabilities, (c) inclusion as meeting the social/academic needs of all pupils and (d) inclusion as creation of communities. Under a strict definition of inclusive education, hardly any research was found which reliably identified factors that give rise to inclusive processes. The outcome of our analyses are discussed from the perspective that different understandings of inclusion should be seen, to a large extent, as expressions of different views of what schools should accomplish. We also propose that some of the adherents to inclusion as creation of communities can be placed in the grand educational tradition reaching back to Dewey that tries to establish new ideals for school systems in a society in which individualism is perhaps the main ideology. The main conclusions are that the operative meaning of inclusion in reviews and empirical research should be much more clearly defined and that new types of studies are needed.

Demographic differences in changing pre‐service teachers’ attitudes, sentiments and concerns about inclusive education

2008-05-12

Chris Forlin , Tim Loreman , Umesh Sharma +1 more

The preparation of teachers for regular schools has clearly needed to undergo quite significant change in recent years. One major adjustment has been the necessity to prepare teachers for progressively … The preparation of teachers for regular schools has clearly needed to undergo quite significant change in recent years. One major adjustment has been the necessity to prepare teachers for progressively more diverse student populations as they will increasingly be required to teach in inclusive classrooms. Many teacher education institutions are, therefore, offering units of work that aim to tackle this. Utilizing an international data set of 603 pre‐service teachers, consideration is given to the effect of a range of demographic differences on changing pre‐service teacher attitudes toward inclusion; sentiments towards people with a disability and in reducing their concerns about inclusion when involved in a focused unit of work. Pre‐ and post‐training comparisons are made which identify a range of variables that impact on changing pre‐service teacher perceptions about inclusion. The discussion focuses on the importance of differentiating teacher preparation courses to address these different needs of pre‐service teachers.

What counts as evidence of inclusive education?

2014-07-03

Lani Florian

Inclusive education takes many forms, raising important questions about what constitutes good practice, what counts as evidence of such practice and how it can be known. This paper responds to … Inclusive education takes many forms, raising important questions about what constitutes good practice, what counts as evidence of such practice and how it can be known. This paper responds to Göransson and Nilholm’s critical review of research on inclusive education by considering why a clear working definition of inclusion has thus far proved elusive. It agrees that new types of studies and more theoretically informed work is needed if knowledge about inclusive education is to advance. A framework designed to capture evidence of inclusive education in action is presented as an example of a tool that is both theoretically informed and can be used to transcend contextual differences to obtain a deeper understanding of the ways in which teachers enact inclusive pedagogical practices.

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Mentoring in the New Millennium

2000-02-01

Andy Hargreaves , Michael Fullan

Investigates mentoring in the new millennium, linking approaches to mentoring with an evolutionary model of professionalism in teachers (the four ages of professionalism); examining key areas of change that should … Investigates mentoring in the new millennium, linking approaches to mentoring with an evolutionary model of professionalism in teachers (the four ages of professionalism); examining key areas of change that should lead to a new way of looking at mentoring; and drawing conclusions for redesigning teacher preparation, developing continuous learning throughout the career, and changing the teaching profession more fundamentally.

Exploring inclusive pedagogy

2010-07-21

Lani Florian , Kristine Black‐Hawkins

This paper reports on a study designed to examine teachers' craft knowledge of their practice of ‘inclusion’ in terms of what they do, why and how. The research approach offers … This paper reports on a study designed to examine teachers' craft knowledge of their practice of ‘inclusion’ in terms of what they do, why and how. The research approach offers an important alternative to studies of students with ‘additional needs’ and the search to articulate the specialist knowledge and skill required to teach them. Through classroom observations and interviews with 11 teachers of students across the full age range in two Scottish primary schools, we investigated how teachers make meaning of the concept of inclusion in their practice by exploring theoretical assumptions drawn from the literature about inclusive pedagogy. The analysis enabled us to identify practical examples of inclusive pedagogy that met the standard of extending what is generally available to everybody, as opposed to providing for all by differentiating for some. Examples of the inclusive pedagogical approach are provided.

Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school

2000-04-01

Elias Avramidis , Phil Bayliss , Robert Burden

Teacher led school improvement: Teacher leadership in the UK

2006-06-01

Daniël Muijs , Alma Harris

Working in Special Education: Factors that Enhance Special Educators' Intent to Stay

2001-04-01

Russell Gersten , Thomas Keating , Paul Yovanoff +1 more

This article presents findings from a study of factors that lead to special education teacher attrition and retention involving 887 special educators in three large urban school districts. We focus … This article presents findings from a study of factors that lead to special education teacher attrition and retention involving 887 special educators in three large urban school districts. We focus on a path analysis of the relationship between intent to stay in the field and factors such as job satisfaction, commitment to special education teaching, and various aspects of job design. Findings suggest several critical factors to consider in order to increase retention and commitment. A leading negative factor was stress due to job design. Perceived support by principals or other teachers in the school helped alleviate this stress. Another key factor was the sense that special educators were learning on the job, either formally or informally, through collegial networks.

Teacher preparation for inclusive education: increasing knowledge but raising concerns

2011-01-16

Chris Forlin , Dianne Chambers

The role of the generalist teacher is now affirmed as being an important component in the success or otherwise of inclusive education practice. Issues about the effectiveness of teacher preparation … The role of the generalist teacher is now affirmed as being an important component in the success or otherwise of inclusive education practice. Issues about the effectiveness of teacher preparation for working in inclusive classes have arisen. An evaluation of pre-service teachers' perceptions regarding their preparedness for inclusion had some interesting findings. The study found that increasing knowledge about legislation and policy related to inclusion, and improving levels of confidence in becoming inclusive teachers, did not likewise address their concerns, or perceived stress, about having students with disabilities in their classes. As universities re-evaluate their teacher preparation courses, a range of pertinent issues are identified that require consideration.

Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research

2007-07-01

Thomas E. Scruggs , Margo A. Mastropieri , Kimberly A. McDuffie

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 … 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.

Special Education Teacher Quality and Preparation: Exposing Foundations, Constructing a New Model

2010-04-01

Mary T. Brownell , Paul T. Sindelar , Mary Theresa Kiely +1 more

The authors trace changes in conceptions of special education teacher quality and preparation in response to developments in special education research, policy, and practice. This developmental arc is a backdrop … The authors trace changes in conceptions of special education teacher quality and preparation in response to developments in special education research, policy, and practice. This developmental arc is a backdrop for understanding contemporary special education practice and charting future directions for preparing special education teachers. Federal policy, and recent research on teaching and learning, and the response-to-intervention (RTI) movement require a shift in thinking about how to prepare quality special education teachers and the expertise they need to be effective. To function effectively in RTI and fulfill federal highly qualified teacher requirements, special education teachers must master an increasingly complex knowledge base and sophisticated repertoire of instructional practices. The authors contend that preservice preparation is inadequate for this purpose and that preparation for special education teaching should build upon an existing knowledge base and demonstrated competence in classroom practice.

Inclusion: by choice or by chance?

2011-02-01

Derrick Armstrong , Ann Cheryl Armstrong , Ilektra Spandagou

This paper explores the development internationally of the inclusive education perspective. Inclusive education as a late modernity reform project is exemplified in the call for 'Education for All'. Despite the … This paper explores the development internationally of the inclusive education perspective. Inclusive education as a late modernity reform project is exemplified in the call for 'Education for All'. Despite the simplicity of its message, inclusion is highly contestable. We argue in this paper that the key questions raised by the concept of inclusion are not definitional, despite of, or perhaps because of the difficulties of framing a meaningful definition, but are rather questions of practical political power which can only be meaningfully analysed with reference to the wider social relations of our increasingly globalised world. Inclusion is contested within and across educational systems and its implementation is problematic both in the countries of the North and of the South. Some of these contradictions are discussed in this paper, providing an analysis of national and international policy. In the countries of the North, despite the differences in the ways that inclusion is defined, its effectiveness is closely related to managing students by minimising disruption in regular classrooms and by regulating 'failure' within the education systems. In the countries of the South, the meaning of inclusive education is situated by post‐colonial social identities and policies for economic development that are frequently generated and financed by international organisations. This paper recognises the contested nature of inclusive education policies and practices in diverse national contexts. It is argued that the meaning of inclusion is significantly framed by different national and international contexts. For this reason the idea of inclusion continues to provide an opportunity in education and society in general, to identify and challenge discrimination and exclusion at an international, national and local level.

Teacher, Student, and School Attributes as Predictors of Teachers' Responses to Inclusion

1998-01-01

Leslie C. Soodak , David M. Podell , Laurie R. Lehman

General educators ( N = 188) were surveyed regarding their responses to including students with disabilities in their classrooms. Two dimensions of responses were identified: hostility/receptivity and anxiety/calmness. Results indicated … General educators ( N = 188) were surveyed regarding their responses to including students with disabilities in their classrooms. Two dimensions of responses were identified: hostility/receptivity and anxiety/calmness. Results indicated that teacher attributes and beliefs, student characteristics, and school climate relate to both dimensions. Specifically, receptivity toward inclusion was associated with higher teacher efficacy, inclusion of students with physical rather than cognitive or behavior disorders, use of differentiated teaching practices, and teacher collaboration. Findings further suggest that with experience, teachers become more hostile toward inclusion. Lower anxiety was associated with the inclusion of students with learning or behavior disorders, high teacher efficacy, and small class size. Results demonstrate the complex nature of teachers' thinking about inclusion and suggest that teacher, student, and school factors need to be considered in the analysis of teachers' willingness to support this innovation.

The Cooperative Elementary School: Effects on Students’ Achievement, Attitudes, and Social Relations

1995-06-01

Robert Stevens , Robert E. Slavin

This article reports the results of a 2-year study of the cooperative elementary school model which used cooperation as an overarching philosophy to change school and classroom organization and instructional … This article reports the results of a 2-year study of the cooperative elementary school model which used cooperation as an overarching philosophy to change school and classroom organization and instructional processes. The components of the model include: using cooperative learning across a variety of content areas, full-scale mainstreaming of academically handicapped students, teachers using peer coaching, teachers planning cooperatively, and parent involvement in the school. After the first year of implementation, students in cooperative elementary schools had significantly higher achievement in reading vocabulary. After the second year, students had significantly higher achievement in reading vocabulary, reading comprehension, language expression, and math computation than did their peers in traditional schools. After 2 years, academically handicapped students in cooperative elementary schools had significantly higher achievement in reading vocabulary, reading comprehension, language expression, math computation, and math application in comparison with similar students in comparison schools. There also were better social relations in cooperative elementary schools, and handicapped students were more accepted socially by their nonhandicapped peers than were similar students in traditional schools with pull-out remedial programs. The results also suggest that gifted students in heterogeneous cooperative learning classes had significantly higher achievement than their peers in enrichment programs without cooperative learning.

The roles of the cooperating teacher and university supervisor in learning to teach

1995-09-01

Hilda Borko , Vicky Mayfield

A Meta-Analysis of Co-Teaching Research

2001-09-01

Wendy W. Murawski , H. Lee Swanson

Students with special needs are increasingly being served in the general education classroom. Co-teaching is one service delivery option designed to meet those needs. The purpose of this article is … Students with special needs are increasingly being served in the general education classroom. Co-teaching is one service delivery option designed to meet those needs. The purpose of this article is to synthesize data-based articles pertaining to co-teaching between general and special education personnel. Of 89 articles reviewed, only 6 provided sufficient quantitative information for an effect size to be calculated. Effect sizes for the individual studies ranged from low (0.24) to high (0.95), with an average total effect size of 0.40. Dependent measures were varied and included grades, achievement scores, and social and attitudinal outcomes. Results indicate that further research is needed to substantiate that co-teaching is an effective service delivery option for students with disabilities.

International Guide to Student Achievement

2013-01-17

John Hattie , Eric M. Anderman

Teacher Efficacy and Student Problem as Factors in Special Education Referral

1993-04-01

Leslie C. Soodak , David M. Podell

We investigated the influence of teacher efficacy and student problem type on teachers' placement and referral decisions. Regular and special educators ( N= 192) were randomly assigned a case study … We investigated the influence of teacher efficacy and student problem type on teachers' placement and referral decisions. Regular and special educators ( N= 192) were randomly assigned a case study describing a student having a learning and/or behavior problem and asked to judge (a) whether the student was appropriately placed in regular education and (b) whether they would refer this student to special education. Analysis of an efficacy scale yielded two factors: personal efficacy and teaching efficacy. Results indicated that regular and special educators were most likely to agree with regular class placement when they were high in both dimensions of efficacy. Regular educators higher in personal efficacy were more likely to agree with regular education placement than those with lower personal efficacy. In addition, students with combined learning and behavior problems were found to be the most susceptible to referral. This study suggests that teachers' sense of efficacy underlies their placement decisions.

Helping or Hovering? Effects of Instructional Assistant Proximity on Students with Disabilities

1997-10-01

Michael F. Giangreco , Susan W. Edelman , Tracy Evans Luiselli +1 more

This study presents data on the effects of the proximity of instructional assistants on students with multiple disabilities who are placed in general education classrooms. Based on extensive observations and … This study presents data on the effects of the proximity of instructional assistants on students with multiple disabilities who are placed in general education classrooms. Based on extensive observations and interviews, analyses of the data highlighted eight major findings of educational significance, all related to proximity of instructional assistants. Categories of findings and discussion include (a) interference with ownership and responsibility by general educators, (b) separation from classmates, (c) dependence on adults, (d) impact on peer interactions, (e) limitations on receiving competent instruction, (f) loss of personal control, (g) loss of gender identity, and (h) interference with instruction of other students. The article concludes with implications for practice related to policy development, training, classroom practices, and research.

Toward Inclusion of Special Education Students in General Education

2006-03-01

Lorna Idol

The primary intent of this program evaluation was to determine the degree of inclusion of students with disabilities in general education classes in four elementary and four secondary schools; the … The primary intent of this program evaluation was to determine the degree of inclusion of students with disabilities in general education classes in four elementary and four secondary schools; the similarities and differences in how special education services were offered; and the ways in which students with disabilities were supported in the least restrictive environment. Staff perceptions of special education services were examined by conducting personal interviews with a large majority of the classroom teachers, special education teachers, instructional assistants, and principals in each school. The findings include descriptions of how far along each school was with inclusion, the amount of time students spent in general education, the roles of the special education teachers, the rates of student referrals for special education consideration, the attitudes of all staff toward inclusion and toward collaboration, and the skills of the teachers related to the inclusion of special education students. The findings also include descriptions of the impact of inclusion on other students, the performance of all students on a statewide test, and the qualitative responses of educators toward inclusion. Overall, educators were positive about educating students with disabilities in general education settings. They were conservative about how to best do this, with many of them preferring to have the included students accompanied by a special education teacher or instructional assistant or continuing to have resource room services. Nearly everyone favored using instructional assistants to help all students, not just the students with disabilities. Most educators reported feeling positive about working collaboratively and felt they had administrative support to offer inclusive education programs.

Special Education Teacher Burnout: A Synthesis of Research from 1979 to 2013

2014-01-01

Nelson C. Brunsting , Melissa A. Sreckovic , Kathleen Lynne Lane

The Principal's Role in Creating Inclusive Schools for Diverse Students: A Review of Normative, Empirical, and Critical Literature on the Practice of Educational Administration

2000-03-01

Carolyn Riehl

Public schools in the United States are serving a more heterogeneous student population now than ever before. Drawing on normative, empirical, and critical literatures, this review explores the role of … Public schools in the United States are serving a more heterogeneous student population now than ever before. Drawing on normative, empirical, and critical literatures, this review explores the role of school administrators in responding to the needs of diverse students. Three administrative tasks are highlighted: fostering new meanings about diversity, promoting inclusive school cultures and instructional programs, and building relationships between schools and communities. Administrative work that accomplishes these tasks can be thought of as a form of practice, with moral, epistemological, constitutive, and discursive dimensions. Inclusive administrative practice is rooted in values of equity and social justice; it requires administrators to bring their full subjectivities to bear on their practice, and it implicates language as a key mechanism for both oppression and transformation.

Educational psychology and the effectiveness of inclusive education/mainstreaming

2007-03-01

Geoff Lindsay

Background. Inclusive education/mainstreaming is a key policy objective for the education of children and young people with special educational needs (SEN) and disabilities. Aims. This paper reviews the literature on … Background. Inclusive education/mainstreaming is a key policy objective for the education of children and young people with special educational needs (SEN) and disabilities. Aims. This paper reviews the literature on the effectiveness of inclusive education/mainstreaming. The focus is on evidence for effects in terms of child outcomes with examination also of evidence on processes that support effectiveness. Samples. The review covers a range of SEN and children from pre‐school to the end of compulsory education. Method. Following an historical review of evidence on inclusive education/mainstreaming, the core of the paper is a detailed examination of all the papers published in eight journals from the field of special education published 2001‐2005 ( N =1373): Journal of Special Education, Exceptional Children, Learning Disabilities Research and Practice, Journal of Learning Disabilities, Remedial and Special Education, British Journal of Special Education, European Journal of Special Needs Education, and the International Journal of Inclusive Education. The derived categories were: comparative studies of outcomes: other outcome studies; non‐comparative qualitative studies including non‐experimental case studies; teacher practice and development; teacher attitudes; and the use of teaching assistants. Results. Only 14 papers (1.0%) were identified as comparative outcome studies of children with some form of SEN. Measures used varied but included social as well as educational outcomes. Other papers included qualitative studies of inclusive practice, some of which used a non‐comparative case study design while others were based on respondent's judgements, or explored process factors including teacher attitudes and the use of teaching assistants. Conclusions. Inclusive education/mainstreaming has been promoted on two bases: the rights of children to be included in mainstream education and the proposition that inclusive education is more effective. This review focuses on the latter issue. The evidence from this review does not provide a clear endorsement for the positive effects of inclusion. There is a lack of evidence from appropriate studies and, where evidence does exist, the balance was only marginally positive. It is argued that the policy has been driven by a concern for children's rights. The important task now is to research more thoroughly the mediators and moderators that support the optimal education for children with SEN and disabilities and, as a consequence, develop an evidence‐based approach to these children's education.

History, Rhetoric, and Reality

2000-09-01

Kenneth A. Kavale , Steven R. Forness

Issues surrounding the integration of students with disabilities into general education classrooms are explored in this article. The history of this debate is examined first by tracing the movement from … Issues surrounding the integration of students with disabilities into general education classrooms are explored in this article. The history of this debate is examined first by tracing the movement from mainstreaming and the least restrictive environment in 1975, to the call for a more integrated system during the 1980s under the Regular Education Initiative, and to full inclusion of all students in age-appropriate general education classrooms, with no separate special education. Next, the research investigating perceptions and attitudes about inclusion, the tenor of the general education classroom, and the preparation and ability of general education teachers to deal effectively with special education students is summarized. Finally, the dissonance between rhetoric and reality is explored. By ignoring research evidence, the inclusion debate has elevated discussion to the ideological level, where competing conflicts of vision are difficult to resolve. It is concluded that a rational solution requires the consideration of all forms of evidence if the best possible education for all students with disabilities is to be achieved.

The Relationship Between Efficacy and the Instructional Practices of Special Education Teachers and Consultants

1994-04-01

Rose M. Allinder

ABSIRACT: The relationship between efficacy and selected instructional vareables was explored for two types of special education teachers. Teachers were categorized either as direct service providers, who provided direct instruction … ABSIRACT: The relationship between efficacy and selected instructional vareables was explored for two types of special education teachers. Teachers were categorized either as direct service providers, who provided direct instruction or behavioral interventions to students with mild disabilities, or as indirect service providers, who spent at least 50% of their time consulting, collaborating, or team teaching with general educators. Significant positive correlations found between efficacy and three instructionally-relevant factors were for both types of teachers. Type of service was related to only one instructional component, Instructional Experimentation. Recommendations for teacher education are addressed.

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Understanding inclusive education: ideals and reality

2016-08-26

Peder Haug

The key issue discussed in the article is the main challenges in developing inclusive education. Most European countries have acknowledged inclusive education as a means to secure equal educational rights … The key issue discussed in the article is the main challenges in developing inclusive education. Most European countries have acknowledged inclusive education as a means to secure equal educational rights for all persons. However, the definitions and implementations of inclusive education vary immensely. They are discussed in relation to a narrow and a broad definition of inclusive education, distinguishing between a horizontal and a vertical dimension of the concept. The article also goes into students' learning outcomes in inclusive education as well as teacher competencies for inclusive pedagogy. No country has yet succeeded in constructing a school system that lives up to the ideals and intentions of inclusion, as defined by different international organizations. Placement seems to be the most frequent criterion of inclusive education, to avoid segregation. The quality of teaching and learning processes in inclusive education has lower priority.

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Staff Development and School Change.

1978-09-01

Milbrey Wallin McLaughlin , David Marsh

Monographs of the Society for Research in Child Development

2008-07-15

Michael J. Ash , José Luis Torres

Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment

2000-01-01

Maureen J. Lage , Glenn Platt , Michael Treglia

Psychological Reports

2014-02-07

C. H. Ammons

Educational Administration and Supervision

1981-01-01

Commonwealth Secretariat

From Classroom to Campus: Strategic Models for Enhancing School–University Collaboration in Teacher Education

2025-06-25

Morteza Amirsheibani , Otabek Abdug'aniyevich Yo'ldoshev | International Journal of Educational Research & Social Sciences

As teacher education evolves to meet the demands of diverse, dynamic classrooms, the need for meaningful collaboration between universities and schools has become more urgent than ever. This study investigates … As teacher education evolves to meet the demands of diverse, dynamic classrooms, the need for meaningful collaboration between universities and schools has become more urgent than ever. This study investigates the structural, functional, and relational components that underpin effective school–university partnerships in the preparation of pre-service teachers. Employing a convergent mixed-methods design, the research draws on survey data from 104 participants—including university educators, school mentors, and student teachers—alongside in-depth interviews and document analysis across multiple institutions. Findings reveal that while foundational elements such as strategic alignment and institutional support are necessary, the long-term success of partnerships hinges on enabling conditions like relational trust, informal communication, and leadership continuity. Based on these insights, the study proposes a three-layer strategic framework that integrates policy, practice, and interpersonal dynamics. This model not only illustrates the complexity of collaborative teacher education but also offers a practical guide for institutions seeking to build more sustainable and reciprocal partnerships. The study concludes by discussing implications for practice, equity in recognition, and directions for future research.

Parents’ and Teachers’ Perspectives Regarding Inclusive Curriculum Modifications : Challenges and Strategies for Effective Implementation

2025-06-25

Fitria Sari , Dase Erwin Juansah , Ujang Jamaludin | Jurnal Kependidikan Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan Pengajaran dan Pembelajaran

Abstract This study aims to explores parents' and teachers' perceptions of curriculum modifications, the factors influencing their acceptance, and the challenges in implementation. This study employed a systematic literature review … Abstract This study aims to explores parents' and teachers' perceptions of curriculum modifications, the factors influencing their acceptance, and the challenges in implementation. This study employed a systematic literature review method adapted from PRISMA framework guidelines relying on literature sources from Scopus and the Watase Uake tool. Thematic analysis was utilized as the interpretive lens within an integrative review framework involving (1) systematic data extraction, (2) thematic coding, and (3) synthesis. The findings of this study indicate that parents focus more on the impact of modifications on their children's social and emotional development, while teachers emphasize academic effectiveness and technical challenges in implementation. Factors influencing their acceptance include school policy support, involvement in decision-making, and professional training for teachers. The main challenges in implementing an inclusive curriculum include ineffective communication between schools and parents, limited resources, and a lack of teacher training. This study recommends increasing parental involvement in curriculum development, strengthening teacher training, and formulating clearer policies. Closer collaboration between schools, teachers, and parents is key to ensuring the successful modification of the curriculum in inclusive schools. Further studies using an empirical approach are suggested to gain a deeper understanding of the effectiveness of curriculum modifications and their impact on students with special needs.

Education Sciences (Special Issue: Education of Early-Career Teachers) the Hidden Work of Incidental Mentoring in the Hardest-to-Staff Schools

2025-06-24

Jo Lampert , Amy McPherson , Alonso Casanueva Baptista +1 more | Education Sciences

In a climate of pervasive teacher shortages, initiatives have focused on attracting new teachers to the profession, with hardest-to-staff schools more likely to fill vacancies with early-career teachers, including those … In a climate of pervasive teacher shortages, initiatives have focused on attracting new teachers to the profession, with hardest-to-staff schools more likely to fill vacancies with early-career teachers, including those with conditional status. In Australia, workforce policy prioritises induction and mentoring to support transition to the profession and improve retention. This paper aims to understand mentor teacher experiences in hardest-to-staff schools, where a growing cohort of inexperienced teachers increases the need for mentoring. The analysis is based on data from semi-structured interviews conducted with teachers in six schools across two Australian states, as part of a larger project exploring work experiences of teachers in hardest-to-staff schools. In addition to formal mentoring, our findings illustrate that in these schools, informal and incidental mentoring is widespread. Further, the iterative nature of novice teacher induction creates a sense of ambivalence in longer-serving teachers. While experienced teachers find reward in supporting early-career colleagues, the hidden labour inherent to constant incidental mentoring encroaches on the time available to manage their own workload, sometimes leading to frustration and even resentment. We conclude that while mentoring is crucial with so many new entrants to the profession, policymakers should be aware of the labour associated with increased incidental mentoring to avoid unintended consequences for teachers who find themselves in the position of supporting growing numbers of new staff.

Team teaching in nursing education

2025-06-23

Erin M. Gibson , Terry Hill , Hollis Franco +2 more | Nursing

Abstract: The nursing profession faces significant challenges, including high turnover rates among bedside nurses and nurse educators, necessitating innovative approaches to recruit and retain effective faculty. The team teaching model, … Abstract: The nursing profession faces significant challenges, including high turnover rates among bedside nurses and nurse educators, necessitating innovative approaches to recruit and retain effective faculty. The team teaching model, characterized by a multi-faculty shared approach to content delivery, offers numerous benefits for faculty and students, including diverse expertise, improved learning experiences, and enhanced faculty retention. This article discusses how team teaching could improve faculty recruitment and retention, and describes its implementation.

Collaboration between subject teachers and special education teachers in Finnish lower secondary schools

2025-06-19

Ninnu Kotilainen , Riikka Sirkko , Marjatta Takala | Education Inquiry

Organization of Teacher Induction and Mentoring in Malta: School Administrators' Perspectives

2025-06-18

Christopher Bezzina , Benjamin Kutsyuruba | Deleted Journal

This article addresses the area of mentoring of newly qualified teachers (NQTs) from a school administrator's perspective. The research underpinning this study demonstrates the pivotal role that school administrators can … This article addresses the area of mentoring of newly qualified teachers (NQTs) from a school administrator's perspective. The research underpinning this study demonstrates the pivotal role that school administrators can play in supporting the induction and possible retention of NQTs from quitting the profession if they engage more directly in the induction and mentoring process. This introductory study on the role that Maltese school administrators play in the induction phase helps to highlight the tensions that exist between policy and practice, between the belief that Maltese school administrators hold in being there to support NQTs and what actually happens in reality. The findings demonstrate how school administrators can enhance the program of support that NQTs are currently receiving, namely, by providing more structured time dedicated to being with the NQTs and teachers, helping in establishing and retaining stronger professional relationships with teachers throughout their careers, and working to strengthen the interconnectedness between initial teacher education, induction, and ongoing professional learning. Received: 26 October 2024 | Revised: 25 March 2025 | Accepted: 4 June 2025 Conflicts of Interest The authors declare that they have no conflict of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Christopher Bezzina: Formal analysis, Resources, Writing – original draft, Writing – review & editing. Benjamin Kutsyuruba: Conceptualization, Methodology, Software, Validation, Formal analysis, Investigation, Resources, Data curation, Writing - original draft, Writing - review & editing, Visualization, Supervision, Project administration.

Cross-faculty perspectives of teachers on inclusive higher education: a university-wide study in the Netherlands

2025-06-18

Martijn Willemse , Tisja Korthals Altes , Jarise Kaskens +2 more | International Journal of Inclusive Education

Postmortem: First-Year Educators Reflecting on Their Commitment to Inclusion

2025-06-18

Kerry Cormier , Alicia M. Drelick | The Educational Forum

Mel Ainscow, Developing Inclusive Schools: Pathways to Success. Routledge, 2024. isbn 9781032571430. 244 p. £29.99.

2025-06-17

Heather Earnshaw , Siân Jones , Andrea Priestley +2 more | Scottish Educational Review

Inclusion: Every Teacher’s Responsibility

2025-06-17

Dianne Cantali , Kirsten Darling‐McQuistan , Donna Dey +4 more | Scottish Educational Review

Abstract This paper discusses the development of the National Framework for Inclusion 3 rd edition. This is a key publication for educators both in Scotland and globally, written by members … Abstract This paper discusses the development of the National Framework for Inclusion 3 rd edition. This is a key publication for educators both in Scotland and globally, written by members of the Scottish Universities Inclusion Group ( suig ). This structured reflective resource, which is underpinned by the principles of Inclusive Pedagogical Approaches in Action, encourages educators to reflect on and consider their inclusive practice. A series of questions, reflecting current priorities and changes in Scottish education and society, align directly with the General Teaching Council for Scotland ( gtcs ) Professional Standards for Teachers. The paper considers the Framework’s underpinning principles, reflects on the collaborative five-step process followed by the writing group, and provides examples of how the Framework is being used in innovative teacher education practice. In using the ACToolkit change model to guide the development work, this paper also makes a new contribution to the fields of educational change and inclusive practice.

Measuring co-constructive collaboration between general and special education teachers in inclusive schools—development and validation of two short questionnaires

2025-06-17

Jacquelin Kluge , Benjamin A. Korman , Janine Schledjewski +1 more | Frontiers in Psychology

Introduction Collaboration between general and special education teachers is important for the successful implementation of inclusive education. In this article, we discuss three forms of collaboration, with a particular focus … Introduction Collaboration between general and special education teachers is important for the successful implementation of inclusive education. In this article, we discuss three forms of collaboration, with a particular focus on co-constructive collaboration as the most intensive and promising form for implementing inclusive education. Based on the theoretical framework of co-constructive collaboration, we validate two short questionnaires—in German as well as in English—for measuring co-constructive collaboration between general and special education teachers. Method Across six studies involving a total of 2.332 general and special education teachers, we conducted both exploratory and confirmatory factor analyses, examined convergent validity, and investigated whether the measurement model of our scales is invariant between (1) general and special education teachers, (2) primary and secondary school teachers, and (3) German- and English-speaking teachers. Results The results reveal two reliable instruments: (1) one that assesses a comprehensive view of co-constructive collaboration, encompassing requirements, co-constructive activities, and outcomes, and (2) one that specifically measures teachers’ commitment to collaboration and iterative revision as a distinct co-constructive activity. The subscales largely correlate with related constructs, such as attitudes towards inclusion, confirming convergent validity. While measurement invariance is established for general and special education teachers, the results for the comparison between primary and secondary school teachers as well as between German- and English-speaking teachers are, with the exception of the latter group in the first instrument, less satisfactory. However, the respective factor structures of the individual groups are satisfactory. Discussion The findings demonstrate the reliability and validity of the newly developed instruments for measuring core-aspects of co-constructive collaboration between general and special education teachers in German- and English-speaking inclusive schools, supporting cross-cultural research in inclusive education. Study limitations, such as the partial lack of measurement invariance, are also discussed.

Teaching and Learning about Inclusive Practice in Initial Teacher Education: Making the Implicit Explicit?

2025-06-17

Louise Barrett , Dianne Cantali , Jane Essex +1 more | Scottish Educational Review

Abstract This paper discusses the views of initial teacher education ( ite ) lecturers in two Scottish universities regarding teaching and learning about inclusive practice. This work is part of … Abstract This paper discusses the views of initial teacher education ( ite ) lecturers in two Scottish universities regarding teaching and learning about inclusive practice. This work is part of a national study to map instances where inclusion and inclusive practice were taught in Scottish initial teacher education courses. It reports lecturers’ views regarding the visibility of inclusive practice, particularly when modelled, and the hybrid importance of both university teaching and practical experience in schools during the formative period for students. Data are discussed through the lens of Inclusive Pedagogical Approaches in Action ( ipaa ) key principles (Rouse & Florian, 2012), and Menter’s (2017) conceptualisation of the role of universities in initial teacher education. Recommendations include professional learning to discuss and debate ite lecturers’ and school-based mentors’ shared understanding of inclusion and inclusive practice, and how implicit inclusive practice should be made more explicit.

Practising What You Teach: Inclusive Approaches to Equality Diversity and Inclusion with Primary School Student Teachers

2025-06-17

Siân Jones , Louise McGlynn , Kieran Taylor +2 more | Scottish Educational Review

Abstract Equality, diversity and inclusion are values deeply embedded in teacher education in Scotland. For this reason, courses in teacher education provide an opportunity for students, and indeed their educators, … Abstract Equality, diversity and inclusion are values deeply embedded in teacher education in Scotland. For this reason, courses in teacher education provide an opportunity for students, and indeed their educators, to critically reflect upon the ways in which Education (re)produces and may break down social inequalities. Students at one Scottish university following a course to become primary school teachers engage with a module called ‘Inclusive Practice: Difference and Diversity’. The module uses inclusive pedagogies to model and to explore equality, diversity and inclusion in the primary classroom, using the National Framework for Inclusion. Feedback from students indicates that they leave the module with the confidence to take helpful action regarding the inequalities and injustices they may see later in their career. This paper is intended to provide a reflection on this teacher education module with a view to encouraging readers to consider the importance and value of embedded inclusive practice within initial teacher education.

Distillation of ensemble adaptive teacher assistant knowledge

2025-06-16

Lei Zhao , Wing W. Y. Ng , Jianjun Zhang | International Journal of Machine Learning and Cybernetics

Using Coaching to Influence Educator Well-Being and Retention

2025-06-16

Missy Korduner | Routledge eBooks

Promoting Learner Autonomy in the Second Language Classroom: An Examination of Teacher-Implemented Strategies

2025-06-13

Yuxin Jin | Communications in Humanities Research

Learner autonomy has been widely recognized as a key factor in second language acquisition. It is closely related to learner motivation, strategy use and academic performance. While numerous studies have … Learner autonomy has been widely recognized as a key factor in second language acquisition. It is closely related to learner motivation, strategy use and academic performance. While numerous studies have explored the development of autonomous learning from the perspective of individual learners' perceptions and behaviors, there has been relatively little focus on how teachers can promote student autonomy through classroom teaching. To address this gap, this paper focuses on the specific ways in which teachers promote learner autonomy and identifies the future directions for research in this area. It adopts a literature review method to analyze the relevant empirical research, and mainly discusses two types of instructional approaches: learning strategy instruction and supportive teaching behaviors. Although existing research generally demonstrates the positive impacts on learner autonomy, overall the literature is fragmented, only lasts for a short research cycle and is limited to a single context. Future research can further focus on the long-term effectiveness of these teaching strategies, cross-cultural applicability, and the role of teachers teaching in supporting learner autonomy.

Bridging gaps between theory and practice in inclusive education: Pakistani PSTs’ insights into the HHH apprenticeship framework

2025-06-13

Sadia Shaukat , Raqib Chowdhury | Cogent Education

Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland

2025-06-13

Margarita Knickenberg , Harry Kullmann , Sergej Wüthrich +6 more | Frontiers in Psychology

Introduction While teachers’ individual and collective efficacy has been extensively studied with regard to promoting students’ academic success, teachers’ collective efficacy regarding inclusive practices has been largely neglected thus far, … Introduction While teachers’ individual and collective efficacy has been extensively studied with regard to promoting students’ academic success, teachers’ collective efficacy regarding inclusive practices has been largely neglected thus far, especially from an international perspective. International comparisons are of particular interest to any country or school system, respectively, as they can help to identify alternative approaches and opportunities for inclusive school development. The scale examined in this paper is ascertaining teachers’ collective efficacy with regard to inclusive education (TEIP-C) and is derived from a scale measuring (individual) Teachers’ Efficacy for Inclusive Practices (TEIP). This scale comprises three subscales termed Inclusive Instruction , Managing Behavior and Collaboration . Our major aim was to validate the tripartite structure of the original TEIP scale for the new TEIP-C scale and to demonstrate measurement invariance of the latter employing an international sample. Methods The sample comprised 897 teachers from Canada, Germany and Switzerland. Different Confirmatory Factor Analysis (CFA) models were combined with Exploratory Structural Equation Models (ESEM). Measurement invariance across countries was examined by means of a multiple group confirmatory factor analysis (MGCFA) approach. Afterwards, the variables gender, age and teaching experience were included simultaneously as predictors of collective teaching efficacy to specify a multiple indicator multiple cause model (MIMIC). Results We successfully validated the tripartite structure of the original TEIP scale for the new TEIP-C scale and demonstrated its measurement invariance employing samples from Canada, Germany, and Switzerland. Based on similar validations, it now appears possible for researchers to freely combine either of the six subscales focusing on teachers’ individual or collective efficacy with regard to inclusive education in their questionnaires in future studies. While the three country samples did not differ regarding Inclusive Instructions, significant differences in favor of Canadian teachers became apparent for Collaborations (compared to both, Switzerland and Germany) as well as Managing Behavior (Germany). Discussion Overall, the results underline the comparably high standards of inclusive teaching in Canada. Additional differences on the basis of the two subscales just mentioned pointed to somewhat lower ratings of collective teacher efficacy with respect to inclusive education by female teachers in Canada and Germany and older teachers in Switzerland.

Impact of CW-FIT on Student Appropriately Engaged Behavior in Two Co-Taught Middle School Classrooms

2025-06-11

Renee Speight , Linda Mary Murphy , Adolf Alexander Fitzgerald | Journal of Positive Behavior Interventions

Middle schools bring considerable change for students, which can intensify risk for adverse middle school student experiences and performance. Yet, implementation of positive and proactive classroom-level strategies can improve student … Middle schools bring considerable change for students, which can intensify risk for adverse middle school student experiences and performance. Yet, implementation of positive and proactive classroom-level strategies can improve student outcomes. However, middle school teachers may not have the repertoire to systemically implement such classroom-level strategies to fidelity, particularly in co-teaching arrangements. This U.S. study investigated the impact of a classroom-level interdependent group contingency model, Classwide FIT ( CW-FIT ) on middle school student behavior. Two single-case withdrawal designs were used to evaluate the effects across two co-taught middle school classrooms. Furthermore, teacher-selected modifications to the system were explored as well as teacher and student perceptions of social validity. Results indicated the intervention and intervention modifications improved student appropriately engaged behavior and demonstrated social validity. Limitations of the study and directions for future inquiry are presented.

Co-Teaching as a Dynamic System to Support Students with Disabilities: A Case Study

2025-06-11

Logan W. Qualls , Golnaz Arastoopour Irgens , Shanna E. Hirsch | Education Sciences

Approximately 66% of students with disabilities spend most of their day in a general education classroom Co-teaching has been the answer to providing inclusive instruction and support Though co-teaching is … Approximately 66% of students with disabilities spend most of their day in a general education classroom Co-teaching has been the answer to providing inclusive instruction and support Though co-teaching is a high-leverage practice for supporting students with disabilities, the effectiveness of the implementation is debatable. We aimed to better understand what influencers affect co-teaching systems, the resulting effects of those influencers, and what teachers identify as influential components to a successful system of co-teaching. This case study of two co-teaching partnerships was analyzed through the lens of dynamic systems theory using emergent qualitative coding methods. Data from classroom observations and a private semi-structured interview were analyzed. Implications on current practice, such as targeted coaching supports, and future research considerations, such as longitudinal studies of instructional changes for a partnership, are discussed.

The Extent of Teacher Leadership for Inclusive Education among Regular Education Teachers in Guizhou, China

2025-06-10

Qian Jiang , Tze Peng Wong | Asia Pacific Journal of Educators and Education

China’s “Learning in Regular Classroom” policy provides educational support to students with disabilities in regular classrooms. However, the effectiveness of this policy is challenged by factors related to teachers’ understanding … China’s “Learning in Regular Classroom” policy provides educational support to students with disabilities in regular classrooms. However, the effectiveness of this policy is challenged by factors related to teachers’ understanding of disabilities, teaching practices, and the top-down educational orientation and management systems in China. Drawing on evidence from past studies in other countries, teacher leadership has been shown to promote professional growth, increase collaboration between teachers, and facilitate teachers’ efficacy in teaching students, but the extent to which teacher leadership is practiced in China to support students with disabilities is not known. This study aimed to explore the extent to which teacher leadership shaped the perspectives of Chinese regular education teachers towards inclusive education and disabilities, and their practice of teacher leadership to support inclusive education. Using a qualitative research design, seven secondary school general education teachers who were recruited using a snowball sampling method in the Guizhou Province, were interviewed using a semi-structured interview protocol. The interview data were coded inductively and analysed using thematic analysis. Three interconnected themes emerged: (a) lack of teacher leadership in building a community of practice to support students with disabilities but a heavy reliance on school leaders and policymakers to support these students; (b) supporting inclusive education but regarding it as impractical and misaligned with other educational policies and teachers’ responsibilities; and (c) lack of proper understanding about students with disabilities and perceiving their academic skills as unimportant. Given the conflict between the teachers’ support for disabilities but their lack of knowledge and skills to support disabilities and the absence of teacher leadership, this article considers training in disability knowledge and teacher leadership as essential to motivate general education teachers to engage more in fostering inclusive policies and practices in China.

New coalitions for promoting school effectiveness

2025-06-10

John MacBeath | Routledge eBooks

Multiprofessionelle Kooperation an Grundschulen in Ganztagsform: Kooperationsformen und Potenziale für die Arbeitszufriedenheit und Entlastung von Lehrkräften

2025-06-10

Elisabeth Fuchs | Zeitschrift für Grundschulforschung

Fostering Inclusive Practices in Educational Policy Reform

2025-06-10

Dian Mawene , Elizabeth Schrader | Proceedings.

Effective Approaches to Co-Design with Neurodivergent and Historically Minoritized Youth to Facilitate Inclusive and Accessible Learning

2025-06-10

Ibrahim Dahlstrom‐Hakki , Michael Alan Chang , Thomas Breideband +7 more | Proceedings.

Teacher Co-Design for Student-Driven Authentic Research with Community Partners

2025-06-10

Dongni Guo , Jianwei Zhang , Thomas Underwood +6 more | Proceedings.

Amplifying Teacher Voice in Collaborative Research

2025-06-10

April Luehmann , Elizabeth A. van Es , Adma Gama-Krummel +2 more | Proceedings.

Interdisciplinary Curricular Co-Design: An Interaction Analysis of Teacher-Researcher Collaboration

2025-06-10

Esther Oswald , Crina Damşa | Proceedings.

‘Auntie – ji, please come and join us, just for an hour.' The role of the bilingual education assistant in working with parents with little confidence

2025-06-10

Sheila Karran | Routledge eBooks

Exploring Collaborative Leadership For Teacher Professional Development

2025-06-09

Jayson Faner | International Journal For Multidisciplinary Research

This qualitative, ethnographic study was conducted to explore collaborative leadership for teacher professional development at five (5) public secondary schools namely, Calatrava National High School, Carmen National High School, San … This qualitative, ethnographic study was conducted to explore collaborative leadership for teacher professional development at five (5) public secondary schools namely, Calatrava National High School, Carmen National High School, San Agustin National Trade School, Cabulutan National High School and Esteban Madrona National High School in the division of Romblon. Focus group discussion was utilized to answer the guiding question. The research focused on three questions: (RQ1) What dynamics or mechanism of collaborative leadership have teachers utilized to achieve professional development? (RQ2) What professional development opportunities have been gained from the utilization of collaborative leadership? (RQ3) What benefits have been derived from the utilization of the principles of collaborative leadership to achieve professional development? Fifteen (15) teachers were used as participants of the study who were selected through purposive sampling. Data gathered from focus group discussions revealed common themes or mechanisms that teachers utilized to achieve professional development: collaborative learning communities, professional development opportunities, reflective practices, technology integration, research engagement and study groups. The professional development gained from the utilization of collaborative leadership includes enhanced teaching techniques, access to resources and materials, collaboration and knowledge sharing, problem solving and practical solutions, professional growth and career advancement and self-awareness and reflection. The benefits that have been derived from the utilization of the principles of collaborative leadership to achieve professional development include higher job satisfaction, better student outcomes, stronger professional relationships, reduced teacher burnout, continuous improvement culture and enhanced school climate. The results of this study led the researcher to conclude that collaborative leadership help enhance teacher professional development. Recommendations include implementing formal learning communities, increasing access to professional development opportunities, and establishing structured mentorship and reflective practices.

Managing Multi-Schools With Multi-Grade Classes: The Lived Experiences Of School Heads

2025-06-01

JONALYN O. VIRTUCIO , DR. DELON A. CHING | International Journal of Research Publications