Abstract
PurposeThe purpose of this paper is to explore effects of an intervention designed for teachers' learning. This study investigates the effectiveness of a three-session professional development (PD) program based on the lesson study methodology. Lesson study was chosen as an intervention, attempting to strengthen teachers' awareness of and readiness to teach for student diversity.Design/methodology/approachThis study included 26 participants. The teachers took part in lesson study cycles during a period of four months. Effectiveness was measured using a pre-test/post-test within-subject design. The broad concept of inclusion and the characteristics of the research questions in this study demanded a mix of methods, a design in which qualitative and quantitative data are collected in parallel, analyzed separately and then merged.FindingsResults show an increase of teachers' readiness from baseline to post measurement to adjust the learning environment for increased inclusivity. The largest increase (88%) was seen in the themes in teachers' responses regarding accommodations for a student with special needs. Regarding self-perceived ability, the average increase was 50%. Results show significant changes in teachers' adjustment awareness ability.Originality/valueThis study contributes to educational research, as the focus is PD for general teachers. PD opportunities with teaching strategies related to special needs (e.g. neurodevelopmental conditions, NDCs) are seldom offered to general education teachers. Support from teachers is a key strategy for accommodating students with special needs in mainstream classrooms. Furthermore, there is a lack of literature of interventions aiming to improve teachers' readiness and preparedness for students with NDCs in mainstream settings.
Highlights
Educational research has made considerable effort in trying to find the best practices and alignment between teaching actions and what students learn
This study focuses on the effect of a short professional development (PD) program, and it is positioned between the two prevailing inclusion discourses: how to implement inclusion in practice and the individual’s right to inclusion (Artiles and Waitroller, 2013)
The intervention study presented in this paper aimed to see if a capacity to selection of teachers participating in a PD program with three phases, inspired by lesson study cycles, increased teachers’ knowledge, preparedness and readiness to create inclusive education for children with special educational needs (SENs), that is, explicit neurodevelopmental conditions (NDCs)
Summary
Educational research has made considerable effort in trying to find the best practices and alignment between teaching actions and what students learn. Biesta (2007) evaluates the implementation of evidence-based practice in the field of education, and his critical analysis explains why “what works” does not work. He argues that there is a need to add democracy to avoid a purely technical role of educational. The full terms of this licence may be seen at http:// creativecommons.org/licences/by/4.0/legalcode
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