Inclusive Instruction Research Articles

A look across the borders: Swiss vs. Italian future special education Teachers' perspectives on inclusive education

AbstractTeachers play a key role in the implementation of inclusive education. Many studies investigate cross‐country differences in teacher perceptions of inclusive education, but there is a research gap in investigating the perspectives of special education teachers. This study examines attitudes, concerns, self‐efficacy and intentions of Italian (n = 180) and Swiss (n = 221) special education teacher students (SETS). Despite many similarities, Italian SETS held more positive beliefs, had fewer concerns regarding workload, and had higher intentions to use inclusive practices than Swiss SETS. No differences were found in self‐efficacy to use inclusive instructions, managing student behaviour, or collaboration. Apart from inclusive legislation and policies, which might account for more positive attitudes, fewer concerns, and higher intentions to use inclusive practices in Italian SETS, absence of differences in efficacy‐beliefs point to the importance of adequate support systems and teacher training in both countries. More research investigating the roles and perspectives of special education teachers across different inclusive education systems is necessary.

Humanizing pedagogies and student‐centered instruction in a networked improvement community

AbstractImproved English Language Arts instruction within classrooms and schools that typically serve low‐income, English Language Learners, and Students with Special Needs is important for ensuring all students receive rigorous and inclusive instruction. From the case of a Networked Improvement Community focused on improving instructional practices through student‐centered routines, this research explores the role of humanizing pedagogies in enabling effective student‐centered instructional routines by interviewing 16 teachers who were identified as particularly successful in working with Students of Color. Two major themes and six subthemes were identified from these interviews focused on building relationships as a foundation for humanizing pedagogies and then leveraging those relationships to create a positive classroom culture that fosters increased student engagement and academic risk‐taking with challenging student‐centered routines. These strong teacher–student relationships and student‐centered routines led to improved academic outcomes.

A mediation model analysis of inclusive instructional practices for students with emotional disturbance

AbstractThe relationships among teachers' knowledge, use, and perceived effectiveness of inclusive instructional practices for students with emotional disturbance (ED) has implications for the provision of a free appropriate public education (FAPE). We unpacked these nuanced relationships through mediation analysis. Data for our study came from a broader survey investigation of inclusive instruction for students with ED in one of the northeastern states in the United States. The sample consisted of 176 teachers who were mostly female (85%) with an average of 12 years of teaching experiences. We found that (a) the relationship between teachers' reported knowledge and use of inclusive instructional practices was bidirectional, (b) special education teachers were far more likely to implement specialized instructional practices such as behavioural support and differentiation than general education teachers and (c) there were no reported differences in instructional practices (i.e. general practices) and classroom management between special education and general education teachers. Implications for pre‐service teacher training, professional development and teacher support are discussed.

‘Learning from what my Mentor Teachers were Doing in the Classroom to Include Diverse learners’: Experiences that Contribute to the Use of Inclusive Instruction in Pre-Service Teachers

ABSTRACT All learners benefit when schools foster an environment for teachers to enhance their teaching skills. Pre-service education programs are often where this important process begins. Using a Global Concept Mapping method, pre-service teachers across Canada were interviewed about the personal and professional experiences that contributed to their instructional practices within inclusive classrooms. Participants sorted 93 unique statements into categories. They were asked to rate on a scale of 1 (not at all important) to 6 (very important) how important each experience would be to their instructional practices. Mentoring relationship statements were rated significantly more important than the others. Practicum experiences and those within the course part of the education program were rated as equally important and more important than professional development. Their perceived least important experiences were those related to past jobs/positions and personal experiences with people identified with diverse learning needs. Understanding the specific experiences that influence pre-service teachers’ perspectives of their inclusive instructional practices will help teacher education programs connect to what motivates teachers’ early experiences in becoming inclusive educators.

Factors affecting teachers’ practices of inclusive instructional strategies in teaching students with visual impairments in schools of Addis Ababa, Ethiopia

This study aimed to investigate factors affecting teachers’ practice of inclusive instructional strategies in teaching students with visual impairments (SVI) in regular schools of Addis Ababa. The study employed a quantitative methodology, with cross-sectional survey design. Data was gathered, using a survey questionnaire, from 421 teachers from 19 primary and 15 secondary schools. A hierarchical multiple linear regression analysis was used to examine the influence of knowledge, self-efficacy & attitudes on the practice of inclusive instruction strategies in teaching SVI in regular schools. The outcomes indicated that teachers had the required knowledge about inclusive instruction strategies. Conversely, a moderate level of teachers’ self-efficacy (M=3.00, SD=1.01) in teaching SVI and favorable attitudes towards inclusion of SVI (M=3.92, SD=0.64) were found in this study. Similarly, this study demonstrated a moderate level of teachers’ practice of inclusive instruction strategies in teaching SVI (M=2.69 out of 4, SD=0.83). Teachers’ self-efficacy and attitude were found to be significant predictors of practice, while knowledge was not a significant predictor. Self-efficacy accounted for 25.5% of the variance in practice, which was the most significant predictor of practice. All the independent variables together explained 31.4% of the variance in practice. Conclusion and possible implications for practice were indicated.

Inclusive Instructional Design for Neurodiverse Learners

Inclusive Instructional Design for Neurodiverse Learners

Inclusive Instructional Design for Neurodiverse Learners

Inclusive Instructional Design for Neurodiverse Learners

The Czech version of the Teacher Efficacy for Inclusive Practice (TEIP) scale: validation and psychometric analysis of the instrument with primary school teachers

ABSTRACT The aim of this study was to conduct a detailed psychometric analysis of the Czech version of the internationally used Teacher Efficacy for Inclusive Practices Scale (TEIP) questionnaire. Using a sample of 1434 teachers (Nwomen 88%) from 140 primary schools in the Czech Republic, a confirmatory factor analysis was used to confirm the hierarchical structure of the questionnaire with three correlated dimensions representing the general higher-order factor of the TEIP. The 6-item subscales Efficacy in using inclusive instructions, Efficacy in managing behaviour and Efficacy in collaboration (ω ≥ 0.8) and the overall 18-item TEIP (ω ≥ 0.9) all showed acceptable reliability. Convergent, discriminant, concurrent, and criterion validity of the TEIP were confirmed. Full strict invariance of the measurements was achieved for the comparison groups of teachers in terms of their age. Overall, perceived self-efficacy was found to be relatively high in relation to the implementation of inclusive practices, with teachers holding special education qualifications scoring higher on the TEIP scale compared to those without such qualifications (d Cohen = 0.5). The TEIP was shown to work well in the Czech sociocultural environment and is a reliable tool for (international) comparison and evaluation of teacher self-efficacy regarding teaching in inclusive classrooms.

Reliability of a Scale for Improving Attitudes towards Inclusion of Students with Disabilities in Physi-cal Education

The right to inclusive education is one that has drawn the attention of public organizations, scholars, and academics worldwide. Students' beliefs and perceptions are a fundamental axis to know the state of the classrooms based on this ethical principle, allowing teaching professionals to promote improvement strategies and programs. This study aims to explore the reliability and factorial structure of the questionnaire "The Attitudes towards Inclusion of Students with Disabilities in Physical Education" (AISDPE) in students belonging to the secondary and baccalaureate educational stages. The sample consisted in 889 students who participated 2 times a week in physical education classes. Reliability tests, exploratory and confirmatory factor analysis were done. Then, a factor structure with two dimension (cognitive perception and predisposition to action) and 15 items was extracted, showing excellent values for the various selected goodness-of-fit indices. Additionally, a good reliability (Cronbach's Alpha = 0.77–0.79) was attained. The AISDPE might therefore be regarded as a credible and trustworthy measure to examine physical education pupils’ assessments of their attitudes towards inclusive instruction in order to improve social well-being and school health in the classroom. Keywords: inclusion; physical education; attitudes; validation; scale

Pedagogical Approach to Intellectual Disability in The Case of A Sexually Abused 'Teen Mother'

This document gives attempts to highlight the perspective from the meeting of the triptych of concepts referring to gender, mental disability and sexuality inside and outside the family. Education narratives in film attempt to understand identity as expressed through the teaching of social skills to children and young people with disabilities, with some films observing the applicability of the pedagogical methodology of special educational needs observation by tracing individual stories of people over extended periods of time in their lives. Our study, therefore, focuses on a certain case of a teenage girl with an intellectual disability who has been sexually abused by her father. Her mother called her by the "nickname", "Monakrivi", "Precious" because she had unique "hidden" talents, which she tacitly recognized but also applauded, when she consented to her daughter's sexual relations her with her husband and father. In order to understand the pedagogical consideration of the individuality of the sixteen-year-old student who attends a special secondary school, as well as the necessity of implementing the intervention program [IP] of special education and training [SET], the pedagogical tool [Targeted, Individual Structured Inclusive Interventions Programs of Special Education and Training TISIPI f [SET] was used. Based on this reasoning, the positive aspects of mental disability in the young woman were investigated by approaching the pedagogical view of individuality in this particular case study. The "deficient" pedagogical culture regarding the meaning of sexual abuse and the predictability in the behaviour of children and young people was also examined. In conclusion, the pedagogical view of individuality [I] is related to the family and to the wider society, the position of the person with an intellectual disability in the school classroom, the understanding of the rules that govern inclusion in the group of peers even if he has suffered sexual abuse, but also to any other group. Targeted, individual structured differentiated inclusion instruction lends itself to the training of his social transactions, encouraging the individual to take active roles for his life.

The importance of inclusive instruction in teaching students with special needs

Teaching is incredible experience that is full of bright, pleasant and mostly difficult situations with your learners. While teaching teachers can face different type of students: shy, sociable, funny, hard-working, lazy and etc. Every student needs individual attention from teachers to develop their knowledge. However, there is particular group of students who need a very special attention and strategy to teach. Not all students are similar, some students suffer from physical and physiological disabilities in their auditory, speech act skills. We should keep in mind that these dysfunctions do not affect their intellect at all, but it can somehow disturb their learning. These very learners sometimes need different technique, more time, more attention to grasp the topic and learn a language.

Exploring in-service teachers’ attitudes, teacher self-efficacy, and influential factors for implementing inclusive practices in Hong Kong classroom

This study examines in-service teachers’ attitudes and teacher self-efficacy in implementing inclusive practices in Hong Kong classrooms. The predictors of teachers’ attitudes and teacher self-efficacy for inclusive practices were also investigated. Participants of the study comprised 1110 primary and secondary in-service teachers. Results reveal that Hong Kong in-service teachers had slightly positive attitudes towards inclusion. Teacher self-efficacy for inclusive practices was moderate and had a positive impact on teachers’ attitudes. Prior experience in teaching students with disabilities, confidence in teaching students with disabilities, level of training, years of teaching experience, self-efficacy in inclusive instruction and collaboration were significant predictors of teachers’ attitudes towards inclusive education. Knowledge of legislation and policies, confidence in teaching students with disabilities and teachers’ beliefs and their feelings were determined as the significant predictors of teacher self-efficacy. Recommendations and the limitations of the findings are discussed in light of these results.

Predictors of Self-Efficacy for Inclusive Education: A Comparison of Canada and Germany

This study investigated group and individual differences in beginning secondary school teachers’ self-efficacy for the inclusive classroom in Canada and Germany. This research complements previous Canadian and German research that compared the self-efficacy of pre-service teachers in each country, as well as those experiences that contributed to their self-efficacy. In the current study, 110 Canadian and 90 German beginning teachers completed the Teacher Efficacy for Inclusive Practice scale and the Beliefs About Learning and Teaching Questionnaire and described their experience with diverse populations. As a group, Canadian teachers were higher in their self-efficacy for implementing inclusive instruction and for engaging in collaboration with families and colleagues. The groups did not differ on self-efficacy for managing behaviour, though males felt more efficacious than females. Overall, country accounted for 18% and 11% of the variance in self-efficacy for inclusive instruction and for collaboration, respectively. Additional individual differences in self-efficacy for instruction and for managing behaviour were accounted for by participants’ experiences with diverse populations. Finally, participants’ beliefs that aligned with student-centred approaches accounted for unique variance in self-efficacy for inclusive instruction and collaboration. Results are discussed in the context of prior research and possible considerations for teacher education programs.

Exploring the Role of Efficacy of Inclusive Instructions, Efficacy Collaboration, Efficacy Managing Behavior on Inclusive Practice among Teachers

Exploring the Role of Efficacy of Inclusive Instructions, Efficacy Collaboration, Efficacy Managing Behavior on Inclusive Practice among Teachers

Unveiling pre-service English teachers’ perceptions of differentiated instruction

Implementing differentiated instruction (DI) has become imperative, particularly with its integration into the Kurikulum Merdeka in Indonesia. It is an approach that customizes instruction to cater to students' needs. This study aimed to unveil the general perceptions of pre-service English teachers regarding DI, explore their understanding and practices within the framework of DI, and identify challenges in its implementation. This study applied a quantitative approach with a survey research design with EFL pre-service teachers as the participants. The research employed a structured questionnaire as the primary instrument and substantiated each item through validation procedures, including Cronbach's alpha analysis. The findings showed a comprehensive overview of pre-service English teachers' general perspectives on DI that influence their practical application of related techniques. These insights contributed to a deeper understanding of the efficacy of DI and informed pedagogical practices, teacher preparation programs, and curriculum development. This research divulged the crucial role of pre-service English teachers' perceptions in implementing DI in teaching and learning contexts. Additionally, the study highlighted challenges pre-service teachers face, such as time constraints, limited resources, and large class sizes, emphasizing the need for collaborative efforts among stakeholders to address these challenges. The outcomes of this study were expected to inform related parties about the significance of tailored instruction in fostering effective and inclusive instruction environments to reach educational goals.

Professional Development Increases Child Care Providers’ NDBI Implementation and Children’s Language Outcomes

A majority of children’s language learning experiences occur in inclusive early child care and education settings. Few evidence-based professional development (PD) programs exist to empower early childhood education providers to use language instruction practices with children in inclusive classrooms. There is little research on providers’ implementation of naturalistic developmental behavioral intervention (NDBI) strategies to improve children’s language outcomes in whole-group inclusive instruction. We conducted a pilot cluster randomized controlled trial to test the hypothesis that providers in the Early Achievements for Child Care Providers (EA-CP) PD program would show greater gains in NDBI implementation fidelity during shared book reading relative to business-as-usual (BAU) providers. This hypothesis was confirmed. Compared to BAU providers, EA-CP providers exhibited significantly greater fidelity gains from pre-training to mid-training, post-training, and 12-week maintenance assessments. A secondary hypothesis was that toddlers with and without developmental delays in the EA-CP condition would exhibit greater vocabulary and communication gains than toddlers in the BAU condition. Analyses of children with and without delays showed significantly greater expressive vocabulary and story-related engagement and communication in the EA-CP group. For children with delays, positive effects favoring the EA-CP group but not statistically significant were found. Implications for research, practice, and policy are discussed.

Examining the impact of disability studies in education-infused curriculum on attitudes towards inclusion in a U.S. secondary teacher education programme

ABSTRACTThis paper examines the impact of Disability Studies in Education (DSE) aligned curriculum at a United States university on the attitudes of general education pre-service teachers toward inclusive practices. The study employed a pretest-posttest design to compare the attitudes of teacher candidates at the beginning and end of a course that focused on inclusive instruction. Findings indicate that the course positively influenced students’ attitudes towards inclusion, particularly in their affective beliefs. Students identified several DSE topics and their cooperating teachers as influential in shaping their inclusive attitudes. We discuss implications of the findings on the development of courses aimed at fostering inclusive attitudes and supporting teachers to navigate the tension between school practices and perspectives in DSE.

Inclusive Instruction in Elementary Physical Education: A Study of Teachers' Beliefs and Attitudes

Teachers' beliefs and attitudes about teaching students with disabilities in a physical education setting are the most important factors in inclusive education, as teachers' attitudes directly influence success in learning. This study aimed to assess physical education teachers' beliefs and attitudes regarding teaching students with disabilities in inclusive primary schools. A qualitative approach was used with a sample of 12 physical education teachers from 24 inclusive education-provider schools in Pekanbaru. Data were collected through semi-structured interviews and observation checklists and analysed using content analysis. Findings showed significant variation in teachers' beliefs regarding the potential of students with disabilities in physical education. While some teachers showed a strong belief in the abilities of these students, others remained sceptical. In addition, some teachers were more confident in teaching students with mild disabilities compared to students with more severe disabilities. These findings underline the importance of improving teachers' understanding of the potential of students with disabilities in the context of physical education. This research contributes to a better understanding of physical education teachers' perspectives on inclusive education, which serves as a basis for improving training and support strategies for teachers who face challenges in teaching students with diverse disabilities. Furthermore, the research highlights the importance of creating an inclusive school environment to support more effective inclusive education practices.

Examining factors influencing teachers' intentions in implementing inclusive practices in Hong Kong classrooms

AbstractThis study investigated teachers' intentions to adopt inclusive teaching practices along with factors affecting teachers' intentions to implement inclusive practices. According to the theory of planned behaviour, an individual's intention can be predicted by their attitudes, subjective norms and perceived behavioural control. Using convenience and snowball sampling, 1110 Hong Kong primary and secondary teachers were recruited to complete a 5‐part questionnaire for the study. The results show that teachers' intentions were moderate – that is, teachers were somewhat likely to adopt inclusive teaching practices for students with disabilities. Teachers' attitudes (beliefs and feelings), perceived support needs related to expert guidance and teacher self‐efficacy (in inclusive instructions, managing behaviour and collaboration) significantly influenced their intentions to use inclusive classroom practices for students with disabilities. The findings of this study provide clear implications to policymakers and teacher‐education providers to address teachers' needs and promote the practices of inclusive education.

Gains in pre-service teacher efficacy for inclusive education: contributions of initial beliefs and practicum length

ABSTRACT This study investigated how pre-service teachers’ self-efficacy for teaching within inclusive classrooms changes over the course of their teacher education programme, what factors predict levels of self-efficacy, and what factors contribute to gains in self-efficacy. Two hundred and twenty-four Canadian pre-service teachers completed a demographic questionnaire, the Beliefs about Learning and Teaching Questionnaire (BLTQ) and the Teacher Efficacy for Inclusive Practices scale (TEIP) at two points in time: at the onset of their first course on inclusive education, and again approximately one year later. The results of this study showed that participants with a higher number of weeks on practicum experienced growth across all three factors of self-efficacy measured by the TEIP. Additionally, participants who held more pro-inclusion beliefs experienced more gains in self-efficacy in their abilities to use inclusive instruction and manage student behaviour in the classroom. The grades participants were preparing to teach (elementary or secondary) and their amount of experience with diverse populations predicted initial self-efficacy, however these factors were mostly not associated with gains in self-efficacy. Implications for practice and research are discussed.