Mainstream School Teachers Research Articles

MUSICAL EDUCATIONAL PRACTICES IN THE PANCHO VLADIGEROV HOUSE MUSEUM – SOFIA AND THE BORIS CHRISTOV MUSEUM

A visit to a museum can offer a range of benefits to students. This is also true of the Pancho Vladigerov House Museum in Sofia and the Boris Hristov Museum, which provide the opportunity to implement various musical and educational events. The direct engagement with historical documents and artifacts and the immersion in the creative atmosphere of the musicians' homes, provide students with a unique emotional experience. This experience fosters respect and reverence for art, while also promoting awareness of national identity and instilling a sense of pride. The museum acts as a mediator between music teachers in mainstream schools and professional musicians, facilitating contact between them in their common goal of educating, nurturing, and preparing children and young people for the concert halls.

Mainstream Education Teachers' Self-beliefs in Implementing Inclusive Practices

The study aimed to explore teachers' self-belief in teaching students with disabilities (SWDs), a topic understudied in inclusive education practices in Pakistan. It used a quantitative approach, analysing teachers' survey replies, and used a descriptive research design to identify their level of self-beliefs. The study found that students with disabilities can succeed when instruction is adjusted to meet their specific needs. Teachers are confident that all students can learn, while the majority of the teachers strongly agree that every child is capable of learning. The study recommends that prioritizing the effectiveness of alternative mainstream school teachers is crucial due to disparities in engagement with SWDs, who require more support to achieve their goals.

Experiences of Learners with Mathematics Learning Difficulties in Regular Classrooms in Malawian Secondary Schools

The purpose of this study was to establish the experiences of learners with mathematics learning difficulties in regular classrooms in Malawian secondary schools. The study embraced the qualitative approach and it was conducted in the Central West Educational Division in Lilongwe, at one secondary school with the learners’ population of 1,100. Forty learners were sampled at the school to be involved in the study. Data was analyzed using the thematic method. Out of the results of the study, it was concluded that students experienced lack of support from their teachers as most teachers had negative attitude towards them. Teachers’ use of poor Mathematics Instruction techniques caused the learners to have difficulties in the subject. Furthermore, lack of teaching and learning materials made the teaching and learning of Mathematics more theoretical than practical, which made the subject even more difficult for learners with Mathematics Learning Difficulties. The study recommends that the Ministry of Education needs to orient the general education teachers in mainstream schools on the effective teaching of learners with learning challenges such as those with Mathematics Learning Difficulties. Furthermore, there should be school based Continuous Professional Development programs for teachers of Mathematics to improve their classroom delivery of Mathematics lessons. The Ministry of Education should provide required teaching and learning materials in order to facilitate the teaching and learning of Mathematics.

The invisible support of community schools in a highly unequal education system: Exploring the experiences of minority pupils and teachers

AbstractThis study contributes to the research on ethnic educational inequality, by deepening the current understanding of education initiatives organised by the ethnic‐cultural minoritised communities most affected by these inequalities. A univariate analysis was performed on data from an original survey conducted in Flanders, in which 816 teachers and 3037 pupils from 60 primary schools were asked about, among other things, their experience with and their perceptions of these educational initiatives. The results of this analysis show that these community‐based education initiatives are widely attended by ethnic minority youth, but also that teachers in mainstream schools are rarely informed or even aware of the existence of these initiatives, or the important role they play in their pupils' lives. The broader social and scientific implications are discussed in this paper, as little to no similar larger‐scale research exists that maps the relationship between these community‐based education initiatives and mainstream educational institutions.

Attitude of Government School Teachers Towards Including Children with Disabilities in Mainstream Education: A Case Study of Larkana

This study aims to examine attitude of government school teachers towards integration of Children with Disabilities (CWD) in mainstream education. Their perception of the phenomenon, challenges and possible solutions in their views were covered. Qualitative method, particularly case study design, was used for data collection, and its interpretive approach was utilized in order to gain detailed data from the participants. In the case study, a school in Larkana was selected. Utilizing purposive sampling and criterion-based selection, ten teachers from the school were chosen as respondents to obtain data. Out of ten respondents, eight teachers eventually became part of the study, and the data was collected from them. The data collection tools were semi-structured interviews and focus group discussions. The obtained data was subjected to content analysis during which different themes emerged: the establishment of an inclusive school, the role of teachers in mainstream schools to implement inclusive education in schools, and the role of the Education and Literacy Department in establishing inclusive schools. In case the mainstream school is converted into an inclusive school, the respondents were aware of the challenges that they might face and the role that they will have to play concerning differentiation, individualized type of support, and collaboration. Findings revealed that the respondents considered the school unfit for turning into an inclusive school due to missing men and material resources, overcrowded classrooms that will make it difficult to teach children with disabilities, and lack of support from local educational authorities. They recommended contextually responsive support for teachers along with their specialized training, keeping into account the real classroom environment, to successfully convert a mainstream school into an inclusive school. Reducing teacher student ratio and recruitment of teaching assistants were also recommended.

Slovak Teachers' Perception of Professional Self-Efficacy and Education of Pupils From Other Languages and Cultural Backgrounds

The study explores Slovak teachers in mainstream schools and their self-efficacy perception when it comes to educating learners from diverse language backgrounds. The research findings offer valuable insights into teachers' perspectives, providing essential information for future teacher training aimed at improving the teaching of students from varied linguistic and cultural environments. A surprising revelation was that teachers without prior experience working with these students reported higher levels of self-efficacy.

A Research on the Current Status of Inclusive Education for Children With Autism in Beijing: Perspectives From Parents of Children With Autism

To gain a comprehensive understanding of the current status of inclusive education for children with autism in Beijing from the perspectives of parents, a questionnaire-based survey was administered to 202 parents residing in Beijing, whose children have autism. Their experiences with inclusive education, sentiments towards acceptance and support, and preparedness for educational transitions were explored. The results revealed that inclusive education served as the primary educational placement for the majority of children with autism. However, parents perceived a low frequency and efficacy of support extended by mainstream school teachers. Limited acceptance and insufficient professional support continued to pose significant challenges for children with autism in mainstream educational settings. Additionally, there appeared to be a deficiency in the provision of guidance for parents of children with autism concerning educational transitions. It is therefore recommended that efforts be made to enhance the operational mechanism of inclusive education in Beijing and to offer guidance to parents and their children with autism during the process of educational transition.

A randomized controlled trial of the effectiveness of teacher continued professional development on student language outcomes.

Continued professional development (CPD) is required for updated skills and knowledge. This study evaluates the efficacy of a CPD programme for mainstream school teachers. In an 11-week intervention programme, speech-language therapists (SLTs) presented the participating teachers with whole-class teaching techniques aimed at creating a language and communication-supporting classroom environment. The effects of the intervention on the language development of the students in the teachers' classes were assessed. A total of 211 first- and second-year students (Mage = 7;6, range = 6;5-8;9) underwent standardized language assessments of receptive and expressive language abilities before and after their teachers' participation in the CPD. The students were divided into intervention and delayed intervention groups to enable randomized intervention allocation. Linear mixed modelling was used to estimate the individual and interaction effects of group, time and demographic factors. Significant effects of time, group and school, respectively, but no interaction between time and group indicates that while all students advanced between assessments, the progress was not attributable to the teachers' participation in the CPD. Results are discussed in light of those of recent studies of universal services to support optimal language development. What is already known on this subject Although inconclusive, previous research indicates that intervention delivered to teachers by SLTs has the potential to improve the language abilities of the students in the teachers' classrooms. What this paper adds to existing knowledge This study explored the language development of first- and second-year mainstream school students whose teachers took part in a CPD programme aimed at establishing language and communication-supporting teaching techniques. Results indicate that the development of the students' language abilities could not be attributed to the teachers' participation in the CPD. What are the potential or actual implications of the work? SLTs are often asked to guide teachers and teaching staff rather than themselves conduct individual assessments and interventions. The results of this trial can be used to inform the discussion on how to prioritize between tasks.

Teachers’ Readiness and Knowledge About ADHD Students among Mainstream School Teachers: A Systematic Literature Review

Teachers’ Readiness and Knowledge About ADHD Students among Mainstream School Teachers: A Systematic Literature Review

Supporting Students With Disability: Learning and Support Teachers and Learning Support Teams in NSW Schools

AbstractThere are various models for supporting students with disability and their teachers in mainstream schools. In New South Wales, each school has a learning and support teacher allocation and the New South Wales Department of Education recommends each school have a learning support team. This paper draws on in-depth interviews with school staff from 22 schools, including 16 learning and support teachers, 20 class teachers, 25 school executives and other stakeholders. We report here on the role of learning and support teachers and learning support teams in planning, implementing and evaluating adjustments and on the operation of learning support teams. Qualitative analysis of the interview transcripts revealed two kinds of learning support teams: those that focus on a particular student and those that oversee the education and resource provision for all students with disability in a school. Some teams had more of a focus on administration and resourcing, while others dealt more with educational adjustments. Similarly, some learning and support teachers were more involved in administrative and liaison roles, while others were more active in supporting teachers and providing services directly to students. The most detailed descriptions of support were provided by learning and support teachers with special education qualifications.

Teachers in Distance Education During the COVID-19 Pandemic. Context of Mainstream, Inclusive and Special Education

The aim of the article is to present the results of research on distance education conducted during the COVID-19 pandemic in the Silesian Voivodeship (Poland). The research focuses on the work of teachers in mainstream schools and those who work with students with special educational needs. The author presents: the difficulties indicated by teachers, the support they experience and the solutions they apply, especially to students with special educational needs. The study was based on a quantitative paradigm, using a diagnostic survey method and online survey questionnaires, sent to respondents in the LimeServey system. 958 teachers representing primary and secondary schools participated in the study.The teachers indicated the difficulties of distance learning, such as the inability to monitor the progress of students, problems with the organization of group activities and the use of activating methods in teaching. They found the support in interpersonal contacts and self-study work; they rarely used the help of specialists. Half of the respondents worked with students with special educational needs. The largest group of such students were those with specific learning difficulties. Students with disabilities accounted for about 36% of those students identified by teachers. The teachers working with students with special educational needs experienced technical problems on the part of the student and psychophysical problems resulting from the specific condition of the student with special educational needs.The results of the research and the recommendations were presented to the school authorities in order to improve the quality of distance education and raise the standards of teachers.

Further training for mainstream school teachers working with a student with mild intellectual disability. The perspective of the last two decades

The competences of mainstream school teachers in working with students with special educational needs are one of the key conditions for improving the quality of inclusive education. Yet, many research reports indicate that these competences, both in the substantive and methodological areas, are unsatisfactory. The article is aimed at presenting research on further training in the field of special education, undertaken by mainstream school teachers educating students with mild intellectual disabilities. The article presents the results of the longitudinal studies conducted in the years 2014‒2019 (in four waves) with the use of the diagnostic survey method – a questionnaire technique on a group of 600 people. The research results show a steady increase in the rate of completed forms of further training (postgraduate studies, qualification and training courses). In the analysed period, averaging the four waves of research, nearly 70% of respondents declared completion of formal forms of further training. A solution to the problem of insufficient preparation of mainstream teachers to work with students with SEN should also be sought in the area of reforming the acquisition of teaching qualifications during university studies, as well as in the field of methodological support coordinating the elements of inclusive activities at school level.

ATTITUDES OF TEACHERS TOWARD INCLUSIVE EDUCATION IN KAZAKHSTAN: THE CASE OF MAINSTREAM SCHOOLS IN ALMATY

The purpose of the research is to reveal the factors influencing the attitudes of mainstream schoolteachers toward inclusive education process in Almaty. It analyzes teachers’ viewpoints and experiences contributing to the formation of their positive or negative attitudes toward inclusion.Methodology. This research presents the results of qualitative study. 25 teachers of 15 mainstream schools of Almaty city have participated in interviews. The data was codified by Atlas.ti software into several themes related to teachers’ attitudes, which then was attributed to factors.Originality / value of the research. Understanding the teachers’ attitudes and their feelings toward inclusive education will contribute to identify the acute problems in the inclusion process thus preventing negative outcomes of it from teachers’ part. Moreover, utilization of semi-structured interviews in the context of Kazakhstan helps to deeply explore the essence of teachers’ attitudes toward inclusive education.Findings. Six factors were identified as conceptual, social, technical, methodological and didactical, professional and media, that contributes for the formation of particular attitude of teachers. Findings showed more neutral and even negative attitude of teachers toward inclusion. They were more concerned with methodological/didactical and social factors in expressing their experiences with inclusive education process.

Hospital schools during COVID-19: Teachers' perspective.

Temporary lockdowns have been introduced in many countries as a preventive measure against the spread of the virus in 2020 and 2021. School closures and remote education have posed some difficulties for both students and teachers. A qualitative study and the semi-structured interview method was chosen to collect hospital teachers’ insights into their work experiences during the pandemic. The sample consisted of 21 participants who worked as hospital school teachers. The study revealed the following thematic areas: introduction of remote/hybrid teaching (Frequency=8), lack of the sense of employment stability (F=4), limited contact with students (F=6), necessity to adapt to dynamically changing conditions (F=3), sedentary character of work (F=3), improvement of the quality of work and work conditions (F=4). The research was conducted as part of the Back to School Project (project number: 2019-1-PL01-KA201-065602), with funding from Erasmus+. The data collected during the study will be used to create guidebooks for both hospital school and mainstream school teachers.

Enhancing teachers’ classroom communication skills – Measuring the effect of a continued professional development programme for mainstream school teachers

Continued professional development (CPD), tailored to teachers’ needs and expectations, is required for updated skills and knowledge. In this study, twenty-five teachers working with first and second grade students participated in an 11-week programme focusing on enhancing classroom communication. The participating teachers were randomly assigned to either a direct intervention track (intervention) or a delayed intervention track (waiting control). Teachers’ perceptions of activities and interactions in the classroom and self-efficacy were assessed on three occasions: T1, T2, and T3. The direct intervention track received intervention between T1 and T2, while the delayed intervention track received intervention between T2 and T3. A percentage change score for changes between T1 and T2 was calculated, to compare the direct and delayed intervention tracks and assess any intervention effect. Results revealed no significant difference between the groups, i.e., the intervention had no effect on teacher self-reports. The teachers gave an overall positive evaluation of the CPD. Thematic analyses revealed continued need for professional development and insights into the reciprocal influence of student and teacher behaviour. The quantitative and qualitative results paint somewhat different pictures showing the need of mixed methods when analysing these kinds of data.

Parent and Teacher Perspectives on Differentiated Instruction for Inclusion of Children with Autism in India

This study aimed to provide insights into the knowledge and awareness of applying Differentiated Instruction (DI) as an interventional tool for teaching children with Autism in mainstream schools, and thereby encouraging inclusive teaching practices. A mixed-methods approach was implemented with a purposive sample of stakeholders. These included mainstream teachers, special educators and parents. The research was conducted using questionnaires (distribution N=188) and 31 semi-structured interviews with respondents from a sample of six mainstream schools in Chennai, India. The findings suggest that stakeholders’ view DI strategies as being helpful and applicable for children with Autism. However, apprehensions were expressed, as DI strategies require planning, preparation, effort from teachers and support of other staff members. Teachers suggested the need for formal training in the implementation of DI strategies as this is a new teaching technique to many. Investigation of this evidence-based approach (DI) is a novel study within an Asian context and adds to the knowledge base of mainstream school teachers, special educators, parents and other support staff

Self-Efficacy of Teachers Working in Mainstream Schools – Research Communication

This article presents the results of a study on the self-efficacy of teachers working at mainstream schools and the results of intergroup analyses (mainstream school teachers versus special education teachers), being part of a research project focused on identifying the determinants of teachers’ sense of self-efficacy. Intergroup comparisons were made due to assumed differences in the self-efficacy of teachers in mainstream and special schools, resulting from the specific organisation and functioning of the two types of schools and the differentiated actors. The theoretical basis was the social learning theory of A. Bandura. The research was conducted with the use of the “Sense of Efficacy Test” by M. Chomczyńska-Rubacha and K. Rubacha. A total of 801 teachers took part in the study, including 442 teachers from mainstream schools and 359 from special schools (special education centres – SOWs; youth sociotherapy centres – MOSs; youth education centres – MOWs; prisons – ZKs). Research analyses have shown that the sense of self-efficacy in teachers from mainstream schools is dependent on their place of residence – increasing along with its size. Cognitive and action resources are determined by the level of education of the mothers of the studied teachers, while motivational resources are determined by the type of school at which they work. A cluster analysis identified two independent groups of teachers – those scoring high and those scoring low in terms of self-efficacy. A model mismatched with the data was obtained, which means that on the basis of sociodemographic variables and other information about teachers (education level of their parents, type of school) it is not possible to predict their assignment unambiguously to the distinguished groups. In terms of intergroup analyses, a higher sense of self-efficacy and greater motivational and cognitive-action resources were noted in teachers from mainstream schools than in teachers from special schools. The place of work of teachers from both compared groups significantly differentiates their sense of self-efficacy and the level of motivational as well as cognitive-activity resources (teachers employed at a lower secondary school possess more motivational resources, compared to teachers employed in special education centres). In turn, teachers employed at prisons are characterised by a higher level of cognitive-activity resources compared to teachers employed at secondary schools and youth sociotherapeutic and educational centres.

A Model of Practice for Improving Autism Knowledge in Teachers of Mainstream Students on the Autism Spectrum in Australia

AbstractAustralian mainstream school teachers report a severe shortage of accessible autism-focused resources, strategies, and professional development (PD). This 2-part mixed methods study investigated the effect of using a web-based model of practice (MoP) for PD. The MoP contains evidence-based, autism-specific educational practices and resources designed for mainstream teachers of students on the autism spectrum. The aim was to examine teacher responses to using the MoP and the impact of the mode of delivery. In Part 1, 3 PD delivery conditions for using the MoP were trialled (8 weeks): face-to-face support, online support, or web-based access to detailed resources only. Support was provided by expert autism educators. Teachers (N = 15) reported that the MoP was an accessible, comprehensive, and practical support for educational decision-making, and that support encouraged implementation of the MoP practices. Part 2 trialled a hybrid PD model in 6 regional schools. Limited face-to-face and online support plus access to the MoP was trialled. Interview data indicated that a hybrid model can be an effective method of providing immediate support for teachers.

Conceptualising inclusive education in Saudi Arabia through conversations with special education teachers

In the last decade, inclusive education (IE) has become a trending topic in the Kingdom of Saudi Arabia. This small-scale, qualitative Saudi study reports on how some teachers view IE in their country and whether students with a disability (autism) could be educated in mainstream schools. Individual semi-structured interviews were conducted and recorded using a smartphone. The analysis of interview data identified three themes related to IE and the concept of mainstream schooling for students with autism. Findings showed that the participants had some knowledge and understanding of IE. However, whether students with autism could be taught by general education teachers in mainstream schools reported mixed results. Some teachers spoke positively about the possibility, while others focused on existing barriers. These included the need for general education teachers to receive specialised training and professional learning in the form of authentic mentoring networks, training in special needs education to link theory with practice and how the scarcity of classroom resources hampers quality educational experiences and outcomes for some students. These findings provide a starting point for further research into the emerging phase of IE in Saudi Arabia.

Can school teachers’ willingness to teach ASD-inclusion classes be increased via special education training? Uncovering mediating mechanisms

Changing teacher willingness to teach inclusive classes is critical in achieving optimal outcomes for students with autism spectrum disorder (ASD). The present study investigated the mechanisms underlying the effects of a teacher training in special education strategies for students with ASD on mainstream school teachers’ behavioral intentions toward inclusive education. Specifically, the role of attitudes and autism self-efficacy were explored as mediators in this process. The sample comprised 763 mainstream school teachers from eleven cities in Northeastern Turkey who participated in an intensive training that included special education strategies for students with ASD, evidence-based special education applications, and inclusive education practices. Statistical mediation analyses revealed that the training increased teachers’ willingness to teach inclusive classes and intention to implement special education techniques in the regular education classroom through increasing their autism self-efficacy. However, though attitudes toward inclusive education was a significant predictor of both willingness to teach inclusive classes and intent to use special education techniques, the training did not improve attitudes. Based on these findings, additional strategies or components to change attitudes toward inclusive education were recommended to be integrated into the teacher training programs on special education strategies for inclusive education.