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Relevant bibliographies by topics / Inclusive school teachers

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Academic literature on the topic 'Inclusive school teachers'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Inclusive school teachers"

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Baranauskienė, Ingrida, and Diana Saveikienė. "PURSUIT OF INCLUSIVE EDUCATION: INCLUSION OF TEACHERS IN INCLUSIVE EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 39. http://dx.doi.org/10.17770/sie2018vol1.3385.

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By focusing on teachers’ approach, the article analyses one of the most relevant issues of today’s realities of education – the inclusive education. The following is an important task for politicians for education, school leaders, teachers and greatly affects and influences the life of families with children with disabilities. Object of the research: inclusion of teachers in inclusive education. Aim of the research: to examine aspects of teachers’ inclusion in inclusive education by implementing the statistical analysis according to The Teachers’ Attitudes Toward Inclusion Scale (TATIS) survey

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Udhiyanasari, Khusna Yulinda. "Sikap Guru terhadap Anak Berkebutuhan Khusus di Sekolah Inklusi." Journal of Education and Instruction (JOEAI) 2, no. 1 (2019): 15–24. http://dx.doi.org/10.31539/joeai.v2i1.584.

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This study aims to find out how the characteristics of ABK in general, how the role of inclusive schools for ABKs, how the attitudes of teachers and ABK in inclusive schools and how the attitudes of teachers towards ABK in inclusive schools. The research method used a descriptive method by analyzing the characteristics of ABK in general, the role of inclusion schools for ABK, the attitudes of teachers and ABK in inclusive schools and the attitudes of teachers towards ABK in inclusive schools. The results showed that the attitudes of inclusive school teachers (SD Kebonsari 5, Jember) had a bad

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Scheer, David, Markus Scholz, Astrid Rank, and Christian Donie. "Inclusive Beliefs and Self-Efficacy Concerning Inclusive Education Among German Teacher Trainees and Student Teachers." Journal of Cognitive Education and Psychology 14, no. 3 (2015): 270–93. http://dx.doi.org/10.1891/1945-8959.14.3.270.

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This survey aims to investigate the beliefs and self-efficacy of preservice teachers in Rhineland-Palatinate, Germany, concerning inclusive education. There were 491 people who participated in the study. The future teachers responded to a slightly modified questionnaire by Kopp (2009) using case descriptions of pupils with different educational needs to assess attitudes toward inclusion and self-efficacy in inclusive classroom settings. Results show a general effect of the intended type of school on inclusive beliefs and self-efficacy with significant differences between future teachers. Prese

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MISKALO, Adriana Lígia, Roseneide Maria Batista CIRINO, and Denise Maria Vaz Romano FRANÇA. "TEACHER TRAINING AND SCHOOL INCLUSION: AN ANALYSIS FROM TEACHERS' PERSPECTIVES." Boletim de Conjuntura (BOCA) 14, no. 41 (2023): 516–36. https://doi.org/10.5281/zenodo.7963543.

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This study surrounds the theme of teacher education, articulating, above all, the demands experienced by teachers regarding school inclusion. Thus, this study aims to understand the importance of teacher training focused on inclusive education. This is a bibliographic research articulated to field research with a qualitative analysis approach. The instrument used to collect data was a semi-structured interview with 10 teachers, the data collected was organized to perform the analysis based on Thematic Analysis. The research showed that a significant number of teachers did not experience, in th

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Kwon, Hyunsoo. "Secondary inclusive school teachers’ perceptions about inclusion, inclusive classroom, and teachers’ role for inclusion." Journal of special education : theory and practice 17, no. 3 (2016): 263–82. http://dx.doi.org/10.19049/jsped.2016.17.3.11.

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Kantor, Vitaliy Z., and Yuliya L. Proekt. "Inclusive Dispositions and Competences of School Teachers: Problems of Interrelation." Integration of Education 28, no. 3 (2024): 384–99. http://dx.doi.org/10.15507/1991-9468.116.028.202403.384-399.

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Introduction. Diversification of education of children with special needs, carried out on the basis of the inclusive educational paradigm, actualized the tasks of formation and development of inclusive competencies of teachers in general educational organizations. These competencies, however, should be considered in their connection with inclusive dispositions of a teacher as meaning structures of his/her personality. But the problem of interrelation of inclusive dispositions and teachers’ competences has not been empirically developed so far. Establishing the nature of the relationship betwee

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Junaidi, Ahsan R., Asep Sunandar, Joko Yuwono, and Ediyanto Ediyanto. "ELEMENTARY SCHOOL TEACHERS’ PERCEPTION OF INCLUSIVE EDUCATION IN EAST JAVA, INDONESIA." International Journal of Educational Management and Innovation 2, no. 3 (2021): 346. http://dx.doi.org/10.12928/ijemi.v2i3.4483.

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Teachers' perception of inclusive education becomes an important indicator in evaluating the success of inclusive education. Teachers who have a positive perception of inclusive education will have a more controlled learning environment. This study used a survey method that investigates the current views of elementary school teachers toward inclusive education by exploring their perceptions. The respondents of this study are 70 elementary school teachers in East Java Province. This study found that: (1) There was no difference perception of teachers in primary schools concerning the concept of

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Mishra, Dr Sabita. "ATTITUDE OF ELEMENTARY SCHOOL TEACHERS TOWARDS INCLUSIVE CLASSROOM AT ELEMENTARY STAGE." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 15, no. 2 (2024): 147–54. http://dx.doi.org/10.61841/turcomat.v15i2.14703.

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The present study has made an attempt to find out the attitude of elementary school teachers towards inclusive classroom. Teacher’s attitude has a significant role in implementing the inclusive education in classroom.The populationof the study comprised of all the elementary teachers of Puri district. Out of this, 70 teachers were selected through incidental sampling from 20 schools of Nimapara Block of Puri district. Teachers’ attitude towards inclusive classroom was studied on the basis of three demographic variables i.e. locality, qualification and experience. The study was descriptive in n

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Cruz, Joana, Helena Azevedo, Marisa Carvalho, and Helena Fonseca. "From Policies to Practices: Factors Related to the Use of Inclusive Practices in Portugal." European Journal of Investigation in Health, Psychology and Education 13, no. 10 (2023): 2238–50. http://dx.doi.org/10.3390/ejihpe13100158.

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Inclusion is considered a foundation for quality education, and teachers’ inclusive practices are essential for success in mainstream classrooms. Portugal has been making progressive improvements in its policies for inclusive education, although there is little consistency in school practices within or between schools. Moreover, data identifying the personal and career variables relevant to teachers’ inclusive practices in Portugal are scarce. Therefore, the purpose of this study was to determine the relationship between teachers’ inclusive practices and personal and career-based characteristi

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Pandia, Weny Savitry Sembiring, and Margaretha Purwanti. "Teachers' perceptions of school climate in inclusive schools." Psikohumaniora: Jurnal Penelitian Psikologi 4, no. 1 (2019): 27. http://dx.doi.org/10.21580/pjpp.v4i1.3357.

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Teachers are important figures in forming the school climate, including in inclusive schools. Their perception will influence the learning process and indirectly affect students’ achievements. This study aimed to identify teachers’ perceptions of school climate in inclusive schools. Mixed method was used in this study. Quantitatively, questionnaires were given to 127 teachers from 2 inclusive vocational schools and 4 inclusive high schools in Jakarta, Bandung, and Surakarta, using accidental sampling technique. In each class, there were 2 – 3 students with special needs, which encompassed diff

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Dissertations / Theses on the topic "Inclusive school teachers"

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Kong, Chi-shing David. "Teachers' attitudes towards inclusion." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305110.

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Raynham, Catherine Louise. "School Management Teams' motivation of teachers in inclusive classrooms." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60975.

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Despite numerous studies into inclusive education in schools, little is known about how school management teams motivate and support teachers who teach in inclusive private schools in Johannesburg, South African. How the School Management Teams motivate teachers who teach learners whose behaviour and or educational needs differ from the norm, is explored in this case study. Two private primary schools were involved in the research. The two schools consist of learners from; diverse family, cultural, racial and religious backgrounds, varied socio-economic backgrounds with different academi

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Fodo, Sihle. "Collaboration in inclusive education: teachers’ perspectives and practices." UWC, 2020. http://hdl.handle.net/11394/7554.

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Magister Educationis - MEd<br>Inclusive education (IE) is an international movement and South Africa is in the process of developing systems to support the process. The aim of this study was to develop narratives of teachers’ trajectories of collaboration in developing IE. The Department of Education acknowledged that collaboration between teachers and other professionals and between teachers and parents and the community at large is a critical strategy and skill for developing IE successfully (Department of Education, 2001). This study was conducted at a full-service school in the Western Cap

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Coelho, Clarisse Balixa. "Atitudes e práticas de docentes e técnicos especialistas face à educação inclusiva." Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29672.

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A educação inclusiva está hoje presente nas políticas educativas, procurando criar na escola um espaço de educação para todos tal como está previsto nos documentos internacionais subscritos por Portugal, como a Declaração de Salamanca e a Convenção dos direitos da pessoa com deficiência. Estas mudanças acarretam grandes desafios para os profissionais que atuam no espaço escolar. A forma como cada profissional perspetiva a inclusão é assente em atitudes que consequentemente se refletem nas suas práticas educacionais. O objetivo do presente estudo é compreender as atitudes e práticas dos docente

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Kong, Chi-shing David, and 江志成. "Teachers' attitudes towards inclusion." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960960.

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Chen, Hongyu. "Secondary School Teacher Attitudes towards Inclusive Education in Australia and China." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29195.

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Achieving the Sustainable Development Goal 4 (SDG 4) is underpinned by the provision of quality inclusive education for all young persons, including persons with disabilities. Yet developing inclusive education contexts continues to be profoundly challenging across all nations. Teacher attitudes continue to be the most critical construct in efforts to build inclusive educational contexts. Understanding teacher attitudes towards inclusive education using a positive paradigm is urgently needed in developing ways to provide quality inclusive education programs to all students. This study utilised

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Modisi, Refilwe. "The implementation of inclusive education by teachers of learners with visual impairment." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/76723.

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The purpose of my study was to explore the different ways in which teachers in full-service and special needs schools implement inclusive education policy with learners who are visually impaired. My study was focused on 4 schools in the Gauteng province consisting of 2 full-service schools and 2 special needs schools. The study specifically focused on the teaching strategies which teachers used with learners who are visually impaired. I relied on an interpretivist meta-theory and employed a qualitative research approach to my study. I utilised a multiple case study design and relied on multipl

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Angstadt, Susan L. "Attitudes of elementary teachers toward the inclusion of students with disabilities in the regular classroom." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2002. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2002.<br>Typescript. Abstract precedes thesis as 2 preliminary leaves. Source: Masters Abstracts International, Volume: 45-06, page: 2769. Includes bibliographical references (leaves 57-60).

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Edwards, Karol Lyn. ""They can be successful too!", inclusive practices of secondary school science teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0008/MQ52896.pdf.

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Lomurno, Maryellen. "Roles and expectations in inclusion /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.

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Books on the topic "Inclusive school teachers"

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Starkman, Mary-Martha R. Inclusive teaching practice in the Jewish day school: General studies teachers' experiences. Brock University, Faculty of Education, 2006.

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Howes, Andy. Improving the context for inclusion: Personalising teacher development through collaborative action research. Routledge, 2009.

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Pickett, Anna Lou. A core curriculum & training program to prepare paraeducators to work in inclusive classrooms serving school age students with disabilities. 2nd ed. National Resource Center for Paraprofessionals in Education and Related Services, Center for Advanced Study in Education, Graduate School and University Center, City University of New York, 1999.

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1972-, Boggess Julie Roberts, ed. Teacher's survival guide: Gifted education. Prufrock Press, 2011.

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Inman, Tracy F. (Tracy Ford), 1963-, ed. Teacher's survival guide: Differentiating instruction in the elementary classroom. Prufrock Press, 2013.

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Biba, Anna, and Galina Razumova. Teaching Russian and developing meta-subject skills of students in inclusive primary education classes. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1871394.

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The monograph attempts to identify and substantiate the content and complex of spelling teaching tools for younger schoolchildren with a pronounced general underdevelopment of speech with the simultaneous development of their academic independence. To solve the problem, both theoretical research methods (analysis of psychological and pedagogical literature, generalization of scientific data) and empirical (observation, conversation, testing, analysis of student activity products) were used. The theoretical basis of teaching and development of students with mild speech underdevelopment in inclu

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Sam, Fox, and Davies Sue, eds. Improving the context for inclusion: Personalising teacher development through collaborative action research. Routledge, 2009.

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Yakovleva, Irina, and Elena Skira. Teaching elementary school students with intellectual disabilities to solve text arithmetic problems. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2186795.

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The monograph reveals the theoretical foundations of teaching elementary school students how to solve text arithmetic problems; analyzes the features of understanding text and solving simple and compound arithmetic problems; and presents a system for teaching students with mental retardation how to solve text arithmetic problems. It is addressed to teachers-defectologists working in organizations that implement adapted educational programs. It can be used in the preparation of students in the field of "Special (defectological) education", as well as in advanced training courses for teachers wo

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India, Save the Children. Inclusive schools: A training module for teachers. Save the Children, 2011.

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Hutchinson, Nancy Lynn. Inclusion of exceptional learners in Canadian schools: A practical handbook for teachers. Prentice Hall, 2002.

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Book chapters on the topic "Inclusive school teachers"

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McLeskey, James, Bonnie Billingsley, Lawrence Maheady, Mary T. Brownell, and Timothy J. Lewis. "Reflections on High Leverage Practices for Teachers, School Leaders, and Teachers Educators." In High Leverage Practices for Inclusive Classrooms, 2nd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003148609-29.

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Baraldi, Ivete Maria, Fernanda Malinosky Coelho da Rosa, Vera Lúcia Messias Fialho Capellini, Erica Aparecida Capasio Rosa, and Edinéia Terezinha de Jesus Miranda. "School Inclusion: Considerations About the Education Process of Teachers Who Teach Mathematics." In Inclusive Mathematics Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11518-0_4.

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Ispas, Cristina. "Decision-Making Training of Teachers for Inclusive School." In Studies in Systems, Decision and Control. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-30659-5_4.

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Dietze, Torsten, Lisa Marie Wolf, Vera Moser, and Jan Kuhl. "Fragmentation Management from Policy to Practice. Special Educational Needs Teachers (SEN Teachers) in Mainstream Schools in Germany." In Policy Implications of Research in Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36970-4_10.

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AbstractInclusive education is one of the most far-reaching reform projects in school policy since decades in Germany. In the perspective of educational governance the chapter examines how and by which stakeholders the job profile and role clarification of special educational needs teachers (SEN teachers) in primary schools in Germany is steered. The analysis is based on data from the project FOLIS, which used a mixed-methods design to interview school administration experts, school principals, and SEN teachers from 4 out of 16 federal states. The results show a “fragmentary form” of steering,

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Galkienė, Alvyra, and Ona Monkevičienė. "Development of Knowledgeable and Resourceful Learners." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_7.

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AbstractThis chapter introduces a study carried out in the context of the transformation of the Lithuanian education system towards inclusive education, with the aim of revealing the educational factors that contribute to students becoming knowledgeable and resourceful expert learners in the universal design for learning (UDL) approach. The UDL framework was chosen as a systematic reasoning instrument for the teacher and the school, aiding in achieving the development of expert learner qualities in every student in the general education context and ensuring the quality of inclusive education.

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Proyer, Michelle, Gertraud Kremsner, and Gottfried Biewer. "Good Practice in Inclusive Education: Participatory Reinterpretation of Already Existing Elaborate Classroom Practices Under a UDL Perspective." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_11.

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AbstractThis chapter presents well-established educational practices implemented at a school in Vienna with two decades of experience in school development in the context of inclusion. It elaborates on how these existing teaching practices can be interpreted from a UDL perspective. Furthermore, this chapter aims to underline the importance of engaging with teachers’ perspectives in research efforts regarding the design of learning environments. Findings point to the advantages that the emphasized consideration of localized and societal backgrounds of students could add to the purposeful applic

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Maienza, Matteo. "Un’indagine sulla percezione dell’efficacia delle pratiche inclusive dei docenti di scuola secondaria: analisi e integrazione dei dati raccolti con la scala TEIP." In Esercizi di ricerca. Firenze University Press, 2022. http://dx.doi.org/10.36253/979-12-215-0081-3.18.

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This study is aimed to report the qualitative data collected as part of a larger evaluation research project on educational contexts for disabilities. The sample consists of 161 pre-service teachers completing their education at the University of Florence, who were asked to indicate strengths and weaknesses in the implementation of their own inclusive teaching practices (TEIP). This study focuses on a few specific areas according to the existing literature that sees teaching practices, collaboration between school staff and families, and behavior management as related elements for defining inc

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Steinbeck, Katharina. "Inclusive Schools - Inclusive Teachers? How much special needs preparation does a pre-service teacher need to teach successfully in an inclusive school system?" In Inklusion in Deutschland und Australien. Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-14463-0_7.

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Murphy, Alison, Jacky Tyrie, Jane Waters-Davies, Sarah Chicken, and Jennifer Clement. "Foundation Phase teachers' understandings and enactment of participation in school settings in Wales." In Inclusive Pedagogies for Early Childhood Education. Routledge, 2022. http://dx.doi.org/10.4324/9781003163206-10.

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Mallik, Partha Sarathi, Omkarshri Panda, and Arun Kumar Bari. "Teachers Perception for Inclusion of Disabled Children in Normal Schools." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-2802-6.ch011.

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It has been conceptualized that academic inclusion of disabled students in normal school happens via teacher's inclusive ideology, inclusive pedagogical and classroom management competency, which are predicted by their personal variable like Gender, and Professional variables like teaching experience, academic qualification, and training reception status. To test the hypothesis, primary data are collected from 250 primary school teachers by self-developed inventory, and analyzed by MANOVA. It was found that teacher's gender has no significant effect on any dimensions of inclusive perception bu

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Conference papers on the topic "Inclusive school teachers"

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Alsuwaidi, Sultan. "MISPERCEPTIONS OF TEACHERS IN PUBLIC SCHOOLS ABOUT INCLUSIVE EDUCATION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2506.

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Šūmane, Ilze, and Līga Āboltiņa. "Students’ Readiness to Implement Inclusive Education in Preschools." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.10.

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Inclusive education (also known as inclusion) is an important principle in modern education. However, it is also a great challenge for the whole education system, beginning with the education policy and ending with activities promoting each child’s development. Researchers have pointed out that professional teachers are the key to the success of implementing inclusion; therefore, all teacher education programmes have paid close attention not only to topical issues of the specific specialization methodology, but also to topics that form teachers’ professional competence in the field of inclusio

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Magro de Santana Braga, Carolina, and Fabiana Maris Versuti. "Neuroscience and inclusive education: a teacher training program." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.5.

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Inclusion is a relevant public policy for education. Nonetheless, the evaluation of its effectiveness still needs further investigation. The existing research literature shows the importance of teachers as a vital agent in this process. In the context of continuing teacher education, the theme of inclusion is often left outside of scholarly attention. This study aims to outline teacher training for inclusive education, especially regarding the inclusion of students with neurodevelopmental disorders. The survey covered 50 kindergarten and elementary private school teachers. Following the interv

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Mudjito, A. K., Dr Sujarwanto, and Muhammad Nurul Ashar. "Management of Inclusive School Curriculum in Indonesia." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.46.

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Issom, Fitri Lestari, Dwi Kencana Wulan, and Vinna Ramadhany Sy. "Teachers' Well-Being in Teaching Inclusive Elementary School." In Proceedings of the 2nd Borobudur International Symposium on Humanities and Social Sciences, BIS-HSS 2020, 18 November 2020, Magelang, Central Java, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.18-11-2020.2311692.

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Kyrö-Ämmälä, Outi. "INCLUSIVE TEACHERS’ COMPETENCES IN THE FINNISH SCHOOL CONTEXT." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0939.

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Henrique, Carlos Gabriel, Moisés Muatena Drought, and Inácia Diogo do Espírito Santo. "Implementation of an ongoing teacher training program by the educational psychologist to ensure the inclusion of students with Special Educational Needs in primary schools - Caála." In V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-172.

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The present final project of the commune course has the general objective of implementing a continuous training program for teachers that allows the inclusion of students with Special Educational Needs in Primary Schools nº 11 - Cangola and Primary School nº 1 Augusto Ngangula in the municipality from Caála; Having as a problematic situation the lack of a continuous training program for teachers by the educational psychologist makes it difficult to ensure the inclusion of students with Special Educational Needs in the schools in question. As for the type of approach, the quantitative-qualitati

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Stračárová, Nikola. "A Comparative Study of primary school teachers’ attitudes and opinions towards inclusive education in the South Moravian Region and Split-Dalmatian County." In 12th International Conference on Kinanthropology. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-55.

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The research is focused on teachers‘ approaches, opinions, and visions concerning inclusive education in the South Moravian Region and the Split-Dalmatian County. Further to that, it analyses the degree of Inclusion in these areas. The relationship of pedagogues towards Inclusion, due to a steep increase of specific disorders, is extremely important. The research was made in the year when the inclusive education bill was passed in the Czech Republic. Data was collected in the first school year when schools in Czech Republic functioned as in-clusive. Data collection took place in Split-Dalmatia

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Melnikova, Inna I., Svetlana S. Elifantieva, and Svetlana N. Feklistova. "Training of primary school teachers for inclusive schools in the framework of the direction «Special (defectological) education»." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-404-410.

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The article presents the results of a comparative analysis of the readiness of future primary school teachers (graduates of the Faculty of Education) and teachers-defectologists (graduates of the Faculty of Defectology) to implement inclusive primary education. Both groups of students showed low overall readiness, but the reasons for it are different. Taking into account the identified problems and missing competencies, a variant of the educational program aimed at training a teacher who is able to implement all modern Federal State Educational Standards is proposed

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Grunt, Elena. "RUSSIAN SCHOOL TEACHERS� ATTITUDE TOWADS INCLUSIVE EDUCATION: REGIONAL ASPECT." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/33/s12.084.

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Reports on the topic "Inclusive school teachers"

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Yeo, Lay See, Maureen Neihart, Wan Har Chong, and Vivien Swee Leng Huan. Inclusive education in Singapore primary school classrooms. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27405.

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The purpose of the research is to examine the perceptions of primary school educators toward inclusive education in Singapore. The research study seeks to provide an understanding of inclusion as it is practiced in Singapore primary schools. It examines the features of inclusion and its implementation, the experience of primary school teachers, perceived barriers and facilitators of inclusion, and the benefits and disadvantages of inclusion.

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Tay, Hui Yong, and Norman Kiak Nam Kee. Assessments for learning in inclusive classrooms. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/23254.

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This study builds upon recent research into Assessment for Learning (AfL) practices in Singapore secondary schools (Brown, Deneen, Fulmer, Leong, Tan, & Tay, 2017 April). It aims to extend our understanding of certain AfL competencies highlighted in the latter study in a more specific context of an inclusive classroom, particularly mainstream school classes with students with Autism Spectrum Disorder (ASD). The incidence of ASD in Singapore is one in 150 children, higher than World Health Organisation's global figure of one in 160 (Ng, 2017). Students with ASD have the cognitive abilities

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Lai, Kaiying, Kailin Dang, Peng Peng, and Jubiao Qiu. How teachers' self-efficacy mediates the association between inclusive school climate and teachers' attitude toward inclusive education: Findings from a Meta-Analytic Structural Equation Modeling Stduy. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2025. https://doi.org/10.37766/inplasy2025.2.0076.

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Iloh, Ph.D., Constance. Recruitment and Retention: Impact of Pilot Solutions Designed by Teachers of Color Phase II Report. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/216.

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For the past three years, Digital Promise has embarked on an expansive and human-centered endeavor to empower school districts to cultivate context-relevant solutions to the teacher of color workforce disparities. Through Digital Promise’s Inclusive Innovation approach, teachers of color from various school districts were engaged to develop and implement meaningful solutions to address training, recruiting, and/or retaining teachers of color. This report explores how these co-constructed solutions were implemented, their impact, and the potential to scale these efforts to create sustainable ch

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inc

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Costache, Luminita, Stefan Cojocaru, Daniela Cojocaru, and Ovidiu Buna. BENEFITS OF PARENTAL EDUCATION IN THE SCHOOL SYSTEM. The Influence of Parental Education on School Culture and Student Participation. Expert Projects, 2023. http://dx.doi.org/10.33788/qie.23.01.

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Parental education within the school system plays a crucial role in student development, positively influencing their engagement in educational activities and overall school culture. This study explores the benefits of parental education on academic success, student involvement, and the school-family relationship, analyzing how parental support contributes to enhanced academic performance and student discipline. The study emphasizes the importance of initiatives that support parents and suggests concrete measures for strengthening school-family partnerships and fostering a culture of collabora

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Ahmed, Syeda, and Anannya Chakraborty. Policy brief: Teacher professional development for students with disability in the Asia-Pacific. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-708-3.

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Around the world, policymakers and development organisations are increasingly supporting the education of students with disability, particularly in the bid to achieve United Nations Sustainable Development Goal 4 – to ensure ‘inclusive and equitable quality education for all’. Yet globally, more than half of students with disability drop out of secondary school due to the lack of support in classrooms (UNESCAP, 2019). In the Asia-Pacific region, resource shortages and high student drop-out rates significantly impact the shift to inclusive education. Additionally, educational segregation of stu

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Young, Ph.D., Viki M., and Alexandra Merritt Johnson, Ph.D. Sustainability in Inclusive Innovation: District-Community Solutions, Mindsets, and Practices. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/213.

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This paper examines the factors that supported sustainability under Inclusive Innovation, an R&D model where students, families, communities, and teachers engage with school and district leaders, researchers, and solution providers to co-research an educational challenge in context and to co-develop solutions to the challenge, with intentional goals to benefit students from historically and systematically excluded communities. Key sustainability factors include garnering buy-in at all levels of the system, iterating to improve implementation, embedding changes in existing structures, and c

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Darling-Hammond, Linda, Matt Alexander, and Laura E. Hernández. Redesigning High Schools: 10 Features for Success. Learning Policy Institute, 2024. http://dx.doi.org/10.54300/533.285.

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This publication outlines 10 lessons that constitute evidence-based features of effective redesigned high schools that help create safe environments where exciting and rigorous academic work occurs and where all groups of students succeed academically, graduate at high levels, and go on to college and productive work. The 10 features of successfully redesigned schools include: positive developmental relationships; safe, inclusive school climate; culturally responsive and sustaining teaching; deeper learning curriculum; student-centered pedagogy; authentic assessment; well-prepared and well-sup

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Sims, Kate. Lessons Learned from Education Initiatives Implemented During the First Wave of COVID-19: A Literature Review. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.134.

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It is important to assume that the learning crisis caused by COVID-19 is not over. As highlighted by 2021 school closures in response to the Delta variant, lessons learned from school closures in 2020 are required and applicable. There is therefore a need for reflection and a consolidation of lessons learned to protect education outcomes. Lessons include the need for parental engagement and support, the mobilisation of community actors, and inclusive and accessible remote learning approaches (Kapur, 2020, p. 38). This literature review seeks to better understand what worked and what did not wo

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