FACULTY OF EDUCATION & SOCIAL WORK Examination of Teacher Attitudes Towards Education of Students with Disability in the Mainstream Classroom International Exhibition and Forum for Education Riyadh International Convention and Exhibition Center, Saudi Arabia 3-6 February, 2014 David Evans PhD | Associate Professor of Special Education [email protected]
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Daved Evans, PhD - Examination of Teacher Attitudes Towards Education of Students with Disability in the Mainstream Classroom - IEFE Forum 2014
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FACULTY OF EDUCATION
& SOCIAL WORK
Examination of Teacher Attitudes Towards Education of Students with Disability in the Mainstream Classroom
International Exhibition and Forum for Education
Riyadh International Convention and Exhibition Center,
Saudi Arabia
3-6 February, 2014
David Evans PhD | Associate Professor of Special Education
› "I prefer to work with normal students and special ed. teachers work with those students separately” [regular education teacher]
› “… as a special educator it is hard to teach students with LDs in middle schools or support them to access the curriculum because we are not experts in math or Arabic language.” [special education
teacher]
› “… general ed. teachers have enough work … we do not need more
work!” [regular education teacher]
› “… courses and workshops about collaboration and effective teaching strategies for students with LDs …” [special education teacher]
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Model of Attitudes: Reflection
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Attitudes
Cognitive Component:
[e.g., teacher knowledge]
Affective Component:
[e.g., exposure]
Behavioural Component:
[e.g., engagement]
(De Boer et al., 2011)
Changing Attitudes
› Teachers are heavily socialised by their experiences
- Changing teacher attitudes requires a concerted effort by all
- Teachers hold high expectations for all students
› Building professional knowledge and understanding
- Education planning built on educational, social and personalised
need; access to the regular school curriculum
- Promoting and supporting use of evidence-based practices
- Flexible planning, resourcing, pedagogies and assessment (e.g.,
universal design for learning, use of ICT’s)
› Development and modelling of exemplar inclusive
educational practices relevant to contexts
- Increase exposure to educational exemplars (e.g., highly proficient
teachers, use of web-based exemplars, personalised learning)
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Changing Attitudes
› Address teacher training
- Special education teachers need to be knowledgeable of regular
education curriculum and practices
- Regular education teachers need access to knowledge of practices
that promote access for all students
› Research with schools and teachers highlighting the
benefits of inclusive education outcomes for all
- Reported in a number of formats relevant to the consumer