Collaboration is one of the most significant components of inclusive education, according to professional literature. The purpose of this study was to understand the perceptions of intervention specialists in terms of collaboration with general education teachers in elementary school inclusive classrooms and administrative support of collaboration. The collaboration and the community of practice theories were used for the conceptual framework in this study to understand how collaboration is an ongoing interaction between people to achieve a common goal. Research questions were designed to understand the perceptions of intervention specialists who work in inclusive classrooms regarding collaboration and administrative support by documenting their experiences through interviews. In this basic qualitative study, 9 intervention specialists were interviewed. Interview data were analyzed using thematic coding. The results of this study indicated that each participant was a part of a weekly collaboration meeting with teachers, an administrator, and an instructional coach. Most participants reported that they had to complete a 5-step form, and it was not a good source of time because it did not directly focus on students' needs. Most participants also reported that they did not receive training in college or professional development at work on how to collaborate or work in inclusive classroom settings. Participants reported that their administrators were supportive, but some classroom teachers were not. The implications of social change for this study include insight on the importance of collaboration in inclusive classrooms and insight on how administrators can create training programs for the collaboration of all teachers who work in inclusive classrooms.

No description available.

Approximately 5 to 14% of school age children are affected by mathematics learning disabilities. With the implementation of inclusion, many of these children are now being educated in the regular education class- room setting and may require additional support to be successful in algebra. Therefore, teachers need to know what interventions are available to them to facilitate the algebraic learning of students with mathemat- ics learning disabilities. This systematic literature review aims to identify, and critically analyze, interventions that could be used when teaching algebra to these students. The five included articles focused on interven- tions that can be used in algebra, specifically when solving equations. In the analysis of the five studies two types of interventions emerged: the concrete-representational-abstract model and graphic organizers. The concrete-representational-abstract model seems to show it can be used successfully in a variety of scenarios involving solving equations. The use of graphic organizers also seems to be helpful when teaching higher- level algebra content that may be difficult to represent concretely. This review discovered many practical implications for teachers. Namely, that the concrete-representational-abstract model of intervention is easy to implement, effective over short periods of time and appears to positively influence the achievement of all students in an inclusive classroom setting. The graphic organizer showed similar results in that it is easy to implement and appears to improve all students’ learning. This review provided a good starting point for teachers to identify interventions that could be useful in algebra; however, more research still needs to be done. Future research is suggested in inclusive classroom settings where the general education teacher is the instructor and also on higher-level algebra concepts.

Σκοπός της παρούσας έρευνας ήταν να μελετηθεί η ετοιμότητα μελλοντικών δασκάλων να ανταποκριθούν κατάλληλα και αποτελεσματικά στις απαιτήσεις μιας συμμετοχικής τάξης όπου μαθητές με ειδικές ανάγκες εκπαιδεύονται παράλληλα με μαθητές χωρίς ειδικές ανάγκες στο πλαίσιο της συμμετοχικής εκπαίδευσης. Τα ερωτήματα που τέθηκαν ήταν: (α) πώς διαμορφώνονται οι στάσεις, τα συναισθήματα και οι ανησυχίες των μελλοντικών δασκάλων για τη συμμετοχική εκπαίδευση των παιδιών με ειδικές ανάγκες; (β) πώς αποτιμούν οι μελλοντικοί δάσκαλοι το βαθμό της αποτελεσματικότητάς τους στη συμμετοχική πρακτική; Το δείγμα της μελέτης μας αποτέλεσαν 148 μελλοντικοί δάσκαλοι από δύο προγράμματα προετοιμασίας δασκάλων σε δύο χώρες της Ευρωπαϊκής Ένωσης: του Παιδαγωγικού Δημοτικής Εκπαίδευσης του Πανεπιστημίου Πατρών της Ελλάδας και του Τμήματος Πρωτοβάθμιας Εκπαίδευσης του Πανεπιστημίου Palacký της Τσεχίας. Η αποτίμηση της ετοιμότητας των μελλοντικών εκπαιδευτικών μετρήθηκε με τις κλίμακες SACIE-R και ΤΕΙΡ των Forlin, Earle, Loreman & Sharma (2011, 2012) οι οποίες μεταφράστηκαν και χρησιμοποιήθηκαν κατάλληλα για τις ανάγκες της διερεύνησής μας. Τα αποτελέσματα έδειξαν ότι υπάρχουν σημαντικές διαφορές μεταξύ των δύο χωρών. Δευτερευόντως, δείχθηκε πως διαφορετικά δημογραφικά χαρακτηριστικά των συμμετεχόντων του δείγματος (όπως: (α) η επαφή με άτομα με ειδικές ανάγκες, (β) η σχετική κατάρτιση στην ειδική αγωγή, (γ) η πρακτική διδασκαλία παιδιών με ΕΑ στη διάρκεια των σπουδών και (δ) ο χρόνος και η διάρκεια της φοίτησης στο πρόγραμμα) επηρεάζουν τις επιδόσεις των εκπαιδευτικών τόσο στη διαμόρφωση των στάσεων, των συναισθημάτων και των ανησυχιών τους για τη συμμετοχική εκπαίδευση όσο και στην αποτίμηση της αποτελεσματικότητας τους για συμμετοχική πρακτική. Τα αποτελέσματα της συγκεκριμένης έρευνας μπορεί να αποτελέσουν σημαντική ευκαιρία για ευρύτερη περαιτέρω επισκόπηση και αξιολόγηση των προγραμμάτων προετοιμασίας δασκάλων για τη συμμετοχική εκπαίδευση στις δύο χώρες. / The purpose of the preset study was the examination of the preparedness of future teachers to work in an appropriate way and effectively in an inclusive classroom where students with special needs are educated with students without special needs in the context of inclusion. Our questions were: (a) what are the attitudes, the sentiments and concerns of future teachers about inclusive education of students with special needs? (b) In which degree do future teachers consider they are prepared and effective at the implementation of inclusive practices? Our participants in the study were 148 future teachers from two departments of education in two countries of European Union: the Department of Primary Education at University of Patras (Greece) and the Department of Primary Education at Palacký University of Olomouc (Czech Republic). We used scales SACIE-R and TEIP (that were developed by Forlin, Earle, Loreman & Sharma, (2011, 2012)) to measure the readiness of future teachers. We translated and modified the scales for the necessities of our study. Results indicated that there are important differences between two countries. Secondly, it was approved that different demographic variables (like: (a) interactions with people with special needs, (b) training and knowledge in special education, (c) practice of teaching students with special needs during the program and (d) study period) impact on the performance of our future teachers in the variables of SACIE-R and TEIP scales. Implications of the study may be a good chance of further review and evaluation of programs that prepare teachers for inclusive education in both countries.

Inclusive education has increased in popularity over the last two decades. Inclusiveclassrooms consist of children from diverse backgrounds and with variousimpairments, with special educational needs. Children with special educationalneeds in vision require assistive tools to access visual information. Topics thatmake strong use of such information, e.g. geometry, can therefore be challengingfor children with visual impairments or blindness (VIB) as well as their teachers.Assistive tools like video magniers and physical objects in the shape ofgeometric gures are used to aid VIB in learning basic geometry. Researchershave investigated tools and applications to aid VIB in learning geometry byusing haptic or auditory feedback as well as combinations of these. However,the tools are often not created with considering the classroom environment. Tounderstand the situation and challenges of these two stakeholders (VIBs andtheir teachers) better, a preliminary questionnaire was conducted. Five participantsof each of the two groups lled out the questionnaires. A concept for anAndroid tablet application to convey pre-existing geometric shapes and theirannotations to VIB, using sound feedback and sonication was created andpartly developed in two incremental implementation phases. The shapes arerecreated on the tablet using elements like circles and paths and then enhancedwith sound feedback to guide VIB to the various elements. With an iterativedesign, the two prototype increments were evaluated. The rst evaluation wasan usability study. Using seven blindfolded, young adult participants, feedbackwas gathered on dierent combinations between sound, tactile, and vibrationfeedback, as well as the general usability of the application for an validation ofthe approach. Each participants was presented the dierent approaches in anotherorder. For each approach, they were asked to explore three basic geometricshapes and then, without blindfold, draw these shapes. The time for applicationinteraction was measured and overall observation notes were taken. After eachapproach a short questionnaire was given to the participant. Another longerquestionnaire was conducted after all approaches were tested. It was foundthat sound feedback alone is not sucient in precisely conveying the geometricshapes to the users. However, combined with tactile objects to mark positionsof vertices on the screen the result improved signicantly and this approach wasfavored by the participants. The usability of the application is good but hasroom for improvement. A study was conducted with two teachers as expertslater on with the second prototype version. Two teachers with several yearsof experience teaching geometry to VIB in inclusive settings were interviewedconcerning the expected usability of the application for VIB and in the classroom,as well as general challenges and possibilities of including the applicationinto geometry lectures. As the teachers were located in Germany, they weresent a video demonstrating the application. One interview was conducted overemail while the other was conducted over Skype. The only challenges identiedare the media anity of teachers and the reliability of technology. VIB are notexpected to face challenges in utilizing the application and teachers could havemore freedom in the geometric shapes they present to their class.

This diploma thesis deals with the development of the school climate in a classroom with a seriously physically disabled child who requires permanent presence of an assistant. The theoretical part focuses on physical disabilities and their impact on the psyche of the child, the specifics of including a seriously disabled child in educational instructional contexts and the life of the classroom, and on the cooperation between a form teacher and an assistant whose support and help is required by the child during all lessons. The practical part uses a narrative of two girls and people who are closely related to them to offer answers to the inquiries into how have relationships within such a classroom and the attitude of classmates to a disabled child changed over the years; how can the presence of an assistant affect the climate of the classroom; and whether the external perception of the inclusion of a disabled child as a successful one corresponds with the feelings of the disabled child, of if the child sees the process otherwise. Case studies which helped the author to get a general picture of the situation confirmed it appeared that the factor which immensely affects inclusion of a physically disabled child in the classroom is the age at which children meet and the attitude of the teacher and the...

Reading is currently a great concern in South Africa with most learners reading below their grade level. In order to remedy this problemthe Department of Education (DoE) has launched a number of campaigns to ensure learners are continuously monitored and evaluated. The purpose of this study is to explore how Grade 4 teachers support learners with word recognition problems in an inclusive classroom. Grade 4 is a transitional grade from mother tongue to English as the medium of instruction in most of Gauteng schools. This shift creates a challenging factor when teaching reading. Although the teachers’ in this investigation were professionally trained not all were trained on how to teach reading and such components as word recognition and lack of strategies raised a major concern. The DoE (2005:67) also stressed that in applying teaching methods teachers should bear in mind that there is no single classroom in which all learners will be exactly the same or learn in the same way and same pace. Hence, teachers need to be creative when dealing with word recognition problems in order to be able to accommodate different learners in an inclusive classroom. In addressing the challenges faced this study uses Bronfenbrenners ecological system theory and qualitative research design to examine how teachers support learners with word recognition problem. The interview questions were firstly piloted with one of the neighbouring Grade 4 teacher. After the pilot study six Grade 4 teachers from four different primary schools were interviewed and observed and their documents were also analysed. The analysis used Creswell’s method and the finding highlighted factors which affect Grade 4 teachers when supporting learners with word recognition. The factors include the following: understanding the Grade 4 learner, curriculum changes in Grade 4, teacher training in the teaching of reading, teaching reading in Grade 4, addressing word recognition in Grade 4, insufficient district support, lack of parental involvement, lack of enough resources and time allocation and lesson plans. Based on the findings, recommendations were made on how to support Grade 4 learners with word recognition problems. / Inclusive Education / M. Ed. (Inclusive Education)

Reading is currently a great concern in South Africa with most learners reading below their grade level. In order to remedy this problemthe Department of Education (DoE) has launched a number of campaigns to ensure learners are continuously monitored and evaluated. The purpose of this study is to explore how Grade 4 teachers support learners with word recognition problems in an inclusive classroom. Grade 4 is a transitional grade from mother tongue to English as the medium of instruction in most of Gauteng schools. This shift creates a challenging factor when teaching reading. Although the teachers’ in this investigation were professionally trained not all were trained on how to teach reading and such components as word recognition and lack of strategies raised a major concern. The DoE (2005:67) also stressed that in applying teaching methods teachers should bear in mind that there is no single classroom in which all learners will be exactly the same or learn in the same way and same pace. Hence, teachers need to be creative when dealing with word recognition problems in order to be able to accommodate different learners in an inclusive classroom. In addressing the challenges faced this study uses Bronfenbrenners ecological system theory and qualitative research design to examine how teachers support learners with word recognition problem. The interview questions were firstly piloted with one of the neighbouring Grade 4 teacher. After the pilot study six Grade 4 teachers from four different primary schools were interviewed and observed and their documents were also analysed. The analysis used Creswell’s method and the finding highlighted factors which affect Grade 4 teachers when supporting learners with word recognition. The factors include the following: understanding the Grade 4 learner, curriculum changes in Grade 4, teacher training in the teaching of reading, teaching reading in Grade 4, addressing word recognition in Grade 4, insufficient district support, lack of parental involvement, lack of enough resources and time allocation and lesson plans. Based on the findings, recommendations were made on how to support Grade 4 learners with word recognition problems. / Inclusive Education / M. Ed. (Inclusive Education)

This study examines stresses experienced by primary school learners with learning problems in inclusive classrooms in an Independent School. Literature suggests that learners with learning problems experience more academic, emotional and social difficulties at school than do their peers without learning problems. The Transactional Model of stress was used as a point of departure for the qualitative empirical study to understand stress as it is experienced by three Grade 4 learners. Several school stresses were identified which contributed to unmet emotional and social needs. The three central sources of stress were classified as S1 (Inability to meet perceived/anticipated demand), S2 (Overload – too much expected) and S3 (Selfexpectations not met). The learners’ own suggestions regarding the relief of these stresses were examined and contributed to guidelines to assist teachers in relieving these stresses experienced by learners with learning problems in the inclusive classroom. / Psychology of Education / M. Ed. (Guidance and Counselling)

This study examines stresses experienced by primary school learners with learning problems in inclusive classrooms in an Independent School. Literature suggests that learners with learning problems experience more academic, emotional and social difficulties at school than do their peers without learning problems. The Transactional Model of stress was used as a point of departure for the qualitative empirical study to understand stress as it is experienced by three Grade 4 learners. Several school stresses were identified which contributed to unmet emotional and social needs. The three central sources of stress were classified as S1 (Inability to meet perceived/anticipated demand), S2 (Overload – too much expected) and S3 (Selfexpectations not met). The learners’ own suggestions regarding the relief of these stresses were examined and contributed to guidelines to assist teachers in relieving these stresses experienced by learners with learning problems in the inclusive classroom. / Psychology of Education / M. Ed. (Guidance and Counselling)