This document summarizes a study on mainstreaming inclusion in teacher education in Zimbabwe. The study explored challenges lecturers face in equipping teacher trainees with inclusive teaching skills. Major findings were that lecturers were aware of inclusive education but did not mainstream it due to their own limited knowledge and skills in inclusion and a lack of supportive policies. The document recommends enacting clear pro-inclusion policies, developing lecturers' skills, and redefining the type of teacher Zimbabwe needs for inclusive classrooms.
empirical study on education system in India Ilyas Ahmed
This document is a project report submitted by Zahida Shaikh to Rajeev Gandhi College of Management Studies in partial fulfillment of a Master's degree. The project empirically studies India's education system. It includes an introduction, literature review, methodology, results, objectives, significance, discussion, classification of the Indian education system, government schemes for school education, the role of NGOs in promoting elementary education, NGOs working for education improvement, and a conclusion. The project was conducted under the guidance of Dr. Dinesh Gabhane during the 2016-2018 academic years.
Alternative delivery modes robertita fernando (1)Regie
The document discusses alternative delivery modes (ADMs) offered by the Department of Education in the Philippines to provide equitable access to education. It describes several ADMs including the Modified In-School Off-School Approach (MISOSA) which addresses issues like student congestion and absenteeism. MISOSA utilizes self-instructional materials, community schools, and involves students, teachers, and facilitators. The document also mentions the e-IMPACT system and provides principles and enhancements of the curriculum.
The National Council for Teacher Education (NCTE) was established in 1973 as an advisory body and became a statutory body in 1995 to regulate and develop teacher education across India. Its objectives are to achieve coordinated development of teacher education through proper maintenance of norms and standards. NCTE regulates recognition of institutions, develops curriculum frameworks, and sets guidelines for qualifications and infrastructure standards. It works to prevent commercialization of teacher education and advises central and state governments on teacher education policies. NCTE oversees pre-service and in-service teacher training through institutions like DIETs and provides guidance on effective training strategies and evaluation.
Teacher Educators’ and Student Teachers’ Attitude towards Teacher Education P...IJSRP Journal
Attitudes vary at different times of one’s life and are usually determined by several factors such as work environment, job satisfaction and status of the profession. Both student-teachers’ and teacher-educators’ attitudes may affect the quality of teacher preparation program and finally quality of the teacher either positively or negatively. This paper is a focus on the attitude of teacher educators and student teachers towards teacher education programmes in universities. The study adopted a descriptive survey design. The study sample consisted of Bachelor of Education fourth year students drawn from three Public universities and three Private universities, Teacher Educators and Heads of Departments from the faculty of Education. Stratified random sampling was used to select the universities, student-teachers and Teacher Educators. Data was collected using questionnaires, interview schedules, observation checklists and documents analysis. Data was analyzed using descriptive statistics. The study found that a large percentage of the respondents portrayed a negative attitude of teacher education programmes. This may be to the fact that most student teachers and teacher educators enrolled in these programmes, do not have teaching as their professional interest thus join by circumstance. The study recommends the need to conduct screening of individuals before admission in teacher education programmes so as to ensure that only those who are interested and committed to teaching as a profession are enrolled. Keywords: Attitude, Teacher Education Programmes, Enrollment, Teacher Educators, Student Teachers, Public University, Private University
1) The document discusses the need for educational reforms and proposes a balanced approach to education that develops students holistically.
2) It argues that current education systems focus too much on cognitive development and impart unbalanced education. This leads to issues like poverty, illiteracy, and ill-health.
3) The author proposes specific reforms like introducing compulsory physical education courses, measuring education quality through standardized tests, imparting education based on pillars of learning, and establishing universities focused on applied research and community service.
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular onthe-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria. by Osiesi Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 7 (Jul. 2020), 111-118. DOI:https://doi.org/10.31149/ijie.v3i7.507. https://journals.researchparks.org/index.php/IJIE/article/view/507/484 https://journals.researchparks.org/index.php/IJIE/article/view/507
empirical study on education system in India Ilyas Ahmed
This document is a project report submitted by Zahida Shaikh to Rajeev Gandhi College of Management Studies in partial fulfillment of a Master's degree. The project empirically studies India's education system. It includes an introduction, literature review, methodology, results, objectives, significance, discussion, classification of the Indian education system, government schemes for school education, the role of NGOs in promoting elementary education, NGOs working for education improvement, and a conclusion. The project was conducted under the guidance of Dr. Dinesh Gabhane during the 2016-2018 academic years.
Alternative delivery modes robertita fernando (1)Regie
The document discusses alternative delivery modes (ADMs) offered by the Department of Education in the Philippines to provide equitable access to education. It describes several ADMs including the Modified In-School Off-School Approach (MISOSA) which addresses issues like student congestion and absenteeism. MISOSA utilizes self-instructional materials, community schools, and involves students, teachers, and facilitators. The document also mentions the e-IMPACT system and provides principles and enhancements of the curriculum.
The National Council for Teacher Education (NCTE) was established in 1973 as an advisory body and became a statutory body in 1995 to regulate and develop teacher education across India. Its objectives are to achieve coordinated development of teacher education through proper maintenance of norms and standards. NCTE regulates recognition of institutions, develops curriculum frameworks, and sets guidelines for qualifications and infrastructure standards. It works to prevent commercialization of teacher education and advises central and state governments on teacher education policies. NCTE oversees pre-service and in-service teacher training through institutions like DIETs and provides guidance on effective training strategies and evaluation.
Teacher Educators’ and Student Teachers’ Attitude towards Teacher Education P...IJSRP Journal
Attitudes vary at different times of one’s life and are usually determined by several factors such as work environment, job satisfaction and status of the profession. Both student-teachers’ and teacher-educators’ attitudes may affect the quality of teacher preparation program and finally quality of the teacher either positively or negatively. This paper is a focus on the attitude of teacher educators and student teachers towards teacher education programmes in universities. The study adopted a descriptive survey design. The study sample consisted of Bachelor of Education fourth year students drawn from three Public universities and three Private universities, Teacher Educators and Heads of Departments from the faculty of Education. Stratified random sampling was used to select the universities, student-teachers and Teacher Educators. Data was collected using questionnaires, interview schedules, observation checklists and documents analysis. Data was analyzed using descriptive statistics. The study found that a large percentage of the respondents portrayed a negative attitude of teacher education programmes. This may be to the fact that most student teachers and teacher educators enrolled in these programmes, do not have teaching as their professional interest thus join by circumstance. The study recommends the need to conduct screening of individuals before admission in teacher education programmes so as to ensure that only those who are interested and committed to teaching as a profession are enrolled. Keywords: Attitude, Teacher Education Programmes, Enrollment, Teacher Educators, Student Teachers, Public University, Private University
1) The document discusses the need for educational reforms and proposes a balanced approach to education that develops students holistically.
2) It argues that current education systems focus too much on cognitive development and impart unbalanced education. This leads to issues like poverty, illiteracy, and ill-health.
3) The author proposes specific reforms like introducing compulsory physical education courses, measuring education quality through standardized tests, imparting education based on pillars of learning, and establishing universities focused on applied research and community service.
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular onthe-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria. by Osiesi Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 7 (Jul. 2020), 111-118. DOI:https://doi.org/10.31149/ijie.v3i7.507. https://journals.researchparks.org/index.php/IJIE/article/view/507/484 https://journals.researchparks.org/index.php/IJIE/article/view/507
11.development and modification of curriculum for excellence in teacher educa...Alexander Decker
This document discusses the development and modification of curriculum for teacher education programs. It addresses several key points:
1) Teacher education curriculum must be regularly updated and modified to keep pace with changes in educational goals and the changing environment. Static curricula will not adequately prepare teachers.
2) Many factors influence the quality and coverage of teacher education programs, including the curriculum content and how it is delivered. The curriculum must aim to develop teaching competencies within the constraints of program duration.
3) There have been numerous theories and frameworks proposed for curriculum development and modification over the years. Modern teacher education curricula need to incorporate current concerns and developments to achieve excellence.
4) Ongoing review and revision
Integrated Education for Sustainability - Guide of Fundamentals and Practices...FGV Brazil
Since its origin, the FIS (Integrated Education for Sustainability) course has been applied in FGV-EAESP as an elective offered to students from the 5th semester of Business Administration, Public Administration, Economics and Law. We understand that FIS principles and practices can be implemented in other public and contexts, even if adjustments need to be designed and tested. For this reason, we developed this Guide.
GVces - Center for Sustainability Studies
www.gvces.com.br
Current Issues in Education - Meeting the Challenges of the 21st Century Todaypolchan
Current Issues in Education - Meeting the Challenges of the 21st Century Today, a Powerpoint presentation for the subject Current Issues in Education, Graduate Studies.
This document outlines the Dropout Reduction Program (DORP) implemented by the Department of Education in the Philippines. The DORP aims to reduce school dropout rates and improve learning outcomes through formal, non-formal and informal approaches. It has several strategic components, including the Open High School Program, Effective Alternative Secondary Education, and School Initiated Interventions. The DORP supports schools' regular class programs and is designed to help schools achieve their goals of producing functionally literate graduates. It provides interventions for students at risk of dropping out to prevent them from leaving school and helps retrieve students who have left school.
The 8th Policy Dialogue Forum of the Teacher Task Force (TTF) took place in Mexico City from 15 to 17 March 2016. The main focus was on sharing relevant policies, practices and tools among international key stakeholders with a view to facilitating the understanding, implementation and monitoring of the teacher-related target in the SDGs and new the education agenda.
The document provides a critique of contemporary teacher education programs in India and Sri Lanka. It outlines the objectives of the study as comparing the objectives, forms and features, administration, management, organization, trends and issues of pre-service secondary teacher education programs between the two countries. The key objectives of secondary teacher education programs in both India and Sri Lanka are to promote quality education of teachers with subject knowledge, computer/English literacy, and experience with needs-based learning methods. Both countries also aim to improve course structure and curricula at the secondary level of teacher education to develop competent teachers who can spread awareness of national development.
Syllabus cite 3 s current trends and issuestMaria Theresa
This course syllabus outlines a course on current issues and trends in multi-grade teaching. Over 17 hours across multiple seminars and activities, students will learn about the nature of multi-grade learning environments, using ICT tools in teaching, and differentiated learning approaches. Assessment includes group presentations, reaction papers, an individual term paper researching online sources and attaching news clippings, and contributing to a group portfolio documenting the seminars. The course aims to equip students with knowledge and skills for teaching in multi-grade classroom settings.
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular on-the-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria by OSIESI Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 10 (Oct. 2020), 48-55. DOI:https://doi.org/10.31149/ijie.v3i10.677 https://journals.researchparks.org/index.php/IJIE/article/view/677/639 https://journals.researchparks.org/index.php/IJIE/article/view/677
The document discusses key topics related to developing teacher competencies for the knowledge society, including:
1. The goals of building a knowledge society through integrating information and communication technologies (ICT) into education.
2. The need for education networks and collective intelligence to develop new knowledge and teaching tools using ICT.
3. The essential role of teachers as mediators between students and knowledge, while also developing their own progressive competencies with ICT.
4. Recommendations for developing ICT pedagogy standards and integrating them into teacher training to meet the needs of African countries.
Conception of teacher education and chemistry teaching at [Autosaved].pptxDerejawYesgat
This document discusses teacher education at the national and international levels. It provides an overview of teacher education in Ethiopia, including its history, current state, policies and reforms. It outlines the key pillars of quality education and discusses challenges facing teacher education in Ethiopia, such as insufficient resources. It also summarizes teacher education and certification in Japan, noting their open and accreditation systems and present qualifications.
Designing Fundamental Elements for Inclusive Educationijtsrd
This document discusses elements of inclusive education. It begins by defining inclusive education and special education. It describes how teachers must make arrangements to provide content to students with different abilities, including learning disabilities, visual or hearing impairments, etc. It discusses social participation in inclusive classrooms and ensuring students with special needs are included. It also covers curriculum modifications like adjusting, modifying or scaffolding content. The document provides tips for teachers on supporting students with auditory, visual, or intellectual impairments. It emphasizes the importance of flexibility and making individualized accommodations.
The document discusses the Basic Education Sector Reform Agenda (BESRA) in the Philippines. BESRA is a package of policy reforms aimed at improving how basic education is delivered. A key component of BESRA is Strengthened School-Based Management (SBM), which aims to empower local schools and communities to improve education quality. Under SBM, school heads, teachers, parents and communities are responsible for developing school improvement plans and budgets. The goal of BESRA and SBM is to ensure all Filipinos receive a quality basic education by localizing decision-making and increasing accountability.
The expectation of the labour market on the quality of graduates produced by Faculties of Education in Nigeria universities has become burning issues that many stakeholders in the education sectorfelt unsatisfactory. It becomes imperative to assessthe challenges of quality assurance in teacher education.This study therefore assessedquality assurance in teacher education in Nigerian universities: challenges and way forward. A descriptive survey research design was adopted for the study. The population of the study was all university teachers in Faculties of Education in universities in Kwara State, Nigeria. A purposive sampling technique was used to select 240 university teachers. A researcher-design questionnaire was used for data collection for the study. The data collected were analysed using means ranking and standard deviation. The findings of the study showed thatthe provision of teachers with adequate academic and professional formativeexperience for teaching and control of examination system with clear procedures as well as ethics of confidentiality and impartiality are the most needed qualities to be assured in teacher education. Overcrowding that leads to poor classroom management and control; instability of academic calendar and adoption of outdated curriculum and inadequate exposure to practical teaching that ensure professionalism are the major challenges in the teacher education. Broadening the curriculum of research methodology to improve the student’s project writing skills and emphasis on the acquisition of knowledge in the teaching subject pedagogy, entrepreneurial studies, and computer literacy for functional education need to be considered. Based on the findings, it was recommended among others that internal quality assessment in teacher education should be strengthened in the Faculties of Education that would allow for improved pre-service teacher quality products in Teacher Education in Nigerian universities.
HIGHER EDUCATION CHALLENGES IN PAKISTANAwaisAhmed201
The higher education system is facing hard challenges, for example inadequate funding, poor infrastructure, quality and standards, lack of autonomy and academic freedom, increasing societal expectations and a growth in demand for higher education.
Quality Improvement in Inclusive Education for Teacher Educationijtsrd
Inclusive elite is the need of an hour that can be made possible only when there is total encompassment in education. Now inclusive education is the most executable plan of getting across of education to each. The meaning of inclusion has emerged as a result of Social justice movement in the field of disability which emphasizes that the school create an environment in which children with special needs are seen as an active member of the social continuity with competence and capability for making positive contribution Inclusive education as a concept is notion that requires school to react to the varying abilities of children. Inclusive education is a human right approach and the philosophy for attaining equity, justice and quality education for all children, especially those who have been traditionally excluded from mainstream education due to disability, ethnicity, gender or other characteristics, it is a human right approach, UNESCO has defined that it is a process of addressing and responding to the diverse needs of all scholars by raising participation in learning and reducing expulsion in and from education. In this context of education, the restructuring of school on inclusive lines is a reflection of the Social model in action. Shaikh Mateen Latif "Quality Improvement in Inclusive Education for Teacher Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46423.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46423/quality-improvement-in-inclusive-education-for-teacher-education/shaikh-mateen-latif
This document summarizes a research paper on maintaining the Malay medium of instruction policy in Malaysia's educational system. It discusses how Malaysia adopted the British colonial education system after independence but has since converted all schools and universities to use Malay as the primary language of instruction. The transition took over 25 years to fully implement. Research found that using Malay as the medium of instruction has not hindered education and Malaysia has developed terminologies and expertise in many fields like medicine and science during this period, showing the viability of Malay for higher education. The paper argues this policy supports national integration and identity in Malaysia's multiethnic society.
Educational trends in Pakistan include a career-oriented approach, activity-based learning, and changing patterns in student assessment. Online learning is also growing. Major educational issues are lagging behind MDGs and EFA commitments due to problems like gender gaps, lack of planning, and low funding. Key educational problems include social constraints, the cost of education, lack of technical education, and poverty. Addressing these issues and problems is important for improving education in Pakistan.
Presentation by Dr. S.S. Jena, Chairman, NIOS at the National Consultative Workshop on Virtual Open Schooling in India organized by NIOS and CEMCA on 16 October 2012.
11.management of distance learning programmes for effective achievement of ob...Alexander Decker
This document summarizes a journal article about managing distance learning programs in Nigeria to effectively achieve objectives. It discusses:
1) The concept of distance education and its role in Nigeria's National Policy on Education.
2) Key areas that must be managed in any distance education system including course development, student support services, and educators' roles.
3) Ways to improve distance education administration with a focus on course development and production, student support services, and defining educators' roles.
We’re all trying to find that idea or spark that will turn a good project into a great project. Creativity plays a huge role in the outcome of our work. Harnessing the power of collaboration and open source, we can make great strides towards excellence. Not just for designers, this talk can be applicable to many different roles – even development. In this talk, Seasoned Creative Director Sara Cannon is going to share some secrets about creative methodology, collaboration, and the strong role that open source can play in our work.
The impact of innovation on travel and tourism industries (World Travel Marke...Brian Solis
From the impact of Pokemon Go on Silicon Valley to artificial intelligence, futurist Brian Solis talks to Mathew Parsons of World Travel Market about the future of travel, tourism and hospitality.
11.development and modification of curriculum for excellence in teacher educa...Alexander Decker
This document discusses the development and modification of curriculum for teacher education programs. It addresses several key points:
1) Teacher education curriculum must be regularly updated and modified to keep pace with changes in educational goals and the changing environment. Static curricula will not adequately prepare teachers.
2) Many factors influence the quality and coverage of teacher education programs, including the curriculum content and how it is delivered. The curriculum must aim to develop teaching competencies within the constraints of program duration.
3) There have been numerous theories and frameworks proposed for curriculum development and modification over the years. Modern teacher education curricula need to incorporate current concerns and developments to achieve excellence.
4) Ongoing review and revision
Integrated Education for Sustainability - Guide of Fundamentals and Practices...FGV Brazil
Since its origin, the FIS (Integrated Education for Sustainability) course has been applied in FGV-EAESP as an elective offered to students from the 5th semester of Business Administration, Public Administration, Economics and Law. We understand that FIS principles and practices can be implemented in other public and contexts, even if adjustments need to be designed and tested. For this reason, we developed this Guide.
GVces - Center for Sustainability Studies
www.gvces.com.br
Current Issues in Education - Meeting the Challenges of the 21st Century Todaypolchan
Current Issues in Education - Meeting the Challenges of the 21st Century Today, a Powerpoint presentation for the subject Current Issues in Education, Graduate Studies.
This document outlines the Dropout Reduction Program (DORP) implemented by the Department of Education in the Philippines. The DORP aims to reduce school dropout rates and improve learning outcomes through formal, non-formal and informal approaches. It has several strategic components, including the Open High School Program, Effective Alternative Secondary Education, and School Initiated Interventions. The DORP supports schools' regular class programs and is designed to help schools achieve their goals of producing functionally literate graduates. It provides interventions for students at risk of dropping out to prevent them from leaving school and helps retrieve students who have left school.
The 8th Policy Dialogue Forum of the Teacher Task Force (TTF) took place in Mexico City from 15 to 17 March 2016. The main focus was on sharing relevant policies, practices and tools among international key stakeholders with a view to facilitating the understanding, implementation and monitoring of the teacher-related target in the SDGs and new the education agenda.
The document provides a critique of contemporary teacher education programs in India and Sri Lanka. It outlines the objectives of the study as comparing the objectives, forms and features, administration, management, organization, trends and issues of pre-service secondary teacher education programs between the two countries. The key objectives of secondary teacher education programs in both India and Sri Lanka are to promote quality education of teachers with subject knowledge, computer/English literacy, and experience with needs-based learning methods. Both countries also aim to improve course structure and curricula at the secondary level of teacher education to develop competent teachers who can spread awareness of national development.
Syllabus cite 3 s current trends and issuestMaria Theresa
This course syllabus outlines a course on current issues and trends in multi-grade teaching. Over 17 hours across multiple seminars and activities, students will learn about the nature of multi-grade learning environments, using ICT tools in teaching, and differentiated learning approaches. Assessment includes group presentations, reaction papers, an individual term paper researching online sources and attaching news clippings, and contributing to a group portfolio documenting the seminars. The course aims to equip students with knowledge and skills for teaching in multi-grade classroom settings.
The import of professional development programmes for primary school teachers...SubmissionResearchpa
The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular on-the-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria by OSIESI Mensah Prince 2020. The import of professional development programmes for primary school teachers in Nigeria. International Journal on Integrated Education. 3, 10 (Oct. 2020), 48-55. DOI:https://doi.org/10.31149/ijie.v3i10.677 https://journals.researchparks.org/index.php/IJIE/article/view/677/639 https://journals.researchparks.org/index.php/IJIE/article/view/677
The document discusses key topics related to developing teacher competencies for the knowledge society, including:
1. The goals of building a knowledge society through integrating information and communication technologies (ICT) into education.
2. The need for education networks and collective intelligence to develop new knowledge and teaching tools using ICT.
3. The essential role of teachers as mediators between students and knowledge, while also developing their own progressive competencies with ICT.
4. Recommendations for developing ICT pedagogy standards and integrating them into teacher training to meet the needs of African countries.
Conception of teacher education and chemistry teaching at [Autosaved].pptxDerejawYesgat
This document discusses teacher education at the national and international levels. It provides an overview of teacher education in Ethiopia, including its history, current state, policies and reforms. It outlines the key pillars of quality education and discusses challenges facing teacher education in Ethiopia, such as insufficient resources. It also summarizes teacher education and certification in Japan, noting their open and accreditation systems and present qualifications.
Designing Fundamental Elements for Inclusive Educationijtsrd
This document discusses elements of inclusive education. It begins by defining inclusive education and special education. It describes how teachers must make arrangements to provide content to students with different abilities, including learning disabilities, visual or hearing impairments, etc. It discusses social participation in inclusive classrooms and ensuring students with special needs are included. It also covers curriculum modifications like adjusting, modifying or scaffolding content. The document provides tips for teachers on supporting students with auditory, visual, or intellectual impairments. It emphasizes the importance of flexibility and making individualized accommodations.
The document discusses the Basic Education Sector Reform Agenda (BESRA) in the Philippines. BESRA is a package of policy reforms aimed at improving how basic education is delivered. A key component of BESRA is Strengthened School-Based Management (SBM), which aims to empower local schools and communities to improve education quality. Under SBM, school heads, teachers, parents and communities are responsible for developing school improvement plans and budgets. The goal of BESRA and SBM is to ensure all Filipinos receive a quality basic education by localizing decision-making and increasing accountability.
The expectation of the labour market on the quality of graduates produced by Faculties of Education in Nigeria universities has become burning issues that many stakeholders in the education sectorfelt unsatisfactory. It becomes imperative to assessthe challenges of quality assurance in teacher education.This study therefore assessedquality assurance in teacher education in Nigerian universities: challenges and way forward. A descriptive survey research design was adopted for the study. The population of the study was all university teachers in Faculties of Education in universities in Kwara State, Nigeria. A purposive sampling technique was used to select 240 university teachers. A researcher-design questionnaire was used for data collection for the study. The data collected were analysed using means ranking and standard deviation. The findings of the study showed thatthe provision of teachers with adequate academic and professional formativeexperience for teaching and control of examination system with clear procedures as well as ethics of confidentiality and impartiality are the most needed qualities to be assured in teacher education. Overcrowding that leads to poor classroom management and control; instability of academic calendar and adoption of outdated curriculum and inadequate exposure to practical teaching that ensure professionalism are the major challenges in the teacher education. Broadening the curriculum of research methodology to improve the student’s project writing skills and emphasis on the acquisition of knowledge in the teaching subject pedagogy, entrepreneurial studies, and computer literacy for functional education need to be considered. Based on the findings, it was recommended among others that internal quality assessment in teacher education should be strengthened in the Faculties of Education that would allow for improved pre-service teacher quality products in Teacher Education in Nigerian universities.
HIGHER EDUCATION CHALLENGES IN PAKISTANAwaisAhmed201
The higher education system is facing hard challenges, for example inadequate funding, poor infrastructure, quality and standards, lack of autonomy and academic freedom, increasing societal expectations and a growth in demand for higher education.
Quality Improvement in Inclusive Education for Teacher Educationijtsrd
Inclusive elite is the need of an hour that can be made possible only when there is total encompassment in education. Now inclusive education is the most executable plan of getting across of education to each. The meaning of inclusion has emerged as a result of Social justice movement in the field of disability which emphasizes that the school create an environment in which children with special needs are seen as an active member of the social continuity with competence and capability for making positive contribution Inclusive education as a concept is notion that requires school to react to the varying abilities of children. Inclusive education is a human right approach and the philosophy for attaining equity, justice and quality education for all children, especially those who have been traditionally excluded from mainstream education due to disability, ethnicity, gender or other characteristics, it is a human right approach, UNESCO has defined that it is a process of addressing and responding to the diverse needs of all scholars by raising participation in learning and reducing expulsion in and from education. In this context of education, the restructuring of school on inclusive lines is a reflection of the Social model in action. Shaikh Mateen Latif "Quality Improvement in Inclusive Education for Teacher Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46423.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46423/quality-improvement-in-inclusive-education-for-teacher-education/shaikh-mateen-latif
This document summarizes a research paper on maintaining the Malay medium of instruction policy in Malaysia's educational system. It discusses how Malaysia adopted the British colonial education system after independence but has since converted all schools and universities to use Malay as the primary language of instruction. The transition took over 25 years to fully implement. Research found that using Malay as the medium of instruction has not hindered education and Malaysia has developed terminologies and expertise in many fields like medicine and science during this period, showing the viability of Malay for higher education. The paper argues this policy supports national integration and identity in Malaysia's multiethnic society.
Educational trends in Pakistan include a career-oriented approach, activity-based learning, and changing patterns in student assessment. Online learning is also growing. Major educational issues are lagging behind MDGs and EFA commitments due to problems like gender gaps, lack of planning, and low funding. Key educational problems include social constraints, the cost of education, lack of technical education, and poverty. Addressing these issues and problems is important for improving education in Pakistan.
Presentation by Dr. S.S. Jena, Chairman, NIOS at the National Consultative Workshop on Virtual Open Schooling in India organized by NIOS and CEMCA on 16 October 2012.
11.management of distance learning programmes for effective achievement of ob...Alexander Decker
This document summarizes a journal article about managing distance learning programs in Nigeria to effectively achieve objectives. It discusses:
1) The concept of distance education and its role in Nigeria's National Policy on Education.
2) Key areas that must be managed in any distance education system including course development, student support services, and educators' roles.
3) Ways to improve distance education administration with a focus on course development and production, student support services, and defining educators' roles.
We’re all trying to find that idea or spark that will turn a good project into a great project. Creativity plays a huge role in the outcome of our work. Harnessing the power of collaboration and open source, we can make great strides towards excellence. Not just for designers, this talk can be applicable to many different roles – even development. In this talk, Seasoned Creative Director Sara Cannon is going to share some secrets about creative methodology, collaboration, and the strong role that open source can play in our work.
The impact of innovation on travel and tourism industries (World Travel Marke...Brian Solis
From the impact of Pokemon Go on Silicon Valley to artificial intelligence, futurist Brian Solis talks to Mathew Parsons of World Travel Market about the future of travel, tourism and hospitality.
Gave a talk at StartCon about the future of Growth. I touch on viral marketing / referral marketing, fake news and social media, and marketplaces. Finally, the slides go through future technology platforms and how things might evolve there.
Reuters: Pictures of the Year 2016 (Part 2)maditabalnco
This document contains 20 photos from news events around the world between January and November 2016. The photos show international events like the US presidential election, the conflict in Ukraine, the migrant crisis in Europe, the Rio Olympics, and more. They also depict human interest stories and natural phenomena from various countries.
The Six Highest Performing B2B Blog Post FormatsBarry Feldman
If your B2B blogging goals include earning social media shares and backlinks to boost your search rankings, this infographic lists the size best approaches.
1) The document discusses the opportunity for technology to improve organizational efficiency and transition economies into a "smart and clean world."
2) It argues that aggregate efficiency has stalled at around 22% for 30 years due to limitations of the Second Industrial Revolution, but that digitizing transport, energy, and communication through technologies like blockchain can help manage resources and increase efficiency.
3) Technologies like precision agriculture, cloud computing, robotics, and autonomous vehicles may allow for "dematerialization" and do more with fewer physical resources through effects like reduced waste and need for transportation/logistics infrastructure.
The document provides information on creating inclusive school environments. It discusses three key dimensions of inclusion: creating an inclusive culture, producing inclusive policies, and evolving inclusive practices. To create an inclusive culture, it is important to build community, establish inclusive values, and develop shared inclusive values among all stakeholders. When producing inclusive policies, schools must develop plans that encourage participation of all students and staff, reach out to include all students in the local community, and minimize exclusionary pressures. Evolving inclusive practices involves developing curricula and instructional practices that are responsive to student diversity and encourage active involvement of all students in their learning. Differentiating instruction through content, process, products, and the learning environment can help meet the diverse needs of students
1. Creating an inclusive culture within the school and community is important for implementing inclusive policies and practices. This involves identifying and eradicating common barriers to inclusion such as attitudes, physical barriers, curriculum rigidity, and lack of teacher training.
2. There are important distinctions between special education, mainstreaming, and inclusive education. Inclusive education aims for all learners to be part of the general education classroom.
3. Producing truly inclusive policies involves establishing an inclusive culture, collaborating across sectors of society, recognizing new teacher roles, and planning inclusive transitions. Schools must examine areas like admissions, supports, and incidents of exclusion to inform new policies.
This document discusses barriers to educational inclusion in initial teacher training. It analyzes the perceptions of the school community regarding how well initial teacher training prepares future teachers to provide inclusive and quality education for all students. The results indicate there are clear shortfalls in initial teacher training related to acquiring competencies around attention to diversity. Training focuses too much on theoretical learning with limited relevance to practical intervention. Approaches are also anchored in outdated models that refer to student deficiencies rather than facilitating inclusion. Improving initial teacher training is important for developing teachers capable of meeting the needs of diverse students as outlined in the UN's 2030 education goals.
This document discusses inclusive education for learners with disabilities and the issues and challenges involved. It defines inclusive education as addressing diversity of needs for all learners through increased participation. Effective inclusive schools promote student needs through collaboration, know student learning needs, create inclusive environments, and have adaptive leadership. Key challenges to inclusion are attitudinal issues, ensuring equality for children with special needs, insufficient resources, and lack of teacher training. Strategies to meet these challenges include innovative teacher training programs, cross-ministry collaboration, involvement of NGOs, and school-university partnerships.
This document discusses inclusive education and its key principles and benefits. It defines inclusive education as providing equal access to education for all students regardless of their abilities or needs. This involves creating a welcoming environment, removing barriers, and providing support and accommodations. The benefits of inclusive education include improved social skills, academic growth, self-esteem, and preparation for life. It also promotes diversity and acceptance. Key elements for creating inclusive schools are adopting a whole-school approach, supportive policies, well-trained teachers, and community engagement.
This document discusses creating inclusive school cultures and policies according to a UNESCO framework. It describes three dimensions of inclusion: creating inclusive cultures through community building and values; producing inclusive policies through developing schools for all and supporting diversity; and evolving inclusive practices like orchestrating learning and mobilizing resources. Stakeholders can help set inclusion parameters, build key people, and identify barriers. Special education focuses on individual needs while inclusion includes all students, though mainstreaming selectively includes some based on readiness. Producing inclusive policies involves involving society, collaborating between educators, recognizing shifting teacher roles, and including transitions in planning.
KEY DEBATES ON INCLUSIVE EDUCATION INCLUSIVE EDUCATION:SANA FATIMA
KEY DEBATES ON INCLUSIVE EDUCATION
INCLUSIVE EDUCATION:
Inclusive education – also called inclusion – is education that includes everyone, with non-disabled and Disabled people (including those with “special educational needs”) learning together in mainstream schools, colleges, and universities
KEY DEBATES ON INCLUSIVE EDUCATION
1. Should teaching methods be adapted to students’ needs?
2. Does inclusive education necessarily imply greater participation by families and community networks in the educative process?
3. Are resources the key to the development of inclusive education policies?
4. What role should the state and public education authorities play in the movement for inclusive education?
5. Inadequate Funding:
6. Barriers to Inclusive Education
7. Overcoming barriers
8. “Inclusion may not be beneficial for all students”
Educators’ perceptions of inclusive education for learners with physical disa...AJHSSR Journal
This document summarizes a research paper that examined educators' perceptions of inclusive education for learners with physical disabilities in mainstream classrooms in South Africa. The study found that while educators believe in the right of all learners to be included, they feel unprepared to implement inclusive practices due to a lack of resources and training. Educators' understanding of inclusion seemed focused on intrinsic deficits in learners rather than barriers caused by extrinsic systemic factors. The way educators were trained emphasized a medical model approach rather than strategies for participation and diversity. Overall, contextual challenges and educators' preparation were found to influence inclusion implementation more than policies or infrastructure alone.
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The document discusses a framework for creating inclusive cultures in education. It outlines three key things stakeholders can do: 1) Set parameters for inclusion by defining terms and roles; 2) Build capacity through teacher training and evidence-based practices; and 3) Identify and remove barriers like attitudes, lack of funding or policies, and rigid curricula. Creating inclusive cultures requires involvement from governments, communities, and all education stakeholders through collaborative efforts like these.
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Elementary teacher education in Pakistan faces several challenges. There is a lack of trained teachers, with only 47.5% of students completing middle school. Social and cultural issues like gender inequity also impact elementary education. Improving teacher training through pre-service and in-service programs, as well as ensuring access to education for all students, especially girls, are priorities for improving the quality of elementary education in Pakistan.
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This document outlines a policy for implementing Learning Action Cells (LACs) as a school-based continuing professional development strategy in the Philippines Department of Education (DepEd). The three key points are:
1. LACs are intended to improve teaching and learning through collaborative problem-solving among teachers. They allow teachers to identify needs, prioritize topics, and develop interventions to address challenges.
2. LAC sessions should focus on key areas like student diversity, curriculum content and pedagogy, assessment, 21st century skills, and curriculum localization. They are meant to strengthen teachers' skills and align their practices with the K-12 education program.
3. The policy provides guidance for forming LAC
This document outlines a policy for implementing Learning Action Cells (LACs) as a school-based continuing professional development strategy in the Philippines Department of Education (DepEd). LACs are intended to improve teaching and learning through collaborative problem-solving among teachers. The policy discusses establishing LACs to address identified needs, prioritizing topics like curriculum, assessment, and inclusion. LAC sessions are to be scheduled regularly to allow collaborative planning, implementation of interventions, and reflection on lessons learned to further develop teacher knowledge, skills, and student outcomes. Resources and norms are to be established to support effective LAC implementation at the school level.
This document outlines a policy for implementing Learning Action Cells (LACs) as a school-based continuing professional development strategy in the Philippines Department of Education (DepEd). LACs are intended to improve teaching and learning through collaborative problem-solving among teachers. The policy discusses establishing LACs to address identified needs, prioritizing topics like curriculum, assessment, and inclusion. LAC sessions are to be scheduled regularly to allow collaborative planning, implementation of interventions, and reflection on lessons learned to further develop teacher expertise. The goal is to nurture successful teachers and improve student outcomes through this bottom-up professional learning community approach.
The document outlines a policy for establishing Learning Action Cells (LACs) in schools as a strategy for continuing professional development of teachers. LACs are groups of teachers that meet regularly to collaboratively solve problems, discuss curriculum and pedagogy, plan lessons, and conduct action research. The goals are to improve teaching and learning processes, nurture successful teachers through self-directed learning and reflective practice, and foster a collaborative spirit among teachers and school leaders. Topics for LAC sessions are determined by teacher needs but should emphasize features of the K-12 curriculum like diversity, inclusion, content standards, and instructional strategies.
This document discusses inclusive education at the elementary and secondary levels. It addresses key debates around inclusive education, including whether teaching methods should be adapted to students' needs, if inclusive education implies greater family and community involvement, and the role of governments and authorities in supporting inclusive policies. It also outlines barriers to inclusive education like inadequate funding, attitudinal issues, and physical barriers. The document advocates for strategies like multi-disciplinary support services, accessible facilities, varied teaching methods, and fostering socialization to overcome these barriers. However, it notes research showing inclusion may not benefit all students, such as those with severe disabilities or behavioral disorders.
The document discusses key principles for 21st century teaching and learning, including personalizing learning to each student's needs and talents, creating an inclusive environment that celebrates diversity, and reshaping curriculum to focus on skills like problem solving and critical thinking. It reflects on challenges of implementing these changes, such as managing diverse classrooms and ensuring teachers have adequate support, but emphasizes that a one-size-fits-all education does not prepare students for the changing world. The reflective essay advocates for an interconnected, student-centered curriculum that leverages technology to facilitate self-paced and collaborative learning.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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C0255027032
1. The International Journal Of Engineering And Science (IJES)
||Volume||2 ||Issue|| 5 ||Pages|| 27-32||2013||
ISSN(e): 2319 – 1813 ISSN(p): 2319 – 1805
www.theijes.com The IJES Page 27
Mainstreaming Inclusion In Teacher Education In Zimbabwe.
1,
O. Mafa (PhD) 2
,E. Makuba
Zimbabwe Open University,
---------------------------------------------------ABSTRACT-------------------------------------------------------
The basic education philosophy has invariably altered the academic profile of pupils populating Zimbabwe’s
public primary schools. Teachers are having difficulties handling inclusive classes. Similarly, most pupils’
individual needs are hardly addressed in mainstream classes. Teachers do not seem to posses the necessary
skills to effectively teach inclusive classes. Most if not all, aim their teaching at the presumed average pupil,
meaning that the gifted pupils are not cultivated to their academic potential while pupils having learning
disabilities and other educational needs are lost in the academic maze. In the face of all these didactic
problems, questions have been raised regarding the suitability of the country’s teacher education programme.
This study explores the challenges experienced by lecturers as they attempt to equip teacher trainees with
inclusive teaching skills and suggest strategies that teachers’ training colleges can adopt in order to
mainstream Inclusion in teacher development. The study adopted a qualitative approach, where focus group
discussions were used to generate data from lecturers from one of Zimbabwe’s primary teachers’ training
colleges. Data were transcribed, verified, segmented, coded and analysed using thematic content analysis.
Major findings were that: lecturers were aware of the meaning of inclusive education; they knew the skills that
needed to be inculcated in teacher trainees when preparing them for inclusive teaching; lecturers were not
mainstreaming inclusion in teacher development because of a number of challenges, inter alia the lecturers’
limited knowledge and skills in inclusion and lack of pro-inclusion policies on teacher development.
Recommendations to facilitate the mainstreaming of inclusion in teacher education include: enactment of clear
pro-inclusion policies to guide teacher development in the country; staff development of lecturers and
reconceptualisation of the type of a teaching graduate that Zimbabwe needs in the context of inclusion.
KEY TERMS: Mainstreaming, Inclusion, Teacher Education, Zimbabwe.
----------------------------------------------------------------------------------------------------------------------------------------
Date of Submission: 18,May ,2013 Date of Publication: 5.June,2013
-------------------------------------------------------------------------------------------------------------------------------------
I. INTRODUCTION
In a study by Mafa (2012) teachers pointed out that it was hard to successfully manage inclusive
classes. They also mentioned lack of specific skills when dealing with specific forms of special needs, e.g.
reading and writing Braille and not being able to use sign language when interacting with children having
hearing impairments. Most teachers said lesson preparation, planning how to organise pupils for teaching,
actual lesson delivery, variety of work to be assessed placed heavy demands on them.Problems encountered by
teachers when handling inclusive classes bring to the fore the appropriateness of the teacher’s training
programmes that teacher trainees are exposed to during pre-service teacher training (Mafa, 2003). The
European Agency for Development in Special Needs Education (2010:6) reiterates that: ‘Underlying the process
of inclusion is the assumption that the general classroom teachers have certain knowledge and understanding
about the needs of different learners, teaching techniques and curriculum strategies’. Florian and Rouse (2009)
opine that the task of pre-service teachers’ training is to prepare teacher trainees to enter a profession which
accepts individual and collective responsibility for improving the learning and participation of all children. Pre-
service teacher education is very vital since it provides the best platform to develop a new breed of teachers with
the prerequisite skills and attitudes to implement inclusive policies and practices successfully (Cardona, 2009).
Savolainen (2009) is of the view that teachers play a pivotal role in education quality. McKinsey et al. in
Savolainen (2009:16) argue that: ‘... the quality of an education system cannot exceed the quality of its
teachers’. Wenglinsky (2000) states that professional development is closely linked to classroom practice;
various types of professional development encourage effective classroom practices; and teachers who are more
knowledgeable about the subject area they teach are also more likely to engage in effective classroom practices.
However, if findings by Mafa (2012) are anything to go by, it would appear that teachers’ training colleges in
Zimbabwe have not responded accordingly to the pedagogic and didactic challenges being heralded into schools
by the inclusion revolution. This observation prompted us to explore the extent to which inclusion was being
mainstreamed in teacher development programmes. Additional objectives were – to unmask the challenges that
2. Mainstreaming Inclusion in Teacher...
www.theijes.com The IJES Page 28
lecturers were experiencing in their attempt to mainstream inclusion and to suggest strategies that lecturers
could employ to circumvent the challenges.
II. REVIEW OF RELATED LITERATURE
2.1 Inclusion and its rationale
There is a global movement towards inclusive education as evidenced by the many conventions,
declarations and recommendations at global level. One such convention is the UN Convention on the Rights of
Persons with Disabilities (2006), which reiterates the need of inclusive education systems. UNESCO (2009)
provides the following justification for educating all children in inclusive settings:
Educational justification – Inclusive schools have to develop ways of teaching that respond to individual
differences and benefit all children.
Social justification – Inclusive schools are able to change attitudes towards diversity and form the basis for
a just, non-discriminatory society.
It costs less to establish and maintain schools that educate all children together than to set up a complex
system of different schools ‘specialising’ in different groups of children.
UNESCO (2008:3) states that inclusion is ‘ . . . an ongoing process aimed at offering quality education
for all while respecting diversity and the different needs and abilities, characteristics and learning expectations
of the students and communities, eliminating all forms of discrimination.’ Quane (2008) in the European
Agency for Development in Special Needs Education (2010) observes that the thinking on inclusion has moved
beyond the narrow idea of inclusion as a means of understanding and overcoming a deficit and it is now widely
accepted that it concerns issues of gender, ethnicity, class, social conditions, health and human rights
encompassing universal involvement, access, participation and achievement. Anati (2013:56) defines inclusion
as ‘Integrating students with disabilities in regular classrooms . . . that aims at protecting the right to education
for all society members, and it ensures that no child with disability is left behind.’ Ainscow et al., (2006:25)
point out that there are many different views of inclusion in the field of education, and that any given country
has more than one perspective on inclusion. Notwithstanding the diversities in definitions, Ainscow et al., argue
that most definitions converge towards the realisation that inclusion refers to:
The processes of increasing the participation of students in, and reducing their exclusion from, the curricula,
cultures and communities of local schools;
Restructuring the cultures, policies and practices in schools so that they respond to the diversity of students
in their locality; and
The presence, participation and achievement of all students vulnerable to exclusionary pressures, not only
those with impairments or those who are categorized as ‘having special educational needs.
2.2 Inclusion implications for teacher education
From a teacher education perspective, Ballard (2003:59) states that new entrants to the teaching
profession should: ...understand how they might create classrooms and schools that address issues of respect,
fairness and equity. As part of this endeavour, they will need to understand the historical, socio-cultural and
ideological contexts that create discriminatory and oppressive practices in education. The isolation and rejection
of disabled students is but one area of injustice. Others include gender discrimination, poverty and
racism.Hernandez (2013) identifies seven steps that are essential in a teacher education programme meant to
prepare teachers to teach in inclusive classes. These seven steps are: (a) the inclusion of subjects with high
social and community content, (b) recognition of individual differences and implementing learning strategies for
all; (c) the collaborative work among educators; (d) all programmes for pre-service and in-service teachers must
be based on the interpretative and critical paradigms; (e) link teacher training with educational services in
contextual professional practices; (f) training should be cross categorical; and (g) new teachers must participate
with experienced teachers during their early years of training.
UNESCO (2009) suggests that a basic training curriculum for teachers might include advice about how
to:
[1] Translate relevant research findings (including brain research) into effective teaching practices;
[2] Assess the progress of all students through the curriculum, including how to assess learners whose
attainments are low and whose progress is slow;
[3] Use assessments as a planning tool for the class as a whole, as well as in drawing up individual plans
for students;
[4] Observe students in learning situations, including the use of simple checklists and observation
schedules;
[5] Relate the behaviour of particular learners to normal patterns of development;
[6] Involve parents and pupils in the assessment process; and
3. Mainstreaming Inclusion in Teacher...
www.theijes.com The IJES Page 29
[7] Work with other professionals – and know when to call on their specialized advice and how to use their
assessments for educational purposes.
Brownell et al. (2005) identify the following characteristics in general teacher education programmes
judged as highly effective: connections between carefully planned coursework and fieldwork so that students
connect what they learn with classroom practice; (b) the use of varied practices by lecturers to hold themselves
accountable for pre-service teachers’ training; (c) coursework and fieldwork that emphasise the needs of a
diverse student population; (d) teacher education that occurs within a collaborative professional community,
that includes pre-service teachers, in-service teachers and lecturers; (e) a heavy emphasis on subject matter
pedagogy that facilitates the development of content specific pedagogy; (f) a clear vision of high quality
teaching that is pervasive throughout the programme; (d) use of active pedagogy by lecturers to promote student
reflection that is likely to lead to conceptual change by pre-service teachers.
2.3 Teaching competences for inclusive classes
The inclusive philosophy changes the academic profiles of pupils occupying classrooms. This change
has both pedagogic and didactic implications as was discussed in the preceding section. From a teaching
perspective, it means that the business as usual approach does not work. If teachers are to effectively teach
inclusive classes, they should be equipped with certain unique competences. Competences such as
understanding pupils, mentoring ability, flexibility, developing skills that are beyond the subject matter are
viewed as crucial if teachers are to comfortably handle inclusive classes (Tomlinson, 1995; Wasley, 1999;
Arguelles, Hughs and Schuman, 2000 and Marcus and Johnson, 1998).
Inherent in the literature on teacher education for inclusion are the following characteristics, that
teacher trainees should: (a) be equipped with theory of education and practical teaching skills; (b) trained on
how to collaborate with other specialists; (c) attached to experienced teachers during their early years of
teaching; (d) be aware of learners’ individual needs and diversities; (e) be conversant with appropriate
assessment methods; and (f) well grounded in their special subject areas.
III. RESEARCH METHOD AND DESIGN
The study was informed by the following three questions:
What do lecturers understand by the term Inclusion in education?
Which are the skills that initial teacher education should equip teacher trainees with in order for them to
teach inclusive classes effectively?
What challenges are lecturers encountering in the teaching of inclusive skills to teacher trainees?
How can these challenges be addressed?
The study adopted a qualitative case study design. Fifteen lecturers were purposively sampled from
one of the primary teachers’ training colleges in Zimbabwe. The lecturers were divided into three focus groups
of five members each. Focus group discussions were then conducted to generate data. Data were analysed using
thematic content analysis. The process involved transcribing of focus group discussions outcomes, verification
of transcribed data through member checking, data segmenting, coding, enumeration and categorizing of data
into themes and sub-themes.
IV. FINDINGS AND DISCUSSION
Data were generated from three departments in a primary teachers college. The departments were:
Special Needs Education, Early Childhood Education and General Studies (Professional Foundations). Lecturers
in Special Needs Education department train teachers in specific disabilities – there is some form of
specialisation. However, the department enrols very few students meant to go and teach in special schools. The
Early Childhood Department lecturers concentrate on those teacher trainees who upon graduation will be
deployed to teach pupils in Grade Zero to Grade Two. General Studies (Professional Studies) lecturers aim to
produce teachers who will teach Grade Three to Seven pupils. Teacher trainees in this department are taught
Curriculum subjects of their choices. Teaching methods, Sociology, Psychology and Philosophy of Education
are taught in all the three departments.
4.1 The meaning of Inclusion in Education from the lecturers’ perspective
Generally, most lecturers were able to explain the meaning of Inclusion in Education. This
understanding of the concept could be attributed to the fact that some topics on inclusive education have been
recently included in the teacher education curriculum. We (the researchers) were also made aware that just prior
to data collection for this study lecturers had participated in an inclusive workshop in the college. Some of the
lecturers’ definitions are captured below:
4. Mainstreaming Inclusion in Teacher...
www.theijes.com The IJES Page 30
Including children with special needs in the mainstream so that they are exposed to similar educational
conditions just like the ‘normal’ children. This definition was from an Early Childhood Development (ECD)
lecturer. A general education lecturer from the Professional Foundations Department defined it as: An education
that caters for all types of pupils, e.g. slow-learners, fast learners, average learners, able and disabled learners,
different abilities catered for. Similarly, a lecturer from Special Education Department defined Inclusive
Education as: Including every child in the mainstream regardless of disabilities, and also facilitating or
providing for education that caters for children with varied needs and diverse capabilities. In our view, the
lecturers’ correct understanding of the concepts Inclusion in Education bodes well for any future attempts that
teachers’ colleges may make to mainstream inclusion.
4.2 Skills that lecturers thought should be inculcated in teacher trainees
Lecturers from the three departments were aware of skills that should be taught to teacher trainees
when preparing them for inclusion. Frequently mentioned skills were:
4.2.1 Identification of children with special needs early
Lecturers felt that it is important for teacher trainees to be able to identify children with special needs
early so that corrective measures will be put in place before the challenge goes out of hand. The need for early
identification is also corroborated by Kirk, Gallagher and Anastasiow (2000), who point out that early
intervention is very important when dealing with exceptional children.
4.2.2 Scheming and Planning for Children with special needs.
Most lecturers pointed out that once all children are in the mainstream, teachers should be able to handle them.
Therefore it was important that, teacher trainees leave teachers’ training colleges with skills that will help them
to scheme, plan and teach mainstream classes effectively. Most reiterated that when teaching a mainstream
class, the ‘one size fits all’ approach rarely works. There will always be those students who excel, while others
struggle and will need the teacher to repeat several times or to use teaching methods which appeal to more than
one sense. Tomlinson (1996) posits that when a teacher is teaching a class whose population is diverse, he/she
must differentiate his/her instruction so that it benefits all the students. These differentiating skills must be
taught in college during teachers’ training. A number of authors among them Hernandez (2013), Brownell et al.
(2005) and Arguelles et al. (2000) also emphasise the teaching of such skills to teacher trainees.
4.2.3 Skills needed to deal with specific disabilities
From all the three focus group discussions, the consensus was teacher trainees should be equipped with teaching
skills to deal with specific disabilities that they are likely to come across during their teaching careers. Such
skills include use of sign language, reading and writing Braille, remedial teaching, among others. The reason
proffered was that such an approach will ensure that the teachers will not be found wanting in mainstream
classes. Lecturers bemoaned the present practice in the Department of Special Needs, where teacher trainees are
only equipped to deal with one type of special needs area. One of the lecturers pointed out that: ‘This is a
limitation in that they would not be able to cater for all the children with their diverse needs.’
4.2.4 Teaching methods
The generally feeling among lecturers was that teacher trainees should be exposed to a variety of
teaching methods. The curriculum on teaching methods should include – pupils’ styles of learning since they
influence the teacher’s choice of what teaching methods to use; multi-sensory approach so that teachers can
make use of available pupils’ senses in their teaching; task analysis to ensure mastery of complex concepts;
remediation, compaction and scaffolding in order to deal with pupils’ different rates of learning and assessment
of diverse pupils’ work.
4.2.4 Guidance and Counselling skills
Participants acknowledged that teachers should be equipped with guidance and counselling skills so
that they can counsel pupils with special needs as well as their parents. It emerged that pupils with special needs
and those with a variety of disabilities may feel out of place, or unwanted in mainstream schools. Such feelings
may negatively impact on their performance in school, hence the need for counselling.
Despite the lecturers’ knowledge of the type of knowledge and skills that teacher trainees should be
equipped with upon graduation, most lecturers concurred that their teacher training graduates were not
effectively prepared to competently teach mainstream classes. The interpretation one gets is that teachers’
training colleges were not mainstreaming inclusion in their teacher development programmes. This could be
deciphered from some of the lecturers’ comments: ‘They are ill equipped for teaching inclusive classes the
programmes at college partially equip them with the above skills.’ This was one of the comments from a
lecturer in the Department of Special Needs. A lecturer from the Department of Professional Foundations
commented thus: ‘Generally this is inadequate since fragments of Inclusive Education are dealt with as topics
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in certain subject areas, e.g. Psychology of Education.’ In the same vein, an ECD lecturer reiterated that: ‘Most
of them are not prepared at all because Inclusive Education concept of education has not been fully taught in
their programmes.’
Basing on the above sentiments we are of the opinion that the present inclusion of some aspects of
Inclusive Education in teacher education curriculum is meant to sensitise teacher trainees of the presence of
children with diverse needs. Apart from the training of specialist teachers, not much is being done in
mainstreaming inclusion in the teacher training curriculum of teacher trainees meant to go and teach in the
mainstream schools after graduating. This means that the special needs of some children in the mainstream
schools will remain unmet for some time to come until such a time that teacher training colleges move away
from sensitising teacher trainees to equipping teacher trainees with appropriate skills and attitudes for effective
teaching in mainstreaming schools.
4.3 Challenges being experienced by lecturers in the teaching of inclusive skills to teacher trainees
Lecturers concurred that it is pertinent that teacher trainees be equipped with prerequisite skills to make
them effective teachers in mainstream schools. However, the generally feeling among lecturers was that as a
college of teacher development, they were not doing much in that direction, because of a number of challenges.
Below are the three challenges that were frequently mentioned by the lecturers in the three FGDs.
4.3.1 Lecturers lack knowledge and skills on Inclusive Education
Deliberations from the three focus groups illuminated that lecturers did not have adequate knowledge and skills
to effectively prepare teacher trainees for inclusive teaching. Some of the sentiments were:A small dose of
Inclusive Education is given to the teachers in training. However, both teachers in training and lecturers are ill
equipped in terms of knowledge and skills with regards to Inclusive Education and Special Needs Education.Not
all lecturing staff have all these specialist skills so as to impart them to their students. Lecturers are not
professionally trained to teach in almost all the special needs areas.I need to be fully workshopped and
developed in the concept of inclusive teaching. I think I know what it is but I am not sure if I really know what it
entails. Other few members in my institution have been workshopped on it unfortunately my turn has not yet
come.
The lecturers’ sentiments captured above corroborate our view that what is presently happening in
teachers’ training colleges amounts to sensitising teacher trainees on issues pertaining to inclusive education.
The teacher trainee graduates’ inability to teach inclusive classes effectively emanates from the quality of
training they will have been exposed to. Obviously, one cannot expect a lecturer with limited skills and
knowledge to produce a teacher with all the requisite inclusive teaching skills. The lecturers’ testaments that
they have limited skills in inclusive teaching further lend credence to our postulation that teacher training
colleges are not mainstreaming inclusion in their teacher training efforts.
4.3.2 Inadequate resources and specialist equipment
Lecturers from the Department of Special Needs Education pointed out that there is need for a hands-
on approach when training specialist teachers. For example, a lecturer should not theorise when teaching teacher
trainees reading and writing Braille. However, as argued by lecturers, specialist equipment is not always
available, for the few teacher trainees who are enrolled in the department. If the whole college student
population is to be taught hands-on, the available equipment will just be a drop in the ocean.
4.3.3 Loaded timetable
Lecturers were in agreement that the teacher education timetable that was being used in the college was
too loaded, such that with the limited time available, it was difficult to effectively equip teacher trainees with
inclusive skills. In order to cover the syllabi in time for examinations, most of the lecturers ended up resorting to
the use of notes in form of handouts. Absent from the list of challenges raised by lecturers is lack of policy on
mainstreaming inclusion in teacher development. It would appear as if lecturers were viewing challenges from a
micro perspective, without looking at the bigger picture. In our view, there is a nexus relationship between the
challenges that were raised by lecturers and lack of policy. Where a programme is policy driven, chances are
that resources (human, material and finance) may be committed towards the proper implementation of the
programme. Therefore, without a clear policy on mainstreaming inclusion in teacher development, chances of
teacher training colleges to produce competent teachers to effectively teach inclusive classes will be limited,
rendering any talk on mainstreaming inclusion in teacher development rhetoric.
4.4 Suggestions of how to mitigate the challenges
Lecturers suggested a number of strategies which they thought could enhance mainstreaming inclusion
in teacher development. The general feeling was that apart from special needs lecturers, most were deficient in
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special needs skills. It was therefore suggested that colleges of teacher education should recruit more specialist
lecturers to complement the meagre numbers already present. Staff development resonated in all the three focus
group discussions. The suggestion was that colleges could engage specialists in inclusion education from sister
colleges or universities to run in-service courses. The colleges could also send their lecturers for further training
on how to mainstream inclusion in teacher development. Two out of the three FGDs, also pointed out that staff
development could also be accomplished through staff exchange programmes. It was also suggested that they
should be a reconceptualisation of teacher education in view of inclusion. The general consensus was that,
certain subjects which lecturers deemed unnecessary in a teacher education curriculum should be done away
with to decongest the syllabi. Proponents of this view argued that such a move could create time for lecturers to
dwell more on mainstreaming inclusion, all other things being equal. Finally, the other suggestion was that
teachers’ training colleges should get greater support from the state and other stakeholders. The above
suggestions are quite pertinent. However, we are of the view that these suggestions can only bear fruit when
they are implemented in a conducive policy environment.
V. CONCLUSION AND RECOMMENDATIONS
Findings indicate that teacher training colleges are not mainstreaming inclusion in their teacher training
programmes. While data were generated from a single teachers’ training college, conclusions can be generalised
to all the country’s primary teachers’ training colleges since they follow a common curriculum. Challenges such
as lack of a clear policy on mainstreaming inclusion; lecturers’ limited knowledge and skills on inclusion;
limited special needs equipment and the nature of the teacher training curriculum seem to be responsible for the
colleges’ failure to mainstream inclusion. Therefore, Inclusion topics in the teacher training syllabi are meant to
sensitise teacher trainees on Inclusion, and not to produce teaching graduates who can teach inclusive classes
effectively and competently. Recommendations to facilitate the mainstreaming of inclusion in teacher education
include: enactment of clear pro-inclusion policies to guide teacher development in the country; staff
development of lecturers and reconceptualisation of the type of a teaching graduate that the country needs in the
context of inclusion.
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