European Journal of Inclusive Education最新文献

{"title":"Pre-service Primary Teachers’ Understandings of Inclusive Practice in Scotland and Finland.","authors":"Stella Mouroutsou, Teija Koskela","doi":"10.7146/ejie.v3i1.142132","DOIUrl":"https://doi.org/10.7146/ejie.v3i1.142132","url":null,"abstract":"CONTEXT. Teachers’ attitudes are prerequisite to the implementation of inclusive practices, and teachers’ professional development through their teacher preparation programmes is important for inclusive classroom practice in schools. Developing effective inclusive practice begins in the teachers’ professional preparation. This study investigated pre-service teachers’ understandings of inclusive practice in Scotland and Finland. The aim was to have an in-depth understanding of some pre-service teachers’ views with examples and gain ideas that could count as evidence of inclusive practice, contributing to the dialogue about good inclusive practice.\u0000METHODS. This was a comparative small-scale qualitative study. Data were drawn from focus group interviews with second- and fourth-year pre-service teachers from both countries. The focus groups were conducted online, they lasted around an hour, and they were video and audio recorded. Qualitative data were analysed using thematic analysis. The Finnish data was analysed in Finnish but during the analysis their meanings and interpretations were confirmed through regular discussions.  \u0000FINDINGS. In both contexts, the participants understand inclusive education beyond disabilities and special education. There was a better understanding of inclusive practice, more examples and fewer concerns from fourth-year pre-service teachers compared to second-year pre-service teachers. The replies of pre-service teachers in both countries highlighted the importance of values and pedagogy. Pre-service teachers shared examples of pedagogical approaches that they consider to be inclusive, but links to socially-constructed notions of ability or having the same expectations from all pupils were also evident. The findings indicate that a focus on values and pedagogy in both teacher preparation programs is needed with more explicit links between key ideas and practice. It is suggested that the idea of inclusion is embedded in the programs rather than focusing solely on special education modules. This study offers empirical evidence and contributes to inclusive education research, teachers’ professional preparation, policy goals and practice.\u0000KEY MESSAGE. A focus on values and pedagogy in teacher preparation programs is needed with more explicit links between key ideas and practice.","PeriodicalId":470556,"journal":{"name":"European Journal of Inclusive Education","volume":"18 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141661854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Further insight into social factors affecting access to and equity for low-SES students in higher education","authors":"Mega Wanti, Renate Wesselink, H. Biemans, Perry Den Brok","doi":"10.7146/ejie.v3i1.140295","DOIUrl":"https://doi.org/10.7146/ejie.v3i1.140295","url":null,"abstract":"Purpose: This study goes beyond traditional research focusing on enrollment figures, financial aid, and student academic performance (GPA), aiming to explore how social factors influence access to and equity in higher education for students with low socio-economic status (SES) in Indonesia. \u0000Methods: Employing qualitative methods such as interviews and the snowball technique, this study delves into the firsthand experiences of six alumni who received financial assistance at a prominent university. \u0000Findings: The study sheds light on the significant roles of teachers, lecturers, and family members in providing emotional, informational, and practical support for equal access. Additionally, it unveils previously underestimated contributors like secondary school staff, student associations, scholarships, and local governments. Despite having motivation and guidance, a lack of information during the access phase can impede students with low SES from pursuing higher education. \u0000Conclusion: The journey towards higher education is shaped by a diverse range of support from family, teachers, peers, and university staff provided varied forms of emotional and instrumental support, with both positive and negative outcomes, including financial reservations. While in university, the support network shifted from family to peers, university staff, and RSAs, with lecturers playing a crucial role.","PeriodicalId":470556,"journal":{"name":"European Journal of Inclusive Education","volume":" 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141679389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Productive Struggle as a Boundary Object between Co-Teachers in Grade 6 Mathematics Classrooms in the United States","authors":"Angela Crawford","doi":"10.7146/ejie.v3i1.142990","DOIUrl":"https://doi.org/10.7146/ejie.v3i1.142990","url":null,"abstract":"Teachers’ attitudes are prerequisite to the implementation of inclusive practices, and teachers’ professional development through their teacher preparation programmes is important for inclusive classroom practice in schools. This study investigated pre-service teachers’ understandings of inclusive practice in Scotland and Finland. The aim was to have an in-depth understanding of some pre-service teachers’ views with examples and gain ideas that could count as evidence of inclusive practice, contributing to the dialogue about good inclusive practice. Data were drawn from focus group interviews with second- and fourth-year pre-service teachers from both countries. The findings indicate that a focus on values and pedagogy in both teacher preparation programs is needed with more explicit links between key ideas and practice. It is suggested that the idea of inclusion is embedded in the programs rather than focusing solely on special education modules. This study offers empirical evidence and contributes to inclusive education research, teachers’ professional preparation, policy goals and practice.","PeriodicalId":470556,"journal":{"name":"European Journal of Inclusive Education","volume":"8 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141691122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does Using Core Quadrants Lead to More Teacher Self-Efficacy and Less Perceived Problem Behaviour?","authors":"L. Batstra, Wietske De Vries, E. Thoutenhoofd","doi":"10.7146/ejie.v3i1.137366","DOIUrl":"https://doi.org/10.7146/ejie.v3i1.137366","url":null,"abstract":"PURPOSE. The number of childhood psychiatric classifications and treatments have risen rapidly in Western countries over recent decades. Since child behaviour often arises as a problem in schools, it seems important to find ways to help teachers successfully engage with pupils whose behaviours they experience as challenging. The present study attempts to shift special education teachers’ focus from challenging pupil behaviour, or pupil mental disorder, to teachers’ self-efficacy and less negative perception of pupil behaviour.\u0000METHODS. Ofman’s core quadrant model was used to engage teachers in reflecting on their own key competences, and relate them to possible pitfalls, challenges and aversions in their teaching. The professional development intervention entailed three subsequent team meetings, each lasting two and a half hours. Forty-seven teachers undertook the training, of which half (the control group) were initially put on a waiting list. Via quantitative questionnaires at three different time-points and qualitative post-intervention interviews with teachers involved, we analysed the influence of the intervention on teachers’ perceptions of problem behaviour and the grip they experienced on pupil behaviour (via a measure of self-efficacy). In the interviews, room was also made for reporting other outcomes of the training intervention.\u0000RESULTS. Neither quantitative nor qualitative data analysis revealed an effect of the intervention on self-efficacy or perceived pupil behaviour. The interview data suggest that teachers ascribe pupil behaviour they cannot control to factors outside themselves, primarily child mental disorder.\u0000CONCLUSION. Core quadrant training does not seem to alter how teachers engage with challenging pupil behaviour, nor does it help to reduce disorder thinking in special education. Our findings flag up the importance of better educating teachers about disorder thinking on the one hand, while on the other hand seeking ways to reduce the likelihood that teachers run out of pedagogical options, and instead further build up a sense of self-efficacy.\u0000 \u0000Points of Interest:\u0000\u0000Childhood diagnostic classifications are on the rise in recent decades.\u0000Teachers often suggest diagnostic investigations of pupils, because they believe this will explain difficult behaviour or academic underperformance.\u0000A training aimed to shift the focus from disorder within a child to teacher’s own key competences, pitfalls, challenges and aversions, failed to change self-efficacy, behaviour perception and disorder thinking in teachers.\u0000To reduce disorder thinking in schools, simply educating teachers about what disorders are not and cannot explain, might be more effective than training programs, like studied in the present research.\u0000","PeriodicalId":470556,"journal":{"name":"European Journal of Inclusive Education","volume":"2 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140258256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Waiting for Discovery and Support?","authors":"Sofia Österborg Wiklund, Hanna Bertilsdotter Rosqvist, Anette Bagger, Julie Allan","doi":"10.7146/ejie.v1i1.135517","DOIUrl":"https://doi.org/10.7146/ejie.v1i1.135517","url":null,"abstract":"PURPOSE: In this paper, we explore and contrast the Swedish state and NGO arguments for initiating two changes in national educational degree objectives in Swedish teacher education: one regarding sex and cohabitation education, and the other regarding support for pupils with ʻneuropsychiatric difficultiesʼ such as autism and ADHD (here referred to as neurodivergent pupils). APPROACH: Using critical policy analysis, we compare the arguments from the government as well as responding bodies for introducing the two objectives, with a focus on neurodivergent pupils. RESULTS: Our findings suggest that discourses concerning sex and cohabitation education for all pupils and support for pupils with ʻneuropsychiatric difficultiesʼ respectively derive from different educational ideologies and reproduce different ideas about pupils as active citizens versus passive objects of interventions. The objective of sex and cohabitation education is framed within a norm critical discourse putting forward reflexivity and identity, and where pupils are active subjects to be involved in the process. In contrast, neurodivergence is framed within a deficit approach as neurobiological, individual impairment, and a special educational problem that should be managed by professionals. It is seen as a risk for school failure, where neurodivergent pupils are passive objects of professional discovery and support. CONCLUSION: In a Swedish educational policy landscape, stressing the importance of educating pupils in line with ideas of children as right-bearers, our exploration illustrates how ʻall pupilsʼ versus neurodivergent pupils, within teacher education, are positioned as belonging to different categories of citizens: as active subjects of rights, versus passive subjects of care. This perception of neurodivergence, we argue, hampers progress towards embracing neurodivergence as a social category, and neurodivergent pupils as political subjects.","PeriodicalId":470556,"journal":{"name":"European Journal of Inclusive Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135853871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}