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The study aimed to explore teachers’ attributions for learner difficulties in their schoolwork. In order to explore their attributions of controllability and stability, three groups of teachers, general mainstream class teachers (N = 39), mainstream learning support teachers (N = 35), and special school teachers (N = 25) were asked to rate vignettes about children’s difficulties. The results showed that the two groups of teachers working in the mainstream settings viewed learners with identified support needs as having less control over their performance than those with no specific support needs, while special school teachers viewed both learner groups similarly. Similar findings were found for teacher attributions of controllability in high‐ and low‐ability learners. Stability attributions across all conditions showed that special school teachers viewed children’s difficulties as more amenable to change than did the two groups of mainstream teachers. The implications of these findings for inclusion in mainstream schools are discussed. 相似文献
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Sarah Shearman 《Emotional and Behavioural Difficulties》2013,18(1):53-76
Abstract Current education policy is oriented towards including children with special educational needs in mainstream classrooms. Hitherto they have been, on the whole, educated in special schools. Children with special educational needs include those who are physically disabled, those with learning difficulties and those with emotional and behavioural difficulties. It is the inclusion of this last group which is raising problems in mainstream classrooms. The article draws on psychoanalytic concepts in order to examine the reality of inclusion for three primary-age children with emotional and behavioural difficulties. Observational material is presented which shows the impact of inclusion policy on the children, their teachers and their learning support assistants. There is also discussion of the work of the behaviour support teacher, whose job is to reduce exclusions and help schools to become more inclusive. 相似文献
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Markku Jahnukainen 《Emotional and Behavioural Difficulties》2013,18(3):150-166
Abstract In this study 23 former students of special classes for the emotionally and behaviorally disordered (EBD) located in mainstream school were interviewed about their school experiences. The qualitative data were gathered in two in-depth interviews in 1991 and 1995 in southern Finland. The pros and cons of special education are presented as positive and negative elements of special class treatment.The most positive elements were the special teacher and the small teaching group. The most common and signi?cant negative element was the experience of being labeled. The placement of students with special needs in special classrooms has been criticized during recent years. The positive experiences of former EBD pupils shows that there is still need for this kind of intervention for some pupils and in certain phases of their school careers. However, the quality of education must be guaranteed with the help of individualized education plans (IEPs) in cooperation with the regular class teachers. 相似文献
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Susanne Schwab Tanja Wimberger Christoforos Mamas 《International Journal of Disability, Development & Education》2019,66(3):325-342
ABSTRACTResearch indicates that children with hearing impairment are at higher risk regarding their social participation in school compared to their hearing peers. The purpose of this study was to investigate the social participation of 7th Grade students with hearing impairment in inclusive classrooms. Data from 62 7th Grade students across three classrooms and teachers were collected via paper-and-pencil questionnaires and from regular and special needs teachers via interviews. Results from the single case studies in three classrooms indicate that students with hearing impairment feel less socially integrated and less accepted by their peers. They do, however, interact more with other students with special needs and most students with hearing impairment have friends in their class. Teachers evaluated social integration, acceptance, interaction and friendships of their students with hearing impairment as average or as above average. The teachers’ evaluations only partly correspond to the self-perceptions of the students. Factors that either promote or hinder participation on an institutional, teacher, teaching and student level were exposed, which may have important practice and policy implications. 相似文献
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This article describes the results of a second school improvement study directed at schools with mixed‐age classes, and compares the results of this second study with the first study. The second improvement study examines the effects of a staff development programme which introduced selected findings from teaching effectiveness research into ongoing school settings with mixed‐age classes. In addition to the staff development programme the effects of coaching are also evaluated. In contrast to the first improvement study the staff development programme was implemented by teacher educators and school counsellors in the regular educational support context (in‐service teacher education). A quasi‐experimental, treatment‐control group investigation was designed to test the effects of the staff development programme ‘Dealing with mixed‐age classes’, and the effects of coaching. Based on pre‐ and post‐training classroom observations, the second improvement study‐‐like the first one‐‐revealed a significant treatment effect for pupils’ time‐on‐task levels in mixed‐age classrooms, and for teachers’ instructional and classroom management skills. Only two coaching effects were found: for organising effective instruction and for dealing with disturbances. Time‐on‐task levels improved more strongly in classes of coached teachers. In the second improvement study the effects on teacher instructional and classroom management skills, and pupil behaviour are smaller than in the first study. The staff development programme as conducted in regular in‐service settings by teacher educators and school counsellors was less effective than the staff development programme as conducted in an evaluation setting by the designers of the programme. 相似文献
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Linda Hargreaves Maurice Galton Anthony Pell 《International Journal of Educational Research》1998,29(8):779-795
This chapter examines the changes in teacher–pupil interaction which occurred when teachers from the state maintained sector, with classes containing around thirty children, were provided with the opportunity to teach classes of approximately half that size. This was achieved either by “buddying” each of these teachers with a partner from a private school or by employing an extra teacher to take half of the large class. The results of the observation of these lessons showed increases in the types of interaction which previous research has shown to be positively correlated with increased pupil achievement. These increases, however, were not statistically significant. The chapter, therefore, concludes that before future experimental studies are carried out, there is a need for training designed to maximize the use of these key teacher–pupil interactions in small class settings. 相似文献
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Yola Center Craig Curry 《International Journal of Disability, Development & Education》1993,40(3):217-235
The feasibility of a functional full‐time integration model was examined by comparing the academic and social achievement of two groups of 13 students with mild intellectual disabilities who had been randomly allocated to either age‐appropriate mainstream classes or to a segregated special class. Both groups of students had previously attended special classes in a support unit catering for students with mild intellectual disabilities and had been taught by two special education teachers. During the experimental phase, one teacher remained in the unit while the other acted as a resource teacher for both integrated students with disabilities and regular low progress students in mainstream classes to which the students with disabilities had been allocated. After a 16 week intervention, the results indicated that the integrated students improved significantly more than their segregated counterparts on measures of decoding and mathematics as well as in time spent playing with regular peers. Furthermore, in one regular classroom where the resource teacher had established a mastery learning/cooperative group procedure, both regular students and those with disabilities improved significantly more in academic skills than a parallel group in a traditionally organized classroom. While it is recognised that teacher effects cannot be partialled out in such an intervention, the implications of these results for extending special education services into the mainstream rather than isolating them within special classes are discussed. 相似文献
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We investigate differences in the teacher‐learner interactions in Reception, Year 2 and Year 4 science and literacy classrooms through three measures: (i) the proportion of open questions asked by the teacher, (ii) the rate of successful responses, and (iii) wait‐times. A regression analysis of data from 20 schools and 102 lessons suggests that classrooms in socio‐economically disadvantaged areas offer distinctive patterns of interaction, i.e., typically associated with those approximately two years younger in the more affluent school districts. We then closely examine the quality of two contrasting dialogues from reception science classes of schools in poor and affluent areas. We see how teachers’ questions can work or fail to work to achieve the expected quality in scientific dialogue, and thus how effective use of open questioning might be indicative of quality. In conclusion, we discuss quality of talk as an explanation of class differences in learning outcomes of schooling. 相似文献
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Co‐teaching is a popular strategy for implementing the inclusion of students with disabilities within secondary general education classrooms. However, we have little data regarding its effectiveness under routine conditions of educational practice. This study examined whether there was an “additive effect” of the special education teacher on the instructional experiences of students with disabilities as compared with the experiences of the same students taught by only the general education teacher under routine conditions. Observers used time sampling methods to document how students with disabilities spent their time in 11 middle school co‐taught classes. Statistically significant differences were found for targeted students in terms of general education teacher interaction and individual instruction. General education teachers spent significantly less time with students with disabilities when the special education teacher was present. In addition, students with disabilities received significantly more individual instruction when the special education teacher was present. However, these differences were of limited practical significance. 相似文献
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Amina Turton 《Emotional and Behavioural Difficulties》2013,18(4):333-347
In an increasingly inclusive and complex setting, professionals in the school workforce working with children presenting social, emotional and behavioural difficulties are managing difficulties that frequently reflect co‐morbidity and multiple‐disorder. This article reports practitioner‐led research taking place in a mainstream school in the USA exploring the behaviour management of a pupil presenting with Tourette's Syndrome (TS). The research takes the form of a case study of a teacher‐led intervention. The research introduced the use of functional behavioural assessment (FBA) and a peer support group as the basis of the intervention. This method was aimed at involving teachers more specifically and broadening practitioners' perspectives on the ‘reasons’ and ‘antecedents’ for behaviours being presented. An outcome of the research was the blended use of an FBA and a peer support group process to increase the interaction skills of a student with TS and supported inclusive education for the student. 相似文献
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ABSTRACT Ten mainstream‐educated children with physical handicaps that restrict their independent mobility, aged between 7 and 11 years, were compared with matched classmates on measures of spatial awareness and cognitive mapping skills. Compared with their classmates, the handicapped children were significantly worse at drawing plan maps of their classrooms, placing missing objects on accurate classroom maps, and pointing in the direction of distant landmarks on the school campus. All motorically impaired children were deficient on one or more measures (whether brain damaged or not). Awareness of spatial relations is likely to be important for the development of several intellectual skills, and since physically handicapped children may be disadvantaged in this area, it is worthy of special attention from teachers and support staff. 相似文献
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A study of science classroom behaviours reported by Eggleston et al. (1976) was replicated in 60 secondary school classrooms where the National Curriculum was being followed. Key teacher and pupil characteristics were matched across the two samples, and it was suggested that curriculum change was the most likely factor influencing changes in the teaching and learning processes which were observed. It was found that there was more emphasis upon lower‐order intellectual skills in classrooms where the National Curriculum was being studied. There were also fewer speculative behaviours and fewer behaviours concerned with experimentation. It was shown that a less effective informational instructional strategy was more popular with teachers implementing the National Curriculum, and that instructional strategies which involved practical work were less frequently employed. Participating teachers were asked to give possible reasons for these changes, and it was suggested by many of them that an overburdened curriculum may be a significant factor influencing their choice of teaching and learning strategies. It was suggested that this problem would only be resolved if the informational content of the National Curriculum was reduced, perhaps by focusing upon those key concepts which Bruner (1961) has described as constituting the structureof the discipline. 相似文献
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Marjatta Takala 《British Journal of Special Education》2007,34(1):50-57
The contribution of teaching assistants, learning support assistants or classroom assistants is becoming increasingly important in inclusive and specialist classrooms. In this article, Marjatta Takala, professor in special education at the University of Helsinki, describes her research into the work of 14 classroom assistants working in a mix of mainstream and special schools in Helsinki, Finland. The results reveal that the tasks undertaken by assistants are different in mainstream and specialist settings and vary also according to the ages of the children involved. The assistants spent more of their time, for example, working directly with children if they worked in mainstream schools. Assistants in special schools, by comparison, spent more time assisting the teacher. Further, assistants working among older children spent more time waiting or simply listening to the lesson than those working with younger children, who seemed to be more actively involved with supporting learning. Marjatta Takala analyses her results by the full range of tasks encountered; according to three broad types of work; and in terms of the planning and co-operation undertaken by assistants and teachers at the class level. Her discussion will be of interest to anyone concerned with the development of support in the classroom and the education of both teachers and teaching assistants. 相似文献
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Umesh Sharma Sadia Shaukat Brett Furlonger 《Journal of Research in Special Educational Needs》2015,15(2):97-105
This study sought to determine the attitudes and teaching self‐efficacy of pre‐service teachers towards the inclusion of students with disabilities into regular classrooms. A questionnaire was administered to 194 pre‐service Pakistani teachers (male 73, female 121) enrolled in a 1‐year teacher education programme at a government university in Pakistan. Overall, male pre‐service teachers expressed more positive attitudes than their female counterparts regarding the inclusion of students with disabilities in regular classrooms. Surprisingly, those pre‐service teachers majoring in special education did not express more positive attitudes towards inclusion than their counterparts who were preparing to teach in mainstream schools. However, participants with training in special education, knowledge of disability legislation, teaching experience and personal experience with a disability reported higher levels of self‐efficacy towards teaching within inclusive settings. The findings of the study are discussed with possible implications for policy‐makers and teacher educators in Pakistan and other countries in the South Asian region. 相似文献
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This paper addresses the identification of pupils with special educational needs (SEN) in mainstream primary schools by their teachers. Data were analysed from two consecutive measurement occasions of a large cohort study in the Netherlands. The types and severity of pupils’ problems, and their school careers were studied. Around 25% of the pupils were considered by their teachers to have SEN. Results show that a substantial percentage of pupils who had been identified with SEN at the first measurement occasion were not identified with SEN three years later, whereas the same percentage had not been identified with SEN at the first occasion but was at the second occasion. Significant predictors of being identified with SEN include results from skills tests, and the teacher’s views on the pupil performing below expectations, having a less favourable attitude to work, being less popular with classmates, and being more dependent on the teacher. In addition, boys are more likely to be identified with SEN in comparison to girls. Cognitive impairment and/or delayed cognitive development proved to be the most influential predictor of referral to special education. In addition, chances of a pupil being referred to special education are influenced by several other pupil characteristics. Implications of these outcomes are discussed. 相似文献
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Lee Ann Truesdell 《The Urban Review》1988,20(1):42-58
Mainstreaming in an urban middle school was examined for three years by a participant observer. It was hypothesized that the school's organization and culture would affect mainstreaming. Findings confirmed this hypothesis. Homogeneity of academic classes and the requirement that students fit into academic groups limited access for special education students to classes where they could function academically as the students did in general education. Criteria for selecting students were not delineated; special and general education teachers communicated informally and irregularly about their students' functioning in mainstream classes; and students received little help with their academic mainstream responsibilities. Students from special education were added to regular classes that were already very large and teacher permission was necessary to include a mainstream student in a general education class. Some school factors facilitated mainstreaming. The principal advocated it and supported its implementation. Special education teachers initiated mainstreaming through their social networks in the school. Heterogeneous groups in minor subjects offered classes with a wider range of ability within which special education students could function, and low track homogeneous classes provided environments that were more like special education classes. 相似文献
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《British Educational Research Journal》2003,29(5):709-730
Abstract Despite evidence from the USA that children in small classes of less than 20 do better academically there is still a vociferous debate about the effects of class size differences in schools, and considerable gaps in our understanding of the effects of class size differences. This article summarises results from the most complete UK analysis to date of the educational consequences of class size differences. The study had two aims: first, to establish whether class size differences affect pupils’ academic achievement; and second, to study connections between class size and classroom processes, which might explain any differences found. The study had a number of features that were designed to be an improvement on previous research. It used an ‘observational’ approach, rather than an interventionist one, in order to capture the nature of the relationship between class size and achievement across the full range of observed classes, and it employed a longitudinal design with baseline assessment to adjust for possible non‐random selection of children into classes. The study followed a large sample of over 10,000 children from school entry through the infant stage, i.e. children aged 4–7 years. It used multilevel statistical procedures to model effects of class size differences while controlling for sources of variation that might affect the relationship with academic achievement, and a multimethod research approach, integrating teachers’ judgements and experiences with case studies, and also carefully designed time allocation estimates and systematic observation data. Results showed that there was a clear effect of class size differences on children's academic attainment over the (first) Reception year. In the case of literacy, the lowest attainers on entry to school benefited most from small classes, particularly below 25. Connections between class size and classroom processes were examined and a summary model of relationships presented. Effects were multiple, not singular; in large classes there are more large groups and this presented teachers with more difficulties, in smaller classes there was more individual teacher contact with pupils and more support for learning, and in larger classes there was more pupil inattentiveness and off‐task behaviour. Results support a contextual approach to classroom learning, within which class size differences have effects on both teachers and pupils. It is concluded that much will depend on how teachers adapt their teaching to different class sizes and that more could be done in teacher training and professional development to address contextual features like size of class. 相似文献