http://each.uspnet.usp.br/sistcomplexos/Artigos/artigo5_Garcia05.pdf

Uses of Agent-Based Modeling in Innovation/New Product Development Research

We reviewed the research on professional development (PD) for inclusive education between 2000 and 2009 to answer three questions: (a) How is inclusive education defined in PD research? (b) How is PD for inclusive education studied? (c) How is teacher learning examined in PD research for inclusive education? Systematic procedures were used to identify relevant research and analyze the target studies. We found that most PD research for inclusive education utilized a unitary approach toward difference and exclusion and that teacher learning for inclusive education is undertheorized. We recommend using an intersectional approach to understand difference and exclusion and examining boundary practices to examine teacher learning for inclusive education.

A Decade of Professional Development Research for Inclusive Education A Critical Review and Notes for a Research Program

Collaborative inquiry in teacher professional development

This paper examines the critical components of successful inclusion for students with severe disabilities. This review sets out to provide an overview of literature regarding effective practices for inclusion with a focus on critical components of successful inclusion that assist in preparing the stakeholders worldwide to work and engage effectively with students with disabilities in inclusive schools. The methodology used to conduct this review was to systematically search internet resources, abstracts and databases. The descriptors used include: students with severe disabilities/significant disabilities/ intellectual disabilities, inclusion, modification, adaptations, assistive technology, collaboration, instructional strategies, typically developing peers, and family support. This was followed by the application of two sets of criteria: (1) the article consists of subjects with inclusion/inclusive/general education setting/public schools and (2) the article examines critical components of successful inclusion of students with disabilities or equivalent concepts as the outcome. Seventy two studies met the two criteria and are presented in this review. The author provides an integrated overview of current knowledge regarding the critical components that enhance the quality of inclusive education programs for students with severe disabilities across the world. This review provides evidence that these components support students’ access and progress, either in curricular or non-curricular activities in general education settings. Finally, the author identifies the need for future empirical studies to further examine how each of these components supports students with severe disabilities in general education settings.

/pdf/critical-components-of-successful-inclusion-of-students-with-4xdz073yz0.pdf

Critical Components of Successful Inclusion of Students with Severe Disabilities: Literature Review.

Previous investigations suggest that in addition to positive attitudes toward inclusion, high-level beliefs about knowledge and learning (i.e., epistemological beliefs) are essential for all teachers of students with disabilities in inclusive settings. This study examined the attitudes toward inclusion and epistemological belief status of 71 pre-service general and special educators, along with the relationship between these variables. Participants, who completed written measures of these variables along with a demographic questionnaire, exhibited relatively positive attitudes toward inclusion and high-level epistemological beliefs. Also, those with higher-level epistemological beliefs were significantly more likely to hold more positive attitudes toward inclusion. Implications of findings for teacher education and further inquiry are discussed.

Epistemological Beliefs and Attitudes Toward Inclusion in Pre-service Teachers:

In special education, professional collaboration is viewed as a powerful tool for helping teachers serve students with disabilities. An underlying assumption is that general educators will improve practice if they have opportunities to participate in collaborative professional development aimed at improving instruction for students with disabilities. Although sustainability studies suggest that teachers benefit from such collaboration, evidence also demonstrates that they profit differently. This study examined how teachers who readily adapt and adopt strategies acquired in collaboration differed from those who do not. Findings revealed differences in knowledge of curriculum, pedagogy, student management, and student-centered instruction, as well as differences in ability to reflect on and adapt instruction. Implications for improving professional collaboration in schools are provided.

Learning from Collaboration: The Role of Teacher Qualities:

One of the greatest challenges that general education teachers face is how to address the educational needs of an increasingly diverse student population. Perhaps what is most disturbing about this challenge is that many general education teachers seem unprepared to face it. Researchers investigating inclusive classrooms have found that general education teachers make few instructional adaptations for children with disabilities and those at-risk academically and behaviorally. Even more problematic are the challenges that a diverse student population presents to novice teachers, who are often less prepared to make accommodations for individual students. To address the challenges general education teachers face, particularly beginning teachers, we designed Teacher Learning Cohorts (TLCs) for two urban elementary schools. Our article describes case studies of three beginning TLC general education teachers in the two schools and their efforts to learn how to teach students with disabilities and other high-ris...

Stephanie vanHover

Papers

Learning from Collaboration: The Role of Teacher Qualities:

Teacher Learning Cohorts: A Vehicle for Supporting Beginning Teachers.