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Showing 1 to 15 of 19 results Save | Export
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Gillies, Ann – International Journal of Whole Schooling, 2017
This article describes how a Teacher Educator teaches her university students (pre-service teachers) about belonging; how it feels to belong to a group, why they need to spend their time and energy during the school day working to make K-12 students feel that they belong, what belonging looks like, and how to make it happen in the pre-service…
Descriptors: Preservice Teachers, Preservice Teacher Education, Group Unity, Sense of Community
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Rose, Richard; Shevlin, Michael – International Journal of Whole Schooling, 2017
In recent years, international initiatives such as the Salamanca Statement and Framework for Action on Special Needs Education (UNESCO, 1994) and the Sustainable Development Goals (United Nations General Assembly, 2015) have encouraged educational researchers to focus their attentions on those conditions that enable schools to become more…
Descriptors: Inclusion, Disabilities, Student Experience, Mainstreaming
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Nketsia, William; Saloviita, Timo; Gyimah, Emmanuel Kofi – International Journal of Whole Schooling, 2016
The crucial role of initial teacher education programmes and teacher educators in preparing effective inclusive practitioners has been universally acknowledged. This study explored the attitudes of 125 teacher educators from four colleges of education towards inclusive education, their views and concerns about teacher preparation and the…
Descriptors: Teacher Education Programs, Teacher Role, Teacher Education, Teacher Attitudes
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Katz, Jennifer; Sokal, Laura – International Journal of Whole Schooling, 2016
Innovations in pedagogy are, at their core, aimed at improving the educational experiences and outcomes of learners. Being as many countries are embracing a philosophy of inclusive education, designers of educational reform must be mindful of the effects of any proposed innovations on the experiences and outcomes of a broad range of diverse…
Descriptors: Inclusion, Qualitative Research, Access to Education, Student Attitudes
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Opartkiattikul, Watinee; Arthur-Kelly, Michael; Dempsey, Ian – International Journal of Whole Schooling, 2014
A commitment to maximizing learning outcomes for all students is an axiom of most educational systems around the world. However this goal is sometimes compromised by factors that can be complex and difficult to address. Student behavior problems are one of the major issues challenging educators in many countries including Thailand. Recently, laws…
Descriptors: Foreign Countries, Student Behavior, Behavior Problems, Behavior Modification
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McMaster, Christopher – International Journal of Whole Schooling, 2013
This paper suggests that whole school re-culturing programmes can potentially assist in the creation of more inclusive value orientated schools. The relationship between school culture and successful inclusion has been demonstrated in the literature. Furthermore, the structure of whole school programmes in inculcating inclusive values and…
Descriptors: Foreign Countries, Inclusion, Evidence, Sustainability
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McGhie-Richmond, Donna; Sung, Andrew N. – International Journal of Whole Schooling, 2013
Universal Design for Learning is a framework for developing inclusive instructional lesson plans. The effects of introducing Universal Design for Learning Principles and Guidelines in a university teacher education program with pre-service and practicing teachers were explored in a mixed methods approach. The results indicate that the study…
Descriptors: Foreign Countries, Access to Education, Disabilities, Inclusion
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Jorgensen, Cheryl M.; Lambert, Laurie – International Journal of Whole Schooling, 2012
When students with autism, intellectual, and multiple disabilities are included in general education classes their teachers often struggle with identifying meaningful participation opportunities. Too often students are seated in the back of the room, socially isolated from their classmates, taught primarily by a paraprofessional, and without…
Descriptors: Autism, Developmental Disabilities, Multiple Disabilities, Instructional Development
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Ahsan, M. Tariq; Sharma, Umesh; Deppeler, Joanne M. – International Journal of Whole Schooling, 2012
This paper reports on pre-service teachers' preparedness for inclusive education in Bangladesh through measuring their perceived teaching-efficacy, concerns and attitudes towards inclusive education and identifying predictor variables that contribute to those three variables. Using two standardized scales with 1,623 pre-service teachers from 16…
Descriptors: Barriers, Preservice Teacher Education, Predictor Variables, Foreign Countries
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Ryndak, Diane Lea; Orlando, Ann-Marie; Storch, Jill F.; Denney, Maria K.; Huffman, Jaqueline – International Journal of Whole Schooling, 2011
IDEIA mandates that parents be active participants in the educational decision-making process for their children. It is recommended that parents and professionals collaborate for individualized educational services for students with disabilities, especially for students with significant disabilities. Research suggests that parents must advocate…
Descriptors: Mothers, Multiple Disabilities, Advocacy, Sons
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Forlin, Chris; Sin, Kuen-fung – International Journal of Whole Schooling, 2010
Professional learning for teachers is important if they are to be prepared for teaching in inclusive classrooms. This is particularly pertinent in Hong Kong where teachers have little personal experience of inclusion and where teaching continues to be didactic and examination oriented. Since Hong Kong implemented a whole school approach to…
Descriptors: Self Efficacy, Foreign Countries, Basic Skills, Inclusive Schools
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Ryndak, Diane Lea; Storch, Jill Frenchman; Hoppey, David – International Journal of Whole Schooling, 2008
This phenomenological case study examines one family's lived experience as they advocated for appropriate and effective services in inclusive classes for a member of their family who had significant disabilities. Findings suggest the need for effective professional development if school personnel are to effectively educate students with…
Descriptors: Case Studies, Family School Relationship, Experience, Parent Student Relationship
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Sweetland, Julie – International Journal of Whole Schooling, 2008
Building community and supporting learning are two principles of Whole Schooling. This article describes how Center for Inspired Teaching, a nonprofit educational reform organization, uses these principles to foster professional learning communities in public schools in Washington, DC. When change agents approach disengaged, disempowered faculties…
Descriptors: School Restructuring, Resistance to Change, Change Agents, Educational Change
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Naicker, Sigamoney – International Journal of Whole Schooling, 2007
The advent of a democracy in South Africa ushered in refreshing changes within the South African context. Given South Africa's dark apartheid history, every policy intervention had to ensure a human rights ethos prevails. Inclusive Education, through the publication of the policy document Education White Paper 6 on Special Needs Education:…
Descriptors: Inclusive Schools, Democracy, Educational Change, Foreign Countries
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Samuelson, Keith – International Journal of Whole Schooling, 2007
There are many valid reasons for participating in an educators' tour of Germany. It is a nation that has a legacy of literary and political thought that has had a profound impact on the evolution of Western civilization. Germany has offered the world artistic and scientific genius and been the source of devastating war and unprecedented genocide.…
Descriptors: Foreign Countries, Social Studies, Teachers, Elementary Secondary Education
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