EXPERIENCES THAT SHAPE THE DEVELOPMENT OF INCLUSIVE INSTRUCTION IN PRESERVICE TEACHERS: AN INTERNATIONAL COMPARISON

Preservice teacher education programs are vital in teachers’ development of instructional practices for inclusive classrooms. In previous research, preservice teachers in Canada had higher scores on measures of experience with people with disabilities when compared to those in Germany. The current study investigated the proposition that differences existed because of experiences of inclusion in the respective countries. Participants were 18 Canadian preservice teachers from faculties of education in Ontario, Canada and 29 German preservice teachers from a Bavarian university. A Group Concept Mapping (GCM) technique was employed. Both groups identified Practicum Experiences, Education Program, Past Jobs, and Personal Life Experiences as contributing to the development of their inclusive practice. Only the Canadian sample identified Mentoring Relationships and Professional Development. Differences and similarities in teacher education programs are highlighted as possible contributors to the differences in Canadian and German preservice teachers’ perceptions of experiences useful for shaping their instructional practice.  Article visualizations

Educational Leadership to Create Authentic Inclusive Schools: The Experiences of Principals in a Canadian Rural School District

Inclusive education—based on the premise of social justice—advocates equal ac-cess to educational opportunities for all students. This research provides insight into the inclusive experiences of school principals in a Canadian rural school dis-trict through quantitative and qualitative inquiries. A survey was administered to 16 school administrators, and following initial data analysis, individual inter-views with four school principals were carried out as part of a multi-perspective case study of students with special needs. Overall, inclusion was viewed in a posi-tive light and extended beyond classroom placement to meeting the needs of diverse groups of students within the regular classroom. The responsibilities and strategies of the principals that support inclusion are outlined and other factors that contribute to effective inclusion identified. Key factors include collaboration among key players in the students’ education and opportunities for professional development. The results have implications for school leadership preparation and professional development of school administrators

“The First Day He Kicked Shoes at Me, the Last Day He Brought Me a Picture of Himself”: Investigating the Practicum Experiences of Pre-service Teachers

The purpose of this study was to describe the ways in which the experiences gained during practica influence the developing self-efficacy of Canadian pre-service teachers for teaching in inclusive classrooms. Questionnaires were issued to participants in teacher education programs at 11 universities across Canada, and the data were subjected to content analysis. Several themes that emerged from the participant responses were found to be influential in pre-service teachers’ feelings of efficacy, with behaviour management having the greatest influence, regardless of whether participants felt successful or challenged. Academic outcomes, relationships with students, and other school adults as resources were also identified as themes influencing pre-service teachers’ feelings of success and challenge in practica. The data revealed attitudes and beliefs about inclusion and the impact these may have on teacher efficacy. Several elements can positively influence teacher efficacy including the ability to identify and utilize instructional and personnel resources, the ability to form supportive professional relationships with other school adults, and the ability to recognize achievement as it pertains to the individual rather than prescribed norms. As beliefs about self-efficacy are informed by enactive mastery experiences, vicarious experiences, physiological factors, and verbal persuasion, teacher preparation programs can foster teacher efficacy by encouraging the development of positive attitudes and equipping teachers with the skills they need

Collaborating for Inclusion: The Intersecting Roles of Teachers, Teacher Education, and School Leaders in Translating Research into Practice

Despite empirical research pointing toward the positive impact of an inclusive instructional approach and practices on all students’ learning and social participation, educators and schools lag in adopting these approaches and strategies. For the purpose of knowledge mobilization, it is important to examine the factors that influence this research-to-practice gap. With this aim, we first outline the significant role of teachers and teacher education in implementing inclusive practices. We then synthesize findings from previous literature identifying both individual and contextual, system-level influences that impede the implementation of evidence-based inclusive practices by teachers. We emphasize the prominent role of school leaders in removing some of these barriers by supporting teachers and collaborating with key stakeholders. Further research is needed to explore the complex, interrelated factors that foster collaboration among school leaders, teachers, and teacher education programs in order to advance the development of truly inclusive education systems

A CANADIAN COLLABORATION ON INCLUSIVE EDUCATION: REFLECTIONS ON A SIX-YEAR PARTNERSHIP

This paper examines the experiences of Canadian university researchers and school district staff who engaged in a 6-year collaborative series of research projects investigating school inclusion in the Pembina Hills Regional School Division in, Canada. As a capstone to the research projects, members of the research team engaged in a facilitated inquiry session to explore and articulate lessons learned about inclusion and collaboration throughout the span of the project. The key finding was that collaboration is a critical factor in both inclusive education and university-school district research partnerships. The reflections and experiences of the research team are examined and discussed. Collaboration is illustrated both as prerequisite to and corollary of university-school district research partnerships.