Balancing Acts: Policy agenda for teacher education and special educational needs

The purpose of this article is to examine the Initial Teacher Education (ITE) in relation to Special Educational Needs and Disabilities (SEND) in South Korea and in the UK in order to suggest relocation of ITE of Korean inclusive education. Research has identified effective ITE as a significant contributor to the inclusive education context of both countries. This article examines current conceptualizations and trends in ITE related to SEND. Specifically, this study conducts a review of the literature that discusses Special Educational Needs and Disabilities (SEND) in South Korea and in the UK by presenting the reasons why people have negative attitudes towards people with disabilities and to consider expanding the effective ITE, and more directly, its impact on Korean inclusive education. This article concludes with implications for the Korean ITE.

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TEACHER EDUCATORS’ SELF-REPORTED PREPAREDNESS TO TEACH STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN HIGHER EDUCATION

Problems of Education in the 21st Century ◽

10.33225/pec/19.77.584 ◽

2019 ◽

Vol 77 (5) ◽

pp. 584-597

Author(s):

Mona Holmqvist ◽

Lotta Anderson ◽

Lisa Hellström

Keyword(s):

Professional Development ◽

Teacher Education ◽

Teacher Educators ◽

Teacher Education Program ◽

Educational Needs ◽

Special Educational Needs ◽

Online Questionnaire ◽

Significant Difference ◽

Organizational Ability ◽

Preparedness To Teach

This research explores teacher educators’ self-reported preparedness to teach students with special educational needs. Teacher educators are concerned with preparing the next generation of teachers who will, in turn, be addressing the needs of students with special educational needs within schools. Being able to address this important task also in their own teaching at the teacher education program is important for their own credibility. In total, 104 teacher educators at two university faculties completed an online questionnaire with questions about teaching students with special education needs. The results showed a significant difference between the educators’ self-reported professional development needs. At University B, educators rated their own competence as well as the organizational ability to meet students with special educational needs higher than educators at University A, regardless of disability. One explanation for the differences in self-rated competence might be due to the mandatory courses about how to teach students with special educational needs, shaping a community of practice with a shared knowledge among the teacher educators at University B. However, the experienced challenge lies in difficulties to transform the knowledge of what is required and expected into practical solutions for teaching students with special educational needs. Keywords: disability research, inclusive teaching, professional development, special educational needs, teacher education.

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Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward

Teaching and Teacher Education ◽

10.1016/j.tate.2016.09.007 ◽

2017 ◽

Vol 61 ◽

pp. 164-178 ◽

Cited By ~ 14

Author(s):

Deborah Robinson

Keyword(s):

Teacher Education ◽

Educational Needs ◽

Special Educational Needs ◽

The Way

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Including pupils with special educational needs and/or disabilities in mainstream secondary physical education: A revisit study

European Physical Education Review ◽

10.1177/1356336x20953872 ◽

2020 ◽

pp. 1356336X2095387

Author(s):

David Morley ◽

Teresa Banks ◽

Craig Haslingden ◽

Benjamin Kirk ◽

Samatha Parkinson ◽

...

Keyword(s):

Teacher Education ◽

Physical Education ◽

Methodological Approach ◽

Educational Needs ◽

Initial Teacher Education ◽

Special Educational Needs ◽

Teachers Perceptions ◽

Effective Dissemination ◽

Dissemination Of Research ◽

The Uk

Our research used an innovative methodological approach by revisiting an original study conducted 15 years previously (Morley et al., 2005). A purposive sample of 31 secondary school teachers in the UK were interviewed to explore their perceptions of including pupils with special educational needs and/or disabilities (SEND) in mainstream secondary physical education (PE). All interviews were transcribed verbatim and texts analysed thematically. Findings suggest that, despite significant policy developments, little has changed in teachers’ perceptions of their ability to include pupils with SEND in PE and there remain significant challenges to them achieving this. Some exceptions were documented, most notably an increased and positively received focus on inclusion within PE initial teacher education. The article concludes with recommendations for future practice, particularly in terms of teacher education and professional development, as well as the need for effective dissemination of research findings to key stakeholders.

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