From attitudes to practice: utilising inclusive teaching strategies in Kenyan primary schools

2015 ◽  
Vol 20 (4) ◽  
pp. 413-434 ◽  
Author(s):  
Brent C. Elder ◽  
Michelle L. Damiani ◽  
Benson O. Oswago
Keyword(s):  
Teaching Strategies ◽  
Primary Schools ◽  
Inclusive Teaching

Instructional Strategies for the Inclusive Music Classroom

2018 ◽  
Vol 31 (3) ◽  
pp. 61-65 ◽  
Author(s):  
Alice-Ann Darrow ◽  
Mary Adamek
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
Instructional Strategies ◽  
Inclusive Education ◽  
Teaching Strategies ◽  
Inclusive Classroom ◽  
Teaching Approaches ◽  
Music Classroom ◽  
Inclusive Teaching

While inclusive education is an admirable ideal, it is often difficult to implement. Successful educators have found that employing certain instructional strategies can help meet the needs of students with varying abilities. Inclusive teaching strategies refer to any number of teaching approaches that address the needs of students with a variety of backgrounds, learning styles, and abilities. This article cites various strategies found to be effective in the inclusive classroom. These strategies contribute to the overall learning environment.

Multiuniversity Comparison of Faculty Attitudes and Use of Universal Design Instructional Techniques

2016 ◽  
Vol 30 (2) ◽  
pp. 148-160 ◽  
Author(s):  
Bryan K. Dallas ◽  
Matthew E. Sprong ◽  
Bryon K. Kluesner
Keyword(s):  
Teaching Strategies ◽  
Universal Design ◽  
Faculty Attitudes ◽  
Self Report ◽  
Academic Accommodations ◽  
Educational Settings ◽  
Class Actions ◽  
Actual Use ◽  
Inclusive Teaching ◽  
Training Opportunities

Purpose: To examine postsecondary faculty attitudes and actions toward inclusive teaching strategies (ITS) designed to benefit all learners.Method: The Inclusive Teaching Strategies Inventory is a self-report survey that measures faculty attitudes toward ITS and traditional academic accommodations, as well as their in-class actions. The authors electronically sent the survey to faculty (N = 422) at 3 universities.Results: Results concluded that experience with previous disability-related training (e.g., workshops, courses, books/articles, websites) was associated with more positive self-reported attitudes toward ITS and more actual use of ITS in courses. No significant differences in attitudes or actions between the 3 universities were found. Other findings revealed attitudes toward ITS were associated with actions incorporating ITS in courses.Conclusion: Rehabilitation educators should review ITS guidelines, seek ITS training opportunities on their respective campuses, begin to incorporate ITS where appropriate for specific courses, and measure ITS effectiveness after implementation in courses. Additional research is recommended to examine ITS effectiveness in various postsecondary educational settings.

Inclusive Postsecondary Strategies for Teaching Students with Learning Disabilities: A Review of the Literature

2009 ◽  
Vol 32 (3) ◽  
pp. 181-196 ◽  
Author(s):  
Ann C. Orr ◽  
Sara Bachman Hammig
Keyword(s):  
Learning Disabilities ◽  
Teaching Strategies ◽  
Universal Design ◽  
Review Of The Literature ◽  
Federal Law ◽  
Students With Learning Disabilities ◽  
Backward Design ◽  
Inclusive Practice ◽  
Inclusive Teaching

One out of every 11 postsecondary undergraduates report having a disability, and students with learning disabilities are the largest and fastest growing subgroup of this population. Although faculty are becoming more comfortable with providing students with learning disabilities accommodations as mandated by federal law, many instructors are using inclusive teaching strategies to better meet the needs of all students. Principles of universal design, borrowed from architecture and manufacturing, are increasingly influential on postsecondary pedagogy. This review of the literature examined 38 research-based articles related to universal design and inclusive practice at the postsecondary level. Five primary themes are identified and discussed in relation to their supporting literature: backward design, multiple means of presentation, inclusive teaching strategies and learner supports, inclusive assessment, and instructor approachability and empathy.

scholarly journals THE INFLUENCE OF EFFICACY ON METACOGNITION AWARENESS AMONG PRIMARY SCHOOL TEACHERS IN THE ISLAND ZONE

2019 ◽  
pp. 187-203
Author(s):  
Haidi Entoh ◽  
Mohd. Khairuddin Abdullah @ Jerry
Keyword(s):  
Regression Analysis ◽  
Classroom Management ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
Teaching Strategies ◽  
Primary Schools ◽  
Three Dimensions ◽  
Sense Of Efficacy ◽  
Ex Post ◽  
Ex Post Facto

The purpose of this study is to determine the strength of the efficacy influences, which includes three dimensions: students’ involvement, teaching strategies, and classroom management on metacognition awareness among teachers that working in primary schools in the Island Zone of North Sabah. Using a quantitative approach, this study is based on an ‘ex post facto’ study design. The data were collected through a questionnaire instrument by using the "Teachers’ Sense Of Efficacy (TSES) and "Metacognitive Awareness Inventory for Teacher" (MAIT). Through the purposive sampling design, a total of 151 teachers that teaching at 14 primary schools in the island zone was involved in this study. Descriptive and inference statistics were used to analyze the data and to present the findings of the study. The data were analyzed by using Multiple Regression Analysis. The findings show that the level of teachers’ efficacy (M = 7.45, SD = .86) and teachers' metacognition awareness (M = 4.11, SD = .40) are at a high and positive level. The results of the multiple regression analysis showed that only one dimension of the constructs of the teachers’ efficacy: teaching strategies (β = .591, t = 5.655, p <.05) found to be able to contribute significant predictor value to teacher metacognition awareness and thus reject the null hypothesis. Research implications have also been discussed.

scholarly journals The Effectiveness of the Lecture Based Teaching Strategies and the Inclusive Teaching Strategies on High Achievers: A Comparative Study

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 327-332
Author(s):  
Asma Naureen
Keyword(s):  
Teaching Strategies ◽  
T Test ◽  
High Achievers ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Lecture ◽  
Test Items ◽  
Post Test ◽  
Inclusive Teaching ◽  
The Difference

This research paper is dedicated to the investigation of the effectiveness of inclusive teaching strategies and traditional lecture-based teaching strategies on the learning of pupils in general but the main focus was on the high achievers of Class XII. The study was conducted to compare both types of teaching strategies in an inclusive setting with the diversity students. Two equal groups of pupils were made according to pre-test scores of teacher-made test items. Both the groups were representative of inclusion. The researcher used the pre-test post-test equivalent group design in the present experimental research. The pre-test was conducted before starting the treatment to judge the difference. The experimental group was taught through inclusive teaching strategies while the control group was taught through traditional lecture-based teaching strategies. The period of the experiment was sixty days. When the treatment period was completed, a researcher-made post-test was conducted to know the level of achievement of students especially the high-achiever students. To determine the effectiveness of both types of teaching strategies on students’ learning in an inclusive setting, the significance of the difference between the scores of the two groups was measured at 0.05 level. The t-test was applied to measure the difference of means of the two groups.  Then based on the t-test results were analyzed. It was revealed from the results of the post-test that inclusive teaching strategies were more effective as compared to traditional teaching strategies to teach pupils at Higher Secondary level.

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