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Making the grade: teacher training for inclusive education: A systematic review
Author(s) -
Tristani Lauren,
BassettGunter Rebecca
Publication year - 2020
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/1471-3802.12483
Subject(s) - special education , teacher education , inclusion (mineral) , psychology , medical education , psychological intervention , best practice , training (meteorology) , pedagogy , professional development , medicine , political science , social psychology , physics , psychiatry , meteorology , law
The role of teacher training, as it pertains to the adoption of inclusive education (IE) ( European Journal of Special, 22 , 2007, 367), is critical in realizing and achieving truly IE environments. Literature often reports poor or inadequate training with regard to IE practices ( Preparing Teachers of the Deaf for a Complex, Jacksonville, FL). The purpose of this review was to examine North American and Australian research regarding teacher training for students with disabilities (SWD) with the goal of informing best practice. Of the 27 reviewed studies, teacher training interventions reported positive outcomes and showed improvements in the areas of teachers’ attitudes/perceptions, knowledge, and strategies/skill development ( Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children , 32, 2009, 166) regarding IE SWD. The researchers cautiously recommend the employment of workshop style approaches as they appear to have the capacity to tackle all three outcome variables concurrently and within the shortest timeframe. Our restrained recommendations for best practice are born out of the quality of evidence presented within the reviewed studies.