EDC2400 Diversity and Pedagogy Sociology and Social Anthropology

Read the abstract and consider the identified key words – does it confirm or contradict your thoughts regarding the title? Have new ideas come to mind as to the content and perspective of the text?

 

Skim the entire text, taking note of the headings, sub-headings, table and bullet-point lists to understand how the authors have organised the content. What sections  have been utilised? What indications in regards to the type of article and or content of the article do the headings give you? Are there any sections you would have expected to see that are not there, or perhaps named with a different heading?

 

Are there many references? How current are they? Do they represent a range of perspectives and sources? Consider (and maybe highlight) any that you think may be relevant sources to access when completing this critical review and or any that you would like to read in the future. Please note – this does not mean that you need to actually access/read each of the references, just that you should have a good idea as to the support the authors have used intheir article.

 

If possible, read about the authors (will require an Internet search) to learn what authority they have to write about the subject. Have the authors made other contributions to the field of study?

Inclusive education refers to a secure educational environment providing opportunities for the students with disabilities to learn alongside their peers in a general education classroom. The current study has focused on two different university courses for facilitating teachers’ ability to teach in inclusive classroom. Several previous studies suggested that effective coursework can foster positive attitudes and teaching efficacy of teachers in inclusive practices by decreasing their concern, whereas previous research has shown the importance of comparing pre-service teacher experiences to ensure correct findings. Thus, these authors of the current study aimed to investigate how three variables; concerns, attitude and teaching efficacy change over the completion of two different inclusion education courses. The study also aimed to find possible factors, contributed towards the change (Sharma & Sokal, 2015). The authors targeted the teacher group to make them understand the importance of inclusive classroom and the way of achieving teaching efficacy promoting inclusion in classroom. Authors compared the pre and post experience of teachers from two different educational courses, an Australian course and a Canadian course. In conclusion, the study revealed that both courses have positive outcomes, fostering the ability of teachers to teach in inclusive classrooms.

The findings of the study have significant implication for education programs of pre-service teachers. With the help of the findings and suggestions in this paper, the education programs can be modified, focusing more on their concerns, which will include additional skills necessary for them to teach effectively in inclusive classrooms. Evaluating the overall study purposes and findings, it is revealed that authors have successfully highlighted the key components of inclusive teaching in classroom, which have significant implication on improved teaching (Florian, 2014). In the remaining part, the key critical review of the article would be done along with the evaluation of strengths and limitations of the study.

The authors focused on identifying the key strengths of the educational courses provided to the teachers, for professional development, where they will develop the ability to teach in inclusive classrooms, be able to provide opportunities to the disable students to carry on their learning and education with the others. Here the authors (Sharma & Sokal, 2015) focused upon three factors related to the topic; the attitude, teaching efficacy and concerns and comparison between association of these factors during the pre-test and post-test period of educational courses (Florian, 2012). Being focused on these aspects related to inclusive practices, the authors investigated the attitude, concerns and level of teaching efficiency the Australian and Canadian pre-service teachers have related to the inclusion of students with disabilities or special needs in the regular schools along with the effects of their participation in an a course of inclusive education on their attitudes, concerns and teaching efficacy. The authors also investigated the relationship among the attitude, concerns and teaching efficacy scores of Australian and Canadian teachers at pre-test and post-test stage (Sharma & Sokal, 2015).  

In this current article, authors have reviewed three variables that have direct relevance to teaching practices; attitude, teaching efficacy and concerns related to the inclusive teaching in classroom. The main focus of the authors is to check the effectiveness of the educational courses so that the three variables can be relevant to it. The key argument, which has been focused on by the author, is that the effective educational courses for teachers regarding inclusion teaching can promote the positive attitude and teaching efficacy of teachers by reducing their concerns related to the inclusion of disabled students in regular classroom. It has been revealed that the practice of involving students with special needs of disability in regular classes with their same age peers is becoming globally important. Sharma, Loreman and Forlin (2012) claimed that the pre-service and in-service professional education is important for teachers to include disabled children in regular curriculum. (Florian and Spratt, 2013, as cited in Sharma & Sokal, 2015) also argued that these kinds of teaching programs help teachers to develop reflective practioner skills, making them capable of responding towards individual needs of diverse learners. On the other hand, According to UNESCO, it is necessary to equip teachers with appropriate skills and materials to teach diverse student populations and to meet diverse learning needs of different learner categories, including disabled students (UNESCO, 2008, as cited in Sharma & Sokal, 2015).

It has been claimed by several research reports that instead of continuous efforts towards the establishment of crucial components, successful inclusive education programs are indefinable. Several reports claimed some ongoing concerns, for instance, teachers’ feeling of unpreparedness to teach in inclusive classrooms. On the other hand, authors represented the argument that the global movement towards inclusive classrooms in increasing along with the increased numbers of children with disabilities, which made the need for teacher’s preparation and confidence for diverse abilities crucial, to support the global initiative Sharma, Loreman and Forlin  (2012) argued that the preparation of inclusive educators is virtually non-existing. UNESCO advocates that collaboration within different nations in their research on teaching the inclusive classrooms to adhere with the current settings, promoting the inclusion classroom strategies among the teachers.

While reviewing the relationship between three variables; attitude, concerns and teaching efficacy, a report of Finland study reported neutral attitude of teachers towards inclusion teaching. South African studies have also claimed neutral attitude of teachers towards inclusion, in contrast, Finnish teachers shown supportive attitude towards inclusion. Mintz and Wyse (2015) also argued that significant attention should be paid on teacher’s training for making them capable of practicing in inclusive settings and to the cultural context, where inclusion would be advanced.

In the current study context, authors revealed that the legal framework of Australia and Canada are promoting inclusive practices, supporting the advanced training and education of teachers for ensuring the engagement of disabled students with disabilities in various school curriculums with other children and curriculum should be modified to meet each student’s needs. The results revealed from this study supported the previous arguments raised in different literature, a positive association between teaching efficacy and attitude as well as a negative association between the attitude and concerns. Therefore, analysing the main ideas and arguments from different texts, it has been revealed that the authors revealed and explored the purpose of the research successfully.

However, there are significant gaps in literature reviewed by the authors, for instance, instead of providing significant efforts upon this matter; it is not clear that for what reason the inclusion has been elusive (Florian & Spratt, 2013). In the study, it was conceptualized that a positive attitude of pre-service teachers are needed to promote inclusive classroom along with low level of concerns and high level of teaching efficacy. Concluding the study authors claimed that educational courses declined the concern and improved teaching efficacy. Evaluating previous data, authors claimed that pedagogy of teacher education program is the key predictors of participant’s attitudes. Author provided proper implications of the study findings to shape the attitudes of teachers and improving their efficacy. In contrast to the strong relationship between three variables in Australian sample, the Canadian sample represented lack of significant relationship among concerns and attitude. The results and conclusion is significant aligning with the study purpose.

Authors effectively introduced the study topic by discussing the background information along with the viewpoints of the previous literatures, representing the key ideas and argument related to the study, which is critical for the study. In the next step, the authors introduced the purpose and research questions of the current study, based on which the results would be analysed. Here two participants groups were focused in the methodology part, from where data has been collected prior and after the participation in two different stand-alone university courses. Authors discussed the participants, inclusion criteria, sample size for each group, survey type and description of both Canadian and Australian program. In the next part, the author discussed the impact of the courses on three research variables along with the relationship among these three research variables (Engelbrecht, 2013). In the discussion section, author analysed the results revealed by the study with the pre-existing literatures. The gaps in the literatures and limitations of the study have also been analysed by authors. Finally, appropriate implication of the study findings upon the teaching education and professional development for promoting the global initiative, the promotion of the inclusive classroom has been provided. Therefore, it can be interpreted that the study provided all the necessary information required for analysing the study details critically and demonstrating the key ideas or arguments. The entire paper followed a notable flow in content including a systematic or gradual synthesis of information and analysis. As a result, the information, which the authors wanted to convey are easy to understand, organized and convincing to the readers.

In the discussion part, the results revealed from the study were analysed by the authors with the pre-existing studies. For instance, research of Spratt and Florian (2014) supported the results, providing additional information to the authors for analysing the contributing factors in the results. In this context, analysing the results and suggestions for the improvement, authors revealed that Mintz and Wyse (2015) claimed that participant’s attitudes can be shaped by exposing them to real life experiences and direct contact with students with disabilities. Along with the facts, a strong monitoring system is necessary for controlling the negative attitudes.

The arguments provided a strong base, when analysed with the pre-existing studies related to this topic, which has been highlighted in the literature review and discussion parts of the study. The arguments provided practical implication for the improved teaching services regarding inclusion classroom (European Agency for Development in Special Needs Education, 2012). On the other hand, the arguments are strong enough to explain the distinct results for two different nation-based teacher educational courses. As the conclusion of the study is supported by the pre-existing knowledge base in this topic, the conclusion is convincing enough.

The key ideas or argument in the task significantly contributed to the field of teaching education and continuous development. For instance, there are a wide range of opportunities in Canada in improving teacher education courses, where the implication of this study can be implemented. For instance, education models can be generated based on the concerns identified through the course, for eliminating those effectively, thereby improving the TE and positive attitude towards the inclusive classroom (Makoelle, 2012). On the other hand, the findings would help to understand the need for systematically select schools and mentor teachers where pre-teachers can undertake their teaching curriculum to be effective inclusive form. Although the key arguments and conclusion is significant according to the study purpose, however, information related to the contributing factors of these three variables should be elaborated through an in-depth manner.

Authors discussed about the limitations of the study in the discussion part, where it has been highlighted that the sample size was too small in both countries, which may hinder the application of the findings beyond the sample. Another significant limitation of the study is the use of two different teacher education curriculum and teaching practices, rather than focusing on the effect of similar curriculum through different program, which is more interesting (Sharma & Sokal, 2015). These limitations are significant for the study, however, author did not mentioned about the funding and time, if there were any constraints regarding these aspects.

The current study focused on analysing the impact of university teaching educational courses upon three variables the attitude, teaching efficacy and concerns of teachers to effectively teach in an inclusive classroom. The purpose of the study is significant for promoting the worldwide initiative of equalizing education provision among diverse student population, including student with disability or special needs. In this context, the research methods and key ideas or arguments have been evaluated for their suitability. The results and findings were analysed for evaluating their implications on practical teaching field. On the other hand, the limitations of the study have also been analysed for its significance and consistence. This will help to improve the teacher quality. This can involve the teacher professionalism. Thus it is a key factor in the teacher professionalism. The results revealed significant benefits of the educational courses upon improvement of positive attitude and teaching efficacy of teachers towards the inclusive teaching. The findings also have significant implications in the practical field. In brief, it can be depicted that effective teaching courses can help to promote positive attitude and teaching efficacy towards the inclusion classroom establishment by reducing concerns of teachers. Moreover, the study supported the information revealed from previous articles, which indicated that inclusion classroom can promote diversity in learning culture, enhancing children’s collaborative skills and diversity learning. Special training and education can improve teaching skills for inclusive classroom.

Reference List

Engelbrecht, P. (2013) Teacher education for inclusion, international perspectives. European Journal of Special Needs Education, 28 (2), 115–8. doi: 10.1080/08856257.2013.778110.

European Agency for Development in Special Needs Education (2012). Teacher Education for Inclusion: Profile of Inclusive Teachers. Brussels, Belgium: European Agency for Development in Special Needs Education.

Florian, L. & Spratt, J. (2013) ‘Enacting inclusion: A framework for interrogating inclusive practice.’ European Journal of Special Needs Education, 28 (2), pp. 119–35. doi: 10.1080/08856257.2013 .778111.

Florian, L. (2012). Preparing teachers to work in inclusive classrooms: Key lessons for the professional development of teacher educators from Scotland’s inclusive practice project. Journal of Teacher Education, 63(4), 275-285.

Florian, L. (2014). What counts as evidence of inclusive education? European Journal of Special Needs Education, 29(3), 286-294.

Makoelle, T. M. (2012). The state of inclusive pedagogy in South Africa: A literature review. Journal of Sociology and Social Anthropology, 3(2), 93-102.

Mintz, J., & Wyse, D. (2015). Inclusive pedagogy and knowledge in special education: addressing the tension. International Journal of Inclusive Education, 19(11), 1161-1171.

Sharma, U., & Sokal, L. (2015). The impact of a teacher education course on pre?service teachers' beliefs about inclusion: An international comparison. Journal of Research in Special Educational Needs, 15(4), 276-284.

Sharma, U., Loreman, T. & Forlin, C. (2012) Measuring teacher efficacy to implement inclusive practices: an international validation. Journal of Research in Special Needs Education, 12 (1), 12–21

Spratt, J., & Florian, L. (2014). Developing and using a framework for gauging the use of inclusive pedagogy by new and experienced teachers. In Measuring inclusive education (pp. 263-278). Emerald Group Publishing Limited.

United Nations Educational, Scientific, and Cultural Organization (UNESCO) (2008 November) Inclusive Education: The Way of the Future. Paper presented at the conference of the International Conference on Education, The International Conference Centre, Geneva.