I was a teacher, for the first time, in 1975. As a beginning school teacher, I needed some help in teaching methods but I only got that from joining an education program & not from the school principal or the science inspector (they both worked for personal ends or aims). I applied the principles of education as taught in the diploma program & they gave successful productive results. After 3 years of school teaching, I resigned to join postgraduate studies & obtained a PhD in chemistry. In 1984, I began my career in my "present" university which involved lot of teaching for undergraduate students. I still apply the principles of teaching methodology but with continuous modifications.

I brought this entire story to emphasize that good teaching does not come normally by having vast knowledge in chemistry or physics or math…etc. but a person, who opts for teaching, must have some degree in education to know that teaching is an art by itself since what matters is not how much you know but how efficient are you in the transfer of knowledge to the minds of the students.  

This will be great! I'm currently doing research in this area, too (with regard to teacher tasks). We haven't received any results so far. When it is ready, I shall send a paper or abstract, too. Best regards.

 I was a teacher, for the first time, in 1975. As a beginning school teacher, I needed some help in teaching methods but I only got that from joining an education program & not from the school principal or the science inspector (they both worked for personal ends or aims). I applied the principles of education as taught in the diploma program & they gave successful productive results. After 3 years of school teaching, I resigned to join postgraduate studies & obtained a PhD in chemistry. In 1984, I began my career in my "present" university which involved lot of teaching for undergraduate students. I still apply the principles of teaching methodology but with continuous modifications.

I brought this entire story to emphasize that good teaching does not come normally by having vast knowledge in chemistry or physics or math…etc. but a person, who opts for teaching, must have some degree in education to know that teaching is an art by itself since what matters is not how much you know but how efficient are you in the transfer of knowledge to the minds of the students.  

Hello,

You may find interesting things in the European Agency for special needs ans inclusive education "Teacher Education for Inclusion" project: https://www.european-agency.org/agency-projects/Teacher-Education-for-Inclusion

Kind regards,

Nathalie

Hi,

You might also find some answers in the work by Sharon Vaughn and Jeanne Schumm. For example, the following paper discusses the attitudes of teachers towards grouping practices in an inclusive setting, as well as the effects of their practices on students with special educational needs:

Schumm, Moody & Vaughn (2000). Grouping for reading instruction: does one size fit all? Journal of learning disabilities, 33 (5), p.477-488.

Kind regards,

Emilie Prast

Sehr geehrte Frau Melzer,

an der Uni Würzburg/Uni MÜnchen läuft gerade ein Forschungsprojekt Inklusion. http://www.edu.lmu.de/bis/

In diesem Rahmen wurden diverse Befragungen vorgestellt und bei einer Tagung Anfang des Jahres vorgestellt.

Herzliche Grüße aus Würzburg

Jörg Tully

http://www.sonderpaedagogik-g.uni-wuerzburg.de/forschung/begleitforschungsprojekt_inklusive_schulentwicklung/

There is much research on this look at Florian and Rouse

Hi, Colleen, do you have a special reference of these authors for me? This would be great. Thank you very much. Best regards, Conny.

It should be:

Florian, L. & Rouse, M. (2001) Inclusive practice in English secondary schools: Lessons learned. Cambridge Journal of Education, 31 (3), 399-412.

Nathalie

 Hi, Conny,

You might also find interesting answers in the European Agency for Special Needs and Inclusive Education "Organisation of Provision to Support Inclusive Education" project.

https://www.european-agency.org/sites/default/files/Organisation-of-Provision-Literature-Review.pdf

Best regards,

Raquel

I did a study where I compared novice and experienced teachers' attitudes towards inclusive education, and also compared to teacher educators. http://www.sciencedirect.com/science/article/pii/S0742051X12001679

There are references to studies by others there as well, and especially to Elias Avramidis' work: https://scholar.google.no/citations?hl=en&user=CUJ6ySYAAAAJ&view_op=list_works&sortby=pubdate

Best regards, 

Joakim

In this study of regular classroom teachers, we found a statistically significant relationship between experience and willingness to teach students with disabilities.

Villa, R., Thousand, J., Nevin, A., & Meyers, H. W. (1996). The Heterogeneous Education Teacher Survey,  Exceptional Children, 63(1), 45-53.

I'd be glad to share a copy of the survey if you would like it.

Good luck on this research!

Ann Nevin

Dear Ms Nevin,

thanks a lot for your answer. Yes, the copy of the survey is great! When I have first results of my current research I could send you an overview. In September I plan a speech on a conference …

Best regards,

Conny Melzer

In our country, inclusion is only on papers. Teachers are totally ignorant of dealing with children with differing abilities. I am planning to conduct some research in the area. best of luck in your endeavours. let me know your results when you have them.