Skip to main content

Advertisement

SpringerLink
Log in

Effective inclusive education: Equipping education professionals with necessary skills and knowledge

  • Open File
  • Published:
PROSPECTS Aims and scope Submit manuscript

Abstract

As a result of educational reforms, students with disabilities are educated in inclusive settings to a greater degree than ever before. Regrettably, many teachers report that they feel unprepared to work effectively with these students. Because teacher effectiveness is strongly linked to student outcomes, these perceptions of inadequacy are clearly problematic. Improved teacher preparation is a necessity. Yet, teacher educators face their own challenges when trying to keep up with current literature and a rapidly expanding knowledge base. Web-based technology offers solutions to some of these challenges, yet not all Web-based resources are valid or reliable. The IRIS Center for Training Enhancements, funded by the U.S. Department of Education, provides free online resources for those working with struggling learners and students with disabilities. The resources are developed in collaboration with leading educational researchers, are highly rated, and are heavily used in multiple countries to improve the quality of teacher education.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig 1
Fig 2
Fig 3

Similar content being viewed by others

References

  • ASCD [Association for Supervision, Curriculum Development] (2009). Creating global classrooms. Education Update, 51(1), 4.

    Google Scholar 

  • Bore, J. C. K. (2008). Perceptions of graduate students on the use of Web-based instruction in special education personnel preparation. Teacher Education and Special Education, 31, 1–11.

    Article  Google Scholar 

  • Bransford, J. D. (2006). Software environments that support new designs for collaborative learning and assessment. Paper presented at the meeting of the California Council on Teacher Education, San Diego, CA.

  • Bransford, J. D. (2009). Integrating technology and instruction for collaborative learning and assessment. Paper presented at the meeting of the California Council on Teacher Education, San Diego, CA.

  • Bransford, J., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience and schools. Washington, DC: National Academy Press.

    Google Scholar 

  • Bransford, J., Brown, A. L., & Cocking, R. R. (2008). Mind and brain. In M. H. Immordino-Yang (Ed.), The Jossey-Bass reader on the brain and learning (pp. 98–108). San Francisco: Wiley.

    Google Scholar 

  • Burns, M. K., & Ysseldyke, J. E. (2009). Reported prevalence of evidence-based instructional practices in special education. The Journal of Special Education, 43(1), 3–11.

    Article  Google Scholar 

  • Bullock, L. M., Gable, R. A., & Mohr, J. D. (2008). Technology-mediated instruction in distance education and teacher preparation. Teacher Education and Special Education, 31, 229–242.

    Article  Google Scholar 

  • Cady, J., & Rearden, K. (2009). Delivering online professional development in mathematics to rural educators. Journal of Technology and Teacher Education, 17(3), 281–298.

    Google Scholar 

  • Chopra, G. (2009). Education of children with disabilities: Examining policies and programmes in India. Paper presented at the eleventh biennial conference of the International Association of Special Education, Alicante, Spain.

  • Cook, B. G., Cameron, D. L., & Tankersley, M. (2007). Inclusive teachers’ attitudinal ratings of their students with disabilities. The Journal of Special Education, 40, 230–238.

    Article  Google Scholar 

  • Cook, B. G., Tankersley, M., & Landrum, T. J. (2009). Determining evidence-based practices in special education. Exceptional Children, 75(3), 365–383.

    Google Scholar 

  • Crowe, E. (2010). Measuring what matters: A stronger accountability model for teacher education. http://www.americanprogress.org/events/2010/07/Measuring.html.

  • Darling-Hammond, L. (2005). Correlation between teachers and student achievement. Paper presented at the meeting of the American Education Research Association (AERA), Montreal.

  • Darling-Hammond, L. (2006a). Constructing 21st-century teacher education. Journal of Teacher Education, 57, 300–314.

    Article  Google Scholar 

  • Darling-Hammond, L. (2006b). Developing a profession of teaching. Paper presented at the 2006 CalTEACH annual faculty professional conference, San Jose.

  • Donovan, M. S., & Bransford, J. D. (Eds.). (2005). How students learn: History, mathematics, and science in the classroom. Washington DC: The National Academies Press.

    Google Scholar 

  • Evertson, C. M., & Emmer, E. T. (2008). Classroom management for elementary teachers. Boston: Allyn & Bacon.

    Google Scholar 

  • Fern, E. (2010). Issue brief: Elementary and Secondary Education Act. Washington, DC: Washington Partners.

    Google Scholar 

  • Florian, L. (2009). Special and inclusive education in Europe. Paper presented at the eleventh biennial conference of the International Association of Special Education, Alicante, Spain.

  • Frey, T. J. (2009). An analysis of online professional development and outcomes for students with disabilities. Teacher Education and Special Education, 32, 83–96.

    Article  Google Scholar 

  • Frick, T. W., Chandha, R., Watson, C., Wang, Y., & Green, P. (2009). College student perceptions of teaching and learning quality. Educational Technology Research and Development, 57, 705–720.

    Article  Google Scholar 

  • Fuchs, D., Fuchs, L. S., & Vaughn, S. R. (Eds.). (2008). Responsiveness to intervention. Newark, DE: International Reading Association.

    Google Scholar 

  • Futernick, K. (2007). A possible dream: Retraining California teachers so all students learn. Sacramento: CSU Center for Teacher Quality.

    Google Scholar 

  • Gomez, L. M., Sharin, M. G., Griesdorn, J., & Finn, L. (2008). Creating social relationships: The role of technology in pre-service teacher preparation. Journal of Teacher Education, 59, 117–131.

    Article  Google Scholar 

  • Grossman, L. (2010). 2010 person of the year: Mark Zuckerberg. Time, 176(26), 44–75.

    Google Scholar 

  • Holdheide, L. R., & Reschly, D. J. (2008). Teacher preparation to deliver inclusive services to students with disabilities. Washington, DC: National Comprehensive Center for Teacher Quality.

    Google Scholar 

  • Howe, N., & Strauss, W. (2003). Millenials go to college. Great Falls, VA: American Association of Registrars and Admissions Officers and Life Course Associates.

    Google Scholar 

  • IDEIA [Individuals with Disabilities Education Improvement Act] (2004). Pub. L. No. 108–446. 118 STAT. 2647.

  • IRIS Center (2009a). Results of instructional modules delivered through the internet on the learning outcomes of college students. Nashville: The IRIS Center, Vanderbilt University.

    Google Scholar 

  • IRIS Center (2009b). Steppingstones project: Final report. Nashville: The IRIS Center, Vanderbilt University.

    Google Scholar 

  • IRIS Center for Training Enhancements (2010). Fidelity of implementation: Selecting and implementing evidence-based practices and programs. www.iris.peabody.vanderbilt.edu/fid/chalcycle.htm.

  • Jones, M. L. (2009). A study of novice special educators’ views of evidence-based practices. Teacher Education and Special Education, 32(2), 101–120.

    Article  Google Scholar 

  • Kirkpatrick, D. (1994). Evaluating training programs: The four levels. San Francisco: Berrett-Koehler.

    Google Scholar 

  • Kopetz, P., & Nellie, A. (2009). Special needs education in Malawi, Africa: Implementing inclusion philosophy and methods. Paper presented at the eleventh biennial conference of the International Association of Special Education, Alicante, Spain.

  • Lane, K. L., Kalberg, J. R., Bruhn, A. L., Mahoney, M. E., & Driscoll, S. A. (2008). Primary prevention programs at the elementary level: Issues of treatment integrity, systematic screening, and reinforcement. Education and Treatment of Children, 31, 465–495.

    Article  Google Scholar 

  • Lane, K. L., & Wehby, J. (2002). Addressing antisocial behaviour in the schools: A call for action. Academic Exchange Quarterly, 6, 4–9.

    Google Scholar 

  • Little, M. E., & King, L. M. (2008). Using online modules to bridge research to practice in classrooms. Teacher Education and Special Education, 31, 208–223.

    Article  Google Scholar 

  • Lockett, D., & Barwick, M. (2011). Knowledge translation: Introduction, overview and relationship with implementation science. Paper presented at the OESE/OSEP 6th annual Leveraging Resources Conference, Washington, DC.

  • McLeskey, J., & Billingsley, B. S. (2008). How does the quality and stability of the teaching force influence the research-to-practice gap? A perspective on the teacher shortage in special education. Remedial and Special Education, 20(5), 293–305.

    Article  Google Scholar 

  • Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: U.S. Department of Education, Office of Planning, Evaluation, and Policy Development.

    Google Scholar 

  • Merrill, M. D. (2002). First principles of instruction. Education Technology Research & Development, 50(3), 43–59.

    Article  Google Scholar 

  • Miller, S. R., Drill, K., & Behrstock, E. (2010). Meeting teachers half way: Making educational research relevant to teachers. Phi Delta Kappan, 91(7), 31–34.

    Google Scholar 

  • National Research Council (2010). Preparing teachers: Building evidence for sound policy. Committee on the Study of Teacher Preparation Programs in the United States, Division of Behavioral, Social Sciences, Education. Washington, DC: The National Academies Press.

  • Nelson, L. (2010). Better monitoring of teacher-training programs is recommended. The Chronicle of Higher Education. http://www.chronicle.com/article/Better-Monitoring-of/65317.

  • Nicoletti, A. & Merriman, W. (2007). Teaching millennial generation students. Momentum, 38(2), 28–31.

    Google Scholar 

  • No Child Left Behind Act (2001). Pub. L. No. 107–110, Reauthorization of the Elementary and Secondary Education Act.

  • Prensky, M. (2001). Digital natives, digital immigrants: Do they really think differently? On the Horizon, 9(6). http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf.

  • Rosenberg, M. S., & Jackman, L. A. (2003). Development, implementation, and sustainability of comprehensive school-wide behavior management systems. Intervention in School and Clinic, 39(1), 10–21.

    Article  Google Scholar 

  • Shaneyfelt, T. M. (2001). Building bridges to quality. The Journal of the American Medical Association, 286(20), 2600–2601.

    Article  Google Scholar 

  • Smith, D. D., Pion, G., Skow, K., Tyler, N. C., Yzquierdo, Z., Brown, J. & Givner, C. (2005). IRIS challenge-based course enhancements. New Horizons for Learning Online Journal, 11(3).

  • Smith, D. D., & Tyler, N. C. (2010). Introduction to special education: Making a difference. Columbus, OH: Pearson/Merrill.

    Google Scholar 

  • Wehby, J., & Lane, K. L. (2009). Classroom management. In A. Akin-Little, S. G. Little, M. A. Bray, & T. J. Kehle (Eds.), Behavioral interventions in schools: Evidence-based positive strategies (pp. 141–156). Washington, DC: American Psychological Association.

    Chapter  Google Scholar 

  • West, J. E., & Whitby, P. J. S. (2008). Federal policy and the education of students with disabilities: Progress and the path forward. Focus on Exceptional Children, 41, 1–16.

    Google Scholar 

  • UNESCO IBE (2008). Inclusive education: The way of the future. Conclusions and recommendations of the 48th session of the International Conference on Education (ICE), Geneva, 25–28 November 2008. http://www.ibe.unesco.org/en/ice/48th-session-2008/conclusions-and-recommendations.html.

  • U.S. Department of Education (2010). Population and enrollment data, 2008. http://www.ideadata.org.

Download references

Author information

Authors and Affiliations

  1. Claremont Graduate University, IRIS-West, 1237 N. Dartmouth, Claremont, CA, 91711, USA

    Deborah Deutsch Smith

  2. Peabody College, Vanderbilt University, Box 275, Nashville, TN, 37203, USA

    Naomi Chowdhuri Tyler

Authors
  1. Deborah Deutsch Smith
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Naomi Chowdhuri Tyler
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Deborah Deutsch Smith.

Additional information

The authors wish to thank the staff of the IRIS Center for Training Enhancements for their support and assistance throughout the writing of this article. The IRIS Center is a project funded by the Office of Special Education Programs, U.S. Department of Education (H325F060003), which is awarded to Vanderbilt University and Claremont Graduate University. The contents of this article do not necessarily reflect the views or policies of the U.S. Department of Education.

About this article

Cite this article

Smith, D.D., Tyler, N.C. Effective inclusive education: Equipping education professionals with necessary skills and knowledge. Prospects 41, 323–339 (2011). https://doi.org/10.1007/s11125-011-9207-5

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11125-011-9207-5

Keywords

Search

Navigation