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Addressing Students' Special Educational Needs When Implementing Inclusive Education
Tue, April 21, 8:15 to 9:45am, Virtual RoomSession Type: Symposium
Abstract
Within the implementation of inclusive education it needs to be ensured that teaching practices address the individual needs of all students – especially of students who have special educational needs (SEN). The symposium provides insights in multifaceted teaching practices related to the inclusion of students with SEN in mainstream classes. The first two presentations gives students themselves a voice and examines teaching practices from students’ perspectives. Moreover, two of the most common pedagogical practices – the Multi-Tiered Systems of Support as well as the Universal Design for Learning – are discussed in two other papers within the symposium. Finally, strength and challenges of inclusive education and different pedagogical approaches as well as requirements will be discussed.
Sub Unit
Chair
Papers
Perspectives of Students About Teacher Effectiveness in Inclusive Classrooms - Wendy Cavendish, University of Miami
Teachers' Self-Efficacy and Students' Ratings of Teaching Quality: A Quantitative Survey in Inclusive Classes - Susanne Schwab, University of Vienna; Katharina Lindner, University of Vienna; Hannu Savolainen, University of Jyväskylä
An Empirical Investigation Into the Universal Design for Learning Conceptual Model: Engaging Preservice Teachers in Inclusive Education - Júlia Griful-Freixenet, Vrije Universiteit Brussel; Katrien Struyven, UHasselt; Wendelien Vantieghem, Vrije Universiteit Brussel
Project Coordinate: Engaging Teams of General and Special Education Teachers in Collaborative Professional Development - Amber Benedict, Arizona State University; Mary T. Brownell, University of Florida; Kelly Acosta, University of Florida; Hyojong Sohn, University of Florida