10 SES 10 E, Teacher Efficacy, Movement and Well-being
Inclusive education has become an important long-term goal in education policies and reforms in many countries. Inclusion refers to educating children with special education needs (SEN) according to their specific needs in regular schools that they would attend if they did not have a disability (Rafferty, Boettcher & Griffin; 2001). Typical daily teaching practices include the use of inclusive instructions, managing student behavior, as well as collaborating with others in the context of inclusive education. Implementation of inclusive education has been reported to be highly challenging to teachers.
There is very little knowledge about demands on teachers in relation to specific inclusive teaching tasks and the related efficacy level. We initiated the present study with an aim to derive the hierarchy of inclusive teaching tasks in terms of demanded teacher efficacy for primary and secondary school teachers.
Linacre, J. M. (2014). Winsteps® Rasch measurement computer program. Beaverton, Oregon: Winsteps.com. Miles, S., & Singal, N. (2009). The Education for All and inclusive education debate: conflict, contradiction or opportunity? International Journal of Inclusive Education. Retrieved from http://0-www.tandfonline.com.edlis.ied.edu.hk/doi/abs/10.1080/13603110802265125 Rafferty, Y., Boettcher, C., & Griffin, K. W. (2001). Benefits and Risks of Reverse Inclusion for Preschoolers With and Without Disabilities: Parents’ Perspectives. Journal of Early Intervention, 24(4), 266–286. http://doi.org/10.1177/105381510102400403 Sharma, U., Loreman, T. & Forlin, C. (2012) ‘Measuring teaching efficacy to implement inclusive practices.’ Journal of Research in Special Education Needs, 12, pp. 12–21.
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