04 SES 05 C, Teacher Training
The research findings have demonstrated that teachers have become the most important factor in the successful implementation of inclusive education (Campbell, Gilmore, & Cuskelly, 2003; Forlin & Chambers, 2011). It is argued that teachers’ knowledge and skills have been identified as prerequisites for inclusive teachers (e.g., Forlin, 2010) as well as positive attitudes (Cook, 2002). The formation of teachers’ positive attitude towards inclusion partly relates to the quality of training received (Sari, 2007). Teachers who have received inclusive educational courses were more likely to have positive attitudes towards inclusion (Avramidis & Norwich 2002) and towards students with special educational needs (SEN) (Campbell et al., 2003). Moreover, previous studies reported that teachers were more favorable towards inclusion after completing trainings which focused on combination of attitude change, knowledge and skill required (Lancaster & Bain, 2010).
Following the movement towards inclusive education, the Indonesia government has supported the importance of equipping regular teachers with the knowledge and skills to cater the needs of children with diverse needs. With the support from NGOs, such as Braillo Norway and Helen Keller International (HKI), the Government has organized in-service courses for regular teachers working within inclusive classrooms. There are more 2,000 teachers have been provided with in-service training in six provinces since 2003 (Inclusive Education: Opportunities for Vulnerable Children, n.d.). However, as the growing number of regular schools has started to include children with SEN, many more teachers are still not trained yet. This may emphasize the need of adequate preparation in order to change attitudes and enhance the competency of teachers to provide educational services within inclusive settings. In order to prepare teachers in educating students with SEN in Indonesia, the following research question will be answered in this study: what is the impact of the in-service training on inclusive education has on regular teachers’ attitude towards the inclusion, as well as their knowledge and skills related to inclusive education?
Avramidis, E., and B. Norwich. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129–147. Campbell, J., L. Gilmore, and M. Cuskelly. (2003). Changing student teachers’ attitudes towards disability and inclusion. Journal of Intellectual and Developmental Disability, 28(4), 369–79. Cook, B.G. (2002). Inclusive attitudes, strengths, and weaknesses of pre-service general educators enrolled in a curriculum infusion teacher preparation program. Teacher Education and Special Education, 25(3), 262–77. Forlin, C. (2010). Re-framing teacher education for inclusion. In C. Forlin (Ed.), Teacher education for inclusion: Changing paradigms and innovative approaches (pp. 3–10). Abingdon, UK: Routledge. Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17– 32. Lancaster, J., & Bain, A. (2010). The design of pre-service inclusive education courses and their effects on self-efficacy: A comparative study. Asia-Pacific Journal of Teacher Education, 38(2), 117–128. Sarı, H. (2007). The influence of an in-service teacher training (INSET) programme on attitudes towards inclusion by regular classroom teachers who teach deaf students in primary schools in Turkey. Deafness and Education International, 9(3), 31–46. Inclusive Education: Opportunities for Vulnerable Children (OVC) (n.d). Retrieved December, 31, 2012 from www.hki.org.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.