Effective inclusive classrooms: examining the relationship between perceptions of inclusion, effective teaching and student outcomes
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Notice bibliographique
Résumé
Over the years, increasing numbers of schools have adopted inclusive education policies. Classroom teachers are responsible for providing support for all students including those with disabilities within their classrooms. However, there is a lack of classroom-level empirical evidence on effective inclusive teaching practices and their relationship to growth in student outcomes over the course of time. The main purposes of this study were to 1) examine the relationships between teachers' perceptions of inclusion and their teaching practices including adaptive teaching practices and 2) to explore the impact of each of these factors on student outcomes. The sample were 180 students in 15 grade 3 and 5 inclusive classrooms from English speaking schools in the Greater Region of Montreal, Quebec. Multiple forms of data including standardized student assessments, classroom observations and surveys provided triangulation of data. Results of partial correlations indicate that there is a relationship between teachers' perceptions of inclusion and their classroom teaching practices. Furthermore, Hierarchical Linear Modelling (HLM) analyses of the data suggested that classroom-level shared variance in several student outcome variables including both reading attainment and social-emotional domains were predicted by teachers' practices and attitudes towards inclusion after controlling for pre-test and grade levels. The attitudes, practices and student outcomes model describes both student-level and distinct classroom-level variance in reading fluency and social inclusion patterns. No significant findings for impact of associations between teachers' general and adapted practices and their attitudes towards inclusion on students with special needs were found. On the other hand, students with reading difficulties reported less incidents of verbal bullying victimization in classrooms of teachers with higher student engagement and predominant teaching styles. Limitations are discussed in light of general conceptual and methodological issues regarding inclusive education research. Implications of this study have the potential to shed light on the nature and quality of teacher training and support in inclusive education.
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Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,011 | 0,020 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,023 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
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