Variability and barriers to learning: The perspectives and practices of math teachers in general education
Notice bibliographique
Résumé
Despite having disability rights and the benefit of legislation, students with disabilities in the Kingdom of Saudi Arabia (KSA) receive insufficient special education and inclusive support.A Guide for Ensuring Inclusion and Equity in Education (UNESCO, 2017) regards learner variability and identification of the barriers to learning as foundational concepts to making progress in inclusive practices that align with the Universal Design for Learning (UDL) approach initiated by Rose and Meyer (2002).This qualitative study explores the perspectives of general education teachers (Ged) from leading expatriate schools in the Kingdom on these core concepts and how they address these issues in their daily practice.This multiple case study examines teachers' engagement in inclusive teaching practices by exploring the underlying mechanisms being employed in the classroom (i.e., the anticipation of variability and barriers and intentional alignment of teaching components/curricula with core components of inclusive education).Face-to-face teachers' interviews (one to three hours long), direct classroom observations (five to seven days during math instructions), participant observations, physical artifacts (educational materials) and documents (i.e., lesson plans, assessment sheets, students reflections on their learning, teaching strategies, and rubrics) were used as methods of data collection.Data were gathered from four elementary-middle school math teachers (one male, three female) from two different school districts: Saudi Aramco Expatriate School (SAES) and International School Groups-Dammam (ISG).Ged teachers in SAES showed in-depth theoretical knowledge and positive, adaptive, and malleable beliefs about variability and barriers, they used flexible instructional approaches, and were more likely to establish a non-traditional model of teaching.In contrast, those in ISG showed a more surface-level understanding of these concepts.The study suggests that teachers in Ged settings do not observe anticipation and intentional alignment iii VARIABILITY AND BARRIERS across teaching components.Their curricular planning reflects a tendency to focus on the average students rather than on learner variability and potential barriers.This is the first study to develop evaluation criteria for anticipation and intentional alignment for UDL research.It also provides a universally designed blueprint for educators to practice anticipation and intentional alignment across lesson planning, learning environment, teaching methods, materials, and assessment using the core components of inclusive practices and UDL principles.Finally, the study suggests that participants in private international schools of KSA have a strong basis for initiating inclusive education models as several elements in their current teaching practices are in line with core inclusive practices in research.Recommendations are suggested to private international schools and education policymakers to facilitate inclusive education in the Kingdom.doctoral program of Human Development with her compassionate support and encouragement.Thank you, Tara, for your continuous support with insightful advice and guidance throughout during past 7 academic years.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,085 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».