Through the eyes of inclusion: an evaluation of video analysis as a reflective tool for student teachers within special education

ABSTRACT

The role of special education teachers is currently facing an extensive renewal process closely related to the professional transition from a narrow understanding of special education, rooted in the deficit paradigm, to a broader vision of inclusion as a whole-school and community action. Within such a process, student teachers’ professional development in special education plays a crucial role. Studies on this topic underline how student teachers’ beliefs and attitudes regarding inclusive education deeply affect their future teaching activity. Research shows that, while student teachers usually agree with the principles of inclusive teaching, they are much less sure of how to implement those principles in their teaching practice. By assessing the breadth of the gulf between ideals and practice, my investigation emphasises how the video analysis of simulated lessons carried out by student teachers can contribute to a positive change in student teachers’ attitudes towards inclusion in school. Such a change would help student teachers develop a reflective stance that would strengthen their ability to transform inclusive principles into everyday educational practices.

KEYWORDS:

• Inclusion
• special education teachers
• video analysis
• attitudes
• beliefs

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Fabio Dovigo

Fabio Dovigo (PhD) is full professor of Psychology of Education at the Danish School of Education, Aarhus University (DK). His research interests are in the area of inclusive education and early childhood education and care. He is currently working on projects investigating early childhood systems and refugee education. His recent publications include Special Educational Needs and Inclusive Practices (Sense Publisher, 2016) and Challenges and Opportunities in Education for Refugees in Europe: From Research to Good Practices (Brill, 2018).