31,830
Views
31
CrossRef citations to date
0
Altmetric
Articles

Teacher education for inclusive education: a framework for developing collaboration for the inclusion of students with support plans

& ORCID Icon
Pages 38-63 | Received 04 Sep 2019, Accepted 08 Nov 2019, Published online: 02 Dec 2019

References

  • Ainscow, M., and A. Sandhill. 2010. “Developing Inclusive Education Systems: The Role of Organisational Cultures and Leadership.” International Journal of Inclusive Education 14 (4): 401–416.
  • Anderson, B. 2005. “The Value of Mixed-Method Longitudinal Panel Studies in ICT Research. Transitions in and Out of ‘ICT Poverty’ as a Case in Point.” Information, Communication & Society 8 (3): 343–367. doi:10.1080/13691180500259160.
  • Andreasson, I., L. Asp-Onsjo, and J. Isaksson. 2013. “Lesson Learned from Research on Individual Educational Plans in Sweden: Obstacles, Opportunities and Future Challenges.” European Journal of Special Needs Education 28 (4): 413–426. doi:10.1080/08856257.2013.812405.
  • Artiles, A. J., E. B. Kozleski, and F. R. Waitoller. 2011. Inclusive Education: Examining Equity on Five Continents. Cambridge, MA: Harvard Education Press.
  • Aruda, M. M., M. Kelly, and K. Newinsky. 2011. “Unmet Needs of Children with Special Healthcare Needs in a Specialised Day School Setting.” The Journal of School Nursing 27 (3): 209–218. doi:10.1177/1059840510391670.
  • Attard Tona, M., and R. Shanks. 2017. “The Importance of Environment for Teacher Professional Learning in Malta and Scotland.” European Journal of Teacher Education 40 (1): 91–109. doi:10.1080/02619768.2016.1251899.
  • Austin, V. L. 2001. “Teachers’ Beliefs about Co-teaching.” Remedial and Special Education 22 (4): 245–255. doi:10.1177/074193250102200408.
  • Barnard-Brak, L., and D. Lechtenberger. 2010. “Student IEP Participation and Academic Achievement.” Remedial and Special Education 31 (5): 343–349. doi:10.1177/0741932509338382.
  • Bergin, E., and A. Logan. 2013. “An Individual Education Plan for Pupils with Special Educational Needs: How Inclusive Is the Process for the Pupil?” REACH Journal of Special Needs Education in Ireland 26 (2): 79–91.
  • Blackwell, W. H., and Z. S. Rossetti. 2014. “The Development of Individualized Education Programmes: Where Have We Been and Where Should We Go Now?” Sage Open 1–15. doi:10.1177/2158244014530411.
  • Borko, H. 2004. “Professional Development and Teacher Learning: Mapping the Terrain.” Educational Researcher 33 (8): 3–15. doi:10.3102/0013189X033008003.
  • Boyatzis, R. E. 1998. Transforming Qualitative Research: Thematic Analysis and Code Development. London: Sage Publications.
  • Butler, D. L., H. Lauscher Novak, S. Jarvis-Selinger, and B. Beckingham. 2004. “Collaboration and Self-Regulation in Teachers’ Professional Development.” Teaching and Teacher Education 20 (5): 435–455. doi:10.1016/j.tate.2004.04.003.
  • Clarke, D., and H. Hollingsworth. 2002. “Elaborating a Model of Teacher Professional Growth.” Teaching and Teacher Education 18 (8): 947–967. doi:10.1016/S0742-051X(02)00053-7.
  • Clarke, S. G. 2000. “The IEP Process as a Tool for Collaboration.” Teaching Exceptional Children 33 (2): 56–66. doi:10.1177/004005990003300208.
  • Coldwell, M., and T. Simkins. 2011. “Level Models of Continuing Professional Development Evaluation: A Grounded Review and Critique.” Professional Development in Education 37 (1): 143–157. doi:10.1080/19415257.2010.495497.
  • Cooper, P. 1996. “Are Individual Education Plans a Waste of Paper?” British Journal of Special Education 23 (3): 115–119. doi:10.1111/j.1467-8578.1996.tb00960.x.
  • Cordingley, P., M. Bell, B. Rundell, D. Evans, and A. Curtis. 2003. The Impact of Collaborative CPD on Classroom Teaching and Learning: How Does Collaborative Continuing Professional Development (CPD) for Teachers of the 5–16 Age Range Affect Teaching and Learning? ( Review). London: EPPI-Centre. https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/CPD_rv1.pdf?ver=2006-02-27-231004-323
  • Darling-Hammond, L., and M. W. McLaughlin. 2011. “Policies that Support Professional Development in an Era of Reform.” Phi Delta Kappan 92 (6): 81–92. doi:10.1177/003172171109200622.
  • DES (Department of Education and Skills). 2017. Circular 0013/2017: Circular to the Management Authority of All Mainstream Primary Schools: Special Education Teaching Allocation. Dublin: Author.
  • Desimone, L. M. 2009. “Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures.” Educational Researcher 38 (3): 181–199. doi:10.3102/0013189X08331140.
  • DfES (Department for Education and Skills). 2001. Special Needs Code of Practice. London: DfES.
  • Dochy, F., M. Segers, P. Van den Bossche, and D. Gijbels. 2003. “Effects of Problem-Based Learning: A Meta-Analysis.” Learning and Instruction 13 (5): 533–568. doi:10.1016/S0959-4752(02)0025-7.
  • Douglas, G., J. Travers, M. McLinden, C. Roberstson, E. Smith, N. Macnab, S. Powers, et al. 2012. “Measuring Educational ‎engagement, Progress and Outcomes for Children with Special Educational Needs: A Review.” National Council for Special Education, Research Report No. 11. Trim: National Council for Special Education.
  • Egodawatte, G., D. E. McDougall, and D. Stoilescu. 2011. “The Effects of Teacher Collaboration in Grade 9 Mathematics.” Educational Research for Policy and Practice 10 (3): 189–209. doi:10.1007/s10671-011-9104-y.
  • Ekstam, U., K. Linnanmäki, and A. Pirjo. 2015. “Educational Support for Low-Performing Students in Mathematics: The Three-Tier Support Model in Finnish Lower Secondary Schools.” European Journal of Special Needs Education 30 (1): 75–92. doi:10.10.80/08856257.2014.
  • Erickson, J., and C. A. Davis. 2015. “Providing Appropriate Individualised Instruction and Access to the General Education Curriculum for Learners with Low-Incidence Disabilities.” In Including Learners with Low-Incidence Disabilities (International Perspectives on Inclusive Education. 5 vols. edited by E. West, 137–158. West Yorkshire: Emerald Group Publishing.
  • European Commission. 2013. Shaping Career-Long Perspectives on Teaching: A Guide on Policies to Improve Initial Teacher Education. Brussels: Author.
  • Ferguson, D. L. 2008. “International Trends in Inclusive Education: The Continuing Challenge to Teach Each and Every One.” European Journal of Special Needs Education 23 (2): 109–120. doi:10.1080/08856250801946236.
  • Fitzgerald, J., and J. Radford. 2017. “The SENCO Role in Post-Primary Schools in Ireland: Victims or Agents of Change?” European Journal of Special Needs Education 32 (3): 452–466. doi:10.1080/08856257.2017.1295639.
  • Florian, L. 2014. “What Counts as Evidence of Inclusive Education?” European Journal of Special Needs Education 29 (3): 286–294. doi:10.1080/08856257.2014.933551.
  • Florian, L., and J. Spratt. 2013. “Enacting Inclusion: A Framework for Interrogating Inclusive Practice.” European Journal of Special Needs Education 28 (2): 119–135. doi:10.1080/08856257.2013.778111.
  • Forlin, C. 2001. “The Role of the Support Teacher in Australia.” European Journal of Special Needs Education 16 (2): 121–131. doi:10.1080/08856250110040703.
  • Fraser, D. 2005. Professional Learning in Effective Schools: The Seven Principles of Highly Effective Professional Learning. ( No. 1). Melbourne, Australia: ictorian Institute of Teaching. Accessed 20 January 2018. http://www.education.vic.gov.au/documents/school/teachers/profdev/proflearningeffectivesch.pdf
  • Fuchs, L. S., and S. Vaughn. 2012. “Responsiveness-to-Intervention: A Decade Later.” Journal of Learning Disabilities 45 (3): 195–203. doi:10.1177/002219412442150.
  • Fullan, M. 2017. “Making Progress Possible: a Conversation with Michael Fullan.” Educational Leadership 74: 8–14.
  • Goddard, Y., R. D. Goddard, and M. Tschannen-Moran. 2005. “A Theoretical and Empirical Investigation of Teacher Collaboration for School Improvement and Student Achievement in Public Elementary Schools.” Teachers College Record 109 (4): 877–896.
  • Government of Ireland. 2004. Education for Persons with Special Educational Needs Act. Dublin: Stationery Office.
  • Griffin, S., and M. Shevlin. 2007. Responding to Special Educational Needs: An Irish Perspective. Dublin: Gill & McMillan.
  • Guskey, T. R. 2009. “Closing the Knowledge Gap on Effective Professional Development.” Educational Horizon 87 (4): 224–233. https://files.eric.ed.gov/fulltext/EJ849021.pdf
  • Hammersley, M., and P. Atkinson. 2007. Ethnography: Principles in Practice. 3rd ed. New York: Routledge.
  • Hoban, G. 1996. “A Professional Development Model Based on Interrelated Principles of Teacher Learning.” Unpublished PhD, University of British Columbia, Canada. Accessed 20 January 2018. https://open.library.ubc.ca/cIRcle/collections/ubctheses/831/items/1.0054954
  • Hunt, P., J. McDonnell, and M. A. Crockett. 2012. “Reconciling an Ecological Curricular Framework Focusing on Quality of Life Outcomes with the Development and Instruction of Standards-Based Academic Goals.” Research and Practice for Persons with Severe Disabilities 37 (3): 139–152. doi:10.2511/027494812804153471.
  • Interprofessional Education Collaborative Expert Panel. 2011. Core Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel. Washington, D.C.: Interprofessional Education Collaborative.
  • Jackson, C. K., and E. Bruegmann. 2009. “Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers.” American Economic Journal: Applied Economics 1 (4). doi:10.3386/w15202.
  • Janney, R. E., and M. E. Snell. 2006. “Modifying Schoolwork in Inclusive Classrooms.” Theory into Practice 45 (3): 215–223. doi:10.1207/s15430421tip4503_3.
  • Johnson, B. 2003. “Teacher Collaboration: Good for Some, Not so Good for Others.” Educational Studies 29 (4): 337–350. doi:10.1080/0305569032000159651.
  • Kennedy, A. 2014. “Understanding Continuing Professional Development: The Need for Theory to Impact on Policy and Practice.” Professional Development in Education 40 (5): 688–697. doi:10.1080/19415257.2014.955122.
  • King, F. 2011. “The Role of Leadership in Developing and Sustaining Teachers’ Professional Learning.” Management in Education 25 (4): 149–155. doi:10.1177/0892020611409791.
  • King, F. 2014. “Evaluating the Impact of Teacher Professional Development: An Evidence- Based Framework.” Professional Development in Education 40 (1): 89–111. doi:10.1080/19415257.2013.823099.
  • King, F. 2016. “Teacher Professional Development to Support Teacher Professional Learning: Systemic Factors from Irish Case Studies.” Teacher Development: An International Journal for Teacher Professional Development 20 (4): 574–594. doi:10.1080/13664530.2016.1161661.
  • King, F., Ó. Ní Bhroin, and A. Prunty. 2018. “Professional Learning and the Individual Education Plan Process: Implications for Teacher Educators.” Professional Development in Education 44 (5): 607–621. doi:10.1080/19415257.2017.1398180.
  • Kurth, J., and A. M. Mastergeorgre. 2010. “Individual Education Plan Goals and Services for Adolescents with Autism: Impact of Age and Educational Setting.” The Journal of Special Education 44 (3): 144–160. doi:10.1177/0022466908329825.
  • Kwon, K., J. Elicker, and S. Kontos. 2011. “Social IEP Objectives, Teacher Talk, and Peer Interaction in Inclusive and Segregated Preschool Settings.” Early Childhood Education Journal 39 (4): 267–277. doi:10.1007/s10643-011-0469-6.
  • Levin, T., and Y. Nevo. 2009. “Exploring Teachers’ Views on Learning and Teaching in the Context of a Trans-Disciplinary Curriculum.” Journal of Curriculum Studies 44 (4): 439–465. doi:10.1080/00220270802210453.
  • Levine, T. H., and A. S. Marcus. 2010. “How the Structure and Focus of Teachers’ Collaborative Activities Facilitate and Constrain Teacher Learning.” Teaching and Teacher Education 26 (3): 389–398. doi:10.1016/j.tate.2009.03.001.
  • Loreman, T., C. Forlin, and U. Sharma. 2014. “Measuring Indicators of Inclusive Education: A Systematic Review of the Literature.” In Measuring Inclusive Education: International Perspectives on Inclusive Education. 3 vols. edited by C. Forlin and T. Loreman, 165–187. West Yorkshire: Emerald Group Publishing. doi: 10.1108/S1479-363620140000003024.
  • Loreman, T., J. Deppeler, and D. Harvey. 2010. Inclusive Education: Supporting Diversity in the Classroom. London: Routledge.
  • McCotter, S. S. 2001. “Collaborative Groups as Professional Development.” Teaching and Teacher Education 17 (6): 685–704. doi:10.1016/S0742-051X(01)00024-5.
  • Meirink, J. A., J. Imants, P. C. Meijir, and N. Verloop. 2010. “Teacher Learning and Collaboration in Innovative Teams.” Cambridge Journal of Education 40 (2): 161–181. doi:10.1080/0305764x2010.481256.
  • Meirink, J. A., P. C. Meijer, and N. Verloop. 2007. “A Closer Look at Teachers’ Individual Learning in Collaborative Settings.” Teachers and Teaching: Theory and Practice 13 (2): 145–164. doi:10.1080/13540600601152496.
  • Miles, M. B., and A. M. Huberman. 1994. Qualitative Data Analysis. 2nd ed. Thousand Oaks, CA: Sage Publications.
  • Mitchell, D., M. Morton, and G. Hornby. 2010. Review of the Literature on Individual Education Plans. Report to the New Zealand Ministry of Education, Wellington: Ministry of Education.
  • Morgan, D. P., and G. Rhode. 1983. “Teachers’ Attitudes Towards IEPs: A Two-Year Follow-Up.” Exceptional Children 5 (1): 64–67.
  • National Council for Special Education. 2014. Delivery for Students with Special Educational Needs: A Better and More Equitable Way. Trim: Author.
  • NCSE (National Council for Special Education). 2006. Guidelines on the Individual Education Plan Process. Dublin: Stationery Office.
  • New Zealand Ministry of Education. 2004. The New Zealand Curriculum Framework. Wellington: Learning Media Limited.
  • Ní Bhroin, Ó. 2017. Inclusion in Context: Policy, Practice and Pedagogy. Oxford: Peter Lang.
  • Ní Bhroin, Ó., F. King, and A. Prunty. 2016. “Teachers’ Knowledge and Practice Relating to the Individual Education Plan and Learning Outcomes for Pupils with Special Educational Needs.” REACH Journal of Special Needs Education in Ireland 29 (2): 78–90.
  • O’Gorman, E., and S. Drudy. 2010. “Addressing the Professional Development Needs of Teachers Working in the Area of Special Education/Inclusion in Mainstream Schools in Ireland.” Journal of Research in Special Educational Needs 10 (1): 157–167. doi:10.1111/j.1471-3802.2010.01161.x.
  • OECD (Organisation for Co-operation and Development). 2013. Teaching and Learning International Survey: TALIS 2013. Paris: Author. http://www.oecd.org/education/school/TALIS%20Conceptual%20Framework_FINAL.pdf
  • Pantic, N., and L. Florian. 2015. “Developing Teachers and Agents of Change and Social Justice.” Education Inquiry 6 (3): 333–351. doi:10.3402/edui.v6.27311.
  • Prunty, A. 2011. “Implementation of Children’s Rights: What Is ‘In the Best Interests of the Child’ in Relation to the Individual Education Plan (IEP) Process for Pupils with Autistic Spectrum Disorders (ASD).” Irish Educational Studies 30 (1): 23–44. doi:10.1080/03323315.2011.535974.
  • Pufpaff, L. A., C. E. McIntosh, C. Thomas, M. Elam, and M. K. Irwin. 2015. “Meeting the Health Care Needs of Students with Severe Disabilities in the School Setting: Collaboration between School Nurses and Special Education Teachers.” Psychology in the Schools 52 (7): 683–701. doi:10.1002/pits.21849.
  • Riddell, S. 2002. Policy and Practice in Special Education: Special Educational Needs. Edinburgh: Dunedin Academic Press.
  • Rose, R., and M. Shevlin. 2010. Count Me In: Ideas for Actively Engaging Students in Inclusive Classrooms. London: Jessica Kingsley.
  • Rose, R., M. Shevlin, E. Winter, and P. O’Raw. 2015. Project IRIS – Inclusive Research in Irish Schools. A Longitudinal Study of the Experiences of and Outcomes for Pupils with Special Educational Needs (SEN) in Irish Schools. Trim: National Council for Special Education (NCSE).
  • Rose, R., M. Shevlin, E. Winter, P. O’Raw, and Y. Zhao. 2012. “Individual Education Plans in the Republic of Ireland: An Emerging System.” British Journal of Special Education 39 (3): 110–116. doi:10.1111/bjsp.2012.39.issue-3.
  • Ruble, L., A. McGrew, J. Dalrymple, N. Lee, and A. Jung. 2010. “Examining the Quality of IEPs for Young Children with Autism.” Journal of Autism and Developmental Disorders 40 (12): 1459–1470. doi:10.1007/s10803-010-1003-1.
  • Saxe, G. B., and M. Gearhart. 2001. “Enhancing Students’ Understanding of Mathematics: A Study of Three Contrasting Approaches to Professional Support.” Journal of Mathematics Teacher Education 4 (1): 55–79. doi:10.1023/A:100993510.
  • SFS. 1994. Compulsory Schooling Ordinance. Stockholm: Fritzes.
  • Shulman, L. S. 1986. “Those Who Understand: Knowledge Growth in Teaching.” Educational Researcher 15 (2): 4–14. doi:10.3102/0013189X015002004.
  • Sjoer, E., and J. Meirink. 2016. “Understanding the Complexity of Teacher Interaction in a Teacher Professional Learning Community.” European Journal of Teacher Education 39 (4): 110–125. doi:10.1080/02619768.2014.994058.
  • Slavit, D., A. Kennedy, Z. Lean, T. H. Nelson, and A. Deuel. 2011. “Support for Professional Collaboration in Middle School Mathematics: A Complex Web.” Teacher Education Quarterly 38 (3): 113–131.
  • Somech, A. 2008. “Managing Conflict in School Teams: The Impact of Task and Goal Interdependence on Conflict Management and Team Effectiveness.” Educational Administration Quarterly 44 (3): 359–390. doi:10.1177/0013161X08318957.
  • Stroggilos, V., and Y. Xanthacou. 2006. “Collaborative IEPs for the Education of Pupils with Profound and Multiple Learning Difficulties.” European Journal of Special Needs Education 21 (3): 339–349. doi:10.1080/08856250600810872.
  • Sykes, G., B. Schneider, and D. N. Ford. 2009. Handbook of Education Policy Research. New York: Routledge.
  • Takala, M., and L. Uusitalo-Malmivaara. 2012. “A One-Year Study of the Development of Co-Teaching in Four Flemish Schools.” European Journal of Special Needs Education 27 (3): 373–390. doi:10.1080/08856257.2012.691233.
  • Taylor, D. L., R. L. Morgan, and C. A. Callow-Heusser. 2016. “A Survey of Vocational Rehabilitation Counselers and Special Education Teachers on Collaboration in Transition Planning.” Journal of Vocational Rehabilitation 44: 163–173. doi:10.3233/JVR-150788.
  • Tennant, G. 2007. “IEPs in Mainstream Secondary Schools: An Agenda for Research.” Support for Learning 22 (4): 204–208. doi:10.1111/sufl.2007.22.issue-4.
  • Timperley, H., and A. Alton-Lee. 2008. “Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners.” Review of Research in Education 32 (1): 328–369. doi:10.3102/0091732X07308968.
  • Timperley, H., A. Wilson, H. Barrar, and L. Fung. 2007. Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (BES). ( Review). Wellington, New Zealand: Ministry of Education, New Zealand. https://www.educationcounts.govt.nz/__data/assets/pdf_file/0017/16901/TPLandDBESentireWeb.pdf
  • UNESCO. 1994. “Salamanca Statement and Framework for Action on Special Needs Education.” http://unesdoc.unesco.org/images/0009/000984/098427eo.pdf
  • University of Torronto. 2008. Advancing the Interprofessional Education Curriculum 2009: Curriculum Overview. Toronto: Author.
  • Vangrieken, K., F. Dochy, E. Raes, and E. Kyndt. 2015. “Teacher Collaboration: A Systematic Review.” Educational Research Review 15: 17–40. doi:10.1016/j.edurev.2015.04.002.
  • Vermunt, J. D., and M. D. Endedijk. 2011. “Patterns in Teacher Learning in Different Phases of the Professional Career.” Learning and Individual Difference 21 (3): 294–302. doi:10.1016/j.lindif.2010.11.019.
  • Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
  • Wakeman, S., M. Karvonen, and A. Ahumada. 2013. “Changing Instruction to Increase Achievement for Students with Moderate to Severe Intellectual Disabilities.” Teaching Exceptional Children 46 (2): 6–13. doi:10.1177/004005991304600201.
  • Welch, M. 2000. “Descriptive Analysis of Team Teaching in Two Elementary Classrooms: A Formative Experimental Approach.” Remedial and Special Education 21 (6): 366–376. doi:10.1177/074193250002100606.
  • Westheimer, J. 2008. “Learning among Colleagues: Teacher Community and the Shared Enterprise of Education.” In Handbook of Research on Teacher Education, edited by M. Cochran-Smith, S. Feiman-Nemser, and J. McIntyre, 756–782. Reston, VA and Lanham, MD: Association of Teacher Educators and Rowman.
  • Wigglesworth, M. 2011. The Effects of Teacher Collaboration on Student Understanding: Relating to High School Earth Science Concepts. Riga: Lambert Academic Publishing.
  • Wischnowski, M. W., S. J. Salmon, and K. Eaton. 2004. “Evaluating Co-Teaching as a Means for Successful Inclusion of Students with Disabilities in a Rural District.” Rural Special Education Quarterly 23 (3): 1–14. doi:10.1177/875687050402300302.
  • Witterholt, M., M. Goedhart, and C. Suhre. 2016. “The Impact of Peer Collaboration on Teachers’ Practical Knowledge.” European Journal of Teacher Education 39 (1): 126–143. doi:10.1080/02619768.2015.1109624.