I never feel like I am prepared enough’: Teachers' self‐efficacy, challenges and experiences teaching students with disabilities

Author:

Alharbi Hind1ORCID,Iqtadar Shehreen1

Affiliation:

1. Wellness and Inclusive Services Education Department Rowan University Glassboro New Jersey USA

Abstract

AbstractThis article investigated teachers' self‐efficacy, educational practices, challenges and support for students with disabilities in the inclusive classroom. Students with disabilities face many adversities today, such as rejection, stigma, discrimination and lack of support in the classroom. We employed an interdisciplinary and pluralistic approach (Baglieri et al., 2011; Connor et al., 2011) embedded in disability studies in education (DSE) and self‐efficacy theory to explore in‐service teachers' experiences in the field of inclusive education. We used a phenomenological approach and conducted eight teachers' semi‐structured interviews and classroom observations. We used purposeful sampling among teachers who work with students with disabilities. We used inductive analysis techniques to analyse the qualitative data collected from interviews and classroom observations. This study's findings reveal the importance of teachers' preparation, attitude and self‐efficacy to support students with disabilities in inclusive classrooms; the use of differentiated instruction strategies to meet the student's needs and increase their academic outcomes; and highlight the challenges, which include the lack of professional development, lack collaboration among teachers lack of parents' communication and lack of regular IEP meeting.

Publisher

Wiley

Reference64 articles.

1. Teacher‐parent collaboration for an inclusive classroom: success for every child;Adams D.;MOJES: Malaysian Online Journal of Educational Sciences,2018

2. Using hermeneutic phenomenology to investigate how experienced practitioners learn to communicate clinical reasoning;Ajjawi R.;Qualitative Report,2007

3. Preservice Teachers’ Attitudes, Knowledge, and Self-Efficacy of Inclusive Teaching Practices

4. Dis/ability critical race studies (DisCrit): theorizing at the intersections of race and dis/ability

5. Disability Studies and Inclusive Teacher Preparation: A Socially Just Path for Teacher Education

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3