Best Practices in Teacher Preparation for Inclusive Education

Research regarding best practice for preparing both special education and general education teachers for inclusion has been sparse in the US. The purpose of this chapter is to systematically review and summarize research regarding teacher preparation for inclusion. A thorough search uncovered 35 relevant studies. Themes that emerged from analysis of this research of best practices for teacher preparation for inclusive education included content for inclusion infused in teacher education courses, attention early and often to attitudes and dispositions toward inclusion, opportunities for collaboration and co-teaching, strong university-school partnerships, and collaboration to teacher education faculty.

Kajian Integratif Urgensi Kemitraan Sekolah dalam Menjaga Keberlangsungan Hidup Lembaga Pendidikan Islam

Previous theoretical and empirical studies have directed partnerships as part of educational activities. However, implementation at the level of Islamic educational institutions is still less than optimum, and studies on the importance of partnerships in Islamic educational institutions are also minimal. In fact, during the current pandemic, partnerships are not the only choice activity for Islamic educational institutions to carry out but are a must for achieving educational goals. For this reason, there is a need to present an integrative literature review on partnerships in the context of Islamic educational institutions that analyzes the crucial reasons for implementing partnerships systematically by Islamic educational institutions. By first discussing what school partnerships are and who is involved in school partnerships, the results of the integrative literature review suggest three crucial reasons why Islamic Education Institutions need to develop partnerships: sustainability, good governance, and quality improvements. The development of school partnerships is urgent and strategic, not only for the sake of realizing the goals of Islamic education but also as an effort to maintain the viability of Islamic education institutions in rapid environmental changes.

Mothers' Perceptions of Satisfaction, Trust, and Power in the Individualized Education Program Process

Parent involvement in the development of an individualized education program (IEP) is a foundational tenet of the Individuals With Disabilities Education Act (IDEA). Unfortunately, mothers, the parent most likely to attend the IEP meeting, often report negative perceptions and even feelings of disillusion with the IEP process. Including mothers as equal members of the IEP team is crucial to student success, especially for students with intellectual and developmental disabilities (IDD). To determine the extent of mothers' satisfaction, trust, and perception of the power of the IEP process, we surveyed 929 mothers of students with disabilities. Survey results indicate mothers are neither overly satisfied nor dissatisfied with the process, but almost always perceive an imbalance of power between IEP team members. A high percentage of mothers reported experiences with bullying, coercion, and shame. The findings suggest that more efforts are needed to empower mothers during the IEP process and improve parent-school partnerships.

Parent Perspectives on Educational Needs of Students with Sex Chromosome Aneuploidies

Students with sex chromosome aneuploidies (SCAs) are at increased risk for learning disabilities and often require individualized supports in the school setting. This international survey study used qualitative methods and a bioecological systems framework to inductively capture parent perspectives on the challenges that occur in students with SCAs leading to the need for educational supports, how schools serve children with SCAs, and the types of educational supports that are most helpful. Analysis of parent responses emphasized that challenges with reading, executive function, reduced stamina, social skills deficits, and emotional dysregulation act as barriers to learning, and are frequently triggered by busy or noisy classroom environments led by educators unfamiliar with needs of students with SCAs. Further, skills hovering in the borderline range are common to the SCA phenotype, and are not often well served special education systems challenged by limited resources and strict cut-offs for qualification. Parents report the need to strongly advocate for their child to receive adequate school support services. We recommend developing robust family-school partnerships, increased collaboration between the school and the child’s medical team, and acknowledgement of the significant role the genetic condition plays in the educational experiences of students with SCAs. Specific suggestions for school support plans for students with SCAs are provided.