Inclusief onderwijs - Geneviève Van Damme en Charlotte Viane

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In welke mate voelen leerkrachten zich bekwaam en ondersteund in het implementeren van inclusie in hun eigen klaspraktijk?

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Inclusief onderwijs :

Inclusief onderwijs In welke mate voelen leerkrachten zich bekwaam en ondersteund in het implementeren van inclusie in hun eigen klaspraktijk? 25 april 2016 Geneviève Van Damme – Charlotte Viane

Slide2:

Geneviève Van Damme – Charlotte Viane

Probleemstelling :

Probleemstelling Moeilijk om effectief inclusief onderwijs te voorzien Kwaliteit, professionalisme, middelen en training Competenties van leerkrachten verhogen Geneviève Van Damme – Charlotte Viane

Onderzoeksmethode :

Onderzoeksmethode Kwantitatief onderzoek Vragenlijsten voor de leerkrachten Data analyseren via SPSS Geneviève Van Damme – Charlotte Viane

Participanten :

Participanten Wie? Hoe? Geneviève Van Damme – Charlotte Viane

Tijdsplanning:

Tijdsplanning 60 vragenlijsten in anderhalve maand Geneviève Van Damme – Charlotte Viane

Verwachte resultaten :

Verwachte resultaten “ The inclusive process within our schools operates with a lot of weaknesses an lack of quality and professionalism.” “The fact is that without professional support in the regular primary schools, quality inclusion of children with special education needs is not possible.” Geneviève Van Damme – Charlotte Viane

Mogelijke conclusies:

Mogelijke conclusies Lerarenopleiding herzien Ondersteuning en training Geneviève Van Damme – Charlotte Viane

Vervolgonderzoek :

Vervolgonderzoek Geneviève Van Damme – Charlotte Viane

Vervolgonderzoek :

“ Further research is also needed on how to support schools as they address the challenges that emerge when students with and without disabilities need individualized supports to be succesful and how to support teachers in managing these situations in diverse classrooms while still creating a sense of comminty amongst all students.” “ Further research is needed, however, to ensure that students that are receiving more supports are not only viewed as recipients of help, but als full classroom members who provide help in other ways to the classroom and school community.” Geneviève Van Damme – Charlotte Viane Vervolgonderzoek

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Geneviève Van Damme – Charlotte Viane

Inclusief onderwijs :

Inclusief onderwijs In welke mate voelen leerkrachten zich bekwaam en ondersteund in het implementeren van inclusie in hun eigen klaspraktijk? 25 april 2016 Geneviève Van Damme – Charlotte Viane

Literatuurlijst:

Literatuurlijst Casteleyn , J. (2014). Van informatie tot design. Academia Press: Gent Ajdinski , G. (2007). The role of the special teacher in the process of inclusion in the regular primary school. Journal of Special Education and Rehabilitation , 8(1-2), 5-14 . Baldiris Navarro, S., Zervas , P., Fabregat Gesa , R., & Sampson, D.G. (2016). Developing Teachers’ Competences for Designing Inclusive Learning Experiences. Educational Technology & Society , 19(1), 17-27. Geneviève Van Damme – Charlotte Viane

Slide16:

Bouillet , D., & Kudek-Mirosevic , J. (2015). Students with Disabilities and Challenges in Educational Practice. Croatian Journal of Education , 17(2), 11-26 . Mortier , K., Hunt, P., Leroy, M., Putte , I. Van de, & Hove, G. Van, (2010). Communities of practice in inclusive education. Educational Studies , 36(3), 345-355 . Shogren , K.A., Gross, J.M.S., Forber -Pratt, A.J., Francis, G.L., Satter , A.L., Blue-Banning, M., & Hill, C. (2015). The Perspectives of Students With and Without Disabilities on Inclusive Schools. Research and Practice for Persons with Severe Disabilities , 40, 1-39.

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