Teacher Preparedness for Inclusive Classrooms

Introduction

If you want to identify General Educators effectiveness towards providing learners with exceptionalities with the appropriate needs, it is imperative to study the readiness of General Educators (Dingle et al., 2004). It is without a doubt that Inclusion education has become a controversial idea. However, in most countries across the world the discussion between special and general education faculty and the competencies as well as characteristics required by both general and special teachers to effectively teach diverse students’ population has already begun. In practical, Inclusive education refers to an educational process where all learners, including the LSEN are together educated (without segregation), with support, in age-appropriate, ordinary education programs within their communities (GDE, 1996:2). This indicates that the learning environment is reorganized to fit the various requirements of the diverse students other than the learner adapting to the learning environment. To implement this, states and organizations have to implement several of laws and policies to address inclusive education in schools. One of such is the Salamanca statement which states: “In this education systems schools accommodates learners regardless of their linguistic, social, intellectual, physical, emotional, or other needs. This means that a classroom includes gifted students, street and working learners, disabled, children from linguistic, cultural or ethnic minorities, learners from nomadic populations as well as children from other marginalised groups/communities” (Salamanca statement, 1994:6).

However, this means that educators may need to adjust to the active legislations and support established by the government which are relevant to the education, mainly because the school curriculum has been altered (Holdheide et al. 2008). Curriculum changes demands a shift within the classroom as educators considering, attitudes towards inclusion, enhance training, teaching strategies, the need for resources, and collaboration skills. In doing so and by taking the above into consideration, it is necessary to determine whether Educators are prepared for inclusion education. For this position paper, I will write a summary on the opponent’s view stating that Educators are ready for inclusion education, in comparison to the opponent’s view where I will argue against the statement implying that General Educators are not prepared for inclusion education. This paper will consist of Implications for Teacher preparedness towards inclusion education and conclude the paper in summary.

Educators Are Ready for Inclusion Education

According to Garcia (2000) most Educators are already experiencing inclusion education within their classroom and are successfully proving how inclusion practices can be supported though, caring educators initiatively development themselves professionally for the sake of all students. A study conducted with nineteen educators who had disabled learners in their classrooms, showed that seventeen of the educators were forced to undergo transformation from the first negative reactions to categorization of learners in the classrooms to a viewpoint which is more positive (Giangreco, Dennis, Cloninger, Edelman, & Schattman, (1993). Similarly, LeRoy and Simpson (1996) who researched on the effects of inclusion for more than 3-year in the Michigan state. Their research indicated that, as educators continued to work with SEN students, their experience increased, and their confidence increases enough to teach these children. Therefore, even by dealing with disabled students in a classroom was enough to increase teacher’s competence in handling SEN students. Garcia, (2004) indicated that regular education educators who have successfully involved disabled learners in their classes shows that they have value to each student’s uniqueness. As a result, General Educators are promoting positive attitudes and embracing aspects of a positive teacher. However, it has been determined that educators do not possess the appropriate attitudes for Inclusion education. In fact, educators fear of dealing with unfamiliar behaviours, teaching strategies within the inclusive learning environment, allowing teachers to question their ability and preparedness for the inclusive environment. Implications have been implemented to support and train educators for inclusion education. Treder et al., (2000) shows that effective training program which allows educators to increase their implementation knowledge of inclusion education in the classrooms gain time management skills, classroom leadership skills, confidence, teaching skills, as well as important positive attitude towards inclusion.

The regular professional development training as well as one-off workshop shows that “parachute” which is a short term is training is not often effective (Kartika & Kitamura, 2017; Kuroda et al., 2015, Fullan). An independent study conducted on the effectiveness and quality of initial teacher training (ITT) training in the UK (England) concluded that although the system were successful, and that there was still room for improvement to guarantee trainees the essential foundation that is needed for basic classroom management and subject knowledge (Carter, 2015). As a result, the existence of an independent working group was established to developed a structured core ITT content that considers recommendations for SEND (special educational needs & disabilities) content. With the existing support team, educators are developing Readiness skills for inclusion education. The school, policy makers and the community has generated innovative ideas in supporting Educators through transitioning to Inclusive education. The support has made its way through teacher trainings, implementing effective learning and teaching strategies and polices. This conclude that Educators are well off, allowing them to enhance in preparedness of Inclusive Education. According to NASEN (2019) between the years of 2009 and 2014, approximately eleven thousand new SEN Co-ordinators (SENCOs) were sponsored to pursue master’s-level SEN Co¬ ordination’s National Award, additionally, contracts were awarded to specialists in the sector such as the Dyslexia SpLD Trust, the Communications Trust , the Autism Trust as well as the National Sensory Impairment Partnership (NatSIP) to provide support to the SEN reforms implementation in England and provide information which is consistent to teachers and schools. In 1994, UNESCO held a conference at Salamanca which was represented by 92 state governments and 25 international organizations who suggested shifts in both practice and the policies which are necessary to enhance inclusive education (UNESCO, 2009). Collaboration is one of the general education educators’ responsibilities (Refice, 2006). General teachers collaborate with parents of the students, school administrators, special education educators as well as other professionals who have experience with handicapped students. This needs a special education as well as general an educator to work together outside or inside the general curriculum classroom to meet the requirement of special need learners (Hallahan & Kauffman, 2003). Additionally, Special education educators have more knowledge in teaching disabled learners compared to regular education educators. The study also suggests that collaborative teaching increases level of attention in teaching disabled students which are included in the general curriculum classroom. Therefore, collaboration between teachers who are involved in facilitating the inclusion systems is necessary. While incorporating inclusion education into the classroom, it is crucial to keep parents involved in the learners’ education (Refice, 2006). Parents have more knowledgeable concerning their children compared to anyone else. This means that regular classroom educators must work in collaboration with the parents to get important information while educating the learners. The information may be concerning a learner’s accommodations, needs, as well as other relevant services to the child’s disability. The major Ireland’s curriculum is based on a the process of planning which is collaborative and which involves a whole school approach to making of decision on the provision of SEN, as well as an expectation that classroom educators, resource and learning support educators will also collaborate in the delivery and planning of various education provision (DES, 2007; 2005; 2002). The study also shows that for learners with collaboration of SEN teacher usually limits the access to a variety of options of instructions as well as improved academic performances.

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Teachers Are Not Ready for Inclusion Education

Attitudes

Educators attitude is very complex (Berry, 2010). The type of attitudes they consume depends on their readiness for inclusion education. Educators attitudes and their behavior towards including diverse learners is a critical matter (; Clough, 1998; Stewart, 1990Farrell, 2001; Mittler, 2000;). The major shift of LSEN within the classroom has led me to state to belief that educators are not ready for Inclusion education, mostly because as a General Educator their attitudes do not fit the criteria of what an Inclusive Educator should be. As support, a study conducted to 381 educators of both special and general learning institution concluded that the participating educators ware not supportive enough to place disabled learners in mainstream learning institutions (Semmel et al (1991). A study by Stockall & Gartin (2002) also argued that educators had a believe that learners who have mild to moderate challenges should not be placed in a mainstream curriculum classroom. Additionally, other scholars agree by only being more acceptive to learners with a cognitive disability compared to learners who have physical disabilities as per Forlin (1995). This implies that educators are presenting negative attitudes before even entering these classrooms. There is evidence that teachers automatically have a biased reaction towards disabled learners since they fail to trust in their own capability to educate them (Frankel, 2004). These negative attitudes acquired by these educators do not display teacher readiness for Inclusion Education. Positioning these teachers into the classroom go against the idea of Inclusion and may provoke further negative attitudes within the classroom. Do we really want this type of influence within the classroom?

Furthermore, negative attitudes to diversity which is gained during early educators’ careers are challenging to change (Molina (2006). Nel, (1992) suggest that though educators training which is mostly theory based classes which are not enough to change students’ and teacher’s attitudes which are negative towards disabled learners. (; Campbell et al., 2003; Forlin et al., 1999; Tait and Purdie, 2000).

Lack of Teacher Training

The current initiative in the education platforms has additional educators’ demands. In Most cases, educators are required to work mentally while organizing, Sorting, and planning for the inclusive education. This results, to frustration during teaching as well as loss of energy which creates psychological disturbances and as well impact the physical health of the teacher (Neveu, 2007). First, educators fail to cooperate and satisfy their teaching roles under these stressful circumstances. Educators are not prepared because they lack the Training and support needed to transform into an inclusive Educator. Although, around the world government polices has supported the proposal and implementation of Inclusion practices (UNESCO, 1994, Peters, 2004;). Moreover, a study by Desimone & Parmar (2006) indicated that general education educators argued that inclusion was already being practiced though the teachers were not sure of their responsibilities to disabled learners in their classrooms. Moreover, another research by Colber (2010) argued that thirty-six general education teachers had a believe that they needed support via professional development. Though in a study by Wogamon in 2013, forty-two percent of the general education educators had not yet received any formal professional development concerning disabled learners’ inclusion in their general education classrooms. Besides, Shoulders & Krei (2016) discovered that seventy-four percent of the teachers in the general education received little or no professional development training in co-teaching. This opposes other studies in the general education teacher’s sectors which ungues that general education teachers usually feel undertrained or not adequately trained to deal with disabled students as well as the fact that they feel that they do not receiving adequate support from school leadership (Lohrmann & Bambara, 2006; 2009; Roiha, 2014; De Boer et al., 2011). Additionally, Ko and Boswell (2013) suggest that general education educators of physical education stated that they had insufficient pre-service learning” (p.237). In relation to the disabled students’ inclusion in their classrooms. Additionally, research discovered that, general education teachers are not offered sufficient training to enable them to be successful in teaching disabled learners in their classrooms (Vickerman & Coates, Smith & Green, 2004; Morley et al., 2005; 2009; Hodg et al., 2004; Liberman et al., 2002;).

Though there is room for improvement and more support. This indicates that educators are not receiving the support and training that is required for them to transform into these inclusive classrooms, hindering their preparedness. As of 2013 there has been no this form of support. Currently, general education educators are coming out of teacher training platform to gain experience with disabled students, though mostly it consists of twenty-three-one or two classes at the undergraduate programs. This means that the training is not enough to work with disabled learners as “student’ studies represents a very huge domain which may not be possible to teach within one semester of the undergraduate level” (Unianu, 2012, p. 903). When teachers make decision to engage in practical professional development, a study by Pearmen et al., (1997) and Snyder (1999) showed that such the training is mostly not available therefore becoming a challenge. Encourage curricular flexibility and strengthen learning outcomes. In fact, many higher education institutions offer training for both special needs and regular education. However, the concerning issues of proficiencies of the teaching, programs as well as learning resources of the programs tend to focus on the disability’s pathology, instead of training on modifications to foster the needs of a student’s (Elweke et al., 2003).

Lack of Teaching Resources

Imagine Having chalk but no chalkboard or planning a lesson plan for reading but no reading books. Educators need resources to teach, to enhance the delivery of the content while being able to cater to the learning needs of all students. This make Instructional materials an essential tool to their teachings. An effective General educator know their job. They are willing to provide quality instructions that may rely on having appropriate classroom resources, instructions and other items that may enhance the lesson. Within the Inclusive classroom the same procedure applied to students of SEN however, they will require a more individualize plan that may include differentiated books and other technology and equipment that may apply directly to them. In reference to the availably of teaching and learning resources (TLR) it has been revealed that TLR are not always available in schools. According to SACMEQ (2003), the study indicated that some schools offered libraries or reading corner which enables literate environment. In fact, many developing countries around the world are encountering the problematic issue of insufficient resources in implementing inclusive education. This is due mainly to the socioeconomic challenges. Due to the lack of resources of instructional materials in Kenya, the implementation of inclusion education has become negatively impacted (Mwangi & Orodho, 2014). However, In Swaziland Thwala (2015) there is also complain about the lack of learning as well as teaching resources that will foster students with disabilities. Therefore, many educators in Zimbabwe lacked the profound awareness of inclusion processes.

Low Teacher-Pupil Ratios

A low teacher-pupil ratio usually involves less teachers allocated to many learners. It can be understood using fractions where the bigger the denominator the fraction’s value. A study by Cheshire (2014) showed that there are huge class sizes as well as low teacher-pupil ratios of up to 1:100 in most developing states which is great frustration source in the disabled learners inclusion into mainstream schools. Similarly, in a study by Howarth (1987), large classes have negative impact on the inclusive education implementation because of the difficulties concerned with attending to learners needs, marking load as well as class management dynamics. Since most curriculum are usually examination-oriented, educators teach with a goal to cover the syllabus therefore, have there is no time for learner’s attention. Thwala (2015), in a review conducted in Swaziland argues that large classes distracted inclusion practice because educators mostly fail to cope with the various individual requirements within the large sized classroom. For inclusive education which is effective to occur in Zimbabwe’s mainstream schools, a huge ratio of teacher-pupil of up to 1 to 25 is needed. huge class size has influence on the learning as well as teaching and generally the accessibility of the curriculum.

Curriculum inaccessibility

In its original state, the regular curriculum is not designed to cater for the inclusive education’s purpose. Such an education system was mostly developed for average students who utilise the typical methods to gain skills, knowhow as well as competences which are inherent in the curriculum. Unless there are modifications, adaptation or differentiation of the curriculum, there is always a challenge to the practice of inclusive because some disabled learners may fail benefit. The education system adaptation, modification as well as differentiation ensures that the education system caters for the needs of diversified learner’s abilities and needs. However, the adaption, modifying as well as differentiating process in the education system without watering it down requires unique skills on the educator’s side. Staff development as well as training is usually required to satisfy the current educational demand via adapting, differentiating and modifying the education system. It is therefore a challenge which is frustrating for a teacher to teach a diversified class. This occurs in the normal classrooms which do not have inclusive orientation. A study by Donohue & Bornman (2014) shows that teaching success in inclusive settings is based on systematic accommodation of curriculum. Singh (2015) states that, for inclusive curriculum to be successful, curriculum adaptations which are suited for unique requirements of each student including is very important.

Collaboration

Inclusion education calls for collaboration especially with special educators. Usually, most educators do not know how to collaborate Within the classroom the teacher is the only adult who takes charge of the classroom who organizes and plan activities. They do most of the work on their own. This is because teachers are in practice in isolation hence their reason for not knowing (McManus & Kauffman, 1991), and the fact that they are used to making decisions alone (Janney et la., 1995). According to Friend (2000) Teachers commented on “how difficult collaboration is, that within professional preparation collaboration is paid little attention, and how insufficient staff development opportunities are offered related to it. when asked to demonstrate their collaboration knowledge and skills, “They frequently flounder”. (Friend, 2000, p. 133). Also take for example the different traits, beliefs, and perspectives which teachers bring to the table. With the array of diversity, if not managed effectively negative social interdependence may reveal (Johnson & Johnson, 2009). This is as a result of the hindrance as well as opposition from personal goals within the group (Johnson & Johnson, 2009). Collaboration indicate teacher’s ability to work and prepare themselves for inclusion education however, collaborating is not all about gathering educators together and saying “work together” this cannot work. Educators requires unique training and practice to gain knowledge on the ways to work, collaborate, and communicate with other teachers and people (McCormick et al., 2001, p. 130). Studies also discovered that specific monitoring and training are required which just doesn’t happen. (Schumm et al., 1995).

Large classrooms

Another reason that the is pointed out as a challenge why teachers are not ready for inclusion education is the fact that schools undergoes large enrolment therefore classrooms are also large (Kamola, 2016). The study also shows that the teaching in an inclusive classroom is very difficult. It is stated that large classroom prevents educators from developing close link with the students therefore hindering progress as the teachers are unable to help the students who require more attention. The study also states that head teachers often do not consider students number in every classroom therefore suggesting that the teacher to student’s ratio should be put to consideration. Additionally, lack of qualified personnel, lack of equipment, overcrowding makes learners to behave inappropriately. The study also shows that behaviour problem has been in existence for long in regular classrooms. Therefore, while the educators are busy with the mentally challenged learners who are usually slow learners, the gifted students become bored and start making noise. Lastly the study also suggest that educators need to be equipped with knowledge on behaviour management in the classroom. Moreover, studies show that teachers struggle daily to control the large classes. Regardless of the fact that massive enrolments allow for student’s diversity (race, gender, educational level) as well as expectations, teachers struggle to respond to the comprehensive needs of each student therefore Significant logistical planning and careful coordination with Teaching fellows is important to make sure that there is a functional course with large enrolments (Freeman et al 2014). Research shows that lessons blended with active-learning elements strengthens learner’s performance (Freeman et al 2014). Regardless of these studies, the fact that the teachers are either undertrained or undrained and the lack of educational material and the large sized classroom makes implementation of inclusive education difficulty to implement.

Implications For Teacher Readiness For Inclusive Education

Positive Thinking

While dealing with learners of Inclusive Education General Teachers sometimes become overwhelmed and frustrated. Some of the reflective journals can assist to eliminate the negative influence especially when the journal focuses on the positive rather than negative the negative thoughts. This enables educators to be critical of what created the feelings as well as what should be altered in the surroundings to alleviate those negative feelings. In most cases, staff and educators should carry a positive attitude while in school environment. Additionally, Idol (2006) argues that school personnel should create an encouraging thought by simply motivating members of the staff for their hard work. Educators can apply this to students as well as embracing their uniqueness rough the process.

Effective Training

For effective teaching as well as learning and educators should have sufficient experience. This means that General Teachers requires regular training in an inclusive classroom with diverse learning capabilities (Savolaine, 2009). It should also be advised that teachers should be trained before being placed in these inclusive classrooms. To improve and develop educators’ abilities and skills in managing disabled learners in regular classrooms, regular teachers must engage themselves with educational institutions to acquire a higher degree. However, they should consider institutions that provides hands-on experience in dealing with disabled learners. Furthermore, I would recommend consistent training that will encourage to develop positive attitudes and promote educators’ competencies. they must be open to involve themselves in different professional seminars, trainings as well as workshops. The more knowledgeable educators are the more they are capable of understanding students’ differences and understanding them as individuals.

Good School Leadership

A study by Shareefa (2016) shows that, Majority of educators who took part in this research suggested that school leadership mostly have a positive impact towards inclusive education. Based on the study, sixty percent of the educators in the study perceive their head of school as committed, proactive, and visible in the implementing of inclusive curriculum. Nevertheless, the study reveals that more than eighty percent of the educators believe that inclusion should be stressed in the vision and mission statement of the school. A study by Mthembu (2009) showed that as instructional leaders, should have clear school missions to enhance inclusive curriculum in their schools. Billingsley et al., (2014) on the other hand explained that in an inclusive school, head of the school should make sure that all community members welcome and value learners with disabilities. Moreover, he/she should encourage everyone to collaborate and as well share their expertise to make sure that disabled students get the opportunities they require to achieve improved performance in school as well as after school. Billingsley et al., (2014) also suggest that, majority of educators believe that their head teachers should involve all stakeholders to ensure that there is inclusion work in their schools. Therefore, schools ‘leadership readiness is considered as an implication for teacher readiness for inclusive education as well.

Individual student support

Most teachers who participated in a survey conducted by Shareefa (2016) indicated that learner individual support is important to SEN pupils regardless of their respective classes. This argument support literature analysis by Mthembu (2009) who stipulate that individual support offered to a learner is a key element while moving towards inclusion education. Additionally, the study states that more than seventy percent of educators who participated in the survey agreed to utilising varieties of technology to make sure that there is a meaningful participation of every learner in the instructional activities. Based on another study by Broderick et al. (2005), collaboration in a general education classroom is a very crucial medium for support as well as differentiation. Nevertheless, Broderick and his fellow scholars dictate that educators along with other staff who support children in the classroom require to unite stakeholders who supports disabled learners to make sure that all learners are valued, integrated, and as well, become effective classroom’s community member. However, Shareefa (2016) states that some small fraction of educators (44%) under the survey agree that their overall school leadership as well as educators themselves have the knowhow of writing Individualized Education Program (IEPs) for disabled learners. Besides more than (53%) of the educators failed to agree that both the teachers and the school leadership had knowledge about the various disabilities as well as theories of inclusive curriculum. This is an indication that the school management need to make more efforts in the provision of pedagogical support for educators specifically via evaluating and writing IEPs. It is also a common knowledge that if educators fail to have proper knowledge on planning an individualized instruction task, then, they are not in a position to give full support to the learner. In a study by Pasha (2012) on an empirical review to understand the urban primary schools’ readiness for inclusive education in Pakistan, it was evident that the study was almost similar to Shareefa (2016). Research have confirmed that understanding of substantial factors like learners ‘IEP as well as the various types of disabilities is very important especially for teachers who are working in the inclusive education field. Similarly, a study by Fisher et al., (2003), shows that having knowledge of the IEP as well as the curriculum’s comprehension and its standards is very crucial for successful implementation of inclusive education. I therefore recommit that while providing for inclusivity, educators require to offer individual support to disabled learners studying in the mainstream classrooms. This can be achieved by use of additional teaching as well as support to disabled learners like the use of assistive materials. Educators also require to collaborate with other stakeholders to intergrade every student to the curriculum.

Curriculum Instruction and Assessment

In a discussion by Shareefa (2016), the results show that many educators modify educational goals as well as classroom instructions make them to adapt to the requirements of the disabled learner. Seventy-four percent of the teachers interviewed in the study indicated that educators incorporated, tactile, visual as well as kinaesthetic resources and activities to meet the needs of various disabled learners. These educators noted to have used class-wide procedures and routines to provide support to the classroom management as well as learning to each student. As per the Commonwealth Guide to Implementing Article 24 of the UN Convention on the Rights of People with Disabilities‖, there is avocation for an innovative and flexible countrywide curriculum and school platforms with ways of making the curriculum resources available and accessible to each disabled learner (Rieser, 2012). Similarly, Fisher et al., (2003) suggest that learning institutions require special teachers who have the ability to interrelate education system and as well communicate with other teachers by providing instruction and assessment to every learner regardless of the needs. Regardless of many educators in the Shareefa (2016) study, there is also a common agreement that regardless of the current curriculum modification and adaptation in learning institution, there is still more that requires to be done before achieving success in establishing of a complete inclusive education. For example, the study indicates that though there is majority agreement, there is a relatively less contradiction that disabled learners receive a modified curriculum. Moreover, Shareefa states that educators (55%) have already modified curricular objectives as well as classroom instructions to make adaptation to the needs of disabled students. The study also notes that adaptations mostly needs the effort and time of teachers. However, Fisher et al., (2003) states that inclusive educator has the responsibility to create and provide accommodations which addresses for the needs of every student. The researchers also add that; successful special teachers mostly have extensive knowhow of the curriculum modifications as well as accommodations to draw therefore face little challenge while accommodating disabled children in normal class. A similar perception is discussed in the literature of Villa et al., (2005) where 75% of the study participants stated that they usually determine learners’ understanding by use of formative assessments which differs to those of traditional curriculum assessments. Therefore, different curriculum instruction and assessment is an implication for teacher readiness for inclusive education.

Conclusion

The preparation of a teacher to deliver inclusive services to disabled learners is increasingly crucial since changes in policies as well as policy which emphases on student achievement in and access to the general education curriculum. Disabled Students inclusion in general education surrounding has a long history in the laws concerning special education; however, developments which took place recently have markedly promoted the inclusive services’ implementation as a way to enhance the educational achievement as well as other disabled learner’s outcomes. Studies usually overlook educators as a potential source of problems in the classroom. (Kearney et al., 1991). Teacher preparedness’ and the factors affecting is one that must be taken into consideration. Attitudes, Teaching Strategies, resources and collaborations are all factors of Teacher Readiness of inclusion education. Based on the conceptual framework of Proctor (1984), teacher efficacy not only influence the relationship of a learner with peers but also impact learner’s interactions with other students. The finding of this this study shows direction and as well provide advice to teacher’s education faculty while preparing special need as well as general teachers. It is therefore evident that Preparation of educators for these roles [teaching learners with and without disabilities in general curriculum needs the teachers to combine the Dingle, (2004), knowledge of special as well as general education knowledge while sustaining the distinct knowhow and competencies of the two educational fields” (AACTE, 2002, p. 5).

Lastly to implement inclusive education effectively, educators factor must be considered as part of educator’s development to install necessary competencies ad trainings which support the teaching learning process and as well promote development of all students.

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