Student teachers, special educational needs and inclusion education: Reviewing the potential for problem-based, e-learning pedagogy to support practice

Journal of Education for Teaching

Volumn 33, Issue 3, 2007, Pages 359-377

  Lambe, Jackie ^a  

^a UNIVERSITY OF ULSTER   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34547341198     PISSN: 02607476     EISSN: 13600540     Source Type: Journal    
DOI: 10.1080/02607470701450551     Document Type: Review

References (52)

1. Austin, R. (1997) Computer conferencing: discourse, education and conflict mediation, Computers in Education, 29, 153-161.
2. Avramidis, E., Bayliss, P. & Burden, R. (2000a) A survey into mainstream teachers' attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority, Educational Psychology, 20, 191-211.
3. Avramidis, E., Bayliss, P. & Burden, R. (2000b) Student teachers' attitudes toward the inclusion of children with special education needs in the ordinary school, Teaching and Teacher Education, 16(2), 277-293.
4. Beare, P. (1985) Regular classroom teachers' attitudes toward mainstreaming the emotionally disturbed: can they be changed? Report No. EC171390 (Minneapolis, MN, Handicapped and Gifted Children, ERIC Document Reproduction Service).
5. Beh-Pajooh, A. (1992) The effect of social contact on college teacher's attitudes towards student with severe mental handicap and their educational integration, European Journal of Special Needs Education, 7, 231-236.
6. Bender, W. N., Vail, C. O. & Scott, K. (1995) Teachers' attitudes to increased mainstreaming: implementing effective instruction for students with learning disabilities, Journal of Learning Disabilities, 28, 87-94.
7. Blair, C. (1983) Classroom teachers' perceptions of pre-service education related to teaching the handicapped, Journal of Teacher Education, 34, 52-54.
8. Bodzin, A. M. & Park, J. C. (2000) Dialogue patterns of preservice science teachers using asynchronous computer-mediated communications on the world wide web, Journal of Computers in Mathematics and Science Teaching, 19(2), 161-194.
9. Booth, T., Ainscow, M., Black-Hawkins, K., Vaughan, M. & Shaw, L. (2000) Index for inclusion: developing learning and participation in school (Bristol, Centre for Studies on Inclusive Education).
10. Candy, P. C. (2000) Reaffirming a proud tradition: universities and lifelong learning, Active Learning in Higher Education, 1(2), 101-125.
11. Carrington, S. (1999) Inclusion needs a different school culture, International Journal of Inclusive Education, 3(3), 257-268.
12. Clarke, L. (2002) Putting the C in ICT: using computer conferencing to foster a community of practice among student teachers, Journal of Information Technology for Teacher Education, 13, 163-179.
13. Collins, A. (1991) Cognitive apprenticeship and instructional technology, in: L. Idol & B. E. Jones (Eds) Educational values and cognitive instruction: implications for reform (Hillsdale, NJ, Erlbaum), 121-138.
14. Davies, J. & Garner, P. (1997) The views of newly qualified teachers concerning SEN provision in ITE courses, in: J. Davies & P. Garner (Eds) At the crossroads: special educational needs and teacher education (London, David Fulton).
15. DE, Northern Ireland (2004) Future post-primary arrangements in Northern Ireland. Advice from the Post-Primary Working Group (The Costello Report) (Bangor, DE).
16. DE, Northern Ireland, Education and Training Inspectorate (2004a) The inclusion of pupils with statements of special educational needs in mainstream primary and post-primary schools in Northern Ireland. Inspected June-December 2003 (Bangor, DE).
17. DE, Northern Ireland, Education and Training Inspectorate (2004b) Empowering schools in Northern Ireland. Transforming learning, teaching and leadership through education and technology change (Education Technology Strategy Group) (Bangor, DE).
18. Department for Education and Employment (DfEE) (1998) Excellence for all children: meeting special educational needs: a programme for action (London, DfEE).
19. Department of Education (DE) (2001) Education for the 21st century: report by the Post-Primary Review Body (The Burns Report) (Bangor, DE).
20. Department of Education and Science (DfES) (1978) Special educational need: report of the Committee of Enquiry into the education of handicapped children and young people (The Warnock Report) (London, HMSO).
21. Department of Education and Skills (DfES) (2001) Special educational needs: code of practice (Nottingham, DfES).
22. Department of Education and Skills (DfES) (2004) Removing barriers to achievement. The government's strategy for SEN (London, DfES).
23. The Disability Discrimination Act (1995) (London, HMSO, Crown copyright).
24. Draper, S. W., Brown, M. L., Henderson, F. P. & McAteer, E. (1996) Integrative evaluation: an emerging role for classroom studies of CAL, Computers and Education, 261(1-3), 17-32.
25. Duch, B., Groh, S. & Allen, D. (Eds) (2001) The power of problem-based learning (New York, Stylus).
26. Duffy, T. M. & Cunningham, D. J. (1996) Constructivism: implications for the design and delivery of instruction, in: D. H. Jonassen (Ed.) Handbook of research for educational communications and technology. A project of the association for educational communication and technology (New York, Simon and Schuster Macmillan), 170-198.
27. Galanouli, D. & Collins, J. (2000) Unmediated computer conferencing to promote reflective practice and confidence building in Initial Teacher Education, Journal of Information Technology for Teacher Education, 8, 237-254.
28. Gardner, J. & Galanouli, D. (2004) Research into information and communications technology in education: disciplined inquiries for telling stories better, Technology, Pedagogy and Education, 13, 147-162.
29. Geetz, C. (1973) The interpretation of cultures (New York, Basic Books).
30. Gilbert, P. K. & Dabbagh, N. (2005) How to structure online discussion for meaningful discourse: a case study, British Journal of Educational Technology, 36, 5-18.
31. Gunawardena, C. N., Lowe, C. A. & Anderson, T. (1997) Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing, Journal of Educational Computing Research, 17, 397-431.
32. Hastings, R. P., Hewes, A., Lock, S. & Witting, A. (1996) Do special educational needs courses have any impact on student teachers' perceptions of children with severe difficulties?, British Journal of Special Education, 23(3), 139-151.
33. Jonassen, D., Davidson, M., Collins, A., Campbell, J. & Bannan-Haag, B. (1995) Constructivism and computer-mediated communication in distance education, American Journal of Distance Education, 9, 7-26.
34. Lambe, J. & Bones, R. (2006a) Student teachers' perceptions about inclusive classroom teaching in Northern Ireland prior to teaching practice experience, European Journal of Special Needs Education, 21(2), 167-186.
35. Lambe, J. & Bones, R. (2006b) Student teachers' attitudes to inclusion: implications for Initial Teacher Education in Northern Ireland, International Journal of Inclusive Education, 10(6), 511-527.
36. Lambe, J. & Clarke, L. (2003) Initial Teacher Education online: factors influencing the nature of interaction in computer conferencing, European Journal of Teacher Education, 26(3), 351-363.
37. Laurillard, D. (1993) Rethinking university education - a framework for the effective use of educational technology (London, Routledge).
38. Leyser, Y. & Tappendorf, K. (2001) Are attitudes and practices regarding mainstreaming changing? A case study of teachers in two rural schools districts, Education, 121(4), 751-760.
39. Martinez, R. (2003) Impact of a graduate class on attitudes toward inclusion, perceived teaching efficacy and knowledge about adapting instruction for children with disabilities in inclusive settings, Teacher Development, 7(3), 473-487.
40. Mayas, T. & de Freitas, S. (2004) E-learning models desk study stage 2: review of e-learning theories, frameworks and models, JISC. Available online at: http://www.jisc.ac.uk/uploaded_documents/ Stage%202%20Learning%20Models%20(Version%201).pdf.
41. Mittler, P. (2000) Working towards inclusive education: social contexts (London, David Fulton).
42. Muthukrishna, N. (2000) Transforming professional development programmes into an inclusive education system, in: H. Savolainen, H. Kokkala & H. Alasuutari (Eds) Meeting special and diverse educational needs: making inclusive education a reality (Helsinki, Ministry for Foreign Affairs of Finland).
43. Shimman, P. (1990) The impact of special needs students at a further education college: a report on a questionnaire, Journal of Further and Higher Education, 14, 83-91.
44. Slee, R. (2001) 'Inclusion in practice': does practice make perfect?, Educational Review, 53(2), 113-123.
45. The Special Education and Disabilities Act (2002) (London, HMSO, Crown copyright).
46. Stanovich, P. & Jordan, A. (2002) Preparing general educators to teach in inclusive classrooms: some food for thought, Teacher Educator, 37(3), 173-185.
47. Tiene, D. (2000) Online discussions: a survey of advantages and disadvantages compared to face-to-face discussions, Journal of Educational Multimedia and Hypermedia, 9, 371-384.
48. Underwood, J. (2004) Research into information and communication technologies: where now?, Technology, Pedagogy and Education, 13, 135-145.
49. Ward, J., Centre, Y. & Bochner, S. (1994) A question of attitudes: integrating children with disabilities into regular classrooms, British Journal of Special Education, 21(1), 34-45.
50. Weller, M. (2002) Delivering learning on the net: the why, what & how of online education (Open & distance learning) (London, RoutledgeFalmer).
51. Wilczenski, F. L. (1991) Use of 'Attitudes towards Mainstreaming Scale' with undergraduate education students, paper presented at the annul meeting of the New England Educational Research Organisation, Portsmouth, NH.
52. Wilkins, T. & Nietfeld, J. L. (2004) The effect of a school-wide inclusion training programme upon teachers' attitudes about inclusion, Journal of Research in Special Educational Needs, 4(3), 115-121.