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The Effect of School Leadership on Implementing Inclusive Education: How Transformational and Instructional Leadership Practices Affect Individualised Education Planning
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Lambrecht, Jennifer; Lenkeit, Jenny; Hartmann, Anne; Ehlert, Antje; Knigge, Michel; Spörer, Nadine – International Journal of Inclusive Education, 2022
Fostering equity by offering the best education possible to all students is one of the main goals of inclusive schooling. One instrument to implement individualised education is individualised education planning (IEP). IEP requires cooperation between special and regular teachers. From research on school leadership it is known that leadership…
Descriptors: Inclusion, Transformational Leadership, Instructional Leadership, Individualized Education Programs
Individual Educational Plans: Just a Tool to Immunise Teaching from Parental Criticism?
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Koßmann, Raphael – Cogent Education, 2022
Categorised as planning documents, individual educational plans (IEPs) purport to provide school-based instruction more closely matched to individual pupils' skills and needs. The present study investigated the extent to which IEPs contain practically relevant suggestions for teachers to implement in practice. Based on a sample of 112 IEPs from…
Descriptors: Foreign Countries, Individualized Education Programs, Relevance (Education), Special Education
Special Education Policy Prospects: Lessons from Social Policies Past
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Kauffman, James M.; Ahrbeck, Bernd; Anastasiou, Dimitris; Badar, Jeanmarie; Felder, Marion; Hallenbeck, Betty A. – Exceptionality, 2021
Social policies can be well-intentioned but ineffective in achieving what is intended. They can be undermined or destroyed by their exaggerated or oversimplified caricatures with a single, narrow focus. Caricatures may result in the opposite of the original intent of more carefully crafted variants. Institutionalization and deinstitutionalization…
Descriptors: Special Education, Educational Policy, Equal Education, Students with Disabilities
Making Inclusive Instruction Succeed: What Matters (Most) from Teachers' Perspectives? The Role of Teachers' Personal Characteristics, Joint Professional Work, and School-Related Parameters
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Weiss, Sabine; Lerche, Thomas; Muckenthaler, Magdalena; Heimlich, Ulrich; Kiel, Ewald – Educational Research and Evaluation, 2019
One key function necessary to successfully teach a heterogeneous student population is to individually adapt instruction to students' needs and prerequisites. Using structural equation modelling, the present study investigated whether or to what extent different factors, teachers' personal characteristics, their joint professional activities, and…
Descriptors: Inclusion, Teacher Attitudes, Individual Characteristics, Teacher Collaboration
Personalized Learning Instruction in Vocational Education and Training: A Design-Based Case Study on Challenges and Approaches
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Zoyke, Andrea – International Journal for Business Education, 2014
There are many calls for personalized learning (instruction) (in Germany 'Individuelle Förderung'), especially for persons with special educational needs in the transition to vocational training or retraining. Teachers can find a variety of concepts and instruments to construct personalized learning. The challenge is to combine and to connect…
Descriptors: Individualized Instruction, Adult Vocational Education, Vocational Rehabilitation, Retraining
Binnendifferenzierung im Urteil von Gesamtschullehrern = Comprehensive School Teachers on Within-Class Grouping.
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Roeder, Peter M. – Zeitschrift fur Padagogik, 1997
Analyzes teachers' attitudes regarding the value and practicality of adapting their teaching to the needs of heterogeneous classes. Surveys teachers and administrators in five German comprehensive schools. Finds that teachers do not support the view that within-class grouping may be a viable alternative to systems of across-class setting by…
Descriptors: Class Organization, Classroom Environment, Comprehensive Programs, Curriculum Development