Action Research Project: Teacher Knowledge and Beliefs on Inclusion

This assignment is a report on the findings of an action research project conducted as part of a B.Ed. program. The research investigates teachers' knowledge and beliefs concerning the inclusion of special needs students in the classroom. The findings, presented as a narrative and supported by data from interviews and assessments, reveal key issues such as the need for specialized teacher training and the impact of different assessment methods on student outcomes. The research also examines teachers' attitudes toward inclusion, the availability of resources, and the challenges they face in managing diverse learning needs. The results highlight the importance of addressing teacher preparedness and providing adequate support to create inclusive and effective learning environments for all students. The study also highlights the importance of specialized training for teachers to cater to the needs of children with special needs and the challenges teachers face in inclusive classrooms.

Running head: ACTION RESEARCH
ACTION RESEARCH
Name of the Student
Name of the University
Author Note

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Results
It is evident from the studies conducted that the main issues faced by teachers are due to
their lack of training. As they undergo pain from the lack of appropriate training ability
frequently do not know how to cooperate with students having unusual needs and how to
assemble some attractive activities for them (Avramidis & Norwich, 2002). However, some of
the teachers are of the belief that they do not need preparation as they desire to learn from
knowledge. The key to achievement in this context is giving a methodical guidance or training to
the teachers thus that they can effort for enclosure of the students with extraordinary needs in
their classroom activities. Careful growth of the attitude and instructive surroundings has to be
completed to educate the teachers appropriately. The result indicates that teachers face enormous
troubles when they are coaching in a classroom of kids with special needs. It is found that the
teachers need special and more advanced training facilities to cater to the needs of children with
special needs (Rasmitadila & Goldstein, 2017). When asked to the teachers how they handle the
special needs of the children without the help of helper teachers, they answered that they are at
ease with the aid of an assistant teacher. Another teacher also stated that there is a deficiency of
expert assistant teachers. It was found that there is a huge command for the especially skilled
helper teacher than the usual teachers in conditions of educating children with unusual needs.
Therefore there is a high possibility that this will create those kids extremely needy on the
assistance of the special supporter teachers or they will tend to learn how to develop into being
self-governing in their lives. They regularly come across a lot of problems alike to knowing the
right actions for doing these classes. They regularly have to obtain plans like discussing the
issues to the parents, calming further time in communication with the students and taking into
account their actual needs. A usually noticeable thing is that teachers undergo pain from not

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having time. They cannot direct the time in taking care after the usual children and kids with
extraordinary needs at the similar time. There are numerous issues connected to the group size,
the numeral of students, deficiency in training and consciousness, lack of appropriate resources
wanted.
Interpretation of findings and relevance to the literature
The findings from the articles discussed are that the approaches of teachers and
preservice teachers towards the incorporation of kids with extraordinary wants into usual schools
across the United Arab Emirates have been discussed (Bradshaw, Tennant & Lydiatt, 2004). As
the nation continues its theatrical era of modify as a country, change in the teaching of kids with
extraordinary needs will happen at a fast rate. For achievement in the transform process data on
the outlooks and anxieties of the main stakeholders desires to be considered and addressed. The
study intended to decide the function of the special assistant teacher contrasted to the general
teacher as English teacher during instructional connections in serving slow learner students in the
English lesson. A huge contract of study has required examining attitudes of the teachers towards
the combination and, furthers lately, the addition of children with particular instructive needs in
the conventional school. This study evaluates these huge remains of study and, in doing so,
discovers a crowd of factors that strength crash upon educator taking of the addition principle.
The analysis demonstrated proof of optimistic attitudes, but no confirmation of getting of a sum
enclosure or zero refuse outlooks to extraordinary instructive provision. Attitudes of the teachers
were established to be sturdily prejudiced by the nature and sternness of the immobilize state
obtainable to them and not as much of by teacher-related variables. More, instructive
environment-related variables, or example the ease of use of physical and human being support,
were time after time originated to be related with attitudes to insertion. The maximum

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differences of approach among countries were concerning the addition of kids with sensory
impairments and the shortest be intended for the addition of children with reasonable knowledge
complexity (Goldstein, 2017). Opposing to the confirmation report in the majority attitude
learning, children with modest knowledge intricacy and with harsh emotional and behavior
troubles were more favored for incorporation normally than those with sensory disabilities. The
proof appears conflicting; some scholars noted that female teachers have a better acceptance
height for incorporation than male teachers. It seems to appear that the students with additional
obvious or stern kinds of disabilities do not go into the community school at all. Parents are
informed there are no facilities for these further occupied hindered students. It appears that the
responsibility is on the parents to discover suitable programs and therefore they keep their
disabled children at home.

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References
Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards integration/inclusion: a review
of the literature. European journal of special needs education, 17(2), 129-147.
Bradshaw, K., Tennant, L., & Lydiatt, S. (2004). Special education in the United Arab Emirates:
anxieties, attitudes and aspirations. International Journal of Special Education, 19(1), 49-
55.
Goldstein, Beth L. "The Role of Special Assistant Teacher to Help Special Needs Student
through Instructional Interactions in an Inclusive Classroom." An Evaluation of
Paraprofessionals’ Skills and Training Needs in Supporting Students with Severe
Disabilities 460 32, no. 3 (2017): 485.