Abstract
Researchers studied the perspectives of Belizean teachers working in inclusive classrooms, and the critical factors that challenge effective practice: minimal preparation, lack of school administration support, and lack of professional certification. The purpose of this report is to gather information to better understand the perspectives of teachers teaching students with disabilities without certification in special education and identify major areas of concern: (1) specific challenges faced by teachers in inclusive classrooms, (2) the impact of having no formal training in special education, (3) effective evidence-based instructional practices for improving the academic achievement of students with disabilities taught in inclusive classrooms, and (4) offer supports for challenging behavior to the parents of SWD through a parent workshop. The report provides an overview of special education research-to-practice gaps in Belize with appropriate comparisons to practices in the U.S. and examines responses to three focus questions to assess specific needs of Belizean teachers in the field of special education. The report explores teacher preparation from novice teachers, highly qualified teachers, and school administrators. Findings indicate that Belizean educators could benefit from special education teacher certification programs and substantial instruction. Implications for K-12 and teacher special education programs are discussed.
Presenters
Celestial Wills JacksonAssistant Professor, Early Childhood and Childhood Special Education, Lehman College-City University of New York, New York, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
Teacher Preparation, Inclusion, Certification, Special Education Practice, Belize
