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首页> 外文期刊>Frontiers in Psychology >The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments
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The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments

机译：专业教师对对话培训对更包容和互动学习环境的影响的影响

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摘要

In the international context of a progress toward more inclusive educational systems and practices, the role of Special Education teachers is being transformed. From an inclusive perspective, these professionals increasingly support students and their teachers in the mainstream classroom, avoiding segregation. However, Special Education teachers often struggle to reach and support all students with special needs and their teachers to provide quality inclusive education. For this reason, more research is still needed on in-service training strategies for the inclusion of students with special needs that effectively translate into evidence-based school practices that improve the education of all students. This article analyses the impact of two evidence-based dialogic training programs of Special Education teachers working in mainstream schools carried out in Mexico during the 2018–2019 school year. Through in-depth interviews with participants, it was identified how, after the training, teachers increasingly grounded their actions on scientific evidence and promoted interactive learning environments that improved the educational inclusion of their students with special needs. This training also became the venue to make evidence-based educational actions available to other students without special needs, improving the quality of education provided to all students.
机译：在进步的国际背景下，采用更具包容性教育系统和实践，特殊教育教师的作用正在转变。从包容性的角度来看，这些专业人士越来越多地支持主流课堂的学生和他们的老师，避免隔离。然而，特殊教育教师往往努力达到和支持所有有特殊需求的学生和他们的教师，以提供质量包容性教育。出于这个原因，仍然需要更多的研究，以便将学生纳入具有特殊需求的学生，从而有效地转化为改善所有学生教育的循证学校实践。本文分析了在2018-2019学年在墨西哥主流学校工作的三个基于证据的对话培训方案的影响。通过与参与者的深入访谈，它被确定在培训后，教师越来越多地将其对科学证据的行为基于，促进了改善其学生具有特殊需求的教育纳入学生的互动学习环境。该培训还成为在没有特殊需求的情况下为其他学生提供基于证据的教育行动的场所，从而提高所有学生提供的教育质量。

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