Specific training was associated with more advanced strategy use, but most teachers used strategies inconsistently and generically¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers who received specific training appeared to engage in more advanced strategies for teaching, behavior management, and social skills training. → Genovesi Elisa 2024 q2 i? Teachers applied a small number of generic strategies inconsistently rather than selecting specific strategies based on individual children's needs. → Genovesi Elisa 2024 (2)

Evidence¶

Genovesi Elisa 2024¶

Genovesi Elisa, Gaches Akhina, McKenzie Judith, Hanlon Charlotte, Hoekstra Rosa A. (2024). Inclusive Strategies for Children With Developmental Disabilities in Mainstream Classrooms in African Countries: A Systematic Review of Stakeholder Experiences, Attitudes, and Perspectives. Review of Educational Research. https://doi.org/10.3102/00346543241288247

q2 · i? · review · r3

Authors' reflections and cross-study comparison within the thematic synthesis; this is an observational association reported in the reviewed qualitative literature, not a tested effect. Less-trained teachers often learnt through experience to apply strategies broadly aligning with the evidence base.

"Teachers who received specific training appeared to engage in “more advanced strategies” (Potgieter-Groot et al., 2012) for teaching purposes, behavior management, and social skills training, as identified both by study authors’ reflections, and direct comparisons across studies during the current analysis."

Genovesi Elisa 2024 (2)¶

Genovesi Elisa, Gaches Akhina, McKenzie Judith, Hanlon Charlotte, Hoekstra Rosa A. (2024). Inclusive Strategies for Children With Developmental Disabilities in Mainstream Classrooms in African Countries: A Systematic Review of Stakeholder Experiences, Attitudes, and Perspectives. Review of Educational Research. https://doi.org/10.3102/00346543241288247

q2 · i? · review · r3

Thematic synthesis of qualitative extracts. Studies in Botswana and South Africa discussed a range of strategies used inconsistently and emphasized this as a substantial barrier to inclusion; a lack of lesson planning could result in missed opportunities to apply a strategy.

"Moreover, most teachers applied a small number of generic strategies that they knew to be inclusive (e.g., group work), rather than selecting specific strategies based on individual children’s needs."

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it

Related Claims¶

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