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It further outlines strategies to improve attitudes by reshaping student teaching requirements and embedding extended practicum work linked to students’ IEP goals.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/collaboration-as-a-means-to-support-inclusion-inclusionary-practices-and-teacher-training/594864/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":48,"encodingFormat":47,"isAccessibleForFree":49,"interactionStatistic":50},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/collaboration-as-a-means-to-support-inclusion-inclusionary-practices-and-teacher-training/594864.png","ImageObject",300,407,{"name":42,"@type":43},"Mary Man","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":51,"interactionType":52,"userInteractionCount":4},"InteractionCounter",{"@type":53},"ViewAction",{"@type":55,"mainEntity":56},"FAQPage",[57,63,67],{"name":58,"@type":59,"acceptedAnswer":60},"为什么学校中的“融合/包容（inclusion）”难以持续有效？","Question",{"text":61,"@type":62},"文件指出，融合理念在课堂中的落地取决于教师的态度与技能；而且资源与培训模式不足以让差异化教学持续发生。","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"文件如何解释融合实践与残障学生学业表现之间的差距？",{"text":66,"@type":62},"文中认为，当教师虽认可差异化教学能满足多样学习者需求，但面对需要更大适应的学生时缺乏积极投入，导致学生无法获得与同伴一致的学业结果。",{"name":68,"@type":59,"acceptedAnswer":69},"作者提出哪些做法来改变职前教师对融合的态度？",{"text":70,"@type":62},"作者建议通过更有目的性的实习安排，并增加以特殊教育策略为重点的必修课程与延长实习，让教师候选人直接参与IEP目标的规划、实施、教学、修订与报告，同时参考相关研究设计试点项目。","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},594864,1792079988,{"code":4,"msg":80,"data":81},"success",[82,86,90,94,99,104,108,113,118,121,125],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":83,"show_sort_weight":84,"slug":85},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":87,"show_sort_weight":88,"slug":89},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":106,"slug":107},7,40,"healthcare",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},8,"Research & Report",30,"research-report",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},9,"Religion & Spirituality",20,"religion-spirituality",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":116,"slug":120},"World Cup","world-cup",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":122,"slug":124},10,"Lifestyle","lifestyle",{"id":126,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":95,"slug":128},19,"General","general",{"code":4,"msg":80,"data":130},{"doc_id":77,"user_id":131,"nickname":42,"user_avatar":132,"doc_module":4,"category_id":105,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":95,"language":138,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":12,"update_tm":78,"read_time":142},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Collaboration as a Means to Support Inclusion  \nJames Sheppard  \nAbstract  \nInclusion has been an integral part of school policies worldwide for decades, yet the application of inclusionary principles depends on the attitude and skill set of the individual teacher in the classroom. Changing the requirements of pre-service teacher training, combined with the development of an inclusive ethos in school divisions will address the philosophical inconsistency regarding inclusion in classrooms. Allocating increasingly limited professional development funds toward school-based collaborative teams, rather than “event-based”professional development held off-campus, will create a cohesive, sustainable model to ensure teacher growth and entrench inclusionary practices in general education classrooms.  \nThe success of inclusionary practices in schools is dependent on the varying attitudes and subsequent actions of classroom teachers. The result is that students with disabilities do not achieve the same academic outcomes as their peers on a consistent basis. While teachers acknowledge that differentiation has the greatest likelihood of meeting the needs of diverse learners, the realization that an increasing number of students require significant adaptations tobe successful is not often met with enthusiasm (O’Rourke, 2015) . This attitude is present in both pre-service and practicing teachers, and can be addressed by a more purposeful practicum experience in the former, and an establishment of an inclusive ethos with the latter. A more optimistic approach toward special needs students will enable teachers to create a more inclusive classroom (Monson, Ewing, & Kwoka, 2013) . My experience has shown that a change in attitude is not enough; the acceptance of special needs students in general education classrooms must be supported by effective and manageable strategies to ensure academic success. Teachers are inundated with professional development opportunities that promise results; however time and money dictate the extent of learning opportunities that are accessed. Few school divisions can afford to send all of their educators to the professional development sessions they require. Purposeful teacher collaboration has the capacity to develop teachers’differentiation skills (Mulholland & O’Connor, 2016) . Collaboration also has the potential to shift teachers’ attitudes regarding inclusion toward a more positive perspective.  \nFostering Positive Attitudes Regarding Inclusion  \nThe attitudes toward inclusion among school staff can vary, with teachers’ beliefs shaped by past experience or length of tenure. The approach to change these attitudes is dependent on the stage of career for the teacher in question. Pre-service teacher attitudes toward students with disabilities can be addressed by changing student teaching requirements. For practising teachers, school divisions must attend to their organization’s vision statements regarding the education of special needs students, substantiating the words of the vision with an ethos of inclusion.  \nPre-Service Teachers  \nIn Manitoba, pre-service teachers may have very little understanding of the need to differentiate instruction; they have not faced the profound challenges of creating an inclusive classroom while maintaining high academic standards (Jordan, Glenn, & McGhee-Richmond, 2010) . Their own public school experience may have provided little opportunity to interact with special needs students, or reinforced the view that those students should be excluded from the general education classroom. This unintentional ignorance is further exacerbated by student  \nteaching placements that are random; a series of practicum placements may not provide any opportunities to work with special needs students. The end result, in many cases, is teachers beginning their careers influenced by preconceived beliefs about inclusion, rather than by understanding the diverse needs of the students in their classroom (","cbCaio8umtZQidAM","https://ap.wps.com/l/cbCaio8umtZQidAM","pdf",218097,"English","# Abstract\n# Collaboration as a Means to Support Inclusion\n## Fostering Positive Attitudes Regarding Inclusion\n## Pre-Service Teachers\n### Rural Manitoba Practicum and IEP-Based Training","[{\"question\":\"为什么学校中的“融合/包容（inclusion）”难以持续有效？\",\"answer\":\"文件指出，融合理念在课堂中的落地取决于教师的态度与技能；而且资源与培训模式不足以让差异化教学持续发生。\"},{\"question\":\"文件如何解释融合实践与残障学生学业表现之间的差距？\",\"answer\":\"文中认为，当教师虽认可差异化教学能满足多样学习者需求，但面对需要更大适应的学生时缺乏积极投入，导致学生无法获得与同伴一致的学业结果。\"},{\"question\":\"作者提出哪些做法来改变职前教师对融合的态度？\",\"answer\":\"作者建议通过更有目的性的实习安排，并增加以特殊教育策略为重点的必修课程与延长实习，让教师候选人直接参与IEP目标的规划、实施、教学、修订与报告，同时参考相关研究设计试点项目。\"}]","Collaboration as a Means to Support Inclusion - Inclusionary Practices and Teacher Training | PDF",13]