Good Practices in Instruction of Secondary Education Teachers in Inclusive Schools: Multicase Studies

Abstract

The research aimed to study a status of good practices in instruction of secondary education teachers in 2 inclusive schools under the Secondary Educational Service Area Office 2, in 3 types of inclusive practice settings: general education classroom, resource room and special class in school. The research data were collected by observation, interview and document study. Data were analyzed by the method of content analysis. The research findings were as follows: special class; teachers delivered differentiated instruction based on goals in each student’s Individualized Educational Plan. In resource room, teachers delivered evidence-based instruction based on goals in each student’s IEP. In general education classroom, teachers used peer teaching, reinforced positive behaviors, and fostered the interaction and the acceptance between students with special needs and general students. However, teachers didn’t adapt contents because all students had to take the same test and they lacked the understanding of teaching students with special needs. Special education teachers played an important role in progress monitoring in order to refer the appropriate intervention service.