Inclusief onderwijs zou ondertussen overal een regel moeten zijn door het VN-gedrag, maar hoe goed zijn leerkrachten hiervoor opgeleid. Dit is het thema van een nieuwe Teaching in Focus van de OESO, maar met 1 belangrijke bedenking: de data is ondertussen 5 jaar oud voor dit nieuw rapport.
- TALIS 2013 results show that 20% of teachers across 25 OECD participating countries express a high need for professional development in teaching students with special needs.
- On average across 25 OECD countries in TALIS, only 27% of teachers who participated in a professional development programme on special needs education in the year prior to the survey reported that it had a large positive impact on their teaching practice.
- In schools where principals consistently take actions to support and improve teaching practice, teachers reported higher levels of preparedness and lower professional development needs in teaching students with special education needs
The teacher workforce could be better prepared to cater to the learning needs of special needs students. The low percentage of teachers reporting a positive impact from their professional development signals that there is more to be done regarding the quality of the training offered in special needs education. Also, allocating more experienced and trained teachers to high-need classrooms, and providing continuous support to teachers and schools, can improve the quality of learning experiences of special needs students. This is important to ensure equal learning opportunities for all children and to create the conditions necessary for students with special needs to succeed.