Constructing knowledge about inclusive classrooms through DVD-based learning: Bridging theory and practice

Solveig-Alma Halaas Lyster; Siri Wormnæs

doi:10.1016/S0735-004X(08)00005-0

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Advances in Learning and Behavioral Disabilities

ISSN: 0735-004X
Series editor(s): Bryan G. Cook, Melody Tankersley & Timothy J. Landrum

Subject Area: Education

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Constructing knowledge about inclusive classrooms through DVD-based learning: Bridging theory and practice

Document Information:
Title:	Constructing knowledge about inclusive classrooms through DVD-based learning: Bridging theory and practice
Author(s):	Solveig-Alma Halaas Lyster, Siri Wormnæs
Volume:	21 Editor(s): Thomas E. Scruggs, Margo A. Mastropieri ISBN: 978-1-59749-274-4 eISBN: 978-1-84950-527-7
Citation:	Solveig-Alma Halaas Lyster, Siri Wormnæs (2008), Constructing knowledge about inclusive classrooms through DVD-based learning: Bridging theory and practice, in Thomas E. Scruggs, Margo A. Mastropieri (ed.) Personnel Preparation (Advances in Learning and Behavioral Disabilities, Volume 21), Emerald Group Publishing Limited, pp.125-149
DOI:	10.1016/S0735-004X(08)00005-0 (Permanent URL)
Publisher:	Emerald Group Publishing Limited
Article type:	Chapter Item
Abstract:	One of the challenges in educating teachers about inclusion, be it pre-service or in-service, is influencing the student's preconceptions and perspectives so that their newly acquired knowledge will guide their actions in the classroom. A DVD entitled Teachers for All, consisting of 40–50 video sequences recorded in Uganda and Kenya, each followed by discussion questions, has been produced to help meet this challenge. Lecturers at the Department of Special Needs Education at The University of Oslo, in collaboration with our partners in Uganda and Kenya, have been involved in the development of the content of the video recordings. The material has been tested at teacher education institutions in Uganda, Kenya and Norway. The topic of the material is the inclusive classroom, focusing on learners with special needs and on the teaching of reading. Video recordings of a total of 59 students’ reflections and discussions and also information from their reflective notes, were transcribed and analysed. The project results show that the DVD material is promising; it is user-friendly providing students with new outlooks about teaching and learning. Results of the study indicate that video sequences have the potential to be used in training students to observe significant details for implementing inclusive education.