Inclusive Education Virtual Professional Development

School-Based Professionals’ Knowledge of Best Practices

Bibliographic Data

ID22048634
AuthorsCristin Montalbano (New Jersey Coalition for Inclusive Education, Wayne, NJ 07470, USA, corresponding author), Julie Lang (New Jersey Coalition for Inclusive Education, Wayne, NJ 07470, USA, corresponding author), James Coviello (0000-0002-3017-1818, St. John's University), James C Coviello (Department of Administrative and Instructional Leadership, St. John’s University, Jamaica, NY 11432, USA), Jessica McQueston (0000-0003-3865-0052, Sam Houston State University, corresponding author), Joseph A Hogan (0000-0001-6756-8707, Kean University), Jenelle Nissley‐Tsiopinis (0000-0003-2680-3605, Children's Hospital of Philadelphia), Jenelle Nissley-Tsiopinis (Children’s Hospital of Philadelphia, The University of Pennsylvania, Philadelphia, PA 19104, USA), Francesca Ciotoli (St. Thomas Aquinas College), Fred Buglione (New Jersey Coalition for Inclusive Education, Wayne, NJ 07470, USA)
Year2024
Volume14
Issue9
Pages1030
Publication date2024-09-20
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14091030
OpenAlexW4402681491
LanguageEN
Citations received3
References cited33

This study investigated the effectiveness of a five-session virtual professional development program designed to increase the knowledge of inclusive education practices among school-based professionals from 26 schools on a topic of their choice. Participants, including administrators, general and special education teachers, child study team members (i.e., school psychologists, school counselors, and social workers), and others, demonstrated statistically significant increases in content knowledge on Accommodations and Modifications, Universal Design for Learning (UDL), Co-teaching, and Differentiation, as measured by pre- and post-assessments. Utilizing multilevel modeling and dependent samples t-tests, the results confirm the usefulness of virtual professional development in building knowledge of inclusive education practices. The findings provide empirical support for virtual training and offer insights into best practices for delivering professional development in inclusive education, suggesting future research should investigate the long-term impacts on classroom practices and student outcomes

Best practice · Knowledge management · Mathematics education · Medical education · Pedagogy · Political science · Professional development · Collaborative Teaching and Inclusion · Computer Science · Educational Practices and Policies · Medicine · Psychology · Teacher Education and Leadership Studies

Tools

Open DOIOpen Access