What I like is the use of many relevant example in the resources. The fact that they are activity based is another plus for me. 

The challenge I foresee is teachers negative attitude towards the resources as they may take it as extra work on top of what they are expected to do in a day. In Kenya teaching workload for teachers in most schools is high and this may affect their perception of the resources. 

I like the fact that the materials are geared towards building the self-esteem of the learners and not creating a threatening environment. For example, the use of questioning skills must allow them to build upon the knowledge that they already possess. I think one challenge  might be the perception of the amount of planning and preparation involved. Many teachers may not be committed to do that extra work.

These are excellent resources to support school based teacher development for inclusive education. I especially like the fact that there are many relevant examples that can aid an inclusive teacher. many of the examples are student centered and encourages participatory learning. The resource also reminds educators of section 2.8 of the Tessa Inclusive Education Toolkit, which outlines 12 attitudes and behaviours of an inclusive teacher, for example number three, showing respect for very student. Truly magnificent resources. Thank you for sharing the link to review these resources. It is much appreciated.

While I welcome the resources and may be willing to try them, this may not be the case with many teachers and therein lies a possible challenge. That unwillingness to try out new strategies or add to their already heavy workload. I want to encourage everyone that while challenges provide huge stumbling blocks at times, they are meant to be overcome and by doing so,you become more resilient. Do not give up. Understand your role and perform it to the best of your ability knowing that in the end, the students will surely benefit. Thank you. 

I appreciate the fact that it focuses on the learner and the numerous resources serves as a guide. The challenge that would be encountered would be the mere fact that teachers would view this as an additional burden and it would be rather difficult to get most if not all of them to collaborate in order to try new approaches and later reflecting. 

I like the use of the questioning skills to be used that can help build upon pre-existing knowledge or contexts.

One Challenge - is the time and attitude it would take to adjust to these new methods. Not everyone may be as forthcoming or willing

The School Based Teacher Development for Inclusive Education Training Handbook is a comprehensive document which provides practical, and implementable knowledge. The knowledge and strategies provided is relatable and can easily be translated into classroom practices. Teachers, however, should be honest in self-assessment and self-reflection. They should be able to identify weakness and be willing to use the knowledge and strategies provided for self-improvement.

I do not understand this resource. 

The School Based Teacher Development for Inclusive Education Training Handbook is a well put together document which caters for practical skills, and knowledge of concepts. I particularly liked using ICT to develop your subject knowledge and PCK. In our current situation, teaching through a pandemic, teachers are now discovering a myriad of possibilities for online teaching and learning. Through the use of educational resources (OER) and other materials from reputable organizations, the task of instructing from an online platform is made a bit simpler. The challenge now arises, how do we get all educators on board? This is where the 'pre, during and post' meeting activities would help to break down the concepts and tasks given to teachers. Additionally, the use of smaller groups, team teaching and utilizing the skills and abilities of our staff would be useful tactics of administrators. While I found the entire handbook to be an excellent read for any educator, I believe our knowledge, training and expertise in the use of ICT will serve us well for today's 21st century learners. 

One aspect of these materials that I like

The practical examples can be adapted to my context and therefore, makes it portable for my use as IE training facilitator

 One aspect that might present a challenge in my context

These materials reference other materials which may not be easily accessible to trainees due to inter-connectivity problem or lack of facilities for downloading the referenced materials,

lack of time for proper planning and preparation is one area i see as a challenge.

in my country as well there is one exam that leads a student to secondary  school the concessions given to students are very basic  the cost to have them diagnosed is also very costly .the exam is very rigid in nature and does not cater for inclusive education 

I believe that being an inclusive teacher may pose a challenge in that some teachers may feel like they are not trained to deal with certain students in their classroom. 

I love using ICT to make lessons more interactive and to meet the needs of all learners.

One aspect that may cause a challenge is getting all the teachers on board and finding an appropriate time to plan. However with constant collaboration and the use of motivation everyone may get on board.  One aspect that I like is the fact that there are the examples of resources that can be used and tailored for your school environment. 

I like the fact that there are many resources covering a wide spectrum of areas. These come in handy for adaptation in teaching and learning for improved learners' outcome.

However, some teachers may be unwilling to come out of their comfort zone in utilising the options offered by the resources.

Excellent resources. I like the fact that it is student-centered and has activities that they can appreciate. The challenge is that some teachers can see it as a great time investment since it will require additional planning and preparation

The resources are excellent to support schools based teacher development for inclusive education but the problem may arise where the some of the teachers may not be willing participants. This means that teachers will have to given some means of encouragement.

I really appreciate  the resources. These resources are key guides that will influence our practice for inclusive education.  I like that the Training handbook : School Based Development for inclusive education is activity based and provides a variety of examples. There are many aspects of our practice we reflect on daily and these resources are essential in helping us as educators to provide quality and inclusive education for our learners. It helps how to plan,  assess, ask questions, work collaboratively,  monitor progress,  develop as educators, be reflective practitioners, engage  our learners actively in the learning  process and so much more. I also like the inclusion of the 12 attitudes and behaviours of an inclusive teacher from the TESSA toolkit. It helps us  to be reflective  practitioners on whether we really are inclusive educators. It helps us to have a guide of how to effectively use strategies familiar to us that will ensure inclusion . I also like  that the resources speak to different  areas. I can see what the resources speak to being implemented  into practice.  You ought to have a positve attitude in implementing  what is spoken of in the resources relevant to your context in which we teach and learn. One of the  challenges faced is getting others participation and being able to work collaboratively.  However,  I do like that the handbook guides us in planning effective meetings and how we can work together. 

I like the fact that the resources helps the children to build their self-esteem and to feel appreciated and fit in with others. This may be a challenge because of the preparation it may take on a teacher to do.

The coherent structure of the tool-kit, the complete relevance to inclusive practice is phenomenal.  I see aspects of Clinical Supervision within the structure of the text.

The challenge in my context stems from the Johari window theory where some members of the teaching and learning school community may chose to remain blind to aspects of their classroom delivery, or may be aware of their limitations but hide  rather than share among their peers. Some teachers may be afraid to go on a journey of self-discovery so that their potentials remain unknown. Teachers must first be inclusive in order to create the inclusive environment for nurturing the whole child with and without disabilities. 

This tool-kit can help to break barriers to inclusion practices, and enhance those that are established or in the process of being established. 

Now the one that I feel is the challenging one is expectation that teachers will meet regularly. It depends on the time and environment. Their are many teachers with a negative attitude and if they do it its because they are oblige and I believe that when you do things with a negative mind then it won't be fruitful. This is something that I have been observing for years in my school.

One aspect of the Material that I like and found interesting is that it allows teacher to critically think and reflect on their past experiences and share these experiences to connect with the context. One challenge may be the teachers attitude towards openly accesses this resources because it may come as "too much work" for them

The aspect of the resource I liked the most was the vast array of practical examples throughout. Sometimes we learn about a theory and the most difficult thing is to find ways to put into practice. Many times we simply overthink but this resource eliminates that process and puts you directly on the path of becoming in inclusive educator with relevant examples in the classroom. 

In my context time to implement these practices would be the greatest challenge. With continuous practice however it will become second nature. 

One aspect of the material read was, "How do I respond effectively when students answer questions." Many teachers don’t give enough time for learners to answer a question and end up answering it themselves. I should give learners time to think! By waiting after asking a question, there is an increase in the length of learners’ responses, the number of learners offering responses, the frequency of learners’ questions, the number of responses from less capable learners and positive interactions between learners.

One aspect of these materials that I like is monitoring and feedback.  Children are observed and documentation made to assists future teaching. Feedback is given and children know how well they are doing.

However documentation can be a challenge as the school has a daily schedule. It will includes observation with narratives.  Teachers may find it to be burdensome and teacher may not be willing to extend themselves to do.

Hi David, resources are one aspect that will help teachers to implement and develop programs to create an inclusive school. This can  be accomplish through the guidance of the headteacher and other stakeholders.

However, there might be teachers who will see it as added work and will be reluctant in implementing using these resources.

Having reviewed the materials, I like the idea of asking questions to achieve progress. I believe this will require some planning and preparation on my part. I need to think about a specific learner and how I can present my questions in such a way to encourage a response and actually move their learning forward. At the same time, I think that asking questions to achieve progress may present a challenge. This is not a method I have employed and it is not a method my learners are used to. Will I have the time to prepare the questions based on each learner? With the pandemic in play, time seems to be the one thing I don't have enough of as so much time is spent supporting the mental health of everyone in the school system. 

After reviewing the resources to support SBTD for inclusive education, one of the aspects I like is the same aspect that is going to present a challenge. 

The aspect I like is the measures that the resource takes to outline each step, thus attempting to adjust the educators thinking and teaching methods to a more inclusive method. Added to that the resources does bot have a one size fits all approach, but different methods that educators can use if one may not be the appropriate fit. 

This also creates a challenge in that it is geared to adjusting the educators thinking as some may not be open to new learning and would resist the development program.  

I found this 'Using ICT to develop your subject knowledge..." interesting ... there are many open educational resources (OER) available for free on the internet, which will help you develop your pedagogical content knowledge (i.e. learn how to make your subject accessible, engaging and interesting for all students)

I recently found several Learning management systems and  engaging educational platforms that can assist in this new methods of learning , especially Remote Learning- these other links shared is a plus for me.

The lack of electronic equipment and internet reliability would be a challenge with the above mentioned.

Activity 3.7: Resources for School-based CPD

I like the structure of these materials because it is easy to follow. It is sequenced in such a manner that you can follow the guidelines, checklists, examples and links. The information is clear and visual friendly. I also like the approach:

SBTD is based on the view that to implement new ideas teachers need to:

• Work together (collaborate).

• Try new approaches in their classroom (practise).

• Think about and discuss how it went (reflect) (Korthagen, 2017).

The challenge would be the openness for implementing the program and the availability of resources to meet the needs and goals.

The are resources pretty informative and helps to support school based teacher development for inclusive education. The many relevant examples that can aid an inclusive teacher. many of the examples are student centered and encourages participatory learning. 

While resources are welcomed and some may be willing to try them, this may not be the case with many teachers. Some my be unwilling to try out new strategies or add to their already heavy workload. 

One aspect of these resource materials that I like are the activities they encourage teachers to do together in the plan/try/review process. I like that there are practical examples to inform teachers and give them a start as they do this.

One aspect that might present a challenge is the time allocated for engaging in the planning and review aspects. Sometimes with all that is going on and with all that teachers already have to do, carving out the time to regularly have these types of meetings may be difficult/limited. This may be especially so within the ECCE environment where  teachers do not have staff room time/ free periods/ lunch hours away from students, that teachers at other levels may have (not saying this happens always).

One aspect that I like is the involvement of teachers as a team to collaborate, practice and reflect. This will give the teacher the opportunity to analyze if the activities are student-centered or teacher directed. One challenge to these resources are the effective support from parents. Some parents are willing to support and gather information for the future of their child. Whereas, other parents are set in their culture and ways that it stifles the growth and development to a child's future.

I like that these materials promote critical thinking by both the teacher and students. By using these materials, teachers are required to be more intentional in their activity planning and reflection which allows for them to create more purposeful activities. In turn, students are given the opportunity to investigate, discover and learn from each other which will increase the chances of them grasping concepts and understanding various topics. Students are also share a level of responsibility in their own learning as they are required to actively participate.

Adversely, sometimes working with colleagues can be challenging as a result of conflicting perspectives. As such, meeting with other teachers for discussion or consultation may not always have a positive outcome. Regardless, it is important teachers be open-minded and flexible not only with the students but during meetings if we desire for students to do the same.

Hi everyone!

Overall the SBTD Handbook was phenomenal! It went straight in, and dealt with key areas that would help all of us become more effective and of course inclusive teaches. 

One aspect though, that I liked was the "sessions" particularly on Questioning. I can now ask more provoking and open-ended questions and use skills such as prompting and refocusing to gain the emerging knowledge of my students.

A challenge might be myself. In that I might forget or use some of the skills inappropriately. Or I might take a longer while to get the hang of one or two. But self-esteem and being flexible are key!

After reviewing the resources to support SBTD for inclusive education, one of the materials that I like is the one that deals with the correct approach when asking questions and correcting wrong answers.  there are times when children may answer partially correct and partially wrong.  It is best to focus on the correct part and ask other probing questions to encourage the child and others to think a bit more.  this way the child does not feel ashamed of his or her answer and it allows others to join in.  Based on what I gathered from the TESSA toolkit building self esteem is of utmost importance and a good trait of an inclusive teacher.  A challenge that may be considered is how time consuming and practical it is to meet regularly to discuss strategies and problems faced.  Especially if there is understaffing. Teachers may be dealing with teacher burn-out.

I like the building of self esteem, collaboration and the active learning stance taken.

I believe in order for teachers to implement new ideas teachers must consistently collaborate, practise and reflect so it will become a natural way of teaching and learning in them. One aspect that I like is the asking of questions to achieve progress. However, a challenge for me which I am working on is asking more open ended questions.

I have reviewed all the points and they do make sense so while I think there may be room for improvement, I do not disagree on any one point.

Implementation will require a team approach. As with any new programme Teachers will have questions and developing a team from different Departments will not only bring awareness to everyone but would make the team stronger with different perspectives. Even though a Teacher may be from a different Department, it can still be effective to bring about a change. It's a refresher. One person may be teaching Social Studies and a Teacher from a different Department can assist you with your Lesson Plan for example.

One thing I like about the resources is about their diversity to cater for different learners and the engagement of the learners to use the resources. in addition most of them are local. 

One challenge i see in my context is the big classroom sizes for their effective use as some learners might be overlooked by the teachers.

What I like is that there are a wide range of strategies that can be used and they are very practical. I especially like the, 'Your response matters'. They lend to team support both on the part of the teachers and the students. 

One challenge is getting all staff members to buy in to what is being offered and trying it.

One aspect that i like is the involvement of teachers to collaborate, practise and reflect. This guides a teachers plan for student center activities rather than teacher directed. One challenge to these resources are the effective support from parents. Some parents are willing to adapt to new ideas, where as others are so set in their culture and belief that the growth of their children are stifled.

In effective explaining skills, we use set induction in ECCE to arouse our young learners curiosity in the daily activity. Resources such as puppets, musical instruments, costumes.... are used to pique the child's interest in preparation for the activities. Teachers also show parents step by step, how they can use various materials in the home (for example: toilet paper rolls, newspapers, paper bags.....) to do the activities.

Questioning might present a challenge if the teacher does not properly understand who the young learner is, in terms of child's context and language abilities. 

I really loved most of the resources that I saw ,because  I can review them and they can be  tailored to suit the age group that I teach. However, I especially liked story telling, songs role playing  and drama. within this resource I can entertain the children while they are being taught .The children's vocabulary would increase, they will be able to problem solve ,build their creativity ,imagination and the list continues. This resource can help children that are shy to become extroverts.

However the one that can be a bit of a challenge is Brainstorming because some children, especially those that are three years old may not have the  amount of vocabulary within their early language development to participate in the task successfully.

The activities are practical and learner centred, it gives the teachers ready made options in every given situation.

The challenge is getting teachers to find time during their already busy day to do additional reading and activities. Most teachers would have to do this on their own time, which will eventually affect continuity and support for programme initiatives.

After I reviewed the resources to support SBTD they all are beneficial and important to help educators with their development for inclusive education. However, I like the training handbook because going in-depth with inclusive education is new to me and this handbook shares some very good examples which can help build on my knowledge. One challenge will be the negative attitude and unwillingness by others who would not take the time to appreciate the context of the resources to help foster their learning and thinking.

What i like most is how to make most of an effective meeting. this shows what is expected in such meetings and what to do to make such meetings worthwhile. one challenge that I see is a teacher teaches two or more subjects in a school, how will he/she cope with such meetings

One aspect of these materials that I like is the fact that many of the examples are student-centered.

One aspect that might present a challenge is the unwillingness of the teachers to try any of the examples presented.

The suggested resources are student-centric and would work well with students once implemented effectively by teachers. 

The successful implementation of these activities and use of the resources, are made possible through efficient planning, which takes reflection and time. Consequently, time allocated to these activities is the greatest challenge I see, because the extent of our curriculum does not allow extra time outside of the classroom (on any given school day) for teachers to engage in meaningful collective planning.

One aspect of the materials I like is that the resources are based on researched teaching methods such as pair and group work as well as questioning which teachers should already be familiar with. One challenge is teachers that may not trust the process of using these methods.  I also think the time to plan work is  challenging but if you are working as part of a group the resources and time to plan should not seem so daunting. 

I  agree that resources plays a primitive role in inclusive education, especially with children of disability. Therefore this will give them an opportunity to explore and solve problems of their own.

The use of open ended questions will allow the children to build upon the knowledge that they have. The inclusive teacher displays her tactful skills when a child responded and their answers wrong ,she used another child to respond without making the child feel that he /she is not right. 

One aspect I liked about the material: it used activities for the Teacher to reflect on their experience as an educator and look at ways they can improved their practice. The challenge is to get the Teachers to open up and think outside the box. As the introduction of the book quoted "Being a good teacher means being a good learner, especially when new initiatives", are being implemented. 

I appreciate that this handbook provides great resources to assist in teacher development for inclusive education. It highlights how learning can be made more active and I believe this will greatly assist teachers in the physical classroom. It provides information for knowledge to be attained and practices. Teachers however need to be honest on assessment and improving teaching. Reflection is very important at this stage and an honest reflection can be able to assist teachers in improving their teaching styles.

Activity 3.7 Resources for School-based CPD

The resources highlighted are all excellent. I became excited over the many strategies that are available especially the hands-on activities. One aspect I really like was using the local environment. As educators sometimes we become so familiar with the environment that we often overlook the many learning opportunities the can be gained from it.

One aspect that might be a challenge is the attitude of some teachers to engage in any activity that calls for extra effort and time on their part. 

The materials are good and have good examples however one chaallenge I foresee is the materials may not be grasped as adequately as the purpose in which they have been created for due to inadequate time for taining as a result of the heavy workloads that most teachers have. I would also suggest that the role of cordinators is aken as seriously to improve on in service training. 

I do like how concepts are illustrated using scenarios. For instance with the different levels of questioning depending on the learner, and how the teachers response to the learner can boost self confidence and encourage learning. The scenario depicted was quite made it easy to understand. A challenge can be that teachers, who are already overwhelmed with the workload and the high number of students/classes may find it challenging to allocate time for this study.

I like the fact that it has practical examples and requires self reflection 

Accessing web based resources may be a challenge where there's poor internet connectivity 

What I liked most was the materials are geared towards building Self-Esteem in students. This is a very important aspect in an Inclusive environment. The children feel confident in themselves among their peers. 

I must say however, one which might present a challenge in my context is the negative attitude of some teachers to try new ideas and strategies in the classroom.