The School Staff's Perception of Their Ability to Teach Special Educational Needs Pupils in Inclusive Settings in Finland

Autor/inn/en	Paju, Birgit; Räty, Lauri; Pirttimaa, Raija; Kontu, Elina
Titel	The School Staff's Perception of Their Ability to Teach Special Educational Needs Pupils in Inclusive Settings in Finland
Quelle	In: International Journal of Inclusive Education, 20 (2016) 8, S.801-815 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2015.1074731
Schlagwörter	Inclusion; Foreign Countries; Teacher Attitudes; Educational Needs; Special Education; Special Needs Students; Student Needs; Educational Change; General Education; Regular and Special Education Relationship; Attitudes toward Disabilities; Mainstreaming; Elementary School Teachers; Principals; Teaching Assistants; Questionnaires; Special Education Teachers; Inservice Teacher Education; Teaching Methods; Achievement Tests; International Assessment; Teacher Education Programs; Likert Scales; Online Surveys; Statistical Analysis; Factor Analysis; Teacher Qualifications; Individualized Education Programs; Secondary School Teachers; Finland; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Inklusion; Ausland; Lehrerverhalten; Educational need; Bildungsbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Bildungsreform; Allgemein bildendes Schulwesen; Allgemeinbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Fragebogen; Special education; Sonderpädagoge; Lehrerfortbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Likert-Skala; Statistische Analyse; Faktorenanalyse; Lehrqualifikation; Individualized education program; Individualisierendes Lernen; Finnland
Abstract	Recent studies have suggested that the professional training received by general educators does not adequately prepare them to properly implement inclusion-based practices. The idea of inclusion in practice has not significantly changed the situation of teaching pupils with special educational needs (SENs) in mainstream classes. This study's primary intent is to examine the factors that identify the school staff's ability to meet the needs of SEN pupils in their daily teaching situations. A total of 187 elementary school teachers, principals and teaching assistants in a Finnish city completed a structured questionnaire that used a self-evaluation method. Two components were generalised according to answers concerning the respondents' confidence in and knowledge of teaching SEN pupils. The results indicate that teachers' qualifications constitute the main reason affecting their ability in this area. Pedagogical and practical knowledge, as well as collaborative skills in teaching SEN pupils, is focused on special educators. These findings reveal the need for additional and in-service training and more effective cooperation between special and general education to share the knowledge of teaching SEN pupils in practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01