Inclusive Practices at the Teacher and Class Level: The Experts' View

Autor/inn/en	Bešic, Edvina; Paleczek, Lisa; Krammer, Mathias; Gasteiger-Klicpera, Barbara
Titel	Inclusive Practices at the Teacher and Class Level: The Experts' View
Quelle	In: European Journal of Special Needs Education, 32 (2017) 3, S.329-345 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2016.1240339
Schlagwörter	Foreign Countries; Inclusion; Individualized Instruction; Teacher Attitudes; Expertise; Special Education; Classroom Techniques; Special Needs Students; Special Education Teachers; Disabilities; Team Teaching; Semi Structured Interviews; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; Program Implementation; Regular and Special Education Relationship; Austria + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Individualisierender Unterricht; Lehrerverhalten; Expert appraisal; Special needs education; Sonderpädagogik; Sonderschulwesen; Klassenführung; Sonderpädagogischer Förderbedarf; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Handicap; Behinderung; Teamteaching; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Österreich
Abstract	One concern for teachers and schools is how to implement inclusion. This paper examines its implementation at the teacher and class level in Styria, (a state in Austria). To do so, a qualitative study with expert interviews was conducted. Twenty-five experts from seven schools and four Centres for Inclusion and Special Education were interviewed. This paper highlights four areas: (1) teachers' attitudes; (2) co-teaching; (3) individualised instruction; and (4) classroom composition. The results showed that for the inclusion process to be successful, positive attitudes towards inclusion of children with special educational needs are critical. Furthermore, negative attitudes towards inclusion can change if resources and support systems are available. Like every change process, high reliability is necessary to promote inclusion. The special education teacher was seen as an important resource, thus meaningful cooperation between the general and special education teacher was considered as a first step in implementing inclusive education. The use of differentiated teaching methods, along with individual initiatives, were other indispensable practices. According to the experts, these differentiated teaching instructions are implemented better in heterogeneous classrooms, meaning that a classroom composition that corresponds to the normal heterogeneity of the student population is seen as an essential part of teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01