Estonian Vocational Teachers' Attitudes towards Inclusive Education for Students with Special Educational Needs

Autor/inn/en	Rose, Richard; Kaikkonen, Leena; Koiv, Kristi
Titel	Estonian Vocational Teachers' Attitudes towards Inclusive Education for Students with Special Educational Needs
Quelle	In: International Journal of Special Education, 22 (2007) 3, S.97-108 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Vocational Schools; Educational Needs; Inclusive Schools; Disabilities; Foreign Countries; Vocational Education; Faculty Development; Special Needs Students; Classroom Techniques; Teacher Attitudes; Teacher Expectations of Students; Comparative Analysis; Mainstreaming; Class Size; Teaching Conditions; Estonia + Suchen Sie Ihr Suchwort? Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Educational need; Bildungsbedarf; Inclusive school; Integrative Schule; Handicap; Behinderung; Ausland; Ausbildung; Berufsbildung; Sonderpädagogischer Förderbedarf; Klassenführung; Lehrerverhalten; Klassengröße; Lehrbedingungen; Unterrichtsbedingungen; Estland
Abstract	This paper presents the findings from research conducted with two samples of teachers from Estonian Vocational Schools. The first sample comprised a group of teachers who had received professional development directly related to the management of students with special educational needs in vocational education settings. Their attitudes and expectations of students with special educational needs were compared to those of a larger second sample of similar teachers who had not received training in this area. Differences of attitudes are discussed in relation to the findings from similar studies conducted elsewhere in Europe, including a developing literature from eastern European states. The paper concludes that whilst most teachers in Estonian Vocational Schools demonstrate positive attitudes towards the greater inclusion of students with special educational needs, concerns remain with regards to the readiness of these schools to accept such pupils onto existing courses. Training of teachers emerges as a critical factor in promoting inclusive practice and there is evidence of the support provided to a cohort of teachers through training courses having positively influenced attitudes and expectations. (Contains 5 tables.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10