Literaturnachweis - Detailanzeige
| Autor/in | Orr, Ann C. |
|---|---|
| Titel | New Special Educators Reflect about Inclusion: Preparation and K-12 Current Practice |
| Quelle | In: Journal of Ethnographic & Qualitative Research, 3 (2009) 4, S.228-239 (12 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1935-3308 |
| Schlagwörter | Disabilities; Elementary Secondary Education; Educational Practices; Inclusion; Goal Orientation; Social Isolation; Special Education Teachers; Barriers; Negative Attitudes; Teacher Attitudes; Knowledge Level; School Administration; School Support |
| Abstract | Despite legislation and the best efforts of special educators, students with disabilities continue to be segregated from the general education curriculum and classroom for a majority or part of the school day. Inclusion is often the goal, but is seldom fully implemented. This interview-based study explores new special educators' lived experiences with inclusion. Findings reveal that inclusionary practice widely varies and takes on many forms. Barriers to inclusion include negative attitudes of general education teachers, essential personnel's lack of knowledge of inclusionary practices, and insufficient administrative support. Practices that support and facilitate inclusion are identified and discussed, as are implications for teacher preparation programs. (As Provided). |
| Anmerkungen | Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.cedarville.edu/jeqr |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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