The Importance of Peer-Support for Teaching Staff when Including Children with Special Educational Needs

Autor/inn/en	Boyle, Christopher; Topping, Keith; Jindal-Snape, Divya; Norwich, Brahm
Titel	The Importance of Peer-Support for Teaching Staff when Including Children with Special Educational Needs
Quelle	In: School Psychology International, 33 (2012) 2, S.167-184 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034311415783
Schlagwörter	Social Support Groups; Educational Needs; School Psychologists; Disabilities; Administrative Organization; Foreign Countries; Special Needs Students; Inclusion; Secondary Education; Secondary School Teachers; Teacher Attitudes; Interviews; Feedback (Response); United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Social support; Soziale Unterstützung; Educational need; Bildungsbedarf; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Handicap; Behinderung; Ausland; Sonderpädagogischer Förderbedarf; Inklusion; Sekundarbereich; Lehrerverhalten; Interviewing; Interviewtechnik
Abstract	Policies of inclusion in schools now transcend national boundaries; but much less is known about how teachers interact best with each other in order to establish a successful inclusion environment. School psychologists cannot work in isolation and require being fully conversant with this perennially polemic topic. This article reports on a study in which 43 teachers in three secondary schools across one local authority in Scotland were interviewed on a range of topics related to inclusion. One of the important themes to emerge was the importance of peer-support within staff groups. It was found that teachers could still hold positive attitudes towards inclusion, even if the management team and heads of department within the same school were not regarded as being particularly supportive. Peer support was highlighted as a valuable component enabling teachers to feel that they were able successfully to include children with special needs. Moreover, the importance of peer support was perceived as superseding other support across the three high schools. Some implications for a possible role for school psychologists in helping to establish peer support networks for teachers are considered. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10