Children's Books about Special Needs Used as a Mediating Tool, The Perceptions of Inclusion Classroom Teachers in Mainstream Schools

Autor/in	Lea, Baratz
Titel	Children's Books about Special Needs Used as a Mediating Tool, The Perceptions of Inclusion Classroom Teachers in Mainstream Schools
Quelle	In: Higher Education Studies, 5 (2015) 1, S.51-62 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-4741
Schlagwörter	Childrens Literature; Books; Disabilities; Inclusion; Mainstreaming; Teacher Attitudes; Interviews; Knowledge Level; Attention Deficit Disorders; Coping; Special Education; Student Needs; Teacher Role; Symptoms (Individual Disorders); Grounded Theory; Information Dissemination; Teaching Styles; Consciousness Raising; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Book; Buch; Monographie; Monografie; Handicap; Behinderung; Inklusion; Lehrerverhalten; Interviewing; Interviewtechnik; Wissensbasis; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Bewältigung; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerrolle; Psychiatrische Symptomatik; Informationsverbreitung; Lehrstil; Unterrichtsstil; Bewusstseinsbildung; Ausland
Abstract	The current study addresses the disparity between the awareness of teachers in special education frameworks regarding the important role of books as a mediating tool and their reticence to use this tool. Twenty three interviews were conducted in two stages: before and after using the book "Shelley the Hyperactive Turtle" in the classroom. Interviews attempted to examine teachers' perceptions regarding the use of the book with a student population that has the disorder featured in the book. Even while teachers expressed awareness of the importance of books as a mediating tool, they explained their reasons for refraining from integrating books that are not part of the official curriculum in the course of their work. The findings indicate the need for a novel approach regarding the inclusion in the curriculum of books that feature learning disorders, while simultaneously addressing teachers' emotional needs and expanding their knowledge of the bibliotherapeutic process. In this manner, books, which have a recognized and distinct mediating role, can become a significant and useful tool for teachers. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01