Roles, Duties and Challenges of Special/Support Teachers at Secondary Education: Implications for Promoting Inclusive Practices

Autor/inn/en	Vlachou, Anastasia; Didaskalou, Eleni; Kontofryou, Maria
Titel	Roles, Duties and Challenges of Special/Support Teachers at Secondary Education: Implications for Promoting Inclusive Practices
Quelle	In: European Journal of Special Needs Education, 30 (2015) 4, S.551-564 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2015.1060073
Schlagwörter	Qualitative Research; Secondary Education; Special Education; Paraprofessional School Personnel; Inclusion; Disabilities; Foreign Countries; Role; Special Education Teachers; Semi Structured Interviews; Student Needs; Needs Assessment; Planning; Teacher Role; Progress Monitoring; Greece + Suchen Sie Ihr Suchwort? Qualitative Forschung; Sekundarbereich; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Handicap; Behinderung; Ausland; Rollen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Bedarfsermittlung; Ablaufplanung; Planungsprozess; Lehrerrolle; Griechenland
Abstract	Recent inclusive policy directives and advice offered to schools strongly recommend special/support teachers to expand their role and extend their duties. In light of this, we investigated how Greek secondary special/support teachers perceive and experience their role, work profile and the challenges they encounter. Qualitative analysis revealed that participants perceived their role as multidimensional, but focused on its reactive rather than proactive aspect. Role ambiguity, confusing expectations, lack of collaboration and the devalued position within the teaching staff of the school were some of the complexities reported. The findings are discussed in terms of their implications for advancing teachers' professional development and promoting inclusive practices within secondary education schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01