Teaching Practices and Beliefs about Inclusion of General and Special Needs Teachers in Austria

Autor/inn/en	Schwab, Susanne; Holzinger, Andrea; Krammer, Mathias; Gebhardt, Markus; Hessels, Marco G. P.
Titel	Teaching Practices and Beliefs about Inclusion of General and Special Needs Teachers in Austria
Quelle	In: Learning Disabilities: A Contemporary Journal, 13 (2015) 2, S.237-254 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Foreign Countries; Special Education Teachers; Elementary School Teachers; Secondary School Teachers; Teaching Methods; Teacher Attitudes; Beliefs; Inclusion; Teamwork; Educational Needs; Influences; Team Teaching; Learning Disabilities; Multivariate Analysis; Teacher Surveys; Rating Scales; Regression (Statistics); Austria + Suchen Sie Ihr Suchwort? Ausland; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Belief; Glaube; Inklusion; Educational need; Bildungsbedarf; Influence; Einfluss; Einflussfaktor; Teamteaching; Learning handicap; Lernbehinderung; Multivariate Analyse; Rating-Skala; Regression; Regressionsanalyse; Österreich
Abstract	Self-reports of primary and secondary school teachers who teach in general and special education classrooms in Austria were examined in terms of their engagement in teamwork (between special and general education teachers), instructional methods that they use, factors that positively influence inclusive education, and their needs for training. The by far largest group of special needs students are the ones with learning disabilities. Special needs teachers in secondary education reported to use exploratory learning methods more often than general teachers. While the teachers indicated that a positive and respectful school climate and teamwork (co-teaching) were the two most important factors influencing inclusion success, teachers reported to only sometimes work in teams. The teachers indicated little need for training, but reported needs regarding "dealing with challenging behavior". The results of this study seem to imply that to reach successful inclusion practices, appropriate school policy, new curricula and sufficient teacher education must be provided in order to achieve changes in teachers' beliefs, attitudes and behavior. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06