Stimulating Tensions in Special Education Teachers' Figured World: An Approach toward Inclusive Education

Autor/in	Thorius, Kathleen A. K.
Titel	Stimulating Tensions in Special Education Teachers' Figured World: An Approach toward Inclusive Education
Quelle	In: International Journal of Inclusive Education, 20 (2016) 12, S.1326-1343 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2016.1168877
Schlagwörter	Special Education; Special Education Teachers; Inclusion; Regular and Special Education Relationship; Learning Disabilities; Professional Identity; Principals; Intervention; Grounded Theory; Access to Education; Preservice Teachers; Inservice Teacher Education; Elementary Secondary Education; Partnerships in Education + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Inklusion; Learning handicap; Lernbehinderung; Principal; Schulleiter; Education; Access; Bildung; Zugang; Bildungszugang; Lehrerfortbildung; Hochschulpartnerschaft
Abstract	I examine special educators' professional identity emergence and tensions within a researcher-facilitated teacher learning community. I introduced tools to evoke and challenge inequities in educational systems and via which participants examined and planned general education instruction for students with dis/abilities. Initially, professional identity, or figured world, emerged as performance of pathologising and relatedly, remediating students. Over time, participants expressed tensions as they engaged tools to examine structural limitations and design more universally accessible instruction; figured worlds shifted to critical sense-making about their positioning by general education colleagues and school structural barriers, and procedural identity performance tied to investigating student assets. Findings suggest potential for purposefully designed artefacts to mediate special educators' development as (more) inclusive educators. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01