Teachers' Views of Their Preparation for Inclusive Education and Collaboration

Autor/inn/en	Zagona, Alison L.; Kurth, Jennifer A.; MacFarland, Stephanie Z. C.
Titel	Teachers' Views of Their Preparation for Inclusive Education and Collaboration
Quelle	In: Teacher Education and Special Education, 40 (2017) 3, S.163-178 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406417692969
Schlagwörter	Inclusion; Disabilities; Teacher Competencies; Teaching Methods; General Education; Special Education Teachers; Teaching Experience; Teacher Collaboration; Teacher Education Programs; Elementary School Teachers; Semi Structured Interviews; Teacher Surveys; Likert Scales; Cooperative Planning; Success + Suchen Sie Ihr Suchwort? Inklusion; Handicap; Behinderung; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Allgemein bildendes Schulwesen; Allgemeinbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Elementary school; Grundschule; Volksschule; Likert-Skala; Erfolg
Abstract	There is a need to advance inclusive education for students with significant disabilities, and one way to support this effort is to ensure educators have expertise in, and are prepared to implement, inclusive practices. We surveyed and interviewed general and special education teachers to understand their experiences and preparation to demonstrate skills associated with inclusive education and collaboration and identify the factors that may contribute to their preparation. There was a relationship between educators' preparedness for inclusive education and whether they have taken university courses or had special training on inclusive education. Analysis of interviews with a subset of participants supported this finding and provided a deeper understanding of the educators' preparation and experiences in implementing inclusive practices for students with significant disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01