Inside but Still on the Outside? Teachers' Experiences with the Inclusion of Pupils with Special Educational Needs in General Education

Autor/in	Nilsen, Sven
Titel	Inside but Still on the Outside? Teachers' Experiences with the Inclusion of Pupils with Special Educational Needs in General Education
Quelle	In: International Journal of Inclusive Education, 24 (2020) 9, S.980-996 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nilsen, Sven)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1503348
Schlagwörter	Inclusion; Special Needs Students; Regular and Special Education Relationship; Elementary Secondary Education; Student Needs; Barriers; Teacher Attitudes; Teacher Collaboration; Teacher Competencies; Foreign Countries; Educational Policy; Norway + Suchen Sie Ihr Suchwort? Inklusion; Sonderpädagogischer Förderbedarf; Lehrerverhalten; Lehrerkooperation; Lehrkunst; Ausland; Politics of education; Bildungspolitik; Norwegen
Abstract	The central issue of this article is teachers' experiences with the inclusion of pupils with special educational needs (SEN) in primary and lower secondary schools, both in terms of the teachers' own challenges and the situation of the pupils. The study is based on semi-structured interviews with general and special education teachers in four local schools in Norway. The results indicate a limited degree of cooperation and coordination between general and special education. This in turn means a lack of adequate adaptation and an academic standardisation of the general education, which reduces the potential to meet the needs of pupils with SEN. Teachers find that pupils with SEN have a greater tendency than other pupils to fall by the wayside and be left to their own devices when participating in general education. It particularly seems to affect pupils who are quiet and withdrawn. Teachers point out their challenging work situation with a large number of pupils to follow up, which can lead to them not having enough time for and not giving enough attention to those pupils who need additional support. (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	2024/1/01