Interviews with Teachers about Inclusive Education

Autor/in	Zelina, Miron
Titel	Interviews with Teachers about Inclusive Education
Quelle	In: Acta Educationis Generalis, 10 (2020) 2, S.95-111 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2585-7444
Schlagwörter	Inclusion; Students with Disabilities; Grade 1; Elementary School Teachers; Teacher Attitudes; Elementary School Students; Barriers; Attendance; School Readiness; Regular and Special Education Relationship; Foreign Countries; Teacher Collaboration; Specialists; Minority Group Students; Teamwork; Parent Participation; Disadvantaged Youth; At Risk Students; Access to Education; Educational Needs; Slovakia + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Anwesenheit; Readiness for school; School ability; Schulreife; Ausland; Lehrerkooperation; Elternmitwirkung; Benachteiligter Jugendlicher; Education; Access; Bildung; Zugang; Bildungszugang; Educational need; Bildungsbedarf; Slowakei
Abstract	Introduction: In the proposed paper, the key findings of the national project "School Open for Everyone" are presented. The research focused on the conditions and preparedness of schools for inclusive education. As a part of the project, an investigation into first-grade teachers' attitudes towards and opinions on the education of pupils with special educational needs in primary schools was carried out. Methods: In the research, the qualitative phenomenological method based on the grounding theory was applied. The sample consisted of 218 female teachers with a minimum of 20% of disadvantaged students in their classroom. Results: The main findings show that the teachers' opinions and attitudes towards inclusive education are positive and they appreciate their cooperation with specialists in schools. The research revealed some barriers to the realization of inclusive education - e.g. the disadvantaged children's poor school attendance or their general unpreparedness for school. Discussion: In their suggestions, the respondents did not come up with any new, revolutionary or creative ideas. Therefore, searching for solutions should not be limited to teachers' suggestions, but inspiration should be found in examples of good practice from abroad and in the activities of creative teachers and movements. Limitations: Having "only" a homogenous sample of first-grade teachers can be perceived as a limit, but it is balanced by the fact that these teachers represent the children's first contact with schools and with people outside their families. Conclusions: The key findings show that teachers have positive attitudes towards the concept of inclusive education, but they call for more favourable conditions ensured by the state and the respondents proposals were located externally. The findings revealed a number of new or growing problems to be immediately dealt with and an urgent need for changing our school system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01