Teachers' Attitude towards Inclusive Education: The Case of Algerian Middle School Teachers of English

Autor/inn/en	Hoadjli, Ahmed Chaouki; LaTrache, Khadidja
Titel	Teachers' Attitude towards Inclusive Education: The Case of Algerian Middle School Teachers of English
Quelle	In: English Language Teaching, 13 (2020) 10, S.129-138 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Individual Differences; Middle School Teachers; Students with Disabilities; Teacher Attitudes; Inclusion; Special Needs Students; Foreign Countries; Second Language Learning; Second Language Instruction; English (Second Language); Educational Legislation; Individualized Instruction; Middle School Students; Language Teachers; Algeria + Suchen Sie Ihr Suchwort? Individueller Unterschied; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten; Inklusion; Sonderpädagogischer Förderbedarf; Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Bildungsrecht; Schulgesetz; Individualisierender Unterricht; Language teacher; Sprachunterricht; Algerien
Abstract	Students with special educational needs have largely been marginalised from regular schools. As the 1900s drew to a close, the Education of All Handicapped Children Act put an end to child segregation from regular schools as an attempt to prevailing equity amongst students and promoting individual differences. Accordingly, disabled students started studying alongside their same-age peers in regular schools. This step requires from teachers to renew their teaching methods and differentiate instruction to meet all students' needs. Inclusive Education is a teaching approach which considers students' diverse needs and works on meeting those needs through differentiating instruction. This study aims to explore teachers' readiness to differentiate instruction to embrace students' needs and bypass problems associated with disabled students. Methodologically, a qualitative study was carried out principally focusing on a survey and focus group. A sample of 74 in-service middle school teachers of English was chosen as an attempt to provide a more comprehensive picture of their readiness and attitude towards the integration of inclusive education in English courses at middle schools. Ultimately, the analysis of the findings indicated that middle school teachers are ready to integrate inclusive education in their classes as a useful input to meet students' diverse needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01