Exploring Private School Teachers' Perspectives on Inclusive Education: A Case Study

Autor/inn/en	Nwoko, Joy Chikaodi; Crowe, Melissa J.; Malau-Aduli, Aduli E. O.; Malau-Aduli, Bunmi S.
Titel	Exploring Private School Teachers' Perspectives on Inclusive Education: A Case Study
Quelle	In: International Journal of Inclusive Education, 26 (2022) 1, S.77-92 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Malau-Aduli, Aduli E. O.) ORCID (Malau-Aduli, Bunmi S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1629122
Schlagwörter	Private Schools; Teacher Attitudes; Inclusion; Mainstreaming; Teacher Aides; Teaching Experience; Self Efficacy; Educational Resources; Elementary School Teachers; Special Needs Students; Foreign Countries; Attitude Change; Australia + Suchen Sie Ihr Suchwort? Private school; Privatschule; Lehrerverhalten; Inklusion; Handreichung; Lehrerhilfe; Self-efficacy; Selbstwirksamkeit; Bildungsmittel; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sonderpädagogischer Förderbedarf; Ausland; Attitudinal change; Einstellungsänderung; Australien
Abstract	The challenge of educating children with special educational needs in the same mainstream classroom settings as their peers has been recognised internationally. Research suggests mainstream teachers are inadequately prepared for inclusive education. Herein, we explored teachers' views on inclusive practice using a descriptive qualitative study design with semi-structured interviews and classroom observations in a mainstream private school. The participants comprised five mainstream classroom teachers, three learning support teachers and two teacher aides observed in four inclusive classrooms. Thematic analysis identified four major themes: Experience grows confidence; Available support; Resource needs and Changing mind-sets. Most participants did not receive formal inclusive practice training prior to commencing teaching and only acquired skills through teaching experience. The importance of administrative support, human resources, regular in-service training, changing mindsets and barriers to effective practices, including teaching undiagnosed children were major highlights emphasised by participants. Although the findings of this study are specific to the chosen mainstream inclusive primary school, the outcomes of the study could be beneficial to other primary education stakeholders as it has the potential to facilitate effective inclusive educational practice in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01