Aspiring to Include versus Implicit 'Othering': Teachers' Perceptions of Inclusive Education in Wales

Autor/inn/en	Knight, Cathryn; Clegg, Zoe; Conn, Carmel; Hutt, Matt; Crick, Tom
Titel	Aspiring to Include versus Implicit 'Othering': Teachers' Perceptions of Inclusive Education in Wales
Quelle	In: British Journal of Special Education, 49 (2022) 1, S.6-23 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Knight, Cathryn) ORCID (Clegg, Zoe) ORCID (Conn, Carmel) ORCID (Hutt, Matt) ORCID (Crick, Tom)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12394
Schlagwörter	Teacher Attitudes; Inclusion; Attitude Change; Foreign Countries; Positive Attitudes; Educational Change; Teacher Surveys; Special Needs Students; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Inklusion; Attitudinal change; Einstellungsänderung; Ausland; Bildungsreform; Sonderpädagogischer Förderbedarf
Abstract	Wales, one of the four nations of the UK, is currently undergoing major education system-level reform. From the curriculum, through to a new additional learning needs (ALN) system, there is a renewed focus on inclusive education. Research has shown the importance of teachers' attitudes towards inclusion in creating inclusive learning environments. This research study is based on data from a survey of teachers in Wales (n = 253) exploring their perceptions of inclusive education. Thematic analysis of open-text responses revealed that while teachers were able to articulate the 'ideal' of inclusion, these positive ideals were often caveated by both implicit othering of learners with ALN and by the explicit limitations of behaviour, training, and finance and resources. This article critically evaluates the implications of teacher perceptions of inclusive education in Wales, suggesting that without a change in teacher attitudes, the vision of an inclusive education system may be compromised. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01