Barriers to Inclusion: Insights of Special and General Educators from the US and St. Lucia

Autor/inn/en	Lubin, Jacqueline; Fernal, Fabienne S.
Titel	Barriers to Inclusion: Insights of Special and General Educators from the US and St. Lucia
Quelle	In: Journal of Research in Special Educational Needs, 22 (2022) 2, S.116-125 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lubin, Jacqueline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12552
Schlagwörter	Barriers; Special Education; Special Education Teachers; Inclusion; Students with Disabilities; Cross Cultural Studies; Educational Practices; Teacher Attitudes; Educational Resources; Time Management; Negative Attitudes; Attitudes toward Disabilities; Educational Change; Foreign Countries; Saint Lucia; United States + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Cultural comparison; Kulturvergleich; Bildungspraxis; Lehrerverhalten; Bildungsmittel; Zeitmanagement; Negative Fixierung; Bildungsreform; Ausland; USA
Abstract	Globally, inclusion has been touted as best practice for working with students with disabilities. Despite the universal acceptance of inclusion, educators have identified several challenges in using inclusive practices. The purpose of this study was to explore the perceptions of general and special educators from the United States and St. Lucia on barriers to inclusion. Using qualitative research methodology, 32 teachers were interviewed. Data were analyzed inductively and special and general educators' perception of barriers emerged under six themes: inadequate resources and time, environmental and professional barriers, lack of administrative support, negative attitudes of stakeholders, differing interpretation on inclusion, and unsuitable curriculum and assessment. Analysis was also guided by Lewin's (1947) theory of planned change. Results indicated that teachers across regions identified similar obstacles to inclusion with time and limited resources being the predominant problem. The main difference was that environmental and professional barriers were identified by more teachers from the US, while lack of administrative support was predominantly identified by teachers from St. Lucia. In analyzing the responses from both general and special educators, the researcher found that there were no major differences based on participants' role. Recommendations and implications for practice are discussed. (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