Forming Effective Partnerships to Facilitate Inclusion of Students with Vision Impairments: Perceptions of a Regular Classroom Teacher and an Itinerant Teacher

Autor/inn/en	Sharma, Umesh; Moore, Dennis; Furlonger, Brett; King, Brian Smyth; Kaye, Linda; Constantinou, Olga
Titel	Forming Effective Partnerships to Facilitate Inclusion of Students with Vision Impairments: Perceptions of a Regular Classroom Teacher and an Itinerant Teacher
Quelle	In: British Journal of Visual Impairment, 28 (2010) 1, S.57-67 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-6196
DOI	10.1177/0264619609347409
Schlagwörter	Inclusive Schools; Visual Impairments; Foreign Countries; Mainstreaming; Teacher Attitudes; Itinerant Teachers; Barriers; Elementary Schools; Interviews; Grade 1; Teacher Competencies; Time Management; Regular and Special Education Relationship; School Culture; School Districts; Educational Technology; Australia + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Visual handicap; Sehbehinderung; Ausland; Lehrerverhalten; Mobile Lehrerreserve; Elementary school; Grundschule; Volksschule; Interviewing; Interviewtechnik; School year 01; 1. Schuljahr; Schuljahr 01; Lehrkunst; Zeitmanagement; Schulkultur; Schulleben; School district; Schulbezirk; Unterrichtsmedien; Australien
Abstract	This qualitative study reports on the perceptions of a regular classroom teacher and an itinerant teacher about the challenges they faced in including a student with vision impairment in regular school in New South Wales, Australia. Some of the common strategies employed by both these teachers to address these challenges are discussed. (Contains 1 table.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10