Creating a Learning Environment for All Children: Are Teachers Able and Willing?

Autor/inn/en	Blecker, Norma S.; Boakes, Norma J.
Titel	Creating a Learning Environment for All Children: Are Teachers Able and Willing?
Quelle	In: International Journal of Inclusive Education, 14 (2010) 5, S.435-447 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Inclusive Schools; Disabilities; Educational Environment; Educational Opportunities; Mainstreaming; Special Needs Students; Regular and Special Education Relationship; Teacher Surveys; Teacher Characteristics; Knowledge Base for Teaching; Teaching Skills; Teacher Attitudes; Special Education Teachers; General Education; Knowledge Level; Teacher Competencies; New Jersey + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Handicap; Behinderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsangebot; Bildungschance; Sonderpädagogischer Förderbedarf; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Allgemein bildendes Schulwesen; Allgemeinbildung; Wissensbasis; Lehrkunst
Abstract	Inclusive education is defined as educating students with disabilities in general education programmes with their non-disabled peers. In order to create a successful learning environment for all children, general and special educators must be responsive to all students' needs. Although inclusive education practices were developed over 15 years ago, some educators may be unwilling or unprepared to employ this model. A total of 546 teachers from 54 schools in southern New Jersey in the United States completed surveys to determine whether they displayed the dispositions, knowledge and skills necessary to implement inclusive education. Results of the surveys were analysed to determine whether significant differences in attitude and skill levels exist between special and general educators and the impact of their years of teaching on their readiness for inclusion. The analysis yielded an agreement that children with disabilities profit from interactions with non-disabled peers. Although special educators appear more knowledgeable of inclusive practices, they are more likely to see the benefit of a segregated environment. Teachers with greater than seven years of experience voiced the continued need for administrative support, planning time and professional development opportunities. (Contains 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10