Conceptions of Inclusion and Inclusive Education: A Critical Examination of the Perspectives and Practices of Teachers in Poland

Autor/inn/en	Starczewska, Ania; Hodkinson, Alan; Adams, Gill
Titel	Conceptions of Inclusion and Inclusive Education: A Critical Examination of the Perspectives and Practices of Teachers in Poland
Quelle	In: Journal of Research in Special Educational Needs, 12 (2012) 3, S.162-169 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/j.1471-3802.2011.01209.x
Schlagwörter	Inclusion; Semi Structured Interviews; Foreign Countries; Teacher Attitudes; Educational Practices; Social Integration; Mainstreaming; Poland + Suchen Sie Ihr Suchwort? Inklusion; Ausland; Lehrerverhalten; Bildungspraxis; Soziale Integration; Polen
Abstract	This small-scale study details the development and execution of a system of inclusive education in 20th and 21st century in Poland. A detailed review of the literature and employment of in-depth semi-structured interviews aimed to establish how inclusion is defined and operationalised in Poland. In addition, the study sought to establish how the teachers' levels of professional development and personal attitudes towards inclusion were influencing the evolution of this important educational initiative. The data from the study detail that the concept of inclusion is not well known in Poland, and that integrative education still dominates educational thinking. The study provides data to suggest integration in Poland works well in the early stages of education, but that it struggles to provide for and integrate older children into the mainstream educational settings. The research concludes that Poland has taken an important but perhaps faltering step towards educating all children in the mainstream schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10