Inclusion Seen by Student Teachers in Special Education: Differences among Finnish, Norwegian and Swedish Students

Autor/inn/en	Takala, Marjatta; Haussttatter, Rune Sarromaa; Ahl, Astrid; Head, George
Titel	Inclusion Seen by Student Teachers in Special Education: Differences among Finnish, Norwegian and Swedish Students
Quelle	In: European Journal of Teacher Education, 35 (2012) 3, S.305-325 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2011.654333
Schlagwörter	Student Teachers; Foreign Countries; Specialists; Inclusion; Educational Policy; Special Education; Questionnaires; Cross Cultural Studies; Teacher Education; Models; Special Education Teachers; Student Attitudes; Teacher Attitudes; Finland; Norway; Sweden + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; Inklusion; Politics of education; Bildungspolitik; Special needs education; Sonderpädagogik; Sonderschulwesen; Fragebogen; Cultural comparison; Kulturvergleich; Lehrerausbildung; Lehrerbildung; Analogiemodell; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Lehrerverhalten; Finnland; Norwegen; Schweden
Abstract	This article describes various views of special teacher students towards inclusion. In order to examine these, we analysed a series of statements made by students in Finland, Norway and Sweden. The specific aims were to see how these views can be seen as supportive or challenging for inclusion in schools. A questionnaire with one closed question and two open-ended questions was used in all countries. The results show that students in similar Nordic countries have different views about inclusion. Norwegian students mostly supported inclusion while Finnish students expressed the most reservations. The arguments about inclusion by Norwegian students were the most pupil-focused; those by Finns were teacher-focused, with Swedes being in between. The results seem to reflect the educational policy in these countries. Discussions, more information, as well as good models of inclusion seem to be needed. The implications of these findings for special and regular teacher education are also discussed. (Contains 1 note and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10