Elementary School Teachers' Beliefs and Perceptions about the Inclusion of Children with Special Needs in Their Classrooms

Autor/inn/en	Gavish, Bella; Shimoni, Sarah
Titel	Elementary School Teachers' Beliefs and Perceptions about the Inclusion of Children with Special Needs in Their Classrooms
Quelle	In: Journal of International Special Needs Education, 14 (2011) 2, S.49-60 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Special Education; Special Needs Students; Educational Change; Grounded Theory; Teacher Attitudes; Special Education Teachers; Elementary School Teachers; Inclusion; Elementary School Students; Educational Legislation; Federal Legislation; Qualitative Research; Interviews; Teacher Burnout; Israel + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Bildungsreform; Lehrerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Inklusion; Bildungsrecht; Schulgesetz; Bundesrecht; Qualitative Forschung; Interviewing; Interviewtechnik; Burnout-syndrom; Burnout; Burnout-Syndrom
Abstract	For the past thirty years there's a wide world emergence of a policy of including children with special needs in regular classes (Daane, Beirne-Smith and Latham, 2000). The Inclusion Reform has called for far-reaching conceptual, organizational and structural changes, at the schools. The Israeli corresponding Special Education Law was issued in 1988. This qualitative study closely examines Israeli elementary school teachers' perceptions of the inclusion of children with special needs in their classrooms. Thirty-four elementary school teachers were in depth interviewed about the inclusion of children with special needs in their classrooms. A grounded theory approach was used for coding and interpreting their answers. The teachers conveyed a lack of well-grounded knowledge about the inclusion law and a lack of systemic preparation for the inclusion. Thus they viewed the field as chaotic and themselves as permanently vulnerable to a range of pressure groups, expressing feelings of injustice, failure, and burnout. While trying to cope with those feelings the teachers proclaim shifting most responsibility for the inclusion onto the special education teachers, and make do with a minimal level of action for the purpose of damage control. (Contains 1 figure.) (As Provided).
Anmerkungen	Division of International Special Education and Services, Council for Exceptional Children. 2900 Crystal Drive Suite 1000, Arlington, VA 22202. Tel: 888-232-7733; e-mail: jisne.dises@gmail.com; Web site: http://www.cec.sped.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10