The Impact of Teacher Training in Special Education on the Implementation of Inclusion in Mainstream Classrooms

Autor/inn/en	Crispel, Orly; Kasperski, Ronen
Titel	The Impact of Teacher Training in Special Education on the Implementation of Inclusion in Mainstream Classrooms
Quelle	In: International Journal of Inclusive Education, 25 (2021) 9, S.1079-1090 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kasperski, Ronen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1600590
Schlagwörter	Inclusion; Students with Disabilities; Regular and Special Education Relationship; Inservice Teacher Education; Faculty Development; Teacher Attitudes; Foreign Countries; Attitude Change; Self Efficacy; Teacher Collaboration; Elementary School Teachers; Secondary School Teachers; Teacher Competencies; Learning Disabilities; Israel + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerfortbildung; Lehrerverhalten; Ausland; Attitudinal change; Einstellungsänderung; Self-efficacy; Selbstwirksamkeit; Lehrerkooperation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrkunst; Learning handicap; Lernbehinderung
Abstract	One of the most controversial problems regarding educational inclusion is the inherent contradiction between high demands and special needs. Faced with this challenge, many general education teachers turn to training programmes to compensate for special education knowledge they lack and to acquire special education teaching techniques. In this study conducted in Israel, 10 teachers who recently participated in a special education training programme were interviewed. The interviews revealed their frustration, in view of the absence of any preparation that would enable teachers in mainstream classes to accommodate students with learning disabilities. Importantly, the interviewees reported that after completing their coursework in special education, they experienced a change in their attitudes as well as in their ability to effectively implement inclusion in their classrooms. These findings add to the growing body of research [(Sokal and Sharma 2014. "In-service Teachers' Concerns, Efficacy, and Attitudes About Inclusive Teaching and its Relationship with Teacher Training." "Exceptionality Education International" 23 (1): 59-71; 2017. "Do I Really Need a Course to Learn to Teach Students with Disabilities? I've Been Doing It for Years." "Canadian Journal of Education/Revue Ccanadienne de Ll'éducation" 40 (4): 739-760; Van Mieghem, Verschueren, Petry and Struyf, 2018. "An Analysis of Research on Inclusive Education: A Systematic Search and Meta Review." "International Journal of Inclusive Education," 1-15] that emphasises the importance of training teachers in mainstream frameworks to effectively address the special needs of their students. Thus, the current study concludes that not only special-education teachers should be privy to this knowledge, as is the current practice; rather, all teacher-education programmes should incorporate courses aimed at facilitating inclusive education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01