Segregated Education as a Challenge to Inclusive Processes: A Total Population Study of Swedish Teachers' Views on Education for Pupils with Intellectual Disability

Autor/inn/en	Göransson, Kerstin; Bengtsson, Karin; Hansson, Susanne; Klang, Nina; Lindqvist, Gunilla; Nilholm, Claes
Titel	Segregated Education as a Challenge to Inclusive Processes: A Total Population Study of Swedish Teachers' Views on Education for Pupils with Intellectual Disability
Quelle	In: International Journal of Inclusive Education, 26 (2022) 14, S.1367-1382 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Göransson, Kerstin) ORCID (Bengtsson, Karin) ORCID (Hansson, Susanne) ORCID (Klang, Nina) ORCID (Lindqvist, Gunilla) ORCID (Nilholm, Claes)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2020.1810789
Schlagwörter	Foreign Countries; Students with Disabilities; Inclusion; Barriers; Special Education; Special Schools; Special Classes; Teacher Attitudes; Regular and Special Education Relationship; Resistance to Change; Intellectual Disability; Teacher Collaboration; Sweden + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Special school; Sonderschule; Special class; Sonderklasse; Lehrerverhalten; Intellect; Verstand; Lehrerkooperation; Schweden
Abstract	Many pupils with disabilities receive schooling in segregated contexts, such as special classes or special schools. Furthermore, the percentage of pupils educated in segregated settings has increased in many European countries. Studies suggest that there is high commitment to the general ideology of inclusive education among teachers in 'regular' education in many countries. This survey study investigates the views of teachers in segregated types of school about education. A questionnaire was sent out, in 2016, to all Swedish teachers (N = 2871, response rate 57.7%) working full time in special classes for pupils with intellectual disability (ID). On a general level results show that there is a strong commitment to preserving a segregated school setting for pupils with ID, a limited desire to cooperate with colleagues from 'regular schools' and a view that schooling and teaching are not quite compatible with the idea of inclusive education. The results highlight the importance of investigating processes of resistance within segregated schools to the development of inclusive schools and education systems. We argue that, while research and debate about inclusive education are important, both are insufficient without analyses of existing types of segregated schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01