Inclusive Education Support Systems: Teacher and Administrator Views

Autor/in	Valeo, Angela
Titel	Inclusive Education Support Systems: Teacher and Administrator Views
Quelle	In: International Journal of Special Education, 23 (2008) 2, S.8-16 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Inclusive Schools; Disabilities; Teacher Attitudes; Principals; Teacher Administrator Relationship; Special Education; Interviews; Special Education Teachers; Special Needs Students; Foreign Countries; Elementary School Teachers; Integrated Activities; Teaching Methods; Canada + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Handicap; Behinderung; Lehrerverhalten; Principal; Schulleiter; Special needs education; Sonderpädagogik; Sonderschulwesen; Interviewing; Interviewtechnik; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Sonderpädagogischer Förderbedarf; Ausland; Elementary school; Grundschule; Volksschule; Integrierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kanada
Abstract	Studies have shown teacher attitudes to be an important factor in the success of integrative practices in special education. In particular, many teachers feel that their efforts at integration are not supported by their administrators. In this research paper, interviews with both principals and teachers have confirmed this assumption. While principals felt that there were several systems in place through which they were being supportive, teachers believed this was not the case. More specifically, this paper examined the kind of support principals believed they were offering with the kind of support teachers wanted to be receiving. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10