The Unintended Side Effects of Inclusion of Students with Learning Disabilities: The Perspectives of Special Education Teachers

Autor/inn/en	Tankersley, Melody; Niesz, Tricia; Cook, Bryan G.; Woods, Wendy
Titel	The Unintended Side Effects of Inclusion of Students with Learning Disabilities: The Perspectives of Special Education Teachers
Quelle	In: Learning Disabilities: A Multidisciplinary Journal, 14 (2007) 3, S.135-144 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-6819
Schlagwörter	Special Education Teachers; Inclusive Schools; Learning Disabilities; Focus Groups; Urban Schools; Teacher Attitudes; Educational Benefits; Teacher Responsibility; Teacher Role; Regular and Special Education Relationship; Teaching Load; Academic Accommodations (Disabilities); Social Influences + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Inclusive school; Integrative Schule; Learning handicap; Lernbehinderung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerverhalten; Bildungsertrag; Lehrverpflichtung; Lehrerrolle; Lehrdeputat; Sozialer Einfluss
Abstract	Although a great deal of the recent professional literature in the field of learning disabilities has been devoted to the topic of inclusion, relatively little is known about special education teachers' experiences and how inclusion impacts their professional lives and the lives of students in unanticipated ways. To investigate these issues, we conducted a focus group interview with 10 special educators from an urban school district who work with students with learning disabilities in inclusive environments. The interviews focused on the unexpected effects of inclusion for themselves, for students with learning disabilities, and for nondisabled students. We found that four primary themes emerged from teachers' comments. First, participants noted several "Benefits of Inclusion for Students and Teachers" including more interaction with general education teachers and students and increased expectations for students. However, the teachers also reported that "Success of Inclusion Is Dependent on Non-student, Non-instructional Issues," such as willingness and support of other teachers and administrators. The most discussed issues related to teachers' "Loss of Professional Roles, Responsibilities, and Identities" as well as their perceptions that "Nothing Special for Students with Learning Disabilities" was provided in inclusionary classrooms. (As Provided).
Anmerkungen	Learning Disabilities Association of America. 4156 Library Road, Pittsburgh, PA 15234. Tel: 412-341-1515; Fax: 412-344-0224; e-mail: info@ldaamerica.org; Web site: http://www.ldaamerica.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10