A Special Teacher for a Special Child? (Re)considering the Role of the Special Education Teacher within the Context of an Inclusive Education Reform Agenda

Autor/inn/en	Liasidou, Anastasia; Antoniou, Androniki
Titel	A Special Teacher for a Special Child? (Re)considering the Role of the Special Education Teacher within the Context of an Inclusive Education Reform Agenda
Quelle	In: European Journal of Special Needs Education, 28 (2013) 4, S.494-506 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2013.820484
Schlagwörter	Foreign Countries; Special Education Teachers; Teacher Role; Inclusion; Regular and Special Education Relationship; Educational Policy; Student Rights; Disabilities; Equal Education; Administrator Role; Semi Structured Interviews; Teacher Collaboration; Cyprus + Suchen Sie Ihr Suchwort? Ausland; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Inklusion; Politics of education; Bildungspolitik; Handicap; Behinderung; Lehrerkooperation; Zypern
Abstract	Notwithstanding the recent signing and ratification by Cyprus of another International Convention on the rights of students designated as having special educational needs and/or disabilities to attend mainstream schools on an equal basis with their peers, local policy and practice promote an "exclusionary inclusion" that draws a discernible line between general and special education. This paper concentrates on exploring the role of special education teachers in Cyprus in the light of policy concerns about providing the "least restrictive" learning environment for this group of students and enabling them "to reach their full potential". It is suggested that the role of special education teachers embodies and reflects reductionist forms of inclusion informed by deficit-oriented and assimilationist special education perspectives, while there is also evidence of a lack of professionalism and accountability. The paper draws on head teachers' and special education teachers' interviews in order to portray the ways in which they view and experience the role of special education teachers in mainstream schools in Cyprus. New objectives and future directions are identified and discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10