Additional Workload or a Part of the Job? Icelandic Teachers' Discourse on Inclusive Education

Autor/inn/en	Gunnþórsdóttir, Hermína; Jóhannesson, Ingólfur Ásgeir
Titel	Additional Workload or a Part of the Job? Icelandic Teachers' Discourse on Inclusive Education
Quelle	In: International Journal of Inclusive Education, 18 (2014) 6, S.580-600 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2013.802027
Schlagwörter	Foreign Countries; Teacher Attitudes; Inclusion; Mainstreaming; Regular and Special Education Relationship; Discourse Analysis; Educational History; Interviews; Printed Materials; Mass Media; Data Analysis; Teacher Responsibility; Student Rights; Iceland + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Inklusion; Diskursanalyse; History of education; Bildungsgeschichte; Interviewing; Interviewtechnik; Massenmedien; Auswertung; Lehrverpflichtung; Island
Abstract	The aim of this article is to examine the discourse of Icelandic compulsory school teachers on inclusive education. From 1974 and onwards, the education policy in Iceland has been towards inclusion, and Iceland is considered to be an example of a highly inclusive education system with few segregated resources for students with special educational needs. In particular, the article focuses on what characterises and legitimises teachers' discourse on inclusive education, the contradictions in the discourse and how teachers have involved themselves in the process. We use the approach of historical discourse analysis to analyse the discourse as it appears in interviews with teachers and media articles on education as well as in key documents issued by the Parliament. The article provides an insight into the complexities of this topic and draws attention to underlying issues relevant to inclusive education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10