A Cross-Cultural Comparison of Teachers' Perspectives on Inclusive Education through a Study Abroad Program in Brazil and in the US

Autor/inn/en	Chakraborti-Ghosh, Sumita; Orellana, Karee M.; Jones, Joseph
Titel	A Cross-Cultural Comparison of Teachers' Perspectives on Inclusive Education through a Study Abroad Program in Brazil and in the US
Quelle	In: International Journal of Special Education, 29 (2014) 1, S.4-13 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Study Abroad; Inclusion; Cross Cultural Studies; Comparative Analysis; Comparative Education; Teacher Attitudes; Educational Practices; College Faculty; Educational Philosophy; Mixed Methods Research; Observation; Interviews; Questionnaires; Special Education; Mainstreaming; Equal Education; Accessibility (for Disabled); Teacher Surveys; Likert Scales; School Support; Program Implementation; Teacher Education; Foreign Countries; Brazil; United States + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Inklusion; Cultural comparison; Kulturvergleich; Vergleichende Erziehungswissenschaft; Lehrerverhalten; Bildungspraxis; Fakultät; Bildungsphilosophie; Erziehungsphilosophie; Beobachtung; Interviewing; Interviewtechnik; Fragebogen; Special needs education; Sonderpädagogik; Sonderschulwesen; Accessibility; Zugänglichkeit; Likert-Skala; Schulförderverein; Lehrerausbildung; Lehrerbildung; Ausland; Brasilien; USA
Abstract	The purpose of this study was to examine the differences in philosophies and perceptions of inclusive education between teachers in Brazil and teachers in the United States. As part of a study abroad program, a team of university faculty and graduate students from Tennessee traveled to Rio de Janeiro, Brazil, in order to investigate their inclusive educational practices. Mixed-methodology approach was used including analyzing classroom and school observations, teacher and administrator interviews, and analysis of survey questionnaire. The participants were teachers from both private and public schools in the United States and Brazil. Results demonstrated that the Brazilian philosophy of inclusion is not exclusively related to special education and students with disabilities, but encompasses a more democratic ideal for all students, including those with disabilities and those from extreme poverty. Of all the teachers surveyed, the private school teachers in Brazil had the most positive perception of the overall role of inclusive education compared to their public school and American counterparts. (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