Teachers' Experience with Inclusive Education in Singapore

Autor/inn/en	Yeo, Lay See; Chong, Wan Har; Neihart, Maureen F.; Huan, Vivien S.
Titel	Teachers' Experience with Inclusive Education in Singapore
Quelle	In: Asia Pacific Journal of Education, 36 (2016), S.69-83 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2014.934781
Schlagwörter	Foreign Countries; Teaching Experience; Inclusion; Teacher Attitudes; Attitudes toward Disabilities; Qualitative Research; Focus Groups; Primary Education; Phenomenology; Data Analysis; Coding; Stress Variables; Behavior Problems; Special Needs Students; Special Education; Educational Practices; Mild Disabilities; Interviews; Singapore + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Lehrerverhalten; Qualitative Forschung; Primarbereich; Phenomenological psychology; Phänomenologie; Psychologie; Auswertung; Codierung; Programmierung; Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungspraxis; Interviewing; Interviewtechnik; Singapur
Abstract	Teachers' positive attitude is most critically and consistently associated with successful inclusion. However, little is known about teachers' first-hand encounters with inclusive education in Singapore. We present findings from a qualitative study on inclusion based on focus group interviews with 202 teachers from 41 resourced primary schools. The data were transcribed and coded using Interpretive Phenomenological Analysis and NVIVO software. Two broad clusters identified were teachers' positive and negative experiences in implementing inclusion. More reference was made to negative than positive experiences. The most dominant negative experience was stress from challenging behaviours and instructional difficulties of catering adequately for diverse needs in the same classroom. The most salient positive experience was satisfaction with pupils' progress and new learning for teachers. Classroom practices that facilitated inclusion and the value of training in shaping teachers' attitudes towards inclusion were highlighted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01