Classroom Teachers' Behaviors and Peers' Acceptance of Students in Inclusive Classrooms

Autor/in	Avcioglu, Hasan
Titel	Classroom Teachers' Behaviors and Peers' Acceptance of Students in Inclusive Classrooms
Quelle	In: Educational Sciences: Theory and Practice, 17 (2017) 2, S.463-492 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Teacher Behavior; Peer Acceptance; Inclusion; Teacher Student Relationship; Intellectual Disability; Comparative Analysis; Interviews; Qualitative Research; Elementary School Students; Elementary School Teachers; Foreign Countries; Semi Structured Interviews; Student Attitudes; Teacher Attitudes; Cyprus + Suchen Sie Ihr Suchwort? Teacher behaviour; Lehrerverhalten; Inklusion; Teacher student relationships; Lehrer-Schüler-Beziehung; Intellect; Disability; Disabilities; Verstand; Behinderung; Interviewing; Interviewtechnik; Qualitative Forschung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Schülerverhalten; Zypern
Abstract	The objective of this study is to determine the behavior of teachers in inclusive classrooms and peers' acceptance levels towards students with intellectual disabilities in these classrooms. The qualitative research method was selected for collecting adequate data for the study. Information was collected from 16 teachers and 371 students in 16 inclusive classrooms in four schools where the inclusive method is used, and data were collected through observation, interviews, and socio-metric assessment. As a result of the observation process, differences were determined to exist between classroom teachers' and students' interactions. Furthermore, the findings demonstrated differences between the interactive behavior of classroom teachers toward students with normal development and toward those with intellectual disabilities in the classroom. However, the findings obtained from the face-to-face interviews with classroom teachers and the findings obtained from observations were also seen to not be the same; teachers stated they had not displayed different behavior towards the students in general. Furthermore, the peers with normal development were observed to prefer half of the students with intellectual disabilities, while the other half was not preferred by any peer. The behavior of the teachers in the classroom and their interactive behavior with the students were found to affect students' interactions, which in turn differentiated the level that students with normal development accepted those with intellectual disabilities. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.estp.com.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01