Literaturnachweis - Detailanzeige
| Autor/inn/en | Hauerwas, Laura Boynton; Mahon, Jennifer |
|---|---|
| Titel | Secondary Teachers' Experiences with Students with Disabilities: Examining the Global Landscape |
| Quelle | In: International Journal of Inclusive Education, 22 (2018) 3, S.306-322 (17 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-3116 |
| DOI | 10.1080/13603116.2017.1364793 |
| Schlagwörter | Secondary School Teachers; Teaching Experience; Disabilities; Global Approach; Inclusion; International Education; Teacher Surveys; Educational Practices; Attitudes toward Disabilities; Teacher Attitudes; Self Efficacy; Questionnaires; Likert Scales; Educational Methods; Teacher Education; Statistical Analysis |
| Abstract | This study contributes to the international conversation about the education for students with disabilities at the secondary level by providing some international data about secondary teachers' training and experiences with inclusive practices. Teacher leaders from 20 different countries participated in this exploratory survey research about the context in which they work, their experiences and their training as related to their efficacy to educate individuals with disabilities. We acknowledge that efficacy and teacher training for inclusion are predominated by a discourse defined through Western best practice. We learned that despite variations in the countries' concept of disability and their implementation of inclusive educational systems, the teachers had moderately high self-efficacy for inclusive practices yet had limited training and experience with students with special needs. Results are discussed in relation to the preparation of secondary teachers for educating students with special needs. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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