Successful Inclusion of Adolescent Students with Mild Intellectual Disabilities--Conditions and Challenges within a Mainstream School Context

Autor/in	Sigstad, Hanne Marie Høybråten
Titel	Successful Inclusion of Adolescent Students with Mild Intellectual Disabilities--Conditions and Challenges within a Mainstream School Context
Quelle	In: International Journal of Special Education, 32 (2017) 4, S.767-783 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Success; Inclusion; Adolescents; Mild Intellectual Disability; Secondary School Students; Qualitative Research; Semi Structured Interviews; Special Education Teachers; Regular and Special Education Relationship; Educational Indicators; Foreign Countries; Mainstreaming; Data Analysis; Special Needs Students; Student Needs; Academic Accommodations (Disabilities); Norway + Suchen Sie Ihr Suchwort? Erfolg; Inklusion; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Qualitative Forschung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Educational indicato; Bildungsindikator; Ausland; Auswertung; Sonderpädagogischer Förderbedarf; Norwegen
Abstract	The present study examined the conditions and challenges of successfully including adolescent students with mild intellectual disabilities within a mainstream school context. The study was based on qualitative interviews with nine special education teachers who worked in special education groups in lower secondary schools. A thematic structural analysis was performed to identify themes. The need for an overarching inclusive philosophy at school and adequate organizational, social, and academic facilitation were considered essential conditions for successful inclusion. Organizational constraints, inadequate facilitation and a lack of self-confidence among students were identified as challenges. Successful inclusion was found to depend on extraordinary engagement among special education teachers due to a lack of support and commitment in the school organization. The fundamental objectives of the successful inclusion of students with mild intellectual disabilities within a mainstream school context requires a basic monitoring on all levels of the school organization, i.e., management and the entire school staff--including general education teachers. However, students' own experiences and perceptions of inclusion are considered the greatest indicators of success. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01