A Sampling of International Schools' Special Education Practices and Experiences

Autor/in	Lane, Julie M.
Titel	A Sampling of International Schools' Special Education Practices and Experiences
Quelle	In: Journal of the International Association of Special Education, 20 (2020) 1, S.32-44 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-6913
Schlagwörter	International Schools; Special Education; Educational Practices; Language Usage; Students with Disabilities; Teacher Student Relationship; Teacher Attitudes; Teaching Experience; Attitude Change; Teacher Persistence; Inclusion; Elementary Secondary Education; Cross Cultural Studies; School Culture; Administrator Attitudes; Foreign Countries; Special Education Teachers; Self Contained Classrooms; Regular and Special Education Relationship; Likert Scales; Teacher Qualifications; Academic Accommodations (Disabilities); Teaching Methods + Suchen Sie Ihr Suchwort? International school; Internationale Schule; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungspraxis; Sprachgebrauch; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Inklusion; Cultural comparison; Kulturvergleich; Schulkultur; Schulleben; Ausland; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Likert-Skala; Lehrqualifikation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	There is a dearth of literature about special education practices in international schools. However, literature reflecting case study data on a school or regional practice does exist. Two quantitative global studies on special education practices also exist (Gaskell, 2017; International School Collaborate [ISC], 2017). The current study compared its findings with Gaskell (2017) and ISC (2017). Forty participants representing 33 host countries and 10 different affiliated countries participated. The study found similar findings as the Gaskell (2017) and ISC (2017) studies. However, statistical data could not be correlated due to inconsistency in disability language. A unique aspect of this study includes the personal experiences of international school educators as they work with children with disabilities. This study found recurring themes of belonging, support systems, and admission limitations in international schools. Personal experiences show how children with disabilities change educators' perspectives and/or how perseverance and open mindedness create successful pathways for children with disabilities in international schools. (As Provided).
Anmerkungen	International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: https://iase.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01