Literaturnachweis - Detailanzeige
| Autor/inn/en | Forlin, Chris; Keen, Margaret; Barrett, Emma |
|---|---|
| Titel | The Concerns of Mainstream Teachers: Coping with Inclusivity in an Australian Context |
| Quelle | In: International Journal of Disability, Development and Education, 55 (2008) 3, S.251-264 (14 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1034-912X |
| Schlagwörter | Inclusive Schools; Mental Retardation; Coping; Foreign Countries; Teaching Experience; Teacher Attitudes; Mainstreaming; Regular and Special Education Relationship; Age Differences; Teacher Qualifications; Teacher Competencies; Faculty Development; Student Behavior; Student Characteristics; Teaching Conditions; Australia |
| Abstract | Throughout the past two decades there has been a move away from educating children with disabilities in segregated schools to adopting a more inclusive approach within mainstream schools in all jurisdictions in Australia. This research identifies the concerns of 228 regular class teachers in Western Australia who have all been involved with the inclusion of a child with an intellectual disability in their classrooms. Seven categories of concerns are investigated together with the use and effectiveness of a range of coping strategies. Demographic differences in age, year level being taught, qualifications, teaching experience and previous involvement with inclusion were found regarding concerns about inclusion. The discussion focuses on the relevance of professional development and the need to ensure that it targets the specific concerns of teachers, focusing on the coping strategies recognised as being most useful in order to provide optimal conditions for success. (Contains 7 tables.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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