What Is an Inclusion Specialist? A Preliminary Investigation.

Autor/in	Cameron, Sarah Jeanne
Titel	What Is an Inclusion Specialist? A Preliminary Investigation.
Quelle	(1994), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Consultants; Disabilities; Educational Change; Educational Trends; Elementary Secondary Education; Inclusive Schools; Interviews; Mainstreaming; Regular and Special Education Relationship; School Restructuring; Special Education Teachers; Teacher Collaboration; Teacher Role; Trend Analysis + Suchen Sie Ihr Suchwort? Consultant; Berater; Handicap; Behinderung; Bildungsreform; Bildungsentwicklung; Inclusive school; Integrative Schule; Interviewing; Interviewtechnik; Schulreformplan; Schulumwandlung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Lehrerrolle; Trendanalyse
Abstract	The roles and responsibilities of the emerging position of "inclusion specialist" were studied through a review of the literature, analysis of job descriptions and other documents, classroom observations, and interviews with relevant personnel. The literature review briefly examines the historical background of special education reform movements (especially mainstreaming, integration, and inclusion), the relationship between regular and special education, professional development of regular and special educators, teacher collaboration, and the emergence of the inclusion facilitator role. Two rounds of classroom observations and interviews with a total of nine teachers were conducted and eight written job descriptions were analyzed. The study found that few positions had formal job descriptions in place. Several schools used "Full Time Employment (FTE) Schedules" to combine a description of responsibilities and scheduling into one document. Tracking of various roles performed and time spent on specific activities found there was a wide variety in the amount of time spent on the four most common activities: business aspects, working for children, working with adults, and driving. Results suggested there were two types of inclusion facilitators, "teachers with empty classrooms" and "consultants working with adults." The merging of regular and special education and greater collaboration among all teachers is suggested as an alternative to the inclusion specialist role. Appended are the interview guide and FTE service guidelines. (Contains 21 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC