Bahamian Teachers' Perceptions of Inclusion as a Foundational Platform for Adult Education Programs

Autor/inn/en	Newton, Norrisa; Hunter-Johnson, Yvonne; Gardiner-Farquharson, Beulah L.; Cambridge, Janelle
Titel	Bahamian Teachers' Perceptions of Inclusion as a Foundational Platform for Adult Education Programs
Quelle	In: International Journal of Special Education, 29 (2014) 3, S.26-37 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Inclusion; Teacher Attitudes; Qualitative Research; Educational Practices; Educational Policy; Adult Education; Misconceptions; Attitudes toward Disabilities; Barriers; Educational Resources; Faculty Development; School Support; Role of Education; Teacher Education; Phenomenology; Semi Structured Interviews; Performance Factors; Change Strategies; Elementary School Teachers; Secondary School Teachers; Foreign Countries; Bahamas + Suchen Sie Ihr Suchwort? Inklusion; Lehrerverhalten; Qualitative Forschung; Bildungspraxis; Politics of education; Bildungspolitik; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Missverständnis; Bildungsmittel; Schulförderverein; Bildungsauftrag; Lehrerausbildung; Lehrerbildung; Phenomenological psychology; Phänomenologie; Psychologie; Leistungsindikator; Lösungsstrategie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland
Abstract	Despite the paradigm shift globally regarding the adoption of inclusive education, teachers still have varying preconceived misconceptions about its successful implementation and practices in the general education classroom. This qualitative study focused on teachers' perception of adapting inclusive education policies and procedures in The Bahamas and its implication for adult education. The participants of the study were teachers (n-18) in the K-12 educational system in The Bahamas. The findings from this study revealed that there was a vast misconception of the definition of inclusive education. Secondly, five overarching factors that influenced teachers' perception of inclusive education were (a) lack of training, (b) insufficient resources and (c) administrative support, (d) teachers' attitudes and (e) inadequate /misconception of information regarding inclusive education. The study further provides an overview for implications for education and training of general education teachers charged with the resp (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10