Inclusive Education in Armenia: Experience of Teachers Reveals Need for Occupational Therapy

Autor/inn/en	Harutyunyan, Marianna; Sadlo, Gaynor
Titel	Inclusive Education in Armenia: Experience of Teachers Reveals Need for Occupational Therapy
Quelle	In: Journal of the International Association of Special Education, 19 (2019) 1, S.27-36 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-6913
Schlagwörter	Inclusion; Teacher Attitudes; Experienced Teachers; Elementary School Teachers; Students with Disabilities; Children; Educational Needs; Expertise; Occupational Therapy; Related Services (Special Education); Educational Attitudes; Attitudes toward Disabilities; Equal Education; Physical Environment; Social Environment; Accessibility (for Disabled); Foreign Countries; Armenia + Suchen Sie Ihr Suchwort? Inklusion; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Child; Kind; Kinder; Educational need; Bildungsbedarf; Expert appraisal; Beschäftigungstherapie; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Natürliche Umwelt; Soziales Umfeld; Accessibility; Zugänglichkeit; Ausland; Armenien
Abstract	In this study, researchers sought to understand elementary school teachers' attitudes and needs while working in inclusive classes. Understanding teachers' needs is relevant to occupational therapists, who have the potential to work collaboratively with them within inclusive practice settings. Qualitative interviews were conducted with 12 elementary school teachers with more than 5 years working experience in inclusive schools in Armenia. Thematic analysis was used to explore the data. The findings suggest that teachers were enthusiastic to create equal opportunities for children with special needs. They discussed the need for societal attitudes to change. Teachers were very much aware of their professional gaps, needs, and mentioned the importance of skilled professionals in inclusive schools. They valued inclusion and the rebuilding of physical and social environments to foster the engagement and participation of children with special needs. The teachers expressed ideas shared by occupational therapists, such as the desire to enhance the personal and environmental conditions for each child with special needs in inclusive 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://www.iase.org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01