Vedi metadata
Cite as
-
Titolo completo (Inglese)
Academicus International Scientific Journal
-
Editore
Academicus International Scientific Journal
-
ISSN
20793715 (Rivista Stampata)
23091088 (Rivista Online)
-
Numero del volume
3
-
Data del fascicolo (YYYY/MM)
2011/01
-
Titolo completo (Inglese)
A Teachers’ Perspective of Inclusive Education for Students With Special Needs in a Model Demonstration Project
-
Di (autore)
Affiliazione
Albanian Disability Rights Foundation, Tirana, Albania, Dr.
Affiliazione
Shippensburg University, Pennsylvania, USA, Dr.
-
Numero di Pagine
13
-
Prima Pagina
121
-
Ultima Pagina
133
-
Lingua del testo
Inglese
-
Data di publicazione
2011/01
-
Copyright
2011 Academicus
Descrizione principale
The goal of the study is to give the teachers’ perspective on challenges and rewards of inclusive education for students with special needs. Participants (N=50) were teachers of four mainstream schools involved in inclusive education through a model demonstration project. The data were collected through a written questionnaire and a focus group. The results show that the participating teachers believe in the message of inclusive education and have embraced it. The challenges are related to (a) lack of adequate professional preparation to work with students with special needs in general and in inclusive settings, in particular; (b) lack of administrative support such as reduced class size and teaching load; (c) lack of support by other professionals and special education teachers; and (d) lack of any supportive resources such as special equipment and modified didactic materials.
Elenco citazioni del
10.7336/academicus.2011.03.08
Citazione non strutturata
Agbenyega, Joseph. “Examining Teachers’ Concerns and Attitudes to Inclusive Education in Ghana.” International Journal of Whole Schooling 3, (2007): 41- 56.
Citazione non strutturata
Avramidis, Elias, Phil Bayliss, and Robert Burden. “Inclusion in Action: An Indepth Case Study of an effective Inclusive Secondary
School in the South-west of England.” International Journal of Inclusive Education 6 (2002): 143-163.
https://doi.org/10.1080/13603110010017169
Citazione non strutturata
Avramidis, Elias, and Efrosini Kalyva. “The Influence of Teaching Experience and Professional Development on Greek Teachers’
Attitudes towards Inclusion.” European Journal of Special Needs Education 22 (2007): 367-389.
https://doi.org/10.1080/08856250701649989
Citazione non strutturata
Blândul, Valentin Cosmin. “International Approaches to Inclusion of Children with Special Educational Needs in Mainstream Education.” Problems of Education in the 21st Century 21 (2010): 29-36.
Citazione non strutturata
Bronfenbrenner, Urie. The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvards University Press, 1979.
Citazione non strutturata
Downing, June. Including Students with Severe and Multiple Disabilities in Typical Classrooms Practical Strategies for Teachers (2nd ed.). Baltimore, MD: Paul H. Brookes Publishing Co., 2002.
Citazione non strutturata
Fakolade, Olufemi Aremu, Adeniyi Samuel Olufemi, and Adeyinka Tella. “Attitude of Teachers Towards the Inclusion of Special Needs Children in General Education Classroom: The Case of Teachers in Some Selected Schools in Nigeria.” International Electronic Journal of Elementary Education 1 (2009): 155-169.
Citazione non strutturata
Horne, Phyllis E., and Vianne Timmons. “Making it work: teachers’ perspectives on inclusion.” International Journal of Inclusive
Education 13 (2009): 273-286.
https://doi.org/10.1080/13603110701433964
Citazione non strutturata
Leatherman, Jane M., and Judith A. Niemeyer. “Teachers’ Attitudes toward Inclusion: Factors Influencing Classroom Practice.”
Journal of Early Childhood Teacher Education 26 (2005): 23-36.
https://doi.org/10.1080/10901020590918979
Citazione non strutturata
Nind, Melanie, and Janice Wearmouth. “Including children with Special Educational Needs in Mainstream Classrooms: Implications
for Pedagogy from a Systematic Review.” Journal of Research in Special Educational Needs 6 (2006): 116-124.
https://doi.org/10.1111/j.1471-3802.2006.00069.x
Citazione non strutturata
Sharma, Umesh, Dennis Moore, and Sanjeev Sonawane. “Attitudes and Concerns of Pre-Service Teachers Regarding Inclusion of
Students with Disabilities into Regular Schools in Pune, India.” Asia-Pacific Journal of Teacher Education 37 (2009): 319-331
https://doi.org/10.1080/13598660903050328
Citazione non strutturata
Thousand, Jacqueline; Villa, Richard; and Ann Nevin. Creativity and collaborative learning: The practical guide to empowering students, teachers, and families (2nd ed.). Baltimore, MD: Paul H. Brookes Publishing Co., 2002.
Citazione non strutturata
Turnbull, Ann; Turnbull, Rutherford; and Michael Wehmeyer. Exceptional lives: Special education in today’s schools (5th ed.). Upper Saddle River, NJ: Merrilee/ Prentice Hall, 2007.
Citazione non strutturata
ul Hassan, Muhammad Uzair, Iram Parveen, and Riffat-un-Nisa. “Exploring Teachers’ Perspectives: Qualms and Possibilities for Inclusive Classes in Pakistan.” Journal of the International Association of Special Education 11, (2010): 56-63.
Citazione non strutturata
Wehbi, S. “The challenges of inclusive education in Lebanon.” Disability & Society 21 (2006): 331-343.
https://doi.org/10.1080/09687590600679980
Citazione non strutturata
Zambelli, Franco, and Raffaele Bonni. “Beliefs of Teachers in Italian Schools Concerning the Inclusion of Disabled Students:
A Q-Sort Analysis.” European Journal of Special Needs Education 19 (2004): 351-366.
https://doi.org/10.1080/0885625042000262505