Secondary School Teachers’ Views on Inclusion of Students with Special Educational Needs in Regular Classrooms

This article discusses the problems of preparing future teachers to work with children with special educational needs. Analysis of the literature has shown that the existing method of training teachers in universities belongs to the category of information and reproductive, which is aimed at forming students ' theoretical knowledge in the field of inclusive education, but does not fully allow them to form practical skills. In the course of conducting a diagnostic study to study the readiness of students to work with children with special educational needs in the conditions of study at the University, the following research methods were used: analysis of literary sources, psychodiagnostic methods and other methods of generalization of scientific material and practical experience. The levels of students ' readiness to work with children with special educational needs are revealed. The results obtained in the course of the study allowed us to draw a conclusion about the need for targeted training of students to work with children with special educational needs.

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Attitudes and Self‐Efficacy of Romanian Primary School Teachers towards Including Children with Special Educational Needs in Regular Classrooms

Revista Romaneasca pentru Educatie Multidimensionala ◽

10.18662/rrem/77 ◽

2018 ◽

Vol 10 (4) ◽

pp. 118-135 ◽

Cited By ~ 1

Author(s):

Luciana FRUMOS ◽

Keyword(s):

Primary School ◽

Self Efficacy ◽

Educational Needs ◽

Special Educational Needs ◽

School Teachers ◽

Primary School Teachers ◽

Regular Classrooms

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Four Secondary Teachers’ Perspectives on Enhancing the Inclusion of Exceptional Students

Exceptionality Education International ◽

10.5206/eei.v28i1.7756 ◽

2018 ◽

Vol 28 (1) ◽

Author(s):

Kyle Robinson

Keyword(s):

Secondary School ◽

Inclusive Education ◽

Secondary School Teachers ◽

Structured Interview ◽

Role Expectations ◽

Exceptional Students ◽

School Teachers ◽

Regular Classrooms ◽

Functional Learning ◽

Teachers Perspectives

In Canada little research has been conducted on inclusive education practices in secondary schools. The purpose of this study is to report, for a diverse group of four secondary school teachers in a single school board in southeastern Ontario, their descriptions of facilitating the inclusion of exceptional students in general classrooms. The four teachers were recruited using an email referral method. Each of them participated in a semi-structured interview about their educational roles and role expectations, and about their reported instructional methods for inclusion. Seven categories emerged from the analyzed data, and these were clustered to form three themes: Structures and People, Meeting Everyone’s Needs, and Knowing Your Students. The findings suggest that the participants in this study were facilitating inclusion of exceptional students in regular classrooms by considering how the students’ functional needs impact their learning; most considered the functional learning and assessment needs of all students, not just exceptional students.

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