Reference : Promoting inclusive education: The role of teacher’ attitudes and competence
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/35599
Promoting inclusive education: The role of teacher’ attitudes and competence
English
Pit-Ten Cate, Ineke mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Markova, Mariya [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Krischler, Mireille mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Krolak-Schwerdt, Sabine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
7-Jun-2018
Insights on Learning Disabilities: from prevailing theories to validated practices
Learning Disabilities Worldwide
15
1
49-63
Yes
International
1949-1212
[en] inclusive education ; teacher competence ; attitudes
[en] Teachers are expected to accommodate an increasingly heterogeneous student population. However, teachers often feel ill prepared and hence may be apprehensive toward the inclusion of students with special education needs (SEN) in regular classrooms. This paper concerns factors associated with the successful implementation of inclusive education. More specifically, it considers teacher characteristics that may facilitate -or hinder- the inclusion of students with SEN. The paper first discusses teacher competencies concerning the accommodation of students with SEN in regular classrooms, not only as a determinant of effective inclusive practice, but also in relation to teacher attitudes toward inclusive education. Second, we investigate to what extent teacher’ attitudes, both toward students with SEN and inclusive education, may affect teaching behaviors and (positive) action toward students with SEN. The paper further discusses (training) methods that could be applied to increase teacher competence and foster positive attitudes in an attempt to strive to a more equitable educational system.
Researchers ; Professionals
http://hdl.handle.net/10993/35599
FnR ; FNR7964914 > Ineke Pit-Ten Cate > INCLUS > Inclusive education: The effect of teacher characteristics and school support on inclusive practice > 01/05/2015 > 30/04/2018 > 2014

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