Reference : Promoting inclusive education: The role of teacher’ attitudes and competence

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	To cite this reference:	http://hdl.handle.net/10993/35599

Title :	Promoting inclusive education: The role of teacher’ attitudes and competence
Language :	English
Author, co-author :	Pit-Ten Cate, Ineke [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 [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Krolak-Schwerdt, Sabine [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Publication date :	7-Jun-2018
Journal title :	Insights on Learning Disabilities: from Prevailing Theories to Validated Practices
Publisher :	Learning Disabilities Worldwide
Volume :	15
Issue/season :	1
Pages :	49-63
Peer reviewed :	Yes
Audience :	International
ISSN :	1949-1212
Keywords :	[en] inclusive education ; teacher competence ; attitudes
Abstract :	[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.
Target :	Researchers ; Professionals
Permalink :	http://hdl.handle.net/10993/35599
FnR project :	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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	Fulltext file(s): File Commentary Version Size Access Limited access Insights Spring 2018 Chapter 3 5.pdf Publisher postprint 841.19 kB Request a copy

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