“…This probably reflects a desire to present a positive professional self‐image as inclusive education policies have increased pressures for change in the work of teachers; in particular, by underscoring the importance of professional collaboration. Porter and Smith (2011) believe that excluding from instruction all children who present a pedagogical challenge is not a good policy.[…] presuming that any child with special education needs must be sent to a special program erodes the professional stature of teaching as a profession. Individual teachers may need support in a number of areas, but their professional and ethical responsibility is to teach all children.…”
Section: Added Pressures On Teachers In a Stagnant Context Of School ...mentioning
confidence: 99%
“…Individual teachers may need support in a number of areas, but their professional and ethical responsibility is to teach all children. (Porter & Smith, 2011, p. 19)…”
Section: Added Pressures On Teachers In a Stagnant Context Of School ...mentioning
In international education policy articulations by organisations such as the UNESCO, inclusive education is defined rather vaguely, usually in terms of human rights. Yet, national reception it is more or less taken for granted. Analyses of policy lending show that when national education traditions are not respected, the lack of clarity about the concrete form of inclusion is further augmented by resistance to a foreign import. Taking the example of the implementation of inclusive education in the Czech Republic, a secondary analysis of survey results on responses from teachers and parents is presented. This analysis contributes to a better understanding of the reactions of two groups of actors who have had only a marginal involvement in preparing the implementation of inclusion; specifically, teachers at ordinary schools and parents of pupils with special education needs. Teachers are critical of inclusion, which they regard as special care for individual pupils with special education needs. It is only in schools which have lengthy experience with integration that a transformation of the school culture and the teaching profession in the direction of greater teamwork has taken place. The imperative of inclusion coming from above is regarded more as interference with what is a spontaneous development. The view of parents to pupils with special education needs was that systemic support to inclusion was lacking. Parents are forced to be intermediaries between other actors, but often do not have enough information and are not respected by teachers as experts on their children.
“…This probably reflects a desire to present a positive professional self‐image as inclusive education policies have increased pressures for change in the work of teachers; in particular, by underscoring the importance of professional collaboration. Porter and Smith (2011) believe that excluding from instruction all children who present a pedagogical challenge is not a good policy.[…] presuming that any child with special education needs must be sent to a special program erodes the professional stature of teaching as a profession. Individual teachers may need support in a number of areas, but their professional and ethical responsibility is to teach all children.…”
Section: Added Pressures On Teachers In a Stagnant Context Of School ...mentioning
confidence: 99%
“…Individual teachers may need support in a number of areas, but their professional and ethical responsibility is to teach all children. (Porter & Smith, 2011, p. 19)…”
Section: Added Pressures On Teachers In a Stagnant Context Of School ...mentioning
In international education policy articulations by organisations such as the UNESCO, inclusive education is defined rather vaguely, usually in terms of human rights. Yet, national reception it is more or less taken for granted. Analyses of policy lending show that when national education traditions are not respected, the lack of clarity about the concrete form of inclusion is further augmented by resistance to a foreign import. Taking the example of the implementation of inclusive education in the Czech Republic, a secondary analysis of survey results on responses from teachers and parents is presented. This analysis contributes to a better understanding of the reactions of two groups of actors who have had only a marginal involvement in preparing the implementation of inclusion; specifically, teachers at ordinary schools and parents of pupils with special education needs. Teachers are critical of inclusion, which they regard as special care for individual pupils with special education needs. It is only in schools which have lengthy experience with integration that a transformation of the school culture and the teaching profession in the direction of greater teamwork has taken place. The imperative of inclusion coming from above is regarded more as interference with what is a spontaneous development. The view of parents to pupils with special education needs was that systemic support to inclusion was lacking. Parents are forced to be intermediaries between other actors, but often do not have enough information and are not respected by teachers as experts on their children.
“…The need to pay appropriate attention to diversity in our classrooms is currently a determining factor in the provision of high quality and equitable education. Goal number 4 (SDG4) of the United Nations Sustainable Development Goals (UN, 2015) urgently calls on member countries to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ (p. 19), and provides a guide to focusing educational systems towards more equitable models, in which a standard system can accommodate all students with their same‐age peers, regardless of their characteristics (Porter and Smith, 2011).…”
This article presents the results of a study to determine the strategies used by teachers to include students with special educational needs in regular classrooms, primarily using Cooperative Learning strategies. It aims to identify the factors of inclusive learning in order to enhance the participation and learning of all students in the classroom and in their cooperative teams. A qualitative case study was carried out in the context of the teachers participating in a postgraduate course expert in cooperative learning' offered by the University of Alcal a (Spain), over a period of six years (2011)(2012)(2013)(2014)(2015)(2016)(2017), involving the participation of 176 professional teachers. All the participants attended an annual university continuous training course on cooperative learning. Document analysis, in-depth interviews and a questionnaire designed ad hoc were used. The conclusions include the importance of cooperative work in facilitating inclusive education, with a variety of different strategies used to respond to all students' needs, and those with special educational needs in particular, and the coordination required between teachers and special educational needs specialists to implement those strategies.
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