ERIC Number: EJ906600
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: 33
New Special Educators Reflect about Inclusion: Preparation and K-12 Current Practice
Orr, Ann C.
Journal of Ethnographic & Qualitative Research, v3 n4 p228-239 2009
Despite legislation and the best efforts of special educators, students with disabilities continue to be segregated from the general education curriculum and classroom for a majority or part of the school day. Inclusion is often the goal, but is seldom fully implemented. This interview-based study explores new special educators' lived experiences with inclusion. Findings reveal that inclusionary practice widely varies and takes on many forms. Barriers to inclusion include negative attitudes of general education teachers, essential personnel's lack of knowledge of inclusionary practices, and insufficient administrative support. Practices that support and facilitate inclusion are identified and discussed, as are implications for teacher preparation programs.
Descriptors: Disabilities, Elementary Secondary Education, Educational Practices, Inclusion, Goal Orientation, Social Isolation, Special Education Teachers, Barriers, Negative Attitudes, Teacher Attitudes, Knowledge Level, School Administration, School Support
Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail: email@example.com; Web site: http://www.cedarville.edu/jeqr
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A