NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ990204
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-0968-7599
Privilege, Compromise, or Social Justice: Teachers' Conceptualizations of Inclusive Education
Lalvani, Priya
Disability & Society, v28 n1 p14-27 2013
This qualitative study explored the beliefs of teachers in the USA about the education of students with disabilities, focusing on their conceptualizations of inclusive education. Data were obtained through in-depth interviews with 30 teachers. The findings highlight multiple interpretations of inclusive education and suggest that teachers' support for inclusive education may be linked with the ways in which they conceptualize this practice. Most teachers' beliefs about the education of students with disabilities were embedded in dominant educational discourses that centered on the otherness of some students, and an unquestioned acceptance of implicit assumptions in special education. Findings support the need for a paradigm shift in teacher education, moving away from deficit models towards an understanding of inclusive education as linked with issues of social justice.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States