04 SES 10 B, Views of Pupils and Teachers of Inclusive Education
Current changes in culture and society have been reflected in education where diversity is becoming a social norm and inclusive education a standard answer to this situation (Banks 2008). Education in natural, non-restrictive environment is an unequivocal right of children and students and as such is encompassed in national as well as international legislation (Tienda 2013).
Researches focusing on factors determining the success of inclusion indicate that the importance of actors involved in the process of building an effective inclusive environment is crucial (Avramidis, Norwich 2002; Hodkinson 2006). Head-teachers are responsible for “putting inclusion into practice” and supporting inclusive philosophy in their staff policy (Abbott 2006). However, the crucial driving force in this process are teachers, not only their competences or key skills and knowledge; but also, and according to some researchers namely, attitudes towards education of students with special educational needs and the extent to which they internalized the philosophy of inclusion.
Abbott, L. (2006). Northern Ireland head teachers’ perceptions of inclusion. International Journal of Inclusive Education, 10(6), 627-643. Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129-147. Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. Educational researcher, 37(3), 129-139. Hodkinson, A. (2006). Conceptions and misconceptions of inclusive education–one year on: A critical analysis of Newly Qualified Teachers' knowledge and understanding of inclusion. Research in Education, 76(1), 43-55. Tienda, M. (2013). Diversity≠ Inclusion Promoting Integration in Higher Education. Educational Researcher, 42(9), 467-475.
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