A Teachers’ Perspective of Inclusive Education for Students With Special Needs in a Model Demonstration Project

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dc.contributor.author Ballhysa, Narbis
dc.contributor.author Flagler, Marita
dc.date.accessioned 2016-04-21T11:24:11Z
dc.date.available 2016-04-21T11:24:11Z
dc.date.issued 2011-01
dc.identifier.issn 2079-3715
dc.identifier.uri http://dspace.epoka.edu.al/handle/1/1358
dc.description.abstract The goal of the study is to give the teachers’ perspective on challenges and rewards of inclusive education for students with special needs. Participants (N=50) were teachers of four mainstream schools involved in inclusive education through a model demonstration project. The data were collected through a written questionnaire and a focus group. The results show that the participating teachers believe in the message of inclusive education and have embraced it. The challenges are related to (a) lack of adequate professional preparation to work with students with special needs in general and in inclusive settings, in particular; (b) lack of administrative support such as reduced class size and teaching load; (c) lack of support by other professionals and special education teachers; and (d) lack of any supportive resources such as special equipment and modified didactic materials. en_US
dc.language.iso en en_US
dc.publisher Academicus International Scientific Journal en_US
dc.subject inclusive education en_US
dc.subject mainstream school en_US
dc.subject student with special needs en_US
dc.subject teacher en_US
dc.subject special education teacher en_US
dc.title A Teachers’ Perspective of Inclusive Education for Students With Special Needs in a Model Demonstration Project en_US
dc.type Article en_US


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