Special needs teachers and their perspective of inclusive education. EDULEARN22 Proceedings.
| Authors | |
|---|---|
| Year of publication | 2022 |
| Type | Article in Proceedings |
| Conference | EDULEARN22 Proceedings |
| Citation | |
| web | https://library.iated.org/view/HORMANDLOVA2022SPE |
| Doi | http://dx.doi.org/10.21125/edulearn.2022.1504 |
| Keywords | school-based special needs teacher, inclusion, equal educational opportunities, qualitative research, grounded theory |
| Description | Inclusive education can be considered a trend in developed societies, as is the case in the Czech educational environment. A significant benefit is the introduction of the profession of a school-based special needs teacher which was introduced in Czech schools by the legislative changes in 2005. Their task has been to support the successful inclusion of children with special educational needs into mainstream education and provide support to teachers, children and their parents. The aim of the research was to find out how school-based special needs teachers evaluate the inclusion efforts in Czech education and to examine the specifics of the new profession of special needs teachers whose role is to support inclusive education and equal opportunities. The research was of a qualitative nature; the research instruments were semi-structured interviews conducted with six special needs teachers. The data obtained were analysed by means of the grounded theory approach. |