Mainstream teachers’ concerns about inclusive education for children with special educational needs and disability in England under pre‐pandemic conditions
Mainstream teachers’ concerns about inclusive education for children with special educational needs and disability in England under pre‐pandemic conditions
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主流教师对大流行前英格兰有特殊教育需要和残疾儿童的全纳教育的担忧
DOI：
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发表时间：
2021
影响因子：
1.5
通讯作者：
Helen Knowler
中科院分区：
文献类型：
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作者：
Eleanor Warnes;E. Done;Helen Knowler
本研究对20年前夏尔马和德赛的《S对融合教育的关注量表》进行了修订，并对教师关注的问题进行了调查。对术语进行了调整并将其整合为“包容性”，在小说“对包容性教育的关注”中，“特殊教育需要和/或残疾”取代了“残疾”。有目的的样本包括公立和私立教育机构。教师于2020年4月完成了一份在线调查问卷(n=93)(66份：州立主流，18份：独立，5份：设在英国的国际学校，3份：派遣专家，1份：替代方案)。对封闭式问题的统计分析旨在确定教师对患有SEND的儿童的IE的关注，并辅之以对通过开放式问题产生的数据进行定性分析。对IE的含义和长期关注的问题有不同的理解。fied。最令人担忧的是资源，特别是fi、专家和支持人员的资金、资源和适当的基础设施。定性数据分析表明，患有先天性心脏病的儿童被认为是本已压力很大的常规教学角色的繁重附属品。在这方面，很少有答复者提到国家绩效监测和问责制度，相反，他们认为额外的准专业和外部支持是解决工作量过大的不言而喻的办法，忽视了对教育公平的影响。
A survey-based investigation of teachers ’ concerns was conducted the following adaptation of Sharma and Desai ’ s ‘ Concerns about Integrated Education (CIE) Scale ’ two decades ago. The terminology was adjusted and integrated ’ became ‘ inclusive ’ , and ‘ Special Educational Needs and / or Disability (SEND) ’ replaced ‘ disability ’ in a novel ‘ Concerns about Inclusive Education Scale ’ . A purposive sample included the public and private education sec-tors. An online questionnaire was completed in April 2020 ( n = 93) by teachers (66: state mainstream, 18: independent, 5: UK-based international schools, 3: SEND specialists, 1: alternative provi-sion). Statistical analysis of closed questions aimed to identify teachers ’ concerns about IE for children with SEND and was complemented by qualitative analysis of data generated through open-ended questions. Varied understandings of what IE means and longstanding concerns were identified. The highest level of concern was evidenced around resources, specifically, funding for specialist and support staff, resources, and appropriate infrastructure. Qualitative data analysis suggested that children with SEND risk being perceived as an onerous adjunct to an already stressful regular ’ teaching role. Few respondents mentioned national performance monitoring and accountability regimes in this context and, instead, viewed additional paraprofessional and external support as self-evident solutions to excessive workloads, neglecting the implications for equity in education.