Abstract
Self-reports of primary and secondary school teachers who teach in general and special education classrooms in Austria were examined in terms of their engagement in teamwork (between special and general education teachers), instructional methods that they use, factors that positively influence inclusive education, and their needs for training. The by far largest group of special needs students ...
Abstract
Self-reports of primary and secondary school teachers who teach in general and special education classrooms in Austria were examined in terms of their engagement in teamwork (between special and general education teachers), instructional methods that they use, factors that positively influence inclusive education, and their needs for training. The by far largest group of special needs students are the ones with learning disabilities. Special needs teachers in secondary education reported to use exploratory learning methods more often than general teachers. While the teachers indicated that a positive and respectful school climate and teamwork (co-teaching) were the two most important factors influencing inclusion success, teachers reported to only sometimes work in teams. The teachers indicated little need for training, but reported needs regarding "dealing with challenging behavior". The results of this study seem to imply that to reach successful inclusion practices, appropriate school policy, new curricula and sufficient teacher education must be provided in order to achieve changes in teachers' beliefs, attitudes and behavior.
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