TY - JOUR
T1 - A scoping review of perceived support needs of teachers for implementing inclusive education
AU - Chow, Wing Sze Emily
AU - de Bruin, Kate
AU - Sharma, Umesh
N1 - Funding Information:
Collaboration among teachers. A large majority of the reviewed studies (74%) were identified as relevant to this theme, and this revealed the importance that teachers placed on collaboration with teacher colleagues or special education teachers. Teachers recognised that collaboration or collaborative teaching enhances the implementation of inclusion practice (Coutsocostas and Alborz ; Kuyini et al. ; Nilsen ) and consultation with colleagues allowed them to learn and gain ideas to support students with disabilities in the classroom (Eklund et al. ). Thorpe and Azam () found that teachers felt that they benefited from active collaboration with their peers, particularly when they share the previous information on specific cases that associated with the students’ behaviour and the strategies that supported the students in the classrooms. Able et al. () studied the perceived needs of teachers of students with ASD in inclusive classrooms. Teachers shared goals through collaboration and receive advice and support from the special education teachers to develop group work within the class. A recent study conducted by Eklund et al. () reported that collaboration allowed general and special education teachers to manage students’ learning barriers from different perspectives. Teamwork with colleagues is imperative factors for placing students with disabilities in the classroom.
Publisher Copyright:
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2023
Y1 - 2023
N2 - For decades, there has been growing advocacy and policy reform to provide an inclusive education for students with disabilities which has since been specified as their human right under the Convention on the Rights of Persons with Disabilities. Teachers play an essential role in implementing inclusive education, yet they describe inadequate support to ensure its success. This study aims to identify and synthesise research examining teachers’ perceived support needs for implementing inclusive education in classrooms that were published between 2007 and 2020. A systematic procedure was used to identify articles which resulted in the selection of 25 studies for the review. Results revealed that teachers often advocate for appropriate teacher professional learning, improved availability of teaching assistants and sufficiency in resourcing. Teachers also noted the importance of being able to appropriately modify and adapt the curriculum, as well as to collaborate with other teachers, and being given adequate time to plan and to teach in smaller classes.
AB - For decades, there has been growing advocacy and policy reform to provide an inclusive education for students with disabilities which has since been specified as their human right under the Convention on the Rights of Persons with Disabilities. Teachers play an essential role in implementing inclusive education, yet they describe inadequate support to ensure its success. This study aims to identify and synthesise research examining teachers’ perceived support needs for implementing inclusive education in classrooms that were published between 2007 and 2020. A systematic procedure was used to identify articles which resulted in the selection of 25 studies for the review. Results revealed that teachers often advocate for appropriate teacher professional learning, improved availability of teaching assistants and sufficiency in resourcing. Teachers also noted the importance of being able to appropriately modify and adapt the curriculum, as well as to collaborate with other teachers, and being given adequate time to plan and to teach in smaller classes.
KW - in-service teachers
KW - Inclusive education
KW - perceived support needs
KW - students with disabilities
UR - http://www.scopus.com/inward/record.url?scp=85166962706&partnerID=8YFLogxK
U2 - 10.1080/13603116.2023.2244956
DO - 10.1080/13603116.2023.2244956
M3 - Review Article
AN - SCOPUS:85166962706
SN - 1360-3116
JO - International Journal of Inclusive Education
JF - International Journal of Inclusive Education
ER -
