Inclusive education: The effect of teacher characteristics and school support on inclusive practice


CALL: 2014

DOMAIN: SC - Education and Learning


LAST NAME: Pit-Ten Cate



HOST INSTITUTION: University of Luxembourg

KEYWORDS: diagnostic competence; special educational needs; cognitive processes; teacher competence; teacher efficacy; instrumentalsupport; teacher training; inclusive education

START: 2015-05-01

END: 2018-04-30


Submitted Abstract

The identification of special educational needs (SEN) may result in targeted support but has also been associated with stigmatisation and social exclusion. Across many European countries the identification of SEN is strongly associated with gender and social class, whereby boys and students from migrant and lower socio-economic backgrounds are more likely to being identified as having learning and/or behavioural difficulties. The (dis)proportion of migrant students in special educational programs may be due to teachers’ stereotypical beliefs and attitudes which influence teacher expectations and in turn effect teacher’ judgments of student achievement and the need for educational support. Therefore this project aims to longitudinally investigate the cognitive processes of teachers underlying the identification of SEN, first during their last year of training and then n thier first year of teaching.Another important factor in reducing segregation and educational inequality is to identify and overcome barriers for inclusion. To this extent it is important to consider the challenges teachers are faced with whilst accommodating students with heterogeneous educational and/or behavioural profiles in their classrooms. Current uderstanding of the origins of segregation processes identify teachers’ comparatively low competence in regards to inclusivepractice, which has been associated with low efficacy and increased job burden, and a high need for instrumental support. Therefore the second aim of the project is to identify both the specific teacher and school characteristics that promote inclusive practice. The ultimate next question is then how teachers become better equipped to adapt to the challenges of including students with SEN in regular classs. The research project therefore aims to develop and evaluate a trainig program based on current insights into the occurrence of bias and the European guidelines for promoting quality in inclusive education, which could be incorporated in teacher education or continuing education programs.

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