Collaboration in the inclusive classroom: Effects of teacher characteristics and classroom composition on the collaboration between regular and special teachers.
Type de référence
Langue de la référenceAnglais
Entité(s) de recherche
Référence APABonvin, P., Schürch, V., & Valls, M. (2014, September). Collaboration in the inclusive classroom: Effects of teacher characteristics and classroom composition on the collaboration between regular and special teachers. Paper presented at the European Conference on Educational Research (ECER), Porto, Portugal. Retrieved from http://hdl.handle.net/20.500.12162/2555
RésuméMany systems in Europe and worldwide are faced with the challenge of inclusion (Ainscow & César, 2006). In Switzerland, the movement toward inclusion has developed in the recent years through regional evolutions in educational laws and regulations. Change was triggered in part by an intercantonal agreement promoting the idea that inclusive solutions should be preferred to separate ones in the schooling of children with special educational needs. Taking up this challenge, schools and teachers are testing new ways of supporting children with special educational needs (SEN), most of which involve increased collaboration (Benoit & Angelucci, 2011), in particular between regular teachers and the special teachers that enact support to the SEN children in the regular class. Research in this area is scarce: for example, the only meta-analysis on the effectiveness of co-teaching includes only six studies and moderately supports co-teaching as an effective model of service provision (Murawski & Swanson, 2001). Some research shows a high level of satisfaction in teachers that practice co-teaching (e.g. Kloo & Zigmond, 2008). On the whole, it seems that co-teaching is being practiced as a consequence of inclusive policies, with the risk of being appraised by actors in the field as a negative by-product of inclusion (increasing their workload, stress, time pressures) instead of a positive and efficient way of supporting the inclusive schooling of all students. Our research aims at contributing to fill part of this knowledge gap by addressing questions about how such collaboration is organised on the local level, and which factors contribute to its efficiency (Bonvin, 2011).
Nom de la manifestationEuropean Conference on Educational Research (ECER)
Date(s) de la manifestation1-5 September 2014
Ville de la manifestationPorto
Pays de la manifestationPortugal
URL permanente ORFEEhttp://hdl.handle.net/20.500.12162/2555
Document(s) associé(s) à la référence
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