特殊教育教师对克服主流化实践挑战的看法:定性研究

Ruzty M. Donaire, Daria A. Nalig, Datu Esmael F. Camsa, Jericho Geromiano, Wenefredo E. Cagape
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引用次数: 0

摘要

这项定性研究深入探讨了特殊教育教师在全纳教育环境中克服主流化实践挑战的观点。伊素兰特殊教育中心学校的七名特殊教育教师参加了半结构化访谈,提供了与主流化实践相关的详细叙述、见解和策略。研究旨在阐明直接参与全纳教育的教育工作者的经验、障碍和建议,揭示他们在主流化的复杂性和有效支持多元化学习者方面所做的努力。通过探讨特殊教育教师所面临的独特挑战及其促进全纳性的策略,本研究旨在为特殊教育领域有关全纳教育和教师支持的讨论贡献有价值的见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
PERSPECTIVES OF SPECIAL EDUCATION TEACHERS ON OVERCOMING CHALLENGES IN MAINSTREAMING PRACTICES: A QUALITATIVE STUDY
This qualitative study delves into the perspectives of special education teachers on overcoming challenges in mainstreaming practices within inclusive educational settings. Seven special education teachers at Isulan Sped Central School participated in semi-structured interviews to provide detailed narratives, insights, and strategies related to mainstreaming practices. The research aims to elucidate the experiences, barriers, and recommendations of educators directly involved in inclusive education, shedding light on their efforts to navigate the complexities of mainstreaming and support diverse learners effectively. By exploring the unique challenges faced by special education teachers and their strategies for promoting inclusivity, this study seeks to contribute valuable insights to the discourse on inclusive education and teacher support in the field of special education. KEYWORDS: Mainstream Education, Inclusive Education, Perspective, Challenges, Students with Special Needs.
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