Teachers’ Self-reported Willingness and Ability to Teach Students with SEN in Inclusive Settings



Year of publication 2012
Type Chapter of a book
MU Faculty or unit

Faculty of Education

Attached files
Description The chapter presents inclusion from national, classroom, and individual level. It introduces current international and national policy documents and legislature focusing on inclusive education. This is followed by a research focusing on the individual level of inclusion - Teachers’ self-reported willingness to teach, ability to teach, and ability to assess students with special education needs (SEN). Teachers are generally willing to teach students with SEN, but many do not feel confident to teach and assess students with SEN. Sufficient amount of information on SEN, participation in in-service training, and ability to use alternative and augmentative communication seems to be related with better ability to teach and assess students with SEN.
Related projects:

You are running an old browser version. We recommend updating your browser to its latest version.