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Teacher Perceptions of Supports and Resources Needed in Regard to Pupils with Special Educational Needs in Sweden

Lise Roll-Pettersson
Education and Training in Mental Retardation and Developmental Disabilities
Vol. 36, No. 1 (March 2001), pp. 42-54
Stable URL: http://www.jstor.org/stable/24481613
Page Count: 13
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Teacher Perceptions of Supports and Resources Needed in Regard to Pupils with Special Educational Needs in Sweden
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Abstract

The purpose of this study was to compare resources and supports expressed as being available and in need of change among 39 teachers with pupils in integrated and segregated school environments in relation to inclusive schooling. Another aim was to compare these perceptions in relation to the rated degree of pupil disability. Results indicate that regardless of educational setting teachers perceived strong needs for regular and ongoing inservice training and access to university courses. Teachers in segregated settings perceived more supports as available than teachers in integrated settings. Higher percentages of teachers in integrated settings reported a greater need for, than availability of supports, mainly within the training and physical resource categories. Teachers of pupils rated as being more disabled perceive needing more contact with other professionals. Recommendations are made in regard to inclusive schooling.

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