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Teacher Perceptions of Supports and Resources Needed in Regard to Pupils with Special Educational Needs in Sweden
Education and Training in Mental Retardation and Developmental Disabilities
Vol. 36, No. 1 (March 2001), pp. 42-54
Published by: Division on Autism and Developmental Disabilities
Stable URL: http://www.jstor.org/stable/24481613
Page Count: 13
You can always find the topics here!Topics: Disabilities, Special education, Special needs students, Special education teachers, College students, Teachers, Language contact, Students, Language teachers, Child psychology
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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.
Education and Training in Mental Retardation and Developmental Disabilities © 2001 Division on Autism and Developmental Disabilities