De l’intégration à l’inclusion scolaire : implication des enseignants et importance du soutien social

Curchod-Ruedi, Denise; Ramel, Serge; Bonvin, Patrick; Albanese, O; Doudin, Pierre‐André

doi:10.1016/j.alter.2012.11.008

Cited by 37 publications

(11 citation statements)

References 33 publications

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“…At an international level, a growing number of changes were made to support the development of inclusive education for students with SENs (Curchod- Ruedi et al, 2013). These changes refer, for examples, to the increase in the number of training courses in the field of inclusive education for teachers as well as accommodations for students with SEN (e.g., recruiting teaching assistants).…”

Section: Discussionmentioning

confidence: 99%

“…Finally, environment-related variables refer to the country's educational policies (Savolainen et al, 2012), cultural differences among teachers (Leyser et al, 1994), educators' understanding of inclusive education policy (Krischler and Pit-ten Cate, 2019), or school resources and support available for teachers (Minke et al, 1996;Avramidis and Norwich, 2002). To achieve inclusive education, teachers need to be confident both in their personal competences to meet the special needs of their students and in the collective competences to move toward a more inclusive school (Curchod-Ruedi et al, 2013). Collective competence refers to the support a teacher can receive in his or her classroom.…”

Section: Attitudes Toward Inclusive Educationmentioning

confidence: 99%

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Influence of Social Support on Teachers' Attitudes Toward Inclusive Education

2021

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Inclusive education is at the heart of educational policy world-wide. Teachers' attitudes toward inclusive education, which are often associated with the success of the policy, have been studied extensively. Various factors related to teachers, students with special educational needs (SEN) and different specific contexts have been identified. In the current study, we explored the influence of social support on teachers' attitudes toward inclusive education. In a pilot study implying teachers, we replicated, in the French context, previous results showing a correlational link between social support and attitudes toward inclusion. Specifically, we showed that the more social support they perceived with regard to their attempts to include students with SEN, the more positive the teachers' attitudes toward inclusive education. In an experiment involving 314 teachers we then explored the causal link between these variables. Results showed that highlighting the support teachers receive improves their attitudes in comparison with highlighting a lack of support or a control condition in which support is not mentioned. These studies show the importance of supporting inclusive education in the schools. This support can be provided in different ways (emotional, informational, instrumental, etc.) and by different actors (colleagues, supervisors).

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Section: Discussionmentioning

confidence: 99%

Section: Attitudes Toward Inclusive Educationmentioning

confidence: 99%

Influence of Social Support on Teachers' Attitudes Toward Inclusive Education

2021

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“…[1] (p. 176). Together with these roles, we must mention other essential functions, such as ensuring inclusive education [14]. This overload of expectations is especially harmful when there is a strong professional commitment [15], or special care is required in the performance of these functions, whether innovative or not, because, as Jiménez Abad commented, just as vocation "can be a source of motivation, it is also a source of possible frustration when there is some kind of serious setback or when the illusion invested in the task is not appreciated or does not correspond to it.…”

Section: Introductionmentioning

confidence: 99%

Teacher Uneasiness and Workplace Learning in Social Sciences: Towards a Critical Inquiry from Teachers’ Voices

et al. 2022

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The educational parameters of neoliberal schools have transformed traditional social expectations about teachers. As some authors have suggested, “teacher uneasiness” is an appropriate category of analysis to understand and interpret the effects that such expectations can have on teachers’ professional identity. In this research, autoethnography was specifically chosen as an investigative and, at the same time, formative modality, ideal for determining the way in which a Social Sciences teacher in Spanish secondary education experiences his own uneasiness. According to the information in the teacher/researcher’s diary, collected during fieldwork carried out over two years, and processed by content analysis, this phenomenon can be generated by causes that are still unnoticed in the existing literature. Specifically, we could identify up to four subcategories from the data itself: the weight of tradition; daily overexertion; no time; and resignation after wear and tear. We conclude with vindications both of the theoretical category used, and of the usefulness of autoethnography in this type of empirical project. In any case, we also recommend new research that allows us to compare and expand the results and conclusions obtained herein.

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“…Over the last two decades, the nature of the teachers' work has undergone significant structural changes due both to political, social, organizational, technological, and philosophical factors (Curchod-Ruedi et al, 2013). In this regard, the principle of inclusion of students with special needs education (SNE) in regular classrooms -supported by international conventions, such as the United Nations Convention on the Rights of Persons with Disabilities and the UNESCO Salamanca Statement on Principles, Policy and Practice in SNE -has changed the roles and functions of many school actors.…”

Section: Introductionmentioning

confidence: 99%

Working in Inclusive or Non-Inclusive Contexts: Relations Between Collaborative Variables and Special Education Teachers’ Burnout

Squillaci

Hofmann

2021

Front. Educ.

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Over the last two decades, the nature of teachers' work has undergone significant structural changes due to political, social, organizational, technological, and philosophical factors. With the development of inclusive policies, the roles and functions of special education teachers (SETs) have evolved over the years. Inclusive work in general classrooms is often seen as a source of stress for SETs as they may have less autonomy at work, and more complex collaboration than their peers working in special classes. This stress can lead to a burnout syndrome, which is characterized by emotional exhaustion, depersonalization and a lack of personal accomplishment. Less is known about the effects of teaching contexts on the SETs’ health. Therefore, this study aimed to compare the perceived health of a sample of SETs in Switzerland (N = 306) working in inclusive contexts (n = 79) with those working in non-inclusive contexts (n = 227). The sample filled out a self-reported questionnaire measuring personal variables, burnout at work with the Maslach Burnout Inventory, and collaborative variables with the School Quality Survey. Research results show three main findings. 1. Differences in perceived health at work are not significant between the two subgroups. 2. The two subsamples are not exhausted or depersonalized, but present a reduced personal achievement. 3. The collaboration-related variables exert different effects on the three burnout dimensions.

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De l’intégration à l’inclusion scolaire : implication des enseignants et importance du soutien social

Cited by 37 publications

References 33 publications

Influence of Social Support on Teachers' Attitudes Toward Inclusive Education

Influence of Social Support on Teachers' Attitudes Toward Inclusive Education

Teacher Uneasiness and Workplace Learning in Social Sciences: Towards a Critical Inquiry from Teachers’ Voices

Working in Inclusive or Non-Inclusive Contexts: Relations Between Collaborative Variables and Special Education Teachers’ Burnout

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