Teacher and parental views on inclusive education policy lending in the Czech Republic

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F23%3A10462246" target="_blank" >RIV/00216208:11410/23:10462246 - isvavai.cz</a>

Result on the web

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=q.y0pPcyuj" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=q.y0pPcyuj</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1111/ejed.12557" target="_blank" >10.1111/ejed.12557</a>

Result language

angličtina

Original language name

Teacher and parental views on inclusive education policy lending in the Czech Republic

Original language description

In international education policy articulations by organisations such as the UNESCO, inclusive education is defined rather vaguely, usually in terms of human rights. Yet, national reception it is more or less taken for granted. Analyses of policy lending show that when national education traditions are not respected, the lack of clarity about the concrete form of inclusion is further augmented by resistance to a foreign import. Taking the example of the implementation of inclusive education in the Czech Republic, a secondary analysis of survey results on responses from teachers and parents is presented. This analysis contributes to a better understanding of the reactions of two groups of actors who have had only a marginal involvement in preparing the implementation of inclusion; specifically, teachers at ordinary schools and parents of pupils with special education needs. Teachersare critical of inclusion, which they regard as special care for individual pupils with special education needs. It is only in schools which have lengthy experience with integration that a transformation of the school culture and the teaching profession in the direction of greater teamwork has taken place. The imperative of inclusion coming from above is regarded more as interference with what is a spontaneous development. The view of parents to pupils with special education needs was that systemic support to inclusion was lacking. Parents are forced to be intermediaries between other actors, but often do not have enough information and are not respected by teachers as experts on their children.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

50101 - Psychology (including human - machine relations)

Project

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Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2023

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

European Journal of Education

ISSN

0141-8211

e-ISSN

1465-3435

Volume of the periodical

58

Issue of the periodical within the volume

2

Country of publishing house

GB - UNITED KINGDOM

Number of pages

12

Pages from-to

233-244

UT code for WoS article

000982137000006

EID of the result in the Scopus database

2-s2.0-85159715064