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

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F12%3A00063451" target="_blank" >RIV/00216224:14410/12:00063451 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

C - Kapitola v odborné knize

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

Z - Vyzkumny zamer (s odkazem do CEZ)

Rok uplatnění

2012

Kód důvěrnosti údajů

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

Název knihy nebo sborníku

Procházková, Lucie a Karel Pančocha et al. Towards Inclusive Society through Education and Support. Durch Bildung und Förderung zu einer inklusiven Gesellschaft.

ISBN

9788021061071

Počet stran výsledku

21

Strana od-do

35-55

Počet stran knihy

172

Název nakladatele

Masarykova univerzita

Místo vydání

Brno

Kód UT WoS kapitoly

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