The Normative Definitions of Inclusive Education Developed by Teachers from Numerous Schools and of Varied Professional Experience

The purpose of the research as presented by us in this article, was to determine the aims with which teachers from various types of schools and of varied professional experience develop normative definitions of inclusive education. We paved the way to formulate these aims in the research tool with t...

Full description

Bibliographic Details
Main Authors:	Wanda Baranowska, Justyna Leszka
Format:	Article
Language:	English
Published:	Nicolaus Copernicus University in Toruń 2019-02-01
Series:	Przegląd Badań Edukacyjnych
Subjects:	inclusion inclusive education aims definitions teachers conditions
Online Access:	https://apcz.umk.pl/czasopisma/index.php/PBE/article/view/PBE.2019.017/23896

id	doaj-3e3ccbf0cf154058ad71954cd274cdaa
record_format	Article
spelling	doaj-3e3ccbf0cf154058ad71954cd274cdaa2020-11-25T03:30:08ZengNicolaus Copernicus University in ToruńPrzegląd Badań Edukacyjnych1895-43082019-02-012297590http://dx.doi.org/10.12775/PBE.2019.017The Normative Definitions of Inclusive Education Developed by Teachers from Numerous Schools and of Varied Professional ExperienceWanda Baranowska0https://orcid.org/0000-0001-7793-2533Justyna Leszka1https://orcid.org/0000-0002-4202-7629University of Lodz, The Department of Educational StudiesThe Adam Mickiewicz University in Poznan, Faculty of Pedagogy and Fine Arts in KaliszThe purpose of the research as presented by us in this article, was to determine the aims with which teachers from various types of schools and of varied professional experience develop normative definitions of inclusive education. We paved the way to formulate these aims in the research tool with the analysis of literature on the subject, demonstrating three main trends in defining inclusive education. One hundred and eighty-eight teachers were surveyed, providing answers to the following research questions: 1/ domination of aims in definitions being developed and 2/ their correlations with professional experience and place of employment. We subjected them to a quantitative and correlational analysis. As a result, we determined that the aims related to meeting the needs of students with developmental disorders and those at risk of educational exclusion amongst the teacher definitions of inclusive education are dominant. In fact, the aims of the “every school for every student” idea of optimal inclusion are virtually missing. We determined that in the subject group, the type of school, teacher employment as well as their professional experience is related to the definition being developed.https://apcz.umk.pl/czasopisma/index.php/PBE/article/view/PBE.2019.017/23896inclusioninclusive educationaimsdefinitionsteachersconditions
collection	DOAJ
language	English
format	Article
sources	DOAJ
author	Wanda Baranowska Justyna Leszka
spellingShingle	Wanda Baranowska Justyna Leszka The Normative Definitions of Inclusive Education Developed by Teachers from Numerous Schools and of Varied Professional Experience Przegląd Badań Edukacyjnych inclusion inclusive education aims definitions teachers conditions
author_facet	Wanda Baranowska Justyna Leszka
author_sort	Wanda Baranowska
title	The Normative Definitions of Inclusive Education Developed by Teachers from Numerous Schools and of Varied Professional Experience
title_short	The Normative Definitions of Inclusive Education Developed by Teachers from Numerous Schools and of Varied Professional Experience
title_full	The Normative Definitions of Inclusive Education Developed by Teachers from Numerous Schools and of Varied Professional Experience
title_fullStr	The Normative Definitions of Inclusive Education Developed by Teachers from Numerous Schools and of Varied Professional Experience
title_full_unstemmed	The Normative Definitions of Inclusive Education Developed by Teachers from Numerous Schools and of Varied Professional Experience
title_sort	normative definitions of inclusive education developed by teachers from numerous schools and of varied professional experience
publisher	Nicolaus Copernicus University in Toruń
series	Przegląd Badań Edukacyjnych
issn	1895-4308
publishDate	2019-02-01
description	The purpose of the research as presented by us in this article, was to determine the aims with which teachers from various types of schools and of varied professional experience develop normative definitions of inclusive education. We paved the way to formulate these aims in the research tool with the analysis of literature on the subject, demonstrating three main trends in defining inclusive education. One hundred and eighty-eight teachers were surveyed, providing answers to the following research questions: 1/ domination of aims in definitions being developed and 2/ their correlations with professional experience and place of employment. We subjected them to a quantitative and correlational analysis. As a result, we determined that the aims related to meeting the needs of students with developmental disorders and those at risk of educational exclusion amongst the teacher definitions of inclusive education are dominant. In fact, the aims of the “every school for every student” idea of optimal inclusion are virtually missing. We determined that in the subject group, the type of school, teacher employment as well as their professional experience is related to the definition being developed.
topic	inclusion inclusive education aims definitions teachers conditions
url	https://apcz.umk.pl/czasopisma/index.php/PBE/article/view/PBE.2019.017/23896
work_keys_str_mv	AT wandabaranowska thenormativedefinitionsofinclusiveeducationdevelopedbyteachersfromnumerousschoolsandofvariedprofessionalexperience AT justynaleszka thenormativedefinitionsofinclusiveeducationdevelopedbyteachersfromnumerousschoolsandofvariedprofessionalexperience AT wandabaranowska normativedefinitionsofinclusiveeducationdevelopedbyteachersfromnumerousschoolsandofvariedprofessionalexperience AT justynaleszka normativedefinitionsofinclusiveeducationdevelopedbyteachersfromnumerousschoolsandofvariedprofessionalexperience
_version_	1724577043434176512

The Normative Definitions of Inclusive Education Developed by Teachers from Numerous Schools and of Varied Professional Experience

Similar Items