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

C 2012

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

VAĎUROVÁ, Helena a Karel PANČOCHA

Základní údaje

Originální název

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

Autoři

VAĎUROVÁ, Helena (203 Česká republika, garant, domácí) a Karel PANČOCHA (203 Česká republika, domácí)

Vydání

Brno, Procházková, Lucie a Karel Pančocha et al. Towards Inclusive Society through Education and Support. Durch Bildung und Förderung zu einer inklusiven Gesellschaft. od s. 35-55, 21 s. 2012

Nakladatel

Masarykova univerzita

Další údaje

Jazyk

angličtina

Typ výsledku

Kapitola resp. kapitoly v odborné knize

Obor

50300 5.3 Education

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Forma vydání

tištěná verze "print"

Kód RIV

RIV/00216224:14410/12:00063451

Organizační jednotka

Pedagogická fakulta

ISBN

978-80-210-6107-1

Klíčová slova anglicky

Inclusion; national level; classroom level; individual level; students with SEN

Změněno: 18. 3. 2013 09:43, PhDr. Pavla Pitnerová, Ph.D.

Anotace

V originále

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.

Návaznosti

MSM0021622443, záměr

Název: Speciální potřeby žáků v kontextu Rámcového vzdělávacího programu pro základní vzdělávání

Investor: Ministerstvo školství, mládeže a tělovýchovy ČR, Speciální potřeby žáků v kontextu Rámcového vzdělávacího programu pro základní vzdělávání

Přiložené soubory

Vadurova_Pancocha_Teacher_Attitudes_2012.docx

Požádat o autorskou verzi souboru

mono_prochazkova_pancocha_2013.pdf

Požádat o autorskou verzi souboru

Citovat

VAĎUROVÁ, Helena a Karel PANČOCHA. Teachers’ Self-reported Willingness and Ability to Teach Students with SEN in Inclusive Settings. In Procházková, Lucie a Karel Pančocha et al. Towards Inclusive Society through Education and Support. Durch Bildung und Förderung zu einer inklusiven Gesellschaft. Brno: Masarykova univerzita, 2012, s. 35-55. ISBN 978-80-210-6107-1.

@inbook{1084939,
   author = {Vaďurová, Helena and Pančocha, Karel},
   address = {Brno},
   booktitle = {Procházková, Lucie a Karel Pančocha et al. Towards Inclusive Society through Education and Support. Durch Bildung und Förderung zu einer inklusiven Gesellschaft.},
   keywords = {Inclusion; national level; classroom level; individual level; students with SEN},
   howpublished = {tištěná verze "print"},
   language = {eng},
   location = {Brno},
   isbn = {978-80-210-6107-1},
   pages = {35-55},
   publisher = {Masarykova univerzita},
   title = {Teachers’ Self-reported Willingness and Ability to Teach Students with SEN in Inclusive Settings},
   year = {2012}
}

TY  - CHAP
ID  - 1084939
AU  - Vaďurová, Helena - Pančocha, Karel
PY  - 2012
TI  - Teachers’ Self-reported Willingness and Ability to Teach Students with SEN in Inclusive Settings
VL  - Neuveden
PB  - Masarykova univerzita
CY  - Brno
SN  - 9788021061071
KW  - Inclusion
KW  - national level
KW  - classroom level
KW  - individual level
KW  - students with SEN
N2  - 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.
ER  -

VAĎUROVÁ, Helena a Karel PANČOCHA. Teachers’ Self-reported Willingness and Ability to Teach Students with SEN in Inclusive Settings. In \textit{Procházková, Lucie a Karel Pančocha et al. Towards Inclusive Society through Education and Support. Durch Bildung und Förderung zu einer inklusiven Gesellschaft.}. Brno: Masarykova univerzita, 2012, s.~35-55. ISBN~978-80-210-6107-1.

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