Teachers' perceptions of the inclusion of marginalised groups

This paper is based on the concept of inclusion as a process of recognising and minimising the barriers to learning and participation of all children, with teachers as the key players in implementing inclusion in practice. There are two key questions: (1) How do teachers rank different groups of mar...

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Bibliographic Details
Published in:Educational studies 2008-07, Vol.34 (3), p.225-239
Main Authors: Peček, Mojca, Čuk, Ivan, Lesar, Irena
Format: Article
Language:English
Subjects:
Advantaged
Children
Disadvantaged
Elementary School Teachers
Ethnic minorities
Exceptional children
Foreign Countries
Gypsies
Immigrants
inclusion
Inclusive Schools
Learning
Marginalized people
Migrants
Minority Groups
Parent Teacher Cooperation
Parents
Parents & parenting
Perception
Perceptions
Poor
poor and wealthy
Pupils
Questionnaires
Rom
Roma/Gypsies
Slovenia
Social integration
Special Education
special needs
Special Needs Students
Students
Teacher Attitudes
Teacher Expectations of Students
Teacher Role
Teachers
Trust (Psychology)
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Summary:This paper is based on the concept of inclusion as a process of recognising and minimising the barriers to learning and participation of all children, with teachers as the key players in implementing inclusion in practice. There are two key questions: (1) How do teachers rank different groups of marginalised children? (2) How do teachers see their own role, the role of the marginalised and other children, and their parents in the inclusion process? The groups included in the research were children with special needs, migrants from former Yugoslavia, Roma/Gypsies and children from poor families. In the latter group, it also looked at their counterparts, the children of wealthy parents. Research carried out on a representative sample of primary school teachers in Slovenia showed that children with special needs are among all surveyed groups of children those seen as the most helpless. For these children, teachers are also most likely to lower learning and discipline standards, while at the same time feeling the least qualified to teach them and seeing them also as having the lowest abilities. In the teachers' opinion, parents of other children have the greatest reservations when their child associates with a Roma/Gypsy child, and teachers also put the least trust in Roma/Gypsy parents.
ISSN:0305-5698
1465-3400
DOI:10.1080/03055690701811347