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首页> 外文期刊>Journal of Education and Practice >Understanding Inclusion from the Educators’ Viewpoint
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Understanding Inclusion from the Educators’ Viewpoint

机译：了解纳入教育者的观点

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Inclusion has been the preferred method of educating students with disabilities for several decades. However, the understanding of the concept of inclusion seems vast and diverse. The purpose of this study was to examine the perceptions of general and special educators from two geographic locations-United States and St. Lucia- on their understanding of inclusion. Findings indicate that the majority of educators' understanding of inclusion was based on the placement definition where instruction for students with disabilities occurs in the general education classroom. The main difference found was that most general educators used the placement definition of inclusion while special educators used the individual instruction and general instruction definitions as discussed by G?ransson and Nilholm (2014). There was no major difference in responses between general and special educators based on context and state policy. Recommendations and implications for future practice are discussed.
机译：纳入是经过几十年教育残疾学生的首选方法。 然而，了解纳入概念似乎巨大多样化。 本研究的目的是审查从两个地理位置和圣卢西亚的一般和特殊教育者的看法 - 他们对纳入的理解。 调查结果表明，大多数教育工作者对包容的理解是基于安置定义，其中在普通教育课堂上发生残疾学生的指导。 找到的主要区别是，大多数普通教育者使用纳入的展示定义，而特殊的教育者使用单独的指导和一般的指令定义，如G？兰德霍尔姆（2014年）所讨论的。 基于背景和国家政策，一般和特殊教育工作者之间的答复没有重大差异。 讨论了未来实践的建议和影响。

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