Dealing with inclusion–teachers’ assessment of internal and external resources
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In: International Journal of Inclusive Education, 23.09.2020.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Dealing with inclusion–teachers’ assessment of internal and external resources
AU - Peperkorn, Milena
AU - Müller, Katharina
AU - Mertz, Kerstin
AU - Paulus, Peter
PY - 2020/9/23
Y1 - 2020/9/23
N2 - Inclusive education has changed the school environment and created new inclusion-related activities for teachers. Dealing with these inclusion-related activities is demanding and can affect teachers’ health and wellbeing. Therefore, teachers need both internal and external resources to cope with the activities. However, little is known to what extent teachers are equipped with these resources and whether their assessments of these resources are related to their inclusion-specific expertise and exposure. Data from the 2016 study ‘More Time for good Schools’ are used; the sample includes n=6712 teachers. The study provides a first approximation of teachers’ assessments of their internal and external resources (‘sense of coherence’ and ‘social support’) related to inclusion-specific activities in the areas of ‘cooperation’, ‘diagnostics’ and ‘individual support’. Latent group comparisons show that special needs school teachers and teachers with less exposure to inclusion-related activities assess their resources significantly more positive than general education teachers or teachers with more exposure, respectively.
AB - Inclusive education has changed the school environment and created new inclusion-related activities for teachers. Dealing with these inclusion-related activities is demanding and can affect teachers’ health and wellbeing. Therefore, teachers need both internal and external resources to cope with the activities. However, little is known to what extent teachers are equipped with these resources and whether their assessments of these resources are related to their inclusion-specific expertise and exposure. Data from the 2016 study ‘More Time for good Schools’ are used; the sample includes n=6712 teachers. The study provides a first approximation of teachers’ assessments of their internal and external resources (‘sense of coherence’ and ‘social support’) related to inclusion-specific activities in the areas of ‘cooperation’, ‘diagnostics’ and ‘individual support’. Latent group comparisons show that special needs school teachers and teachers with less exposure to inclusion-related activities assess their resources significantly more positive than general education teachers or teachers with more exposure, respectively.
KW - Health sciences
KW - inclusion-related activities
KW - Resources
KW - sense of coherence
KW - teachers
KW - Psychology
UR - http://www.scopus.com/inward/record.url?scp=85091370090&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/d044caf4-7fcd-3798-9791-3138fa0c5874/
U2 - 10.1080/13603116.2020.1821450
DO - 10.1080/13603116.2020.1821450
M3 - Journal articles
AN - SCOPUS:85091370090
JO - International Journal of Inclusive Education
JF - International Journal of Inclusive Education
SN - 1360-3116
ER -