Repositorio UFRO · Omeka S

An analysis of alterity in teachers' inclusive pedagogical practices

Primer Autor	Sagner-Tapia, Johanna
Título	An analysis of alterity in teachers' inclusive pedagogical practices
Editorial	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Revista	INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION
Lenguaje	en
Resumen	This investigation contributes to understanding how teachers reflect on the other with a disability and on their own practices. Literature suggests that inclusion takes place when barriers are removed, allowing participation. However, scholars agree that teachers still struggle with pedagogical practices in inclusive classrooms. Hansen (Hansen, J.H.2012. Limits to Inclusion. International Journal of Inclusive Education 16 (1): 89-98) contends that teachers establish limits to inclusion in order to manage the level of diversity, arguing that the limits depend on the teacher's understanding of disability. This article examines German secondary school teachers, who reflect on inclusive pedagogical practices and their relationship to learners with disabilities. The analysis shows that most teachers add levels of complexity when constructing the disability's identity. Teachers struggled with the notion of limitation associated with disability and with the discovery of the other, with new learning skills and abilities. Interactions with learners with a disability open new venues to practice inclusion and encourage participation, but this requires a change in practices, yet, not all teachers feel prepared to do that. Teachers offered various rationales on why they applied limits to inclusion, those rationales are rooted in how they interpret disability and their own roles as teachers.
Tipo de Recurso	Artículo original
doi	10.1080/13603116.2017.1370735
Formato Recurso	pdf
Palabras Claves	Alterity# pedagogical practices# disability identity# inclusion# secondary school
Ubicación del archivo	http://dx.doi.org/10.1080/13603116.2017.1370735
Categoría OCDE	Education & Educational Research
Materias	Alteridad# prácticas pedagógicas# identidad de discapacidad# inclusión# Escuela secundaria
Disciplinas de la OCDE	Educación especial (para personas superdotadas, aquellas con discapacidades de aprendizaje) Otras Especialidades de la Educación Psicología, Especial (Incluye terapias de aprendizaje, lenguaje, audición, visión y otras discapacidades físicas y mentales)
Versión del recurso (Recomendado-único)	version publicada
Tipo de ruta	hibrida verde
Access Rights	metadata
Derechos de acceso	metadata
Id de Web of Science	WOS:000427864300003
Título de la cita (Recomendado-único)	An analysis of alterity in teachers' inclusive pedagogical practices
Identificador del recurso (Mandatado-único)	Artículo original
Editorial	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Revista/Libro	INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION
Categoría WOS	Educación e investigación educativa
ISSN	1360-3116
Idioma	en
Formato	pdf