Abstract
For inclusive educational policies to be successful, teachers need to support their implementation in the classroom, in terms of their beliefs and instructional practices. But what do teacher believe about teaching and learning in children with special needs and disabilities in inclusive classrooms? This position paper considers this question. Possible ways forward will be suggested to encourage teacher beliefs that better support effective inclusive instructional practices.
| Original language | English |
|---|---|
| Pages (from-to) | 28-32 |
| Number of pages | 5 |
| Journal | The Psychology of Education Review |
| Volume | 42 |
| Issue number | 2 |
| Publication status | Published - 31 Oct 2018 |
| Event | British Psychological Society Psychology of Education Annual Conference - MacDonald Holyrood Hotel, Edinburgh Duration: 26 Oct 2017 → 28 Oct 2017 |
Keywords
- teacher beliefs
- educational policies
- inclusive classrooms