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Inclusion needs a different school culture

Carrington, Suzanne B. (1999) Inclusion needs a different school culture. International Journal of Inclusive Education, 3(3), pp. 257-268.

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Abstract

Teachers' beliefs and values are affecting the emerging organizational paradigm called inclusive education. A social constructivist perspective on teachers' beliefs acknowledges that teachers have their ideals and this knowledge influences their actions in the implementation of inclusive schooling. This happens within a social and cultural context of the school and the community. This paper addresses a critical aspect of the changes needed for the development of inclusive schooling and the associated professional development for teachers.

Impact and interest:

48 citations in Scopus
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ID Code: 1718
Item Type: Journal Article
Keywords: Inclusive Education, School culture
DOI: 10.1080/136031199285039
ISSN: 1464-5173
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 1999 Taylor & Francis
Copyright Statement: First published in International Journal of Inclusive Education 3(3):pp. 257-268.
Deposited On: 01 Jul 2005
Last Modified: 09 Jun 2010 22:26

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