Struggling for inclusive education in Japan and Finland teachers’ attitudes towards inclusive education Sakari Moberg.pdf

该【Struggling for inclusive education in Japan and Finland teachers’ attitudes towards inclusive education Sakari Moberg 】是由【宝钗文档】上传分享，文档一共【16】页，该文档可以免费在线阅读，需要了解更多关于【Struggling for inclusive education in Japan and Finland teachers’ attitudes towards inclusive education Sakari Moberg 】的内容，可以使用淘豆网的站内搜索功能，选择自己适合的文档，以下文字是截取该文章内的部分文字，如需要获得完整电子版，请下载此文档到您的设备，方便您编辑和打印。:..EuropeanJournalofSpecialNeedsEducationISSN:0885-6257(Print)1469-591X(Online)Journalhomepage:https:///rejs20StrugglingforinclusiveeducationinJapanandFinland:teachers’attitudestowardsinclusiveeducationSakariMoberg,EtsukoMuta,KanakoKorenaga,MattiKuorelahti&HannuSavolainenTocitethisarticle:SakariMoberg,EtsukoMuta,KanakoKorenaga,MattiKuorelahti&HannuSavolainen(2019):StrugglingforinclusiveeducationinJapanandFinland:teachers’attitudestowardsinclusiveeducation,EuropeanJournalofSpecialNeedsEducation,DOI:.1615800Tolinktothisarticle:https:///.1615800Publishedonline::14ViewCrossmarkdataFullTerms&essandusecanbefoundathttps://ion/journalInformation?journalCode=rejs20:..EUROPEANJOURNALOFSPECIALNEEDSEDUCATIONhttps:///.1615800ARTICLEStrugglingforinclusiveeducationinJapanandFinland:teachers’attitudestowardsinclusiveeducationSakariMoberga,EtsukoMutab,KanakoKorenagac,MattiKuorelahtiaandHannuSavolainena,daDepartmentofEducation,UniversityofJyv?skyl?,Jyv?skyl?,Finland;bFacultyofHumanities,SeikeiUniversity,Tokyo,Japan;cResearchandEducationFacultyHumanitiesandSocialScienceClusterEducationUnit,KochiUniversity,Kochi,Japan;dOptentiaResearchFocusArea,NorthWestUniversity,VaalTriangleCampus,Vanderbijlpark,SouthAfricaABSTRACTARTICLEHISTORYpareteachers’Received13November2018epted3May2019countries:’atti-Inclusiveeducation;e?cacy;’attitudes;self-moreworriedaboutteachers’e?cacywhenimplementinginclu-e?cacysion,particularlywhenteachingstudentswithintellectualdisabil-?tsofinclusionfordisabledornon-?ectivenessofspecialeducation,theFinnishtea-chersinthisstudyweremorecriticalthantheJapaneseteachersoftheideathatthee?cacydiscoursejusti?estheneedforinclu-?ndingssupporttheideathat,toimprovetheuniversalunderstandingofinclusiveeducation,moreresearchoanalysehowinclusiveeducationdevelopmentsarerealisedindi?(IE)isagloballyrecognisedgoalforeducation(UNESCO1994),,di?cultiesinde?,whicharecreatedthroughhistorical,cultural,political,andeconomicforces(Artiles,Harris-Murri,andRostenberg2006;Dyson1999).KozleskiandWaitoller(2010),forexample,howtheseculturalhistoricalforcesrelatetoteachers’,Engelbrechtetal.(2013)showedhowteachers’.******@jyu.??2019InformaUKLimited,tradingasTaylor&FrancisGroup:..’,thewayauniversalideaisenactedinpracticelocallyvaries,andtounderstandtheserealities,parativeresearchisneededtoinformdecision-makingonIE().Theobjectiveofthispaperwastocontributetothisresearchbyanalysing,amongthe?rstresearcherstodoso,thesimilaritiesanddi?erencesinteachers’attitudestowardsinclusioninJapanandFinland,parisonbecausetheyhavebothseveralsimilaritiesanddi?,bothcountrieshaveanine-prehensiveeducationproducinginter-,petitivewithlongschoolinghoursinlargeclassrooms,Finlandisknownforitssocialcohesionandtrustinschools,whichhaverelativelysmallclass-sizesandhighlocalautonomy(seeYada,Tolvanen,andSavolainen2018).BackgroundtoinclusiveeducationWithineducationalresearchinclusionhasmultiplemeanings,whichrangefromthemereplacementofstudentswithdisabilitiesingeneraleducationclassroomstothetransforma-(1999),itisimportanttodistinguishbetweenthejusti??cationdiscourseo?ersreasonsforaninclusiveeducation(IE)?cationdiscoursetakestwoforms:therightsandethicsdiscourseandthee?,-quencesofsuchdecisionshaveabearingonaperson’sstatusasmarginalisedandesstoeducationalopportunities(Artiles,Harris-Murri,andRostenberg2006).Alternatively,thee?cacydiscoursejusti?-tiquessegregatedmodelsonthegroundsofspecialeducation’sfailuretopromotestudentlearningandarguesthatIEhasbene?tsforall(),Harris-Murri,andRostenberg(2006),thedi?erentiationofinclusiondiscoursesisarti?-’roleininclusiveeducationTeachersplayacrucialroleinthepracticalimplementationofIE(Ainscow2007).AlthoughthemajorityofteachersarepositiveregardingtheideologicalprinciplesofIE,manyhesitateandareconcernedaboutimplementinginclusioninpractice(AvramidisandNorwich2002;deBoer,Pijl,andMinnaert2011;MobergandSavolainen2003).Forlin,Keen,andBarrett(2008)pointedoutthatteachers’pe-tencyistwofold:?rst,teachersdoubttheadequacyoftheirpre-servicetraining,and:..EUROPEANJOURNALOFSPECIALNEEDSEDUCATION3second,,deBoer,Pijl,andMinnaert(2011)statedthatthemajorityofteachersareundecidedornegativeintheirbeliefsaboutIEanddonotratethemselvesasveryknowledgeableabouteducatingpupilswithspecialneeds.-petentandcon?dentinteachingpupilswithvarioustypesofspecialneeds(deBoer,Pijl,andMinnaert2011).O’Rourke(2015)suggestedthattherecouldbethreereasonsforthecurrentstatusquoandprovidedreasonstoexplainwhythesechallengesappeartohaveremainedsteadfastly:(1)Regularclassroomteachersdonotwanttoincludestudentswithdis-abilitiesintheirclassroomsduetothechallengespresentedbythisundertaking;(2)Regularclassroomteacherswouldfeelmorepreparedtoaddresstheneedsofstudentswithdisabilitiesintheirclassroomsifsomeofthechallengesweresu?cientlyaddressed;(3)ur,’(EBD)andintellectualdisabilitiesareseenascausingsigni??cally,teachershaveshownthegreatestwillingnessfortheinclusionofpupilswithphysicaldisabilities,speci?clearningdi?culties,orsensoryimpairments(MobergandSavolainen2003).Besidesthetypesofdisabilities,teachers’attitudesalsoseemtoberelatedtoothervariables,(Kalyva,Gojkovic,andTsakiris2007).Qualityofexperienceisimportant;essfulexperienceshavemorepositiveessfulexperiences(MobergandSavolainen2003).However,teachers’beliefsandattitudesplayasigni?cantessofinclusiveeducationandpractice(Sharma,Loreman,andForlin2011).Furthermore,attitudestowardsIEhavebeenshowntobeamultidimensionalcon-,forexample,todi?erentiatebetweensentiments,generalattitudesandconcernsonIE()orseparateattitudedimensionslikesocialjustice,meetingspecialneedsofpupilswithseveredisabilities,petenceandqualityeducationfornon-disabledstudents(MobergandSavolainen2003).Morerecently,therehasbeengrowinginterestinstudyingthispragmaticsideofteachinginaninclusiveeducationbymeasuringteachers’feelingsofself-e?-e?cacybeliefsareindeedconnectedtoattitudestowardsIE().Themoreteachersbelievetheyareabletoimplementinclusivepractices,?:..,regions,andgender(Kivirauma,Klemel?,andRinne2006).Thus,thisreformissimilartothejusti?cationdiscourseofIE,withtheideaoffullparticipationandequalrecognitionofallpeoplere?,atleastintermsofacademicexcellencecriteria;however,despiteitsbroadlyinclusiveroots,essofthereformandsmoothfunctioningofschoolshaveatleastpartiallybeencreatedbyanever-increasingandnowveryextensivespecialeducationsystem(Savolainen2009).Incontrastwithitsbroaderobjectives,specialeducationhashadstrongrootsinatradi-tionalde?citapproachtodiverseeducationalneedsandaclearemphasisonwhatisde?-timespecialeducationrespondsquicklytolearningproblemswithoutwaitingfordiagnosesandthuslabellingstudentsas‘special’or‘di?erent’.Thereisalsosomeevidencethatpart-essinPISAstudiesconcerningreadingperformance(MobergandSavolainen2008).Nevertheless,whilepart-timespecialeducationhascontinuouslygrown(%ofallstudents2014),sohasalsothetraditionaltypeofspecialeducation,whichinvolvesano?,thenumberofspecialschoolshasdecreasedduringthelasttwodecadesfrom362to75(O?cialStatisticsofFinland2017).Thenumberofstudentswitho?cialstatementreachedthemaximumofmorethan8%ofstudentsin2010(O?cialStatisticsofFinland2016).Itcouldbearguedthatthe?rstspecialeducationstrategy(MinistryofEducationandCulture2007)andrelatedchangesineducationlaw(FinnishBasicEducationAct2010),whichchangedthesystemofspecialeducationinFinland,weremadepartiallyasareactiontothecontinuousriseofspecialeducation??cialrhetoricfromanimple-mentationdiscoursetoastrongeremphasisonajusti?,thereformchangedspecialeducationintoadefactothree-,intensi?ed,?edashavingSENhasfallen(O?cialStatisticsofFinland2016)forthe?,specialeducationhadbeenprovidedonlyateitherspecialschoolsorspecialclassesinregularschoolsforpupilswithsevereormoderatedisabil-%?culties,forexample,pupilswithmilddisabilitieslikedyslexiaorpooracademicachievement,hadbeeninregularclasseswithoutanyspeci?csupport(Muta2002).Ontheotherhand,theJapaneseschoolsystemhashadarelativelyseriousproblemofnon-(MEXT2003a;InoueandKuboshima2008;Ichikawa2014).AfteralobbyingcampaigninitiatedbytheparentsofchildrenwithLD(Geshi2002),theMinistryofEducation,Culture,Sports,ScienceandTechnology(MEXT)ofJapaninitiatedtheProjectforthePromotionoftheSpecialNeedsEducationSystemin2003(MEXT2003b).:..EUROPEANJOURNALOFSPECIALNEEDSEDUCATION5Asaresult,theeducationlawwas