Do Teachers Spend Less Time Teaching in Classrooms With Students With Special Needs? Trends From International Data
Bibliographic Data
| ID | 9734338 |
|---|---|
| Authors | North Cooc (0000-0003-1222-1161, University of Texas at Austin, Austin, TX, corresponding author) |
| Year | 2019 |
| Volume | 48 |
| Issue | 5 |
| Pages | 273-286 |
| Publication date | 2019-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x19852306 |
| OpenAlex | W2947914874 |
| Language | EN |
| Citations received | 7 |
| References cited | 43 |
Debates about the inclusion of students with disabilities in general education classrooms often overlook its impact on teachers. In this study, I analyze the concern that teachers may spend less time teaching in classrooms with children with special needs using survey data on 121,173 teachers from 38 participating countries and partners of the Teaching and Learning International Survey (TALIS) 2013. I further examine teacher, classroom, and school factors that may explain disparities in time spent teaching in classrooms with and without students with special needs. The findings indicate teachers, on average, spend marginally less class time on teaching in classrooms that include more students with special needs. The disparity in teaching time is mostly removed when accounting for students with behavioral problems in classrooms
Class (philosophy · Class size · Inclusion (mineral · Mathematics education · Pedagogy · Special education · Special needs · Teaching method · Collaborative Teaching and Inclusion · Computer Science · Disability Education and Employment · Inclusion and Disability in Education and Sport · Psychology
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Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education
Tensions and contradictions
Challenging Native Speakerism in Literacy Research and Education
The efficacy of short-term in-service teacher training in implementing a behavioural intervention
Inclusive Education of Students With General Learning Difficulties
One size does not fit all
Beta Regression for Modelling Rates and Proportions
Effects of inclusion on students with and without special educational needs reviewed
Defining social inclusion of people with intellectual and developmental disabilities
Would higher salaries keep teachers in high-poverty schools? Evidence from a policy intervention in North Carolina
The Bioecological Model of Human Development
Special education professional development needs in Zimbabwe
Inclusive education in Thailand
Teacher career motivation and professional development in special and inclusive education
Including students with disabilities in Education for All
Equality, quality and quantity
Education for All?”
From unconscious to conscious inclusion
General education teachers’ math instructional practices in kindergarten classrooms with and without students with emotional and behavioral disabilities
Teaching students with special needs
Preparing teachers for inclusive classrooms
Educational production and the distribution of teachers in Uruguay
The Micropolitics of Educational Inequality
Teacher Quality, Opportunity Gap, and National Achievement in 46 Countries
Uneven Playing Field? Assessing the Teacher Quality Gap Between Advantaged and Disadvantaged Students
Is Teacher Sorting a Global Phenomenon? Cross-National Evidence on the Nature and Correlates of Teacher Quality Opportunity Gaps
Who Feels Included in School? Examining Feelings of Inclusion Among Students With Disabilities
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Systematic Sorting
| Citations per year | 1.17 |
|---|---|
| Citation span | 2020 - 2025 (6) |
| Highly cited | No |