The meaning of inclusive education and factors for effective implementation in the Estonian context: a view of specialists who train or advise teachers

Authors

  • Tiina Kivirand
  • Äli Leijen
  • Liina Lepp
  • Liina Malva

DOI:

https://doi.org/10.12697/eha.2020.8.1.03

Keywords:

inclusive education, meaning, factors for implementation, effective teaching methods

Abstract

Kaasava hariduse teemalise õpetajakoolituse arendamine on aktuaalne nii Eestis kui ka rahvusvaheliselt. Õpetajate oskuste ja teadmiste kujundamisel on otsustav roll spetsialistidel, kes õpetajaid koolitavad või nõustavad. Seejuures on tähtis, et spetsialistid omaksid ühist arusaama kaasava hariduse tähendusest ning tõhusatest rakendamise viisidest. Siinse uuringu eesmärk oli välja selgitada, kuidas mõistavad õpetajaid koolitavad või nõustavad spetsialistid kaasava hariduse tähendust ja milliseid tegureid nad peavad oluliseks, et tagada kaasava hariduse tõhus rakendumine. Andmeid koguti poolstruktureeritud intervjuudega 15 spetsialistilt. Kvalitatiivse induktiivse sisuanalüüsi tulemused näitasid, et kaasavat haridust mõisteti nii hariduslike erivajadustega laste eraldi õpetamisena eriklassides ja erikoolides kui ka kõigi laste koosõppena. Võtmekomponentidena kaasava hariduse paremal rakendumisel nähti õpetajate koolituse tõhustamist, vajalike ressursside olemasolu, õpetajate toetamist ja motiveerimist ning  poolte senisest suuremat koostööd.

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Published

2020-05-01

How to Cite

Kivirand, T., Leijen, Äli, Lepp, L., & Malva, L. (2020). The meaning of inclusive education and factors for effective implementation in the Estonian context: a view of specialists who train or advise teachers. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 8(1), 48–71. https://doi.org/10.12697/eha.2020.8.1.03

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Vol. 8 No. 1 (2020)

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