Novice teachers’ conceptions of fairness in inclusion classrooms |
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Authors: | Ruth A. Wiebe Berry |
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Affiliation: | Department of Learning and Instruction, 505 Baldy Hall, University at Buffalo, State University of New York, Buffalo, NY 14260-1000, USA |
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Abstract: | The issue of “fairness” troubles some general education teachers, who may be reluctant to teach students with disabilities. Journals written by 47 general education preservice and novice teachers were data sources for examining teachers’ concerns about fairness. Five areas of concern emerged: general responses, definitions of fairness, dealing with students, classroom applications (e.g., grading), and negative views. These themes are illustrated and discussed within the theoretical framework of principles of distribution of benefits. Suggestions are offered for helping teacher education students move toward acceptance of needs-based principles of fairness. |
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Keywords: | Teacher education Inclusive schools Teacher attitudes Fairness Special education Regular and special education relationship |
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