How teachers manage their work in inclusive classrooms |
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Authors: | Thomas A O'Donoghue Ron Chalmers |
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Institution: | 1. ESC Rennes School of Business, 2 Rue Robert d''Arbrissel, 35065 Rennes, France;2. ISC Paris, 22 Boulevard du Fort de Vaux, 75017 Paris, France;3. African Export-Import Bank, Afreximbank Building, 72 (B), El Maahad El Eshteraky Street Heliopolis, Cairo 11341, Egypt;4. LEO (UMR CNRS 7322), Université d''Orléans, Rue de Blois - B.P. 6739, 45067 Orléans Cedex 2, France |
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Abstract: | The aim of the study reported in this paper was to develop substantive theory regarding how teachers manage their classroom work when they are placed in the position of having a student with a severe or profound intellectual disability included in their class. The result was the theory of selective adaptation. The theory proposes that teachers can be classified as ‘technicians', ‘strategists', or ‘improvisers’ according to the extent to which they selectively adapt their classroom practices. Furthermore, there is a correspondence between the extent to which teachers selectively adapt their classroom work and the impact of inclusion on their lives. |
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Keywords: | Inclusive education Teachers’ work Classroom management Pedagogy Curriculum Australia |
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