Benodigde Kennis en Vaardigheden van Leerkrachten in Regulier Basisonderwijs om Zorgleerlingen te Begeleiden: Vanuit het Perspectief van Professionals en Studenten
Summary
Objectives: The purpose of this study is to find an answer to the question, “What kind of knowledge and skills do teachers in regular primary education need, to be able to guide children with special educational needs?” Three aspects are examined: the first aspect focuses on the role of inclusive education in the Teacher Education Programmes in the Netherlands. The second aspect explores how students and professionals in the Netherlands are prepared to work with children with special educational needs. The third aspect concerns the implementation and practice of the expertise of special education in regular schools. Method: Based on semi-structured interviews and literature study, an answer will be given to the main question. Results: The results show that all students can indicate what the term ‘inclusive education’ means, but they are not familiar with the way of integration. Students are not well enough prepared during their education, to work with children with special needs. The results of the interviews show that there is insufficient exchange of knowledge and practical experiences between regular school teachers and special education teachers. Conclusion: Regular school teachers require more expertise of internal supervisors, ambulatory counsellors, care and support teams. More knowledge is needed in diagnostics and specific problems and disorders. Required skills are: having an open attitude and apply a positive approach. Reflection skills are important and talent plays a key role in education of children with special educational needs. Government cutbacks affect integration of inclusive education in the Netherlands.