Professionalism and the challenges of inclusion: An evaluation of special education teachers' practice

Abstract

This research paper critically examines the role of professionalism in shaping the practice of special education (SE) teachers. Working with students with diverse needs, SE teachers face complexities and contradictions in their profession. Despite the initiation of inclusive education in 1994 as a promising concept to support students with disabilities, its effective implementation remains elusive. Therefore, this study delves into the educational system and regulatory frameworks that govern teacher work to identify areas of improvement. Qualitative methods were employed to explore the impact of accountability activities, particularly standards-based tests, on SE teachers' professionalism. The findings reveal a negative influence of such activities on their professional autonomy and well-being. The prevailing nature of educational systems that restrict teachers' authority and collaborative opportunities appears to contribute to stress and ethical dilemmas. Interestingly, the study contradicts prior research by indicating that SE teachers' professionalism is not necessarily linked to the successful implementation of inclusion. The research underscores the significance of autonomy and flexibility for SE teachers, allowing them to tailor their approaches to meet the needs of students with disabilities effectively. This autonomy contributes significantly to the successful integration of inclusion practices. Moreover, the study emphasizes the crucial role of autonomous education systems in fostering teacher practices in inclusive classrooms and facilitating the development of knowledge and skills among students with disabilities. Overall, this research enhances our understanding of how empowering education systems can foster a conducive environment for SE teachers, consequently benefiting students with disabilities in inclusive settings.