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dc.contributor.authorMcKay, Loraine
dc.date.accessioned2017-11-21T12:00:47Z
dc.date.available2017-11-21T12:00:47Z
dc.date.issued2016
dc.identifier.issn1360-3116
dc.identifier.doi10.1080/13603116.2015.1081635
dc.identifier.urihttp://hdl.handle.net/10072/141501
dc.description.abstractScholars report desirable outcomes for all participants in classrooms where diverse learners are welcomed members. Data suggest teachers leave the profession early because of the demands of their work made increasingly difficult by the diverse range of students, lack of assistance to support the diverse range of student needs and the resulting burnout. This paper presents qualitative data from six beginning teachers, juxtaposed with the author's personal narrative, to illustrate the ongoing problems beginning teachers face, contending with political, historical and cultural barriers when teaching students with diverse learning needs. Despite policy advances and mandated courses in inclusive education in initial teacher education, beginning teachers are overwhelmed by the magnitude of teaching diverse learners in contemporary classrooms. Of note in the data are the preservice teachers’ fluid conceptions of inclusive education. The polarity of success and failure of inclusive education is re-envisaged through Deleuze and Guattari's [(1987 Deleuze, G., and F. Guattari. 1987. A Thousand Plateaus: Capitalism and Schizophrenia. Trans Brian Massumi. Minneapolis, MN: University of Minnesota Press. [Google Scholar] ). A Thousand Plateaus: Capitalism and Schizophrenia. Trans Brian Massumi. Minneapolis, MN: University of Minnesota Press.] rhizome. The data illustrate the challenges and messiness of learning to become an inclusive educator. It is important to listen to the experiences of beginning teachers given the value of supportive classroom environments for students with diverse needs and the impact creating these environments has on beginning teachers’ longevity in the profession.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherTaylor & Francis
dc.relation.ispartofpagefrom383
dc.relation.ispartofpageto396
dc.relation.ispartofissue4
dc.relation.ispartofjournalInternational Journal of Inclusive Education
dc.relation.ispartofvolume20
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchcode3903
dc.titleBeginning teachers and inclusive education: frustrations, dilemmas and growth
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2016 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Inclusive Education on 29 Sep 2015, available online: http://www.tandfonline.com/doi/full/10.1080/13603116.2015.1081635
gro.hasfulltextFull Text
gro.griffith.authorMcKay, Loraine M.


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