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Key challenges for Latvian teachers in mainstream schools: a basis for preparing teachers for inclusion
Author(s) -
Nimante Dita,
Tubele Sarmite
Publication year - 2010
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/j.1471-3802.2010.01169.x
Subject(s) - latvian , inclusion (mineral) , mainstream , pedagogy , special educational needs , mainstreaming , key (lock) , special education , sociology , mathematics education , psychology , medical education , political science , medicine , social science , computer science , philosophy , linguistics , computer security , law
This paper analyses current research in Latvia to identify key issues related to inclusive education, special education and social pedagogy. A review of Latvian literature since 2004 was undertaken to determine what is known about special and inclusive education, how it is reflected in various research papers and how it related to the current situation in schools. Key findings suggest that teachers need to be better informed about the potential of inclusion. They need to be prepared to teach children with diverse educational needs in a changing educational landscape. Teacher education for inclusion is identified as a 21st‐century priority in Latvia.