Abstract
This article explores the impact of teacher attitudes on the provision of Special Educational Needs (SEN) and the increasing trend of segregated educational settings. It introduces the concept of Dysconscious ableism to analyse how implicit biases and perceptions shape educational processes for children with SEN. By reflecting upon teacher perspectives across different national contexts, this article aims to highlight the role of attitudes in reinforcing exclusionary practices or promoting inclusive education.
| Original language | English |
|---|---|
| Pages (from-to) | 1-5 |
| Number of pages | 5 |
| Journal | British Journal of Special Education |
| Early online date | 16 Apr 2025 |
| DOIs | |
| Publication status | E-pub ahead of print - 16 Apr 2025 |
Keywords
- Dysconscious ableism
- Special Education Needs
- disability
- specialist/segregated provision
- teacher attitudes
