ABSTRACT

Inclusion regarding challenging behaviour is one of the most demanding challenges for teachers. How schools succeed with inclusion regarding challenging behaviour can therefore be a good indicator of how they succeed in developing an inclusive practice in general. This paper addresses this with a rapid review of how mainstream teachers attribute challenging behaviour and what impact these attributions have on inclusion in schools. To identify the relevant literature, extensive database searches based on specific inclusion criteria were made in June 2020. This combined search generated 341 articles. 328 articles were rejected because they did not meet the inclusion criteria. An inductive thematic analysis was then conducted for the remaining 13 articles, which revealed the following categories: (1) ‘lack of qualities and skills to be included’, (2) ‘mission impossible’, (3) ‘teachers as lifelong learners’, (4) ‘an inclusive ethos’ and (5) ‘leading towards inclusion’. The main finding was that teachers like students, can be seen as lifelong learners. The findings also indicated that ‘placement’ still seems to be the foundational concept in teachers’ understanding of inclusion. We therefore ask whether other dimensions should replace that conceptual hub to accelerate the revision of thinking of inclusive practices.

摘要

对具有挑战性的行为进行包容是教师面临的最艰巨的挑战之一。因此，学校如何在具有挑战性的行为方面取得成功，可以很好地表明他们在总体上如何成功地发展包容性实践。本文通过快速回顾主流教师如何归因具有挑战性的行为以及这些归因对学校包容性的影响来解决这个问题。为了确定相关文献，2020 年 6 月根据特定纳入标准进行了广泛的数据库搜索。这种组合搜索产生了 341 篇文章。328 篇文章因不符合纳入标准而被拒绝。然后对剩余的 13 篇文章进行了归纳主题分析，发现了以下类别：（1）“缺乏被纳入的素质和技能”，（2）“不可能完成的任务”，（3）“教师是终身学习者”，（4）“包容精神”和（5）“走向包容”。主要发现是教师和学生一样，可以被视为终身学习者。研究结果还表明，“安置”似乎仍然是教师理解包容性的基本概念。因此，我们询问其他维度是否应该取代这个概念中心，以加速对包容性实践思维的修正。