Secondary teachers' interventions in the class from the perspective of physically disabled students

Abstract

This qualitative paper deals with Czech secondary teachers' interventions in the class from the perspective of physically disabled students. The aim of the research based on semi-structured interviews was to identify how the sample of ten individually integrated graduates with physical disabilities retrospectively perceives teachers` pedagogical interventions connected with their presence in the regular class. The data analysed with the use of partial processes of situational analysis shows that teachers' pedagogical interventions are mainly addressed to integrated student and nondisabled classmates. In detail, the results clearly revealed that at the beginning the teachers showed distrust in abilities and knowledge of physically disabled students. The participants also mentioned that they were confronted with ridiculing and unwillingness to accept their specific educational needs by teachers. In contrast, some informants described their educators as committed, because an appropriate support built on interest in information connected with special educational needs and willingness to find alternative ways how to fulfil study requirements was provided to them during their secondary school attendance.