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Teachers' noticing in inclusive and special school systems: the same or different?

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Title: Teachers' noticing in inclusive and special school systems: the same or different?
Authors: Smit, Robbert1 (AUTHOR) robbert.smit@phsg.ch, Roggensinger, Alexandra1 (AUTHOR), Matic, Marion2 (AUTHOR), Moll, Esther2 (AUTHOR)
Source: European Journal of Special Needs Education. Aug2025, Vol. 40 Issue 4, p706-721. 16p.
Subject Terms: *Inclusive education, *Special education, *Teacher attitudes, *Qualitative research, *Comparative studies, *Teacher educators, *Professional learning communities, *Teaching methods
Geographic Terms: Austria, Switzerland
Abstract: The quality of teachers' noticing in the inclusive classroom is supposed to depend on teachers' expertise. As part of professional development in video clubs, we compared Austrian and Swiss teachers' noticing of inclusive teaching. While, in Austria, teachers worked in an inclusive setting, in Switzerland the participating school ran special educational needs (SEN) classes. This led to the interesting question of whether there were differences in teachers' noticing between the two forms of special needs education. We conducted a video club with mainstream and SEN teachers four times locally and twice cross-nationally. A qualitative content analysis was carried out and the frequencies of categories were compared quantitatively between the groups and over time. Overall, the two groups did not differ in their noticing, which is somewhat surprising but can be explained by their generally high level of expertise in relation to heterogeneous teaching. Lesson content was the only significant category where teachers in inclusive classrooms showed higher frequencies of noticing. It appears that teachers with experience in either setting were able to assess meaningful heterogeneous teaching, but that opportunities for development of inclusive teaching practices are not yet being used fully. [ABSTRACT FROM AUTHOR]
Copyright of European Journal of Special Needs Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Teachers' noticing in inclusive and special school systems: the same or different?
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  Data: *<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+learning+communities%22">Professional learning communities</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink>
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  Data: The quality of teachers' noticing in the inclusive classroom is supposed to depend on teachers' expertise. As part of professional development in video clubs, we compared Austrian and Swiss teachers' noticing of inclusive teaching. While, in Austria, teachers worked in an inclusive setting, in Switzerland the participating school ran special educational needs (SEN) classes. This led to the interesting question of whether there were differences in teachers' noticing between the two forms of special needs education. We conducted a video club with mainstream and SEN teachers four times locally and twice cross-nationally. A qualitative content analysis was carried out and the frequencies of categories were compared quantitatively between the groups and over time. Overall, the two groups did not differ in their noticing, which is somewhat surprising but can be explained by their generally high level of expertise in relation to heterogeneous teaching. Lesson content was the only significant category where teachers in inclusive classrooms showed higher frequencies of noticing. It appears that teachers with experience in either setting were able to assess meaningful heterogeneous teaching, but that opportunities for development of inclusive teaching practices are not yet being used fully. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of European Journal of Special Needs Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/08856257.2024.2421109
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      – SubjectFull: Inclusive education
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      – SubjectFull: Teacher attitudes
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      – SubjectFull: Comparative studies
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      – SubjectFull: Teacher educators
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      – SubjectFull: Teaching methods
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      – SubjectFull: Austria
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      – SubjectFull: Switzerland
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      – TitleFull: Teachers' noticing in inclusive and special school systems: the same or different?
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              Text: Aug2025
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