Teacher's Pedagogical Approach in the Class: The Voices of Students with Physical Disabilities

While teachers are generally seen as the primary actors guiding the adaptation of students with physical disabilities to mainstream secondary school settings, less is known about these students' perceptions of actual teaching practices used by their educators in class. As Czech educational practice is framed by the prevailing educational concept of school integration, this qualitative study investigates physically disabled students' views on the teacher's pedagogical approach in class. Obtained via semi-structured interviews, the data were analysed using situational analysis. The findings show that secondary school students with congenital physical disabilities initially perceived their teachers' pedagogical approach as overly traditional, with inexperienced and long-term practising educators showing a lower degree of reflexivity toward learners' educational needs in class. It was challenging for educators to accommodate their classes - knowledge testing in particular - according to each participant's individual needs. After confirmation of special needs and the appropriate adaptation of teaching practices, however, the teachers gradually began to implement inclusive strategies to address the educational needs of these students. We therefore recommend concentrating on the professional training of teachers as well as focusing on work with para-professionals, parents and colleagues to assist teachers in promoting inclusive teaching practice.