AUTHOR=Squillaci Myriam , Hofmann Verena TITLE=Working in Inclusive or Non-Inclusive Contexts: Relations Between Collaborative Variables and Special Education Teachers’ Burnout JOURNAL=Frontiers in Education VOLUME=6 YEAR=2021 URL=https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2021.640227 DOI=10.3389/feduc.2021.640227 ISSN=2504-284X ABSTRACT=
Over the last two decades, the nature of teachers' work has undergone significant structural changes due to political, social, organizational, technological, and philosophical factors. With the development of inclusive policies, the roles and functions of special education teachers (SETs) have evolved over the years. Inclusive work in general classrooms is often seen as a source of stress for SETs as they may have less autonomy at work, and more complex collaboration than their peers working in special classes. This stress can lead to a burnout syndrome, which is characterized by emotional exhaustion, depersonalization and a lack of personal accomplishment. Less is known about the effects of teaching contexts on the SETs’ health. Therefore, this study aimed to compare the perceived health of a sample of SETs in Switzerland (