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1.
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2.
Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was conducted in the context of primary education in Bangladesh aiming to examine variables influencing teachers' attitudes towards inclusion of students with disabilities in regular classrooms. Data for the study was collected from 738 teachers working in 293 government primary schools in Bangladesh. The results indicated that perceived school support for inclusive teaching practices and a range of demographic variables including previous success in teaching students with disabilities and contact with a student with a disability were associated with more positive attitudes of the teachers towards the inclusive education. The results are discussed with possible implications for educators, policy‐makers and international organisations working on the implementation of inclusive education.  相似文献   

3.
Using a sample of 359 in-service teachers, this study examines Japanese teachers' attitudes toward inclusive education and their self-efficacy for inclusive practices. The results indicate that although teachers’ sentiments toward disabilities were generally positive, the teachers had some concerns about implementing inclusive education in their classroom. The overall level of self-efficacy was relatively low in the Japanese sample compared to that of other countries, particularly in relation to managing problematic student behavior. Self-efficacy regarding managing behavior and collaboration was related to overall attitudes toward inclusive education. The findings can enable useful insights in developing pre-service and in-service teacher education.  相似文献   

4.
The purpose of this study was to explain teachers' perceived efficacy for teaching in inclusive classrooms by using a sample of 1911 in-service teachers from China, Finland, and South Africa. Bandura's theory of self-efficacy was used as a starting point to develop distinct models for each country. We found that in all countries, experience in teaching students with disabilities was the strongest predictor of self-efficacy, while the predictive power of other variables differed from country to country. Our findings illustrate ways to improve teacher education to respond better to the challenges set by the global inclusive education movement.  相似文献   

5.
The areas of education inclusion and digital inclusion have recently received growing interest from the research community while addressing the wider concern of social inclusion, but little research has been carried out exploring the relationship between the two areas. Central to both areas, this paper presents a study that investigated student teachers' attitudes towards using Information and Communication Technology (ICT) for equality as part of inclusive education and practice, and explored the extent to which it is important that student teachers are prepared for both education and digital inclusion. The study focused on the attitudes of student teachers who had taken a new reformed course on inclusive education and practice within a Scottish University. Results from the study showed that student teachers' attitudes towards using ICT for teaching and learning were strongly positive, and were also strongly positive towards inclusive education. Their attitudes towards inclusive practice and using ICT for inclusive practice were slightly less positive. This seemed to result in ICT being used less in terms of inclusive education and more from the perspective of accessibility to the curriculum. The study provided evidence that the impact of ICT as part of inclusive practice is not well understood by student teachers and that student teachers' attitudes towards digital equality do not feature highly in inclusive practices. Consequently, greater attention to ways in which ICT is used for inclusive purposes is needed in Initial Teacher Education and in education policies in order to improve student teachers' preparedness for education inclusion.  相似文献   

6.
In this comparative study, the impact of two stand‐alone university courses on pre‐service teachers' attitudes, concerns and teaching efficacy to teach in inclusive classrooms is examined. Twenty‐eight pre‐service teachers (PSTs) from Australia and 60 PSTs from Canada completed a survey at pre‐ and post‐stages of the course. It was found that after completion of the course, Australian participants' attitudes improved, their concerns declined, and they became more confident in their ability to teach in inclusive classrooms. Similarly, Canadian participants' concerns declined and their teaching efficacy improved, but they became more apprehensive about teaching in inclusive classrooms. Relationships among the three variables (attitudes, concerns and teaching efficacy) were examined at pre‐ and post‐test stages for both cohorts to understand how they interacted within each of the two countries. Implications of the findings for teacher education are discussed.  相似文献   

7.
Our study determined the impact of emotional intelligence (EI) on teachers' attitudes, concerns and sentiments about inclusive education while controlling for teachers' professional-related factors. This is predicated on the increasing influence of EI on teacher effectiveness. The sample size consisted of 508 regular classroom teachers. Using hierarchical regression analysis, our findings revealed that teacher EI was significantly associated with attitude and concerns about inclusive education after controlling teacher professional-related factors. There was no significant relationship between EI and teachers' sentiments about inclusive education, and teachers' professional-related factors did not account for individual contributions to the variances in teachers' sentiments. It was concluded that teachers' EI, may be a crucial factor that can impact aspects of teachers' perception of inclusive education such as attitude, and concerns about inclusive education but may not be able to erase teachers' deep-seated beliefs on inclusion. Implications of the study were highlighted.  相似文献   

8.
This study analyses the attitudes of teachers in Spain towards the inclusion of learners with autism spectrum disorder in mainstream education settings and their relationship with the perceived benefits of inclusion. The ex post facto prospective design included 180 teachers from 14 schools. Data were collected using a questionnaire on teachers' attitudes towards inclusive education and a second questionnaire on the benefits of inclusion developed for the specific purposes of this study. The results show teachers' positive attitudes towards inclusion as well as the benefits perceived. This study demonstrates the fundamental role of teachers' previous experience. Implications for inclusive cultures and practices in schools are discussed.  相似文献   

9.
This paper examines one important dimension of inclusive education: the development of in-service teacher education courses. Using an example from Cyprus, it discusses the issue of contextualizing teacher training courses to suit teachers' prior knowledge, attitudes and beliefs about inclusion. The paper considers some of the findings of a survey about issues relating to inclusion. The findings suggest that teachers' conceptualizations of inclusion are problematic. According to the findings, teachers tend to think on the basis of a medical and charity model and they favour special schooling for specific groups of children. The discussion considers how a training course for inclusion can be academically robust and professionally useful, while at the same time taking into consideration teachers' prior knowledge and expectations.  相似文献   

10.
Wales, one of the four nations of the UK, is currently undergoing major education system-level reform. From the curriculum, through to a new additional learning needs (ALN) system, there is a renewed focus on inclusive education. Research has shown the importance of teachers' attitudes towards inclusion in creating inclusive learning environments. This research study is based on data from a survey of teachers in Wales (n = 253) exploring their perceptions of inclusive education. Thematic analysis of open-text responses revealed that while teachers were able to articulate the ‘ideal’ of inclusion, these positive ideals were often caveated by both implicit othering of learners with ALN and by the explicit limitations of behaviour, training, and finance and resources. This article critically evaluates the implications of teacher perceptions of inclusive education in Wales, suggesting that without a change in teacher attitudes, the vision of an inclusive education system may be compromised.  相似文献   

11.
In Saudi Arabia, the majority of students with severe intellectual disabilities are still educated in special schools that do not meet their unique needs for interaction with their typically developing peers in public schools settings where they could improve social, communication and academic skills. One of the most significant obstacles to inclusion of this group of students is teachers' perspectives regarding inclusive education for this category of students. As a result, this study examined teachers' perspectives regarding the inclusion of students with severe intellectual disabilities using a quantitative approach. In addition, this study also examined the relationship between teachers' perspectives regarding the inclusion of students with severe intellectual disabilities and current teaching position, training, teacher's levels of education, previous teaching experience with any kind of disabilities in inclusive settings, grade level being taught, teacher's gender and whether they have a family member with a disability. Three hundred and three teachers responded to the Opinions Relative to inclusion of Students with Disabilities (ORI: Arabic version) survey, including 161 males and 139 females, and three non‐specified gender. A two‐way analysis of covariance (ANCOVA), a one‐way analysis of variance (ANOVA) and an independent t‐test were used to answer the research questions. The findings of the study indicate that teachers have slightly negative perspectives towards the inclusive education of students with severe intellectual disabilities. Significant factors regarding teachers' perspectives towards the inclusion of this group of students included their current teaching position, previous teaching experience with students who had any kind of disability in inclusive settings and the teacher's gender.  相似文献   

12.
The theory of planned behaviour (TPB) claims that behaviour can be predicted by behavioural intention and perceived behavioural control, while behavioural intention is a function of attitude towards the behaviour, subjective norm, and perceived behavioural control. This study aims at providing explanation and prediction of teachers' inclusive education intentions and behaviour under TPB. The main components of TPB were implemented in a survey of 841 teachers from Hong Kong schools in the context of inclusive education. The structural equation modelling results show that TPB fitted the data well (χ2/df?=?2.84; RMSEA?=?0.054; GFI?=?0.92; CFI?=?0.92; and TLI?=?0.91). Identified attributes, including teachers' attitude towards inclusive education, feeling social pressure from important others to carry out inclusive education, and confidence on professional training for involved staff, were found to exert significant predictive power on teachers' intention to implement inclusive education. This intention, together with the confidence on professional training for involved staff, predicts their actual inclusive practice. Teachers' perception of social pressure and adequacy of professional training greatly contribute to predict their intention and behaviour towards inclusive education, respectively. TPB appears to be a sound theoretical framework for understanding teachers' inclusive practice. The results have strong implications for teacher empowerment and professional training in inclusive education.  相似文献   

13.
This pilot study examined the relations among preschool teachers' attitudes towards the inclusion of children with autism and perceived self‐efficacy, as well as demographic characteristics such as teachers' work experience and educational background. The cohort consisted of 21 participants who had degrees in preschool education and worked with children with autism in general preschool/kindergarten settings in central Sweden. Data were collected using the Autism Attitude Scale for Teachers, the Teacher Efficacy Scale and a demographic survey. In general, findings revealed that preschool teachers held positive attitudes towards children with autism, and this was significantly related to the number of credits in special education taken during pre‐service education. However, teachers showed neutral attitudes towards the inclusion of children with autism into general preschool classrooms. No relations were found between teachers' perceived self‐efficacy and attitudes towards inclusion, although a relationship was found between participation in in‐service training and efficacy to make decisions. Implications concerning early childhood education professional development and supervision are discussed.  相似文献   

14.
Abstract

The purpose of this study was to evaluate the effect of participation in a 3-day outdoor environmental education program on preservice teachers' attitudes toward self-efficacy—which is a teacher's belief that he or she can teach environmental education (EE) effectively—and on outcome expectancy—which is a teacher's estimation of his or her influence on student learning. Participants were a convenience sample of 72 preservice elementary teachers taking a science methodology course at a state university. Participants were divided into 2 groups for this modified pretest/2-posttest/control group study. The instrument for all 3 tests was Sia's (1992) Environmental Education Efficacy Belief Instrument. The authors used parametric t tests to compare group means. The results suggested that the preservice teachers' self-efficacy was high before the program and remained unchanged by their teaching experiences but dropped significantly approximately 7 weeks after teaching. The lack of change in self-efficacy from the teaching experience was attributed to the structured nature and success of the teaching experience, but the negative effect of time on self-efficacy was believed to have resulted from the preservice teachers reevaluation of their ability to teach as they learned more about teaching methodologies. In addition, there was no significant change in outcome expectancy as a result of participation in the program or over time (7 weeks).  相似文献   

15.
Research has demonstrated that an important factor in the success of inclusive education is dependent upon teachers’ attitudes. Based on this evidence, the present study investigated the impact of a range of teacher variables in association with training on primary pre-service teachers’ attitudes by examining total inclusion scores, positive affect, training and perceived competence, and negative affect. Three-hundred and forty-two participants from a metropolitan Australian University studying primary school education completed the Teacher Attitudes to Inclusion Scale (adapted). Comparisons were made between participants who had received training on special education, compared with those who had not. The analyses revealed that overall, studying an elective unit on inclusive education had a positive influence over pre-service teachers’ attitudes. It was found that teaching experience had a significantly negative impact on pre-service teachers’ attitudes. The present study demonstrates the vital role that training institutions play in developing appropriate attitudes to inclusive education with significant issues around teacher training being examined. The research has important implications for training institutions, with future research being discussed.  相似文献   

16.
This study examines the impact of a revised one-week training course on teacher self-efficacy in terms of improving teaching and learning strategies and classroom management to support students with special educational needs (SEN) in ordinary schools in Hong Kong. Various teacher-related variables (i.e., level of prior training in special education, confidence in teaching students with SEN, knowledge of legislation and policies, years of teaching, teaching experience with students with SEN, gender, and school type) are analyzed among 347 regular primary and secondary teachers. Teacher confidence and school type are determined to be significant predictors for the self-efficacy of teachers in inclusive education.  相似文献   

17.
ABSTRACT

Aiming to further our knowledge about what is meant by inclusion, we examined how various conceptualisations relate to people's attitudes about inclusive education. We assign the varying characterisations of inclusion of specific groups with differing involvement in the education system in Luxembourg, applying an influential systematisation of definitions of inclusion in which four qualitatively different categories are identified. Results of study 1 showed that members of the general population, pre-service and in-service teachers perceive inclusive education in importantly different ways. Although results showed relatively positive attitudes toward inclusive education for the whole sample, attitudes varied by group and in relation to the differential categorisation of definitions. As teachers' attitudes and the extent to which they feel prepared to implement inclusive practice are crucial for the success of inclusive education, the latter aspect is further investigated in study 2. Results showed that teachers with more in-depth understanding of inclusive education reported more positive attitudes and felt better prepared to implement inclusive practices. Implications for education systems and society are discussed.  相似文献   

18.
A trauma-and-violence-informed-care (TVIC) system within an educational setting provides a framework of practice that enables schools to become safe and inclusive places for some of the most vulnerable students. Initial teacher education may provide the opportunity to prepare teachers to create classrooms and learning experiences that are safe, equitable, and meet students' needs. A mandatory mental health literacy course for second year teacher candidates in a Bachelor of Education program (n = 287) at a large Canadian university introduced TVIC concepts. A case study approach was used to illustrate both the challenges that students exposed to trauma and/or violence can experience, as well as strategies and knowledge that teachers can use to support these students. This program evaluation used a repeated measures design to survey both attitudes toward trauma informed care for teachers and self-efficacy for teaching using inclusive practices before and after the course. A significant effect of time on both measures revealed an increase in both participants' attitudes toward TVIC and their self-efficacy in using inclusive teaching practices. These findings provide support for the inclusion of these important topics for all teacher candidates. Implications for practice and policy are discussed.  相似文献   

19.
Teacher self-efficacy for classroom management is an important component of teachers' identity with implications for their teaching quality. Theoretically, it has been described that contextual variables play an important role for self-efficacy development and its consequences. However, little is known about the interrelationships of job resources and demands with teacher self-efficacy, and consequences for teachers' professional behaviors. We extend teacher self-efficacy research by drawing on the Job Demands-Resources model in examining contextual influences on developmental dynamics between classroom management self-efficacy and teacher-reported classroom management, from prior to qualifying as a teacher until mid-career. Participants were 395 primary and secondary Australian school teachers. Longitudinal structural equation models showed teachers’ classroom management self-efficacy positively related to aspects of their perceived classroom management, particularly during early career. Between early and mid-career, the positive relationship between self-efficacy and classroom management was moderated by early career excessive demands. Implications are outlined for teacher education and school administration.  相似文献   

20.
This qualitative study explored teachers' perceptions of the inclusive education of students with autism spectrum disorder (ASD) at the post-primary level, specifically those with Asperger syndrome. Semi-structured interviews were conducted with eight mainstream teachers in the Republic of Ireland. One of the main findings of the study was that the teachers' implicit model of inclusion was more consistent with integration than with inclusive education. Although systemic barriers to inclusive education were identified, the teachers' focus tended to be on managing within the system rather than on bringing about systemic change. Mainstream post-primary education was endorsed by teachers for their students with ASD, despite perceiving that these students were unhappy and socially excluded. The teachers were confident in teaching students with ASD, primarily as a result of their experience. The implications of the study for teacher educators and future researchers are discussed.  相似文献   

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