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1.
Attitudes towards inclusive education have a crucial place in the effective implementation of inclusion practices. The aim of this study was to explore teachers’ attitudes towards inclusive education in preschool education in Portugal and to identify teachers’ personal and professional variables that influence these attitudes. The data were collected from a sample composed of 68 preschool teachers working in mainstream schools located in urban and rural areas. The results indicated overall positive attitudes towards inclusion. Having previous personal contact with a person with special educational needs predicted more positive affective attitudes, whereas having previous experience teaching classes that included students with and without special educational needs predicted less positive behavioural intentions. From these results, we infer an emergent need for continuous training and for the promotion of positive attitudes among preschool teachers to achieve the successful implementation of inclusion at this educational level. 相似文献
2.
Jake Kraska 《Asia-Pacific Journal of Teacher Education》2014,42(3):228-246
Teachers’ attitudes towards inclusion are important as they have the primary responsibility of implementing inclusive education. Attitudes at the beginning of teaching careers are likely to predict future attitudes. Some studies show a drop in attitudes after leaving university education. Using the Teachers’ Attitudes Towards Inclusion (Amended) questionnaire, 465 pre-service teachers (located in Victoria, Australia) from primary school and preschool streams were examined to determine the effect of a number of independent factors on Total Inclusion Score; a measure of attitudes towards inclusion. Two-way ANOVAs revealed module (unit) and year of study to be significant factors. A multiple regression showed the factors combined accounted for 10% of the variance in Total Inclusion Score. Participants who had studied a module (unit) on inclusive education or were in later years of study were more positive towards inclusive education based on Total Inclusion Score from the questionnaire. No significant differences for Total Inclusion Score were found between pre-service teachers that study primary school teaching or preschool teaching. It is concluded that studying a module on inclusive education is a particularly important factor in the development of pre-service teacher attitudes towards inclusion. 相似文献
3.
Zarife Seçer 《International Journal of Early Years Education》2010,18(1):43-53
Any implementation of an inclusive policy is largely dependent on educators’ attitudes. In Turkey, many teachers who educate preschool children with Special Educational Needs (SEN), and who have not received in‐service teacher training (INSET) are observed to have negative attitudes towards their SEN students. The aim of this article is to examine differences between the attitudes of preschool teachers before and after an INSET course. Sixty‐six preschool teachers were selected for this study which had a single group pre–post‐test design. The teachers’ opinions and attitudes relating to mainstreaming SEN students in regular educational environments were assessed using the ‘Opinions Relative to Mainstreaming’ scale. The data indicate that these teachers were affected by the INSET programme in such a way that their attitudes towards the inclusion of SEN students became more positive. 相似文献
4.
The aim of this study was to examine the attitudes of preschool, primary, secondary and high school teachers towards inclusive education of children with special educational needs. In addition, the study established the correlation between these attitudes and gender, education level, teaching experience, formal training in the special education field, and the duration and quality of work experience with children with special education needs. The sample comprised 322 teachers from the Serbian province of Vojvodina. The My Thinking about Inclusion Scale (Stoiber, K. C., M. Gettinger, and D. Goetz. 1998. “Exploring Factors Influencing Parents' and Early Childhood Practitioners Beliefs about Inclusion.” Early Childhood Research Quarterly 13 (1): 107–131) was used. The results show that, in general, the participants held neutral attitudes towards inclusive education and more positive expectations regarding the outcomes of inclusion. This study also emphasised teaching performance in an inclusive class as a subject of great concern. The high school and preschool teachers as well as the teachers with previous positive experience with working in an inclusive environment reported more positive attitudes towards inclusive education than those from primary and secondary schools and those with negative experiences with the implementation of inclusive practices. 相似文献
5.
Chih Nuo Grace Chao Chris Forlin Fuk Chuen Ho 《International Journal of Inclusive Education》2016,20(11):1142-1154
This study investigated changes in teacher self-efficacy for inclusive practice using a mixed method research design. Participants were 417 in-service teachers in Hong Kong taking a 1-week basic teacher-training course about inclusive education. Data were collected pre and post participation in the course using the Teacher Efficacy for Inclusive Practices Scale (TEIP). A series of five in-depth focus-group interviews provided greater clarification of the perceptions and efficacy issues of teachers. The best predictors to participants’ teaching self-efficacy were confidence in teaching students with special education needs (SEN) and knowledge of legislation and policies for inclusive practice. From the focus-groups, results demonstrated a more positive attitude change towards students with SEN with a number of essential factors emerging as highly beneficial for inclusive teaching in Hong Kong (i.e. caring and love, school environment and curriculum adaption). The discussion considers the role of short training programmes as an appropriate means to improving self-efficacy for teaching within inclusive classrooms in Hong Kong. 相似文献
6.
The aim of the three different studies presented was the development and evaluation of the Differentiated Attitudes Towards Inclusion Scale as a valid, reliable and economic instrument for the measurement of teachers’ attitudes towards the inclusion of students with certain special educational needs (SEN). In a sample of student teachers, exploratory factor analyses on the versions of the questionnaire with focus on Learning Disabilities (LD) and Emotional and Behavioural Disturbances (EBD), respectively, indicated four first-order factors. These factors represent attitudes concerning the social and academic impact of inclusive education on students with and without SEN. They can be combined in a higher-order model with one general second order factor. Using confirmatory factor analyses, this factorial structure was replicated in another student teacher sample and in a sample of primary and secondary school teachers. Furthermore, attitudes towards the inclusion of students with EBD were significantly more negative than those towards the inclusion of students with LD. The findings emphasise the need to distinguish between certain SEN when measuring teachers’ attitudes towards inclusion. Potential applications of the new measure are discussed. 相似文献
7.
Salih Rakap Asiye Parlak-Rakap Burak Aydin 《International Journal of Inclusive Education》2016,20(11):1223-1237
Inclusion of young children with disabilities into general education classrooms is a common practice that has been implemented for many years in developed countries around the world and many developing countries have been creating and implementing laws and regulations to support inclusive education in early years. Although extant literature includes a commonly agreed definition for inclusion, the implementation of inclusive practices varies across countries. A critical factor for successful implementation of inclusive practices is teachers’ attitudes towards inclusion of children with disabilities. The purpose of this study was to compare Turkish and American pre-service preschool teachers’ attitudes towards inclusion of young children with disabilities and their willingness to work with children with severe behavioural, physical, and cognitive disabilities. A total of 123 pre-service teachers participated in the study. The results showed that pre-service teachers across two countries had similar attitudes towards inclusion and their attitudes were positive. Additionally, both groups of pre-service teachers reported more favourable attitudes towards working with children with severe physical disabilities than those who have severe cognitive and behavioural disabilities. Implications for future research and practices are discussed. 相似文献
8.
Teachers’ attitudes towards disabled students seem to define the extent to which teaching practices are inclusive. Aiming to explore Cyprus secondary education teachers’ attitudes and practice, and the consequent implications for the future of disabled students and inclusive education, we conducted mixed methods research. Our research typology was sequential and integrated. First, we conducted a survey, during which we received 536 questionnaires from our randomly selected stratified sample of Cyprus secondary education teachers. The survey was followed by interviews with 21 Greek Philology teachers that enriched the findings from the quantitative phase. Data analysis revealed that even though Cyprus secondary education teachers have a rather positive attitude towards disabled students, they have low expectations from them and do not employ inclusive teaching practice. In addition, they tend to categorise students based on abstract notions about ability. Stereotypes and prejudice are more evident regarding students with cognitive disabilities. Despite the observed disabling practices, participants postulated that there is hope to implement inclusive education, if teachers are trained for inclusion and thereby begin to see the person and not the disability. 相似文献
9.
Kenneth K. Poon Zijia Ng Meng Ee Wong Sarinajit Kaur 《Asia Pacific Journal of Education》2016,36(1):84-97
In this study, we sought to examine the perceptions of teachers and other school professionals towards the inclusion of secondary school students with special educational needs (SEN), and the associated factors. The Sentiments, Attitudes and Concerns about Inclusive Education Revised scale (SACIE-R) was completed by 131 teachers and school professionals from two mainstream secondary schools in Singapore. The findings revealed an overall neutral attitude towards inclusion. Together, confidence in teaching students with SEN, the level of training SEN support, as well as experience teaching students with SEN account for a large proportion of the variance in ratings of inclusive perceptions. Further analyses revealed that confidence in teaching or supporting students with SEN was found to be a significant predictor of inclusive perceptions. The findings suggest that schools seeking to engage in inclusive practices should focus on ways to develop the confidence of personnel to support students with SEN. Professional development and mentorship were suggested as possible avenues. 相似文献
10.
Rorie Ross‐Hill 《Journal of Research in Special Educational Needs》2009,9(3):188-198
This paper investigates the varying attitudes of regular (mainstream) education teachers towards the implementation of inclusion in elementary and secondary school classrooms. This paper tries to take into account the need for a better understanding of teacher attitude towards inclusion and how the inclusive environment can be improved. The present paper concentrates on examining whether there is a difference in attitude between elementary regular education teachers and secondary regular education teachers. The participants of this study were 73 teachers from three public elementary and secondary schools in rural, southeastern USA who completed the Scale of Teachers' Attitudes Towards Inclusive Classrooms (STATIC). The results indicated that most teachers support the practice of inclusion in regular education classrooms or possess a neutral consensus towards the practice of inclusion as it relates to teaching assignment. For example, grade level, subject area or type of inclusion practice (full or partial). Meaning that the results for this study were mixed. 相似文献
11.
Teachers’ beliefs are crucial to the success of inclusion programmes and reform efforts for children with special educational needs (SEN). Based on this evidence, one hundred and thirty‐nine primary pre‐service teachers from one training institution in the Netherlands completed an adapted version of a measure of beliefs towards inclusive education. In contrast to previous studies on pre‐service teachers, results of this study showed participants held neutral or negative beliefs towards this matter. In addition, limited time for pupils received the highest rating as a barrier to inclusion, whereas direct teaching experience was the most preferred method of inclusion. The implications of this study for practice and indications for future research are discussed. 相似文献
12.
Emmanuel Kofi Gyimah David Sugden Sue Pearson 《International Journal of Inclusive Education》2013,17(8):787-804
The issue of where to teach children with special educational needs (SEN) and disabilities has been a great concern as countries respond to the United Nations Educational, Scientific and Cultural Organization (UNESCO) Salamanca Statement on inclusion of 1994. In this study, the responses of 500 trained and untrained mainstream primary school teachers selected from three of the ten regions of Ghana were analysed to investigate their attitudes to including children with SEN and disabilities in mainstream schools in Ghana. These attitudes were examined alongside teachers’ characteristics such as gender, age, length and level of teaching experience, and knowledge of SEN, and also the type, nature and degree of children’s SEN. The results showed that teachers in Ghana were positive towards the inclusion of children with SEN and disabilities with a few reservations which are elaborated. On the basis of the findings, conclusions were drawn that the inclusion agenda should be subject to national and local interpretation, aimed at ensuring that policies and regulations on SEN are fashioned to meet local situations and standards. 相似文献
13.
Attitudes of mainstream teachers towards the inclusion of children with special needs in the ordinary school were surveyed soon after the release of the Green Paper. The survey was carried out in one Local Education Authority in the south-west of England and the sample comprised of 81 primary and secondary teachers. The analysis revealed that teachers who have been implementing inclusive programmes, and therefore have active experience of inclusion, possess more positive attitudes. Moreover, the data showed the importance of professional development in the formation of positive attitudes towards inclusion. In particular, teachers with university-based professional development appeared both to hold more positive attitudes and to be more confident in meeting the IEP requirements of students with SEN. The role that training at both pre-service and post-service levels has in the development of teachers' support for inclusion is discussed. 相似文献
14.
Masud Ahmmed Umesh Sharma Joanne Deppeler 《Journal of Research in Special Educational Needs》2012,12(3):132-140
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
15.
16.
Attitudes of Greek parents of primary school children without special educational needs to inclusion
Successful inclusion of children with special educational needs (SEN) in school settings depends largely on the attitudes of parents of peers without SEN. The purpose of the present study was to explore the attitudes of Greek parents of primary school children without SEN towards inclusion. The participants were 338 parents (182 fathers, 156 mothers), aged 27 to 58 years (mean age = 39 years and 5 months). They were asked to complete the My thinking about inclusion scale and a further short questionnaire. The findings revealed that Greek parents of primary school children not identified as having SEN had an overall positive attitude towards inclusion. Gender differences were also established—fathers held more positive attitudes towards inclusion than mothers, even when controlling for age, educational level and the presence of a child with SEN in their child’s classroom. However, mothers were overall more willing than fathers to engage themselves and their child in interaction with a child with SEN. 相似文献
17.
Sasipin Sukbunpant Michael Arthur-Kelly Ian Dempsey 《International Journal of Inclusive Education》2013,17(10):1106-1118
It is generally assumed that preschool teachers play a crucial daily role in the inclusion of young children with a disability in education settings. In many countries, however, there are little available data to inform such a view. Part of a larger project with 528 preschool teachers from northern Thailand, the aim of the study reported here was to examine Thai preschool teachers' views of inclusive education for young Thai children with disabilities. Twenty preschool teachers with a range of attitudes to the inclusion of young children with a disability were interviewed about their views and five themes developed from the interview analysis. Those themes were the current situation, teachers' knowledge and expertise, teachers' attitude towards inclusion and disability, collaboration, and challenges for future inclusion. 相似文献
18.
On the assumption that the successful implementation of any inclusive policy is largely dependent on educators being positive about it, a survey was undertaken into the attitudes of Greek teachers to inclusion. The 155 respondents were general education primary teachers drawn from one region of Northern Greece, with a proportion deliberately selected from schools identified as actively implementing inclusive programmes. The analysis revealed positive attitudes towards the general concept of inclusion but variable views on the difficulty of accommodating different types of disabilities in mainstream classrooms. Teachers who had been actively involved in teaching pupils with SEN held significantly more positive attitudes than their counterparts with little or no such experience. The analysis also demonstrated the importance of substantive long‐term training in the formation of positive teacher attitudes towards inclusion. The paper concludes with recommendations for developing critical professional development courses that can result in attitudinal change and the formulation of genuinely inclusive practices. 相似文献
19.
Pennee Kantavong 《International Journal of Inclusive Education》2018,22(7):767-786
This article investigates inclusive education practices in schools under the jurisdiction of Thai local government through a study of schools in Khon Kaen Municipality in Northeastern Thailand. Thailand’s 1997 Constitution and 1999 National Education Act both legislated that the educational system must become inclusive, and under these laws schools are required to admit all groups of children, including children with special educational needs (SEN). This study sheds light on the situation of inclusive education in schools with regard to administrators’ policy implementation, teachers’ practices, and parents’ perception of inclusive education management. The findings derive from a survey of 11 school administrators, 114 teachers, and 274 parents (of 137 regular and 137 students with SEN), together with six focus groups with administrators and teachers from six schools. The results demonstrate that most school leaders support inclusive classrooms, most teachers are willing to work with SEN students, and parents of regular students accept the concept of inclusion. Actual practices of inclusive education vary, however, depending upon the perception of administrators and the will of the teachers to implement inclusive education. Furthermore, the results demonstrate that the policy of the municipality may have resulted in the development of inclusive practices in schools under its jurisdiction. 相似文献
20.
Timo Saloviita 《Journal of Research in Special Educational Needs》2020,20(1):64-73
Teachers’ positive attitudes towards inclusive education are a prerequisite for its successful implementation. This study surveyed the attitudes of Finnish classroom, subject, resource room and special education class teachers (N = 4567) towards inclusive education. The results indicated very low support for the concept. Its acceptance was strongly associated with the specific teacher categories and the concern that inclusive placements would cause extra work for teachers. Teachers who were confident in their support networks and had sufficient access to educational resources, such as an in‐classroom teaching assistant, were more positive towards inclusion than other teachers. Attitudinal variables, including self‐efficacy and child‐centredness, and demographic variables, including age and gender, were also associated with attitudes towards inclusion. It is argued that vicious circle exists between resources and teacher attitudes. The negative climate towards inclusion prevents the legislation that would guarantee adequate resources for mainstream teachers who have students with support needs in their classrooms. The lack of legal guarantees, in turn, prevents negative teacher attitudes towards inclusive education from changing. Although the overall progress in inclusive education is tied to the development of cultural values, the promise of more inclusion in schools goes hand‐in‐hand with the availability of adequate resources. 相似文献