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1.
Although children with autism spectrum disorder (ASD) are increasingly being placed within mainstream classes, little is known about the challenges that teachers encounter with including them as full participants in the class. This qualitative study draws on a purposive sample of 13 educators who have experience teaching children with ASD within two cities in Ontario, Canada. Through in-depth interviews we asked about teachers’ challenges regarding creating an inclusive environment within their classroom. Teachers reported several challenges, including: understanding and managing behaviour; socio-structural barriers (i.e., school policy, lack of training and resources); and creating an inclusive environment (i.e., lack of understanding from other teachers, students and parents). Teachers recommend that more resources, training and support are needed to enhance the education and inclusion of children with ASD.  相似文献   

2.
ABSTRACT

In Tanzania, the education system focuses on schools and teachers as key educators of children, while little attention is paid to the home environment. This study examines motivational factors that may influence parental involvement at home and at school, using Hoover-Dempsey and Sandler’s model of parental involvement as a theoretical framework. Participants were 580 parents of Grade 2 children attending primary schools in three districts of Dar Es Salaam. Parents were invited at school to complete a questionnaire. Regression analyses showed that parents’ expectations for children’s school success predicted home involvement, next to parents’ perceived time and energy, child invitations and parents’ self-efficacy. School involvement was predicted by perceived time and energy, and school and child invitations. In a mediation model role construction had an indirect effect on school involvement through child and school invitations and perceived time and energy. Implications for educational policy are discussed.  相似文献   

3.
This study examines the discrepancy between teachers’ beliefs and practices in Hong Kong kindergartens and the factors that influence this discrepancy. Three kindergartens, considered by the Hong Kong Education Bureau to be of varying quality, were chosen from different areas of Hong Kong. Questionnaires about teaching beliefs were administered to 35 teachers from these kindergartens. These quantitative data were supplemented with qualitative data gathered during individual interviews with five of the teachers and the three principals. In addition, a focus group of five early childhood education specialists commented on the videotaped observations of the classroom practices of the five interviewed teachers. The findings showed that all of the teachers endorsed the advocated teaching beliefs, but there was a discrepancy between their beliefs and practices. The most significant factors contributing to the discrepancy were teachers’ professional education and their attitudes towards personal teaching introspection. Teachers were also under pressure from parents’ curriculum requests, demands on the children’s academic abilities and expectations for a strong link to Primary One. Enhanced early childhood education training that helps teachers to be introspective about their own teaching practices and beliefs is recommended. Government support is also required to teach parents what constitutes a high-quality learning environment for young children.  相似文献   

4.
This study investigated the perceptions of foster parents of children with disabilities concerning their interactions with school personnel. We conducted semi-structured interviews with 7 foster parents of 6 children with disabilities (age range = 5–16). A qualitative analysis of the interviews resulted in the identification of five thematic areas, including foster parent perceptions of: (a) the role of the foster parent, (b) the efficacy of the foster parent in helping the child learn, (c) invitations to involvement from the school (d) invitations to involvement from the child, and (e) foster child experiences in the school system. Marked differences were found in the perceptions of the perceptions in foster parents of elementary and secondary age students.It is clear that foster parents who take on an active role in their child’s education experienced positive relationships with their child’s school. Foster parents who take a passive role in their partnerships with the schools experienced increased difficulty maintaining motivation to continue in their efforts to increase collaboration and involvement with the schools. They indicated a sense of anger, distrust, and even hostility towards the schools. Based on the findings, recommendations are provided for improving home-school relationships, and addressing obstacles to successful school partnerships with foster families.  相似文献   

5.

Parental involvement has been deemed one of today’s most important topics in educational spheres. Refugee parents face many challenges upon resettling in the US, impacting their engagement in the US educational system. This study explores Muslim refugee parents’ experiences with schools and the facilitators and barriers for their engagement. Semi-structured, in-depth interviews were conducted with 19 Muslim refugee parents from Syria and Iraq who resettled to the US. Facilitators of parental involvement included a welcoming and inclusive environment cultivated by educators who shared racial and ethnic similarities to refugee families. Barriers to their involvement included a lack of English language proficiency and discrimination and xenophobia instigated against their children, which caused parents to develop a level of distrust in the school staff. A major resource for educators, mental health specialists, and other stakeholders, this research augments understanding of the experiences of Muslim refugee parents and sheds light on the challenges, needs, and vulnerabilities of this understudied population.

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6.
高等师范院校在校师范大学生,作为未来教师主体,对随班就读特殊儿童的接纳态度是影响随班就读成效的一个重要因素。通过问卷调查,对泉州地区普通高等师范院校各专业在校师范大学生接纳特殊儿童随班就读的态度进行研究,结果表明：总体上,在校师范大学生对特殊儿童随班就读的态度较积极、正面,但局限在特殊儿童上;不少师范大学生对随班就读缺乏深入认识,态度更倾向于消极;随班就读相关课程的学习对接纳态度没有显著影响。通过访谈,重点探讨泉州师范学院教育科学学院在非特殊教育师范专业开设特殊教育课程的成效与不足。  相似文献   

7.
Research Findings: This study examined correlates of parents’ reported school engagement in an ethnically diverse, rural sample (N = 346) of parents and teachers in kindergarten through Grade 2. Of particular interest were role expectations and family–school relationships in American Indian families, who historically have been marginalized by schools. In terms of role expectations, parents and teachers agreed that they should support each other’s roles, parents should have more responsibility than schools for teaching social skills, and families and schools should have shared responsibility for children’s academic success. Teachers had higher expectations than parents for parent engagement, which in turn was greater when parent–teacher communication was more frequent and the school climate was more welcoming. American Indian parents more strongly endorsed a separation of family and school roles and felt less welcomed at school; ethnicity moderated correlates of reported parent engagement. Practice or Policy: These findings have practical promise given that parent–teacher communication, school climate, and role expectations are more easily altered than are structural barriers that also may hinder parents’ involvement in supporting their children’s early education.  相似文献   

8.
Applying organisational communication theory, this article advocates transactional systems for school-home-school communication with parents of pupils who have English as an Additional Language (EAL). The article draws on a mixed-methods case study of two secondary schools in England, including survey data from 64 parents of EAL pupils and from 407 EAL/non EAL students, plus data from semi-structured interviews with 10 recently arrived migrant parents and 18 teachers. The findings highlight deficiencies in transactional school-home-school communication, reflected in mismatches between parents’ and teachers’ perceptions regarding parental knowledge of their children’s schooling, levels of parental engagement and barriers to parental engagement.  相似文献   

9.
The paper examines how outdoor education teachers in Tasmania, Australia have implemented and perceive a new pre-tertiary Outdoor Leadership curriculum document. It draws on an analysis of in-depth semi-structured interviews with 11 outdoor education teachers. The results revealed that teachers were generally welcoming of the new higher-order curriculum and associated assessment strategies. They also believed that the new course appealed to a broad range of students, including those primarily focused on tertiary entrance scores, and that students were benefiting from the new curriculum. However, the teachers’ support was tempered by strong critique around the lack of direction in the actual curriculum document, the failure to provide a teaching resource document, concerns around assessment strategies as well as the lack of adequate professional development. Despite these critiques, the apparent short-term success of the roll-out has come from a strong community of practice among the outdoor educators. The results of this curriculum change process are analysed using a socio-cultural model. They are also considered in light of curriculum change processes in other marginalized curriculum areas, such as health and physical education. The implications are discussed in light of the marginalization of outdoor education within education circles at a state and federal level.  相似文献   

10.
Abstract

Teachers’ attitudes toward inclusion of children with disabilities play a central role in the successful inclusion of these children into general education classrooms. This study examined possible predictors of preservice teachers’ attitudes toward (1) persons with disabilities, and (2) inclusion of children with disabilities into general education classrooms. Participants were students majoring in early childhood education and elementary education. Preservice teachers’ attitudes toward persons with disabilities and inclusion were explained significantly by their personal relationships with persons who have disabilities and the number of courses related to special education/teaching strategies taken. However, preservice teachers’ experiences working with persons who have disabilities was not a significant predictor. Further, the relations between preservice teachers’ attitudes toward inclusion and personal experience variables were mediated by their attitudes toward persons with disabilities. This study provides evidence that more effective, practical experiences and course content related to children with disabilities, inclusion, and teaching strategies need to be provided in teacher education programs to support successful efforts with inclusion. This study also suggests that teacher education programs should strive to improve students’ attitudes toward inclusion, as well as toward persons with disabilities.  相似文献   

11.
Teachers’ perceptions, attitudes, and beliefs have been shown to affect their behavior. This study investigated center- and home-based child care providers’ perceptions of inclusion-related needs and barriers and (a) the providers’ participation in disability-related training, and (b) their current experience working with children with disabilities. A mailed survey was used to gather demographic data, information on training and experience, and to rate a list of needs and concerns. Younger and African American caregivers working in center-based programs were more likely to attend training and serve children with disabilities. Participating in training and serving children with disabilities was positively associated with caregivers’ perceptions of needs and barriers, but not with child care providers’ attitudes. Results indicate that program and provider characteristics are related to participation in disability-related training and serving children with disabilities that, in turn, are related to perceptions of needs and barriers. Further investigation of the mechanisms associated with training and its influence on attitudes, beliefs and practice of parents and special education teachers, as well as child care providers is indicated.  相似文献   

12.
Providing refugee students with a safe and welcoming classroom environment is critical for school success but largely dependent on teachers’ knowledge, values, practices, and attitudes. This qualitative study juxtaposes the experience of one refugee students’ experience in the school system and one beginning teachers’ experience in working with and meeting the psychosocial and educational needs of refugee students in the classroom. Using narrative inquiry, from the perspective of a refugee student and a beginning teacher, this study identifies themes and key issues related to teaching refugee students. These experiences are compared to the current literature on refugee education to highlight the beliefs and values that teachers bring to their practice. Findings reveal that there are gaps in beginning teachers’ knowledge about who refugees are, their experiences, and how best to support them in the classroom. Some teachers also held negative attitudes and perspective of refugee students and failed to develop a nuanced perspective of diversity and multiculturalism. This study also shows how narrative inquiry, in the formal of a personal history account, can be used as tool to surface, challenge, and overcome negative stereotypes, biases, and assertions that prevent teachers from effectively supporting their students.  相似文献   

13.
This paper aims to examine teachers’ use of strategies and approaches in integrating Plastic Resources Education (PRE) into primary school life in order to overcome the challenges encountered during implementation to promote environmentally friendly practices. Case studies with eight Hong Kong teachers from PRE-participating primary schools were invited to take part in focus group interviews, to explicate their personal stories and experiences associated with the PRE implementation in primary schools. Based on the data collected from the teachers’ sharing, several challenges which are commonly reported in the previous literature, including lack of time, shortage of manpower, and insufficient pupil engagement were found. The teachers tackled the barriers by using different strategies to improve pupils’ involvement as well as getting support from the relevant stakeholders of school management and parents. The case studies provide crucial and relevant information which can be used as a reference for other schools to integrate PRE more efficiently to facilitate learning.  相似文献   

14.
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15.
This article describes the findings of a qualitative study on knowledge, beliefs, attitudes, and practices towards children with spina bifida and hydrocephalus in four regions of Uganda. Focus group discussions and semi-structured interviews were held with parents of children with spina bifida and hydrocephalus, policy-makers, and service providers. Our findings describe how negative knowledge, beliefs, attitudes, and practices create barriers to treatment and inclusion of children with spina bifida and hydrocephalus and their parents in Uganda. The findings show how knowledge, beliefs, attitudes, and practices evolve over time, are both similar and differ in the various regions, and become more conducive towards accessing treatment and achieving inclusion. Sensitisation and early intervention including parents and service providers in dissemination of knowledge, rehabilitative care to set the trend for positive change and support, as well as longitudinal studies of children with spina bifida and hydrocephalus and their parents are recommended.  相似文献   

16.
ABSTRACT

Early Augmentative and Alternative Communication (AAC) interventions in school environments aim to support the development of the communication skills of children with complex communication needs. Goals of this study were to analyse the teachers’ attitudes towards children using AAC in primary schools in Italy and their perceptions of the barriers and the benefits of using AAC. Two groups of teachers, those with and without AAC experience, responded to an online survey. The five scales of the Teacher Attitude Scale (TAS) questionnaire and two open-ended questions were used to compare the attitudes and the perceptions between the groups of teachers. Results showed that there was a significant difference among the two groups for two of the five scales of the TAS questionnaire. Both groups reported similar barriers and benefits and indicated the use of AAC as being the main barrier. In conclusion, having experience with children who use AAC in class impacts the teachers’ perceptions of their own abilities and the teachers’ perceptions of the abilities of the children.  相似文献   

17.

Mobile devices and, in particular, tablets have become increasingly popular in young children’s lives; however, there is limited empirical evidence regarding early childhood teachers’ perceptions on mobile technology-learning in early years. This study investigated teachers’ views on mobile devices’ usage in early childhood education classrooms, focusing on their perceived benefits, barriers and their concerns. A questionnaire with open ended questions was completed by 30 early childhood education teachers, in Greece. The primary perceived benefits regarded the facilitation of the educational process, the interactive learning environment and the support of children’s learning and development. Major perceived barriers were related to the lack of (or limited) resources/equipment, the limited teacher training opportunities and lack of funding, while key concerns regarded the constraint of hands-on experiences, children’s concentration, and cyber safety issues. Implications for pre-service and in-service teacher training, educational policy and practice, as well as links between home and school are discussed.

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18.
While there is an increased interest in describing attitudes of teachers, parents and peers towards students with special educational needs in regular education, there is a lack of knowledge about various variables relating to the attitudes of these three groups. The aims of this study are: (1) to examine which variables relate to the attitudes of teachers (N?=?44), parents (N?=?508) and peers (N?=?1113) towards students with Attention Deficit/Hyperactivity Disorder, Autistic Spectrum Syndrome or a cognitive disability in regular primary education and (2) to examine whether teachers and parents’ attitudes affect the attitudes of peers. An attitude survey was used to assess attitudes and data were analysed by means of multilevel analyses. The variables found in this study relating to attitudes can be used as a foundation to develop interventions to change attitudes.  相似文献   

19.
In the process of educational reforms for promoting equity and inclusion in education, pre‐service teacher preparedness has been identified as a vital factor that has an impact on the success of inclusive education. Bangladesh, like other parts of the world, has taken various initiatives to promote inclusive education in the country context. This study is an attempt to explore factors related to pre‐service teachers’ preparedness for inclusive education in Bangladesh. The current study is an extension of the work completed in previous studies and specifically examined participants’ attitudes and factors that influenced their attitudes. Following a mixed method design, this multi‐phase study measured 1,623 pre‐service teachers’ attitudes towards inclusive education in phase 1. By applying a multiple regression procedure, several variables were identified that impacted on pre‐service teachers’ attitudes towards inclusion. The results indicated that Bangladeshi pre‐service teachers hold a less positive attitude towards the inclusion of children who have high support needs (that is, those who use Braille or sign language, or those who need to have an Individualised Academic Programme). In order to better understand the findings about apprehensive attitudes among pre‐service teachers, semi‐structured interviews were conducted with six institutional heads of pre‐service teacher education institutions. The interviews provided a new perspective on apprehensive attitudes among participants. Several curriculum reform suggestions are made that may have implications for policy‐makers and researchers in Bangladesh and beyond.  相似文献   

20.
The dramatic growth in the number of children learning English as a second language in our country has led to a corresponding increase in the need to understand how teachers and schools can effectively teach children who are learning English as a second language. Many teachers report not feeling prepared to meet the needs of these children (National Center for Education Statistics, Teacher preparation and professional development: 2000. , 2002). The current study used focus group interviews to examine how Head Start teachers in one program addressed the special learning needs of children learning English in their classrooms. Key challenges involved communicating with children and their families in their home language. Teachers used other staff, parents, and children in the classroom to interpret. Strategies involved visual aids, pictures, gestures, and a welcoming classroom environment. Resources used by teachers were professional development and language skills of other staff. However, available resources were often underutilized and limited for teachers to use in meeting the challenges the teachers faced in the classroom. Suggestions are presented for overcoming the challenges and limited resources encountered by teachers, such as changes in preservice and inservice training opportunities, and second language learning opportunities for teachers. Further implications for training and research are discussed.  相似文献   

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