scholarly journals Inclusion does not solely apply to students with disabilities: pre-service teachers’ attitudes towards inclusive schooling of all students

2021 ◽  
pp. 1-17
Author(s):  
Susanne Schwab ◽  
Katharina Resch ◽  
Ghaleb Alnahdi
Keyword(s):  
Students With Disabilities ◽  
Teachers Attitudes ◽  
Inclusive Schooling

scholarly journals THAI SECONDARY TEACHER ATTITUDES TOWARDS THE INCLUSION OF STUDENTS WITH LEARNING DISABILITIES

2019 ◽  
Vol 7 (1) ◽  
pp. 478-483
Author(s):  
Pattaraporn Jamsai
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
Teacher Attitudes ◽  
Secondary Teachers ◽  
Teaching Experience ◽  
Secondary Teacher ◽  
Students With Learning Disabilities ◽  
Teachers Attitudes ◽  
General Education Classrooms

Purpose of Study: The purpose of this study was to examine Thai secondary teacher attitudes towards inclusion of students with learning disabilities in general education classrooms. Methodology: The researcher collected quantitative data using a questionnaire with 28 Likert-type scale questions, adapted from the Opinions Relative to Integration of Students with Disabilities (ORI) as well as information related to training in special education, experience, and workload. The participants were comprised of a representative group of 370 secondary teachers from all regions of Thailand. Most participants indicated that they were female general education teachers and had a Bachelor’s degree. Main Finding: Through multiple linear regression, the findings showed that Thai secondary teachers generally held a positive attitude towards the inclusion of students with learning disabilities into general education classrooms. All three independent variables (hours of training, years of teaching experience, and hours of workload) were significant predictors of teachers’ attitudes towards inclusive classrooms, though the hours of workload was the strongest predictor. Applications: The study was conducted to better understand the variables that are meaningful to teachers’ attitudes toward inclusion.

Attitudes of early childhood education teachers towards educational inclusion and the social adjustment of students with disabilities

2021 ◽  
Vol LXXXII (4) ◽  
pp. 255-268
Author(s):  
Karolina Mudło-Głagolska
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Social Adjustment ◽  
Social Adaptation ◽  
Childhood Education ◽  
Cognitive Component ◽  
The Social ◽  
Teachers Attitudes

Research shows that teachers' attitudes are a decisive element of the effective inclusion of students with disabilities, thereby conducive to the social adaptation of these students. The aim of the study was to determine the relationship between teachers' attitudes towards inclusive education and the social adjustment of students with disabilities. The sample consisted of 79 teachers of early childhood education working in a mainstream school and having a student in their class with a decision on the need for special education. The study used the Multidimensional Attitudes Scale towards Inclusive Education and the Classroom Behaviour Inventory Preschool to Primary. The results obtained in the study allow the conclusion that the positive beliefs of a teacher towards inclusive education (cognitive component of attitude) are most strongly associated with the social adaptation of a student with a disability. The conducted study showed that the teacher's readiness to modify the physical environment, his communication method and the methods of assessment with regard to the student's abilities and needs is related to the social adaptation of students with disabilities in a mainstream class. These aspects seem to be essential for the optimal functioning of a student with a disability in a mainstream class. The role of teachers' attitudes towards inclusive education in shaping the social adjustment of students with disabilities was emphasized.

Inclusive education as seen by mainstream preschool teachers

2020 ◽  
Vol LXXXI (2) ◽  
pp. 85-98
Author(s):  
Elżbieta Paradowska
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Preschool Teachers ◽  
Preschool Education ◽  
College Level ◽  
Successful Teachers ◽  
Inclusive Preschool ◽  
Teachers Attitudes ◽  
Education Of Students ◽  
Architectural Barriers

Despite the fact that the process of inclusive education implementation has been taking place in Poland for a few years now, it still encounters a lot of obstacles relating to, among other things, the readiness of mainstream settings, including teachers, for inclusion. For this process to be successful, teachers’ attitudes to the idea of inclusive education are also important. The primary purpose of the study was to explore the opinions of mainstream preschool teachers on selected aspects of inclusive education for students with disabilities. The study covered 76 preschool teachers. A diagnostic survey was used in the study. The findings showed that mainstream preschool teachers (generally) supported the idea of inclusive education for students with disabilities to a small extent only (i.e., a little bit below the average). This opinion correlated positively with a sense of readiness for specific tasks relating to the education of students with disabilities and providing it in an educational setting as well as with having formal teacher education in this area. The study also showed that mainstream preschool teachers were relatively most favorably inclined (however, only around the average) toward inclusive preschool education for students with mild intellectual disabilities, and least favorably - for students with multiple disabilities and blind students. The findings confirmed the reports found in the literature regarding significant gaps in preparation for tasks relating to the education of students with disabilities felt by mainstream preschool teachers. They also confirmed the fact that the vast majority of teachers saw many obstacles to the implementation of inclusive education in preschool, in particular relating to: specialists (mainly lack of specialists), too large preschool groups, and school space (mainly architectural barriers). Moreover, the findings showed that only a small number of teachers saw advantages of inclusive education - subject to specific conditions, though. The study findings suggest that it is necessary to provide more effective, specialist support for mainstream preschool teachers in their work with students/children with disabilities and to introduce changes in preschool teacher training at the college level.

scholarly journals Factors Associated with Primary School Teachers’ Attitudes Towards the Inclusion of Students with Disabilities

PLoS ONE ◽  
2015 ◽  
Vol 10 (8) ◽  
pp. e0137002 ◽  
Author(s):  
Sharmila Vaz ◽  
Nathan Wilson ◽  
Marita Falkmer ◽  
Angela Sim ◽  
Melissa Scott ◽  
...  
Keyword(s):  
Primary School ◽  
Students With Disabilities ◽  
School Teachers ◽  
Primary School Teachers ◽  
Factors Associated ◽  
Teachers Attitudes

Differentiated Instruction and Inclusive Schooling

2020 ◽  
Author(s):  
Diana Lawrence-Brown
Keyword(s):  
General Education ◽  
Differentiated Instruction ◽  
Students With Disabilities ◽  
Universal Design For Learning ◽  
Full Range ◽  
Team Approach ◽  
Wide Range ◽  
General Education Classroom ◽  
Inclusive Schooling ◽  
General Education Classrooms

Differentiated instruction encompasses a wide range of responsive pedagogies, including individualized types and levels of curricula, teaching methods, materials, and assessment strategies. It has at its roots the impetus for effective inclusive schooling, providing supports directly within general education classrooms for students with the full range of exceptionalities (both significant disabilities and giftedness) and other diverse educational characteristics such as cultural and linguistic background and socioeconomic status. To effectively include students with higher levels of need, comparable levels of supports follow the student from the special education setting to the general education classroom. This enriched level of support in the general education classroom benefits not only students with disabilities, but the class as a whole. The legal and ethical bases for inclusive schooling are connected with various civil rights movements (including race, disability, culture and language, gender); it can be viewed as a response to segregated schooling (and denial of schooling altogether). Schools frequently remove students when traditional educational programs fail, adding on separate programs rather than rectifying the existing system. Such special programs have been routinely promulgated without substantial evidence of their effectiveness over supportive general education classrooms (either for segregated students or for their unlabeled general education peers). Important aspects of differentiated instruction and inclusive schooling include multilevel instruction; authentic and culturally responsive curricula, methods, and assessment; universal design for learning; assistive and instructional technologies; positive behavioral supports; and a collaborative team approach to instructional decision-making and delivery. Differentiated instruction and effective inclusive schooling are vital for equitable access to educational opportunities, bringing more responsive curricula, methods, and perspectives to increasingly diverse classrooms and schools.

scholarly journals Pre-Service Teachers’ Attitudes Toward Inclusive Education During Their Studies in Bahrain Teachers College

SAGE Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. 215824401986577
Author(s):  
Osama AlMahdi ◽  
Hanin Bukamal
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Negative Relationship ◽  
Teacher Preparation Program ◽  
Local Policy ◽  
Teachers College ◽  
Significant Negative Relationship ◽  
Significant Difference ◽  
Teachers Attitudes

This study explored pre-service teachers’ attitudes toward inclusive education. The Sentiments, Attitudes, and Concerns about Inclusive Education–Revised (SACIE-R) scale was completed by 138 teacher candidates in a teacher preparation program in Bahrain Teachers College. The findings revealed that candidate teachers needed more opportunities to interact with and teach children with disabilities during their school practicum; they also needed more preparation and knowledge about the educational policies related to these children. Not all the candidate teachers felt confident in their knowledge and skills when dealing with these children. The sentiments of the candidate teachers were generally positive and compassionate to children with disabilities. The attitudes of the candidate teachers were generally positive as well, but there were some apprehensions in regard to including children who show aggressive behavior toward others or those who require communicative technologies in regular classes. The participants had many concerns related to certain aspects of including students with disabilities in the regular classrooms. The findings indicated that there is no significant difference among the study sample in terms of their attitudes, concerns, or sentiments toward inclusion according to the academic year variable (orientation, Year 1, Year 2, Year 3, and Year 4) and the specialization variable (no specialization, Cycle 1). There was also a significant negative relationship between level of confidence in teaching students with disabilities and the sentiment aspect, and also with the concerns. There was a significant negative relationship between knowledge of the local policy that relates to children with disabilities and the sentiment aspect.

Attitudes of Teachers Towards Inclusion of Students with Disabilities in Physical Education

2021 ◽  
Vol 15 (10) ◽  
pp. 3390-3393
Author(s):  
Gamze Beyazoğlu
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Undergraduate Education ◽  
Student Attitudes ◽  
Behavioral Control ◽  
Physical Education Teachers ◽  
Perceived Behavioral Control ◽  
Disabled Students ◽  
National Education ◽  
Teachers Attitudes

Aim: The aim of the present study is to examine the attitudes of physical education teachers towards teaching disabled students. Methods: A total of 612 physical education teachers working in the Ministry of National Education in Turkey participated in the research. “The Attitudes of Physical Education Teachers Towards Teaching Disabled Students Scale” (2020), developed by Beyazoğlu and Özbek, were applied to the teachers participating in the research. Since the data are normally distributed in the analysis of quantitative data, t-test and ANOVA tests from parametric tests were used. Results: According to the results of the research, it is observed that Turkish physical education teachers have favorable attitudes towards teaching disabled students within the framework of planned behavioral theory. In addition, the measure of attitude, subjective norm, perceived behavioral control, behavior-oriented attitude and behavioral objective are important predictors of teachers' attitudes. Furthermore, each dimension is highly correlated with some variables. Conclusion: The proficiency level of teachers' teaching experiences, whether they have taken special training courses in undergraduate education, physical education for the disabled in undergraduate education, preconceived notions such as whether to take sports courses, whether to take various courses, training, etc. (in-service training) during teaching, age and marital status are highly related to teachers' attitudes. Keywords: Physical Education Teacher, Teaching, Disabled student, Attitudes

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