scholarly journals Teachers’ Transition Attitudes for Students With Disabilities in Two Regions of Botswana

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110591
Author(s):  
Goitse Ookeditse ◽  
Sourav Mukhopadhyay
Keyword(s):  
Students With Disabilities ◽  
Independent Living ◽  
Transition Planning ◽  
Teaching Experience ◽  
Transition Services ◽  
Demographic Variables ◽  
Research Approach ◽  
School Type ◽  
Effective Implementation ◽  
Teachers Attitudes

Postsecondary transition planning and programing is a fundamental process that allows students with disabilities (SWDs) to engage in adult roles such as higher education, employment, and independent living successfully. Despite the importance of the role of teachers regarding the effective implementation of transition practices and principles, teachers’ transition attitudes in Botswana are not clearly understood. Therefore, the purpose of this study was to explore teachers’ attitudes concerning the effective implementation of transition practices and principles to SWDs in Botswana secondary and vocational schools. The study further examined the differences between teachers on their attitudes toward delivery of transition services for SWDs based on demographic variables of gender, age, education qualification, teaching experience, school type, current position in school, and school region. A quantitative research approach entailing the use of a paper survey to collect data was adopted in this study. A total of 1,186 teachers participated in this study and mean scores were calculated to determine teachers’ transition attitudes. Moreover, t tests and one-way ANOVA tests were conducted to determine teachers’ attitude differences based on demographic variables. The findings of this study showed that generally teachers had somewhat positive attitudes toward transition practices and principles for SWDs. Furthermore, significant differences were noted on teachers’ attitudes based on all demographic variables except gender. The results indicate the importance of positive transition attitudes as well as the need to develop a national transition framework to guide and improve the transition process in Botswana.

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.

Transition From School to College and Career

2017 ◽  
Author(s):  
Carleen Franz ◽  
Lee Ascherman ◽  
Julia Shaftel
Keyword(s):  
Independent Living ◽  
Transition Planning ◽  
Transition Period ◽  
Individualized Education Program ◽  
High School Completion ◽  
Transition Services ◽  
Final Phase ◽  
Future Goals ◽  
College And Career

The transition period from adolescence to young adulthood is the final phase of special education supports and services, which end with high school completion. The IDEA requirements for transition services are spelled out for the benefit of clinicians and parents who are not familiar with these features of the Individualized Education Program for students 16 years and older. Measurable postsecondary goals for education, employment, and, if needed, independent living are based on student strengths, preferences, and needs. Additional steps include the identification of necessary transition assessments to define progress toward those goals, development of a course of study, and the involvement of external agencies as desired to assist the student and family to attain future goals. Challenges in transition planning are discussed along with an array of potential positive and negative outcomes for youth with disabilities. A case study is included as a model of best practices in transition planning.

Collaboration Between Rehabilitation Counselors and Secondary Educational Institutions to Optimize Successful Outcomes for High School Students with Disabilities

2014 ◽  
Vol 45 (1) ◽  
pp. 18-24 ◽  
Author(s):  
Katherine M. Kline ◽  
Charity Anne Kurz
Keyword(s):  
High School Students ◽  
Students With Disabilities ◽  
Independent Living ◽  
Positive Impact ◽  
Transition Services ◽  
Rehabilitation Counselors ◽  
Educational Institutions ◽  
School Students ◽  
Youth With Disabilities ◽  
Service Training

This article highlights the need for a collaborative approach to transition services for youth with disabilities. Evidence of the positive impact of collaboration is presented, followed by indications that transition professionals are failing to engage in these activities. The lack of collaboration practiced by transition professionals can be partially attributed to the myriad of skills sets, pre-service training activities and employment settings in which these professionals enter into. The purpose of this article is to present an outcome-based model of collaboration between rehabilitation counselors and secondary educational institutions to aid in the transition of youth with disabilities to achieve their post-secondary goals (e.g., secondary education, secondary training, paid employment, independent living).

Characteristics of Students With Disabilities Who Do and Do Not Receive Transition Services

2020 ◽  
pp. 002246692092543
Author(s):  
Maria P. Mello ◽  
Meghan M. Burke ◽  
Julie Lounds Taylor ◽  
Richard Urbano ◽  
Robert M. Hodapp
Keyword(s):  
Students With Disabilities ◽  
Transition Planning ◽  
Transition Services ◽  
Maladaptive Behavior ◽  
Adaptive Skills ◽  
School Outcomes ◽  
Web Based ◽  
Parent Survey ◽  
Parent Knowledge ◽  
To Receive

As transition services foster better post-school outcomes, all students with disabilities should be receiving these services as they traverse their final high school years. Using a national, web-based parent survey, we examined the frequency and correlates of the receipt of transition services for 189 students with disabilities. Parents reported their children’s age, functioning level, maladaptive behavior, and number of services received. Only 54% of the child of the participants received transition services. Students with higher (vs. lower) levels of adaptive skills were less likely to receive transition services. Students with more services on average and who were older were more likely to receive transition services. Implications are discussed for increasing the implementation of transition services for all students with disabilities and increasing parent knowledge of transition services and transition planning.

scholarly journals Indonesian Teachers’ Attitudes Toward Inclusive Education

2021 ◽  
Vol 12 (2) ◽  
pp. 31-44
Author(s):  
Ediyanto Ediyanto ◽  
Norimune Kawai ◽  
Masashi Hayashida ◽  
Nagako Matsumiya ◽  
Md Abu Bakor Siddik ◽  
...  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Primary Schools ◽  
Professional Competence ◽  
Demographic Data ◽  
Teaching Experience ◽  
Successful Implementation ◽  
School Type ◽  
Significant Difference ◽  
Teachers Attitudes

Abstract Since the Bandung Declaration of 2004, Indonesia has become concerned with the development of inclusive education. Even though teachers’ attitudes toward inclusive education are important for successful implementation, there have been few research studies on them in Indonesia. The purpose of this study is to understand Indonesian teachers’ attitudes toward inclusive education. This study surveyed 243 Indonesian teachers using the Teacher Attitudes toward Inclusion Scale (TATIS) instrument. The findings showed that 79.4 % of Indonesian teachers held a moderate attitude toward inclusive education. In addition, the number of teachers who had a high (8.6 %) attitude toward inclusive education was less than those who held a low one (11.9 %). Moreover, there were no significant differences based on demographic data such as gender, age, province, school type, highest education, teaching experience in general education, and teaching experience in inclusive education. A significant difference was found only when the level of schools grouped the teachers: teachers who teach in secondary schools had more positive attitudes toward inclusive education than teachers who teach in primary schools. The positive attitude of teachers towards inclusive education can make them more capable of controlled learning environments. Meanwhile, to improve their attitude, a sustainable training program can be carried out. Sustainable training organized by the Ministry of Education to improve teacher pedagogical and professional competence must be in line with Education for Sustainable Development (EDS).

The Role of Community Colleges in Strengthening Access to Employment for Individuals With Disabilities

Inclusion ◽  
2015 ◽  
Vol 3 (2) ◽  
pp. 55-64 ◽  
Author(s):  
Julie A. White
Keyword(s):  
Young Adults ◽  
Community Colleges ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Independent Living ◽  
Transition Planning ◽  
Pilot Project ◽  
Individuals With Disabilities ◽  
Adults With Disabilities ◽  
Youth And Young Adults

Abstract Community colleges have a mission to provide access to postsecondary education. As such, they enroll nearly half of all U.S. undergraduates, with 12% of enrollees indicating that they are students with disabilities (American Association of Community Colleges, 2015). This article describes Onondaga Pathways to Careers (OPC), a pilot project which will research, develop, test, and evaluate innovative systems models for providing inclusive integrated education and career development services to youth and young adults with disabilities, including those with significant disabilities. OPC will implement a model program to improve transition planning for youth and young adults with disabilities through secondary education, into and through supportive community college pathways, and ultimately into skilled employment for which they have trained and which will offer living wages, benefits, and opportunities for advancement. OPC fully embraces what the Americans With Disabilities Act declared in 1990: that “the Nation's proper goals regarding individuals with disabilities are to assure equality of opportunity, full participation, independent living, and economic self-sufficiency….” This article will provide an overview of OPC while also discussing the importance of interagency collaborations to improve outcomes for youth and young adults with disabilities.

scholarly journals Regular Education Teachers’ Attitudes towards Inclusion in Oman

2014 ◽  
Vol 8 (4) ◽  
pp. 617
Author(s):  
Jalal H. Hussien ◽  
Ibrahim Al-Qaryouti
Keyword(s):  
Students With Disabilities ◽  
Regular Education ◽  
Teaching Experience ◽  
Regular Education Teachers ◽  
Educational Settings ◽  
Significant Relationships ◽  
Resource Rooms ◽  
Teachers Attitudes ◽  
Attitudes Towards Inclusion ◽  
The Impact

The objectives of the study were to investigate regular education teachers’ attitudes towards inclusion and their educational setting preferences for teaching students with disabilities. In addition, the impact of teachers’ gender and teaching experience on the attitudes towards inclusion were examined. Seven hundred three Omani regular education teachers participated in this study. The findings suggest that the Omani regular education teachers held neutral behavior, cognitive, and affective attitudes towards inclusion; and a small minority of teachers believed that full inclusion in regular education classrooms or resource rooms were the best educational settings for educating the students with disabilities in comparison with other educational settings. Finally, the results indicated that there were significant relationships between teachers’ gender, teaching experience, and educational settings preference for educating students with disabilities and teachers' attitudes towards inclusion. 

scholarly journals An International Comparison of Pre-service Teacher Attitudes towards Inclusive Education

2007 ◽  
Vol 27 (4) ◽  
Author(s):  
Chris Forlin ◽  
Umesh Sharma ◽  
Tim Loreman
Keyword(s):  
Teacher Training ◽  
Inclusive Education ◽  
Close Contact ◽  
Teaching Experience ◽  
Demographic Variables ◽  
Confidence Levels ◽  
Positive Attitudes ◽  
Training Institutions ◽  
Practical Experiences ◽  
Teachers Attitudes

education of pre-service teachers in teacher training institutions in four different countries: Australia, Canada, Hong Kong, and Singapore. Using the Attitudes Towards Inclusive Education Scale (Wilczenski, 1995) and a series of demographic variables, this study concludes that pre-service teachers' attitudes towards inclusive education differ between countries across three factors which have been labeled academic and physical, social, and behavioral. Pre-service teachers in this sample are most positive about including students with social concerns. An examination of the items in this factor revealed that these issues, such as shyness, would rarely require immediate intervention and large amounts of extra time and effort on the part of the teacher in the same way that the behavior factor would, which rated low in terms of positive attitudes internationally. Demographic variables which can be emphasized by teacher training institutions such as close contact with a person with a disability, training, teaching experience, knowledge of policy and law, and confidence levels, all had a significant impact on attitudes. This paper argues that teacher training institutions should consider for inclusion in their programs practical experiences with inclusive education in positive and supportive environments, opportunities for students to experience success and reflection, and academic content regarding knowledge of policy and law relating to inclusive education.

scholarly journals Factores para potenciar el desarrollo de comunidades universitarias inclusivas: Ideas, creencias y actitudes del profesorado universitario hacia la discapacidad

2021 ◽  
Vol 37 (3) ◽  
pp. 541-548
Author(s):  
M. Tamara Polo Sánchez ◽  
María Fernández Cabezas ◽  
Carolina Fernández Jiménez
Keyword(s):  
Students With Disabilities ◽  
Teaching Experience ◽  
Future Research ◽  
Special Educational Needs ◽  
Years Of Teaching Experience ◽  
Teachers Attitudes ◽  
The University ◽  
Motivation And Learning ◽  
Beliefs And Attitudes

El éxito de los procesos de inclusión depende de varios factores, entre ellos del nivel de empoderamiento de la comunidad educativa frente al proceso. En este sentido, el rol del docente es un elemento clave, ya que la actitud y las expectativas que muestren ante los alumnos que presentan necesidades educativas especiales, influirán positiva o negativamente en su autoestima, motivación y aprendizaje. En el presente artículo se indagan en las ideas, creencias y actitudes hacia estudiantes con necesidades educativas especiales, de docentes, y se analiza la influencia que las variables género, edad, años de experiencia docente, contacto e información sobre la discapacidad tienen sobre dichas actitudes. En general, se pudo apreciar que las actitudes que presentaban los docentes eran bastante positivas, no obstante mostraban un gran desconocimiento de las experiencias de inclusión de los estudiantes con discapacidad que se llevan a cabo en su universidad, demandando mayor formación e información. Se discuten los resultados, se presentan las limitaciones del estudio, y se ofrecen futuras líneas de investigación. The success of the processes of inclusion depends on several factors, including the level of empowerment of the educational community in the process where the role of teachers is a key element, because their attitude and expectations of students with special educational needs will influence their self-esteem, motivation and learning. This article investigates the ideas, beliefs and attitudes towards SEN students demonstrated by teachers, and analyses the variables of gender, age, years of teaching experience, contacts and information about disability on these attitudes. Overall, it was observed that teachers’ attitudes were positive; however they showed a lack of knowledge of the experiences of inclusion of students with disabilities at the university and required more training and information. The results are discussed, the limitations of the study are presented, and suggestions for future research are offered

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