scholarly journals Special Education Major or Attitudes to Predict Teachers' Self-Efficacy for Teaching in Inclusive Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Ghaleb H. Alnahdi ◽  
Susanne Schwab
Keyword(s):  
Special Education ◽  
Elementary School Teachers ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Attitudes Toward Inclusion ◽  
Arabic Version ◽  
Positive Attitudes ◽  
Education Levels ◽  
And Gender ◽  
Teachers Attitudes

This study aimed to determine the predictors for Saudi Arabian teachers' self-efficacy to work in inclusive education. Five independent variables were tested in this study: attitudes toward inclusive education, participants' educational major, having relative with disability, working with students with disability and gender. Further, predictors of teachers' attitudes toward inclusive education were examined. The sample was 185 elementary-school teachers in Saudi Arabia. The Arabic version of the Teacher Efficacy for Inclusive Practices scale was used to measure self-efficacy. To assess attitudes toward inclusion an Arabic version of the Sentiments, Attitudes, and Concerns about Inclusive Education Revised subscale was used. Results showed teacher attitude toward inclusion are strongly linked with teachers' self-efficacy to work in inclusive classrooms. Further, participants with a relative with a disability showed more positive attitudes for inclusive education. Levels of self-efficacy were unaffected by gender, having a special education degree, or having a relative with a disability. In sum, this study highlighted the importance of teachers' attitudes toward inclusive education as a main predictor of teachers' self-efficacy.

scholarly journals Teachers’ Attitudes toward Educational Inclusion in Spain: A Systematic Review

2021 ◽  
Vol 11 (2) ◽  
pp. 58
Author(s):  
Irene Lacruz-Pérez ◽  
Pilar Sanz-Cervera ◽  
Raúl Tárraga-Mínguez
Keyword(s):  
Systematic Review ◽  
Inclusive Education ◽  
Complete Analysis ◽  
Attitudes Toward Inclusion ◽  
Special Educational Needs ◽  
Educational Framework ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Key Aspects ◽  
Educational Inclusion

Inclusive education is currently one of the main aspirations of the Spanish educational system and one of the key aspects for its achievement is teachers’ attitudes toward educational inclusion. In recent years, many studies worldwide have analyzed this aspect, but so far, any systematic review has specifically focused on the Spanish educational framework. For this reason, the purpose of this paper is to review the studies published from 2010 to 2019 whose aim was to analyze teachers’ attitudes towards educational inclusion in Spain. After a literature search in four different databases (PsycInfo, ERIC, Dialnet Plus, and Google Scholar), 34 studies were selected and reviewed. The results suggest that Spanish teachers’ attitudes toward educational inclusion are generally positive, although in some cases they are ambiguous. Teachers’ attitudes are mainly influenced by the amount of training and their contact or not with students with special educational needs. The discussion highlights that more studies with a greater methodological diversity are required in order to provide a complete analysis of teachers’ attitudes toward inclusion and that teacher training is one of the best tools to generate positive attitudes.

scholarly journals Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices

2021 ◽  
Vol 13 (4) ◽  
pp. 2300
Author(s):  
Constanza San Martin ◽  
Chenda Ramirez ◽  
Rubén Calvo ◽  
Yolanda Muñoz-Martínez ◽  
Umesh Sharma
Keyword(s):  
Inclusive Education ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Inclusive Classrooms ◽  
Inclusive Practices ◽  
Teacher Qualification ◽  
Service Training ◽  
Teachers Attitudes ◽  
Attitudes Towards Inclusion

Teachers play an important role in the success of inclusive practices for diverse learners in regular classrooms. It is, therefore, important to examine their beliefs and preparation to teach in inclusive classrooms. The main purpose of this study was to analyze the attitude of active Chilean teachers (n = 569) towards inclusion, their self-efficacy regarding inclusive practices, and their intention to teach in inclusive classrooms. Our secondary objectives were to explore the relationship between their attitudes and self-efficacy and to determine the influence of demographic and professional variables on these two constructs. A positive and significant relationship between teachers’ attitude and self-efficacy was found. Teacher qualification was not significantly related to attitudes towards inclusion but was negatively associated with their self-efficacy beliefs concerning inclusive practices. Secondary education teachers reported lower teaching efficacy beliefs for inclusion than pre-school, primary, and special education teachers. The type of school emerged as a significant predictor of teachers’ attitude and self-efficacy beliefs. The implications of this research and need for additional teacher and in-service training to improve educators’ attitudes and self-efficacy are discussed.

Examination of Chinese Teachers' Attitudes Towards Inclusive Education

2022 ◽  
Author(s):  
Jun (AJ) Ai ◽  
Jihong Zhang ◽  
Eva Horn ◽  
Hao Liu ◽  
Jingjing Huang ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Preschool Teachers ◽  
Educational Background ◽  
Influential Factors ◽  
Internal Reliability ◽  
Positive Attitudes ◽  
The Status ◽  
Teachers Attitudes ◽  
Teacher Age ◽  
Attitudes Towards Inclusion

Abstract The purpose of this study was to understand the status and influential factors of preschool teachers' attitudes towards inclusive education, given the evidence that attitudes predict successful inclusion for young children with or at risk for developmental delays or disabilities. We translated the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES, Mahat, 2008) to Simplified Chinese (MATIES-C). We then administered the MATIE-C to a representative sample of in-service preschool teachers (N = 481) in Beijing, China. The confirmative factor analysis and reliability tests suggested an acceptable construct validity and internal reliability of the MATIES-C. We also found preschool teachers in Beijing held positive attitudes towards inclusion across cognitive, affective, and behavioral dimensions of attitudes. The ANOVA results indicate teachers' experience and knowledge about children with disabilities had statistically positive associations with favorable attitudes. Preschool area, teacher age, and educational background were also found to have a statistically significant impact on teacher attitudes.

scholarly journals Beliefs and Attitudes Toward Inclusion of Student Teachers and Their Contact With People With Disabilities

2021 ◽  
Vol 6 ◽  
Author(s):  
André Kunz ◽  
Reto Luder ◽  
Wassilis Kassis
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Disruptive Behavior ◽  
Self Efficacy ◽  
People With Disabilities ◽  
Personal Contact ◽  
Attitudes Toward Inclusion ◽  
Positive Effects ◽  
Positive Attitudes ◽  
Beliefs And Attitudes

Inclusive schooling has been a key issue in special needs education for the last 20 years. In this context, teacher's attitudes toward inclusion is an essential factor in professional competence. It is therefore in the interest of an inclusive school system that inclusion-related beliefs and attitudes are cultivated in basic teacher education. Although some studies report positive effects of basic teacher education on successful inclusion processes and outcomes at school, the findings on attitude changes in teacher education are inconsistent. Multiple factors influence inclusion-related attitudes and beliefs. Among them, personal contact with people with disabilities is important. The present study at the University of Teacher Education in Zurich, Switzerland, examines the influence of previous contact with people with disabilities on attitudes toward inclusion after initial teacher training modules. An online survey (N = 443) was conducted before (T0) and after (T1) a training module on inclusive education/inclusive teaching. Validated scales on attitudes toward inclusion were used. The findings show that the student teachers report significantly more positive contact with people with disability than negative ones. At the same time, student teachers who are in contact with people with disabilities report a significantly more positive attitude toward inclusion at the beginning of the term, and a higher self-efficacy in dealing with disruptive behavior and interdisciplinary cooperation, as well as an individualizing teaching structure. They also report fewer concerns and negative attitudes than student teachers without such contact. Contact with people with disabilities was significantly related to an anticipated willingness to take on an inclusive class. However, no moderating effect of contact over the term was found. Additionally, we identify a considerable heterogeneity on positive attitudes toward inclusion within the respective groups (i.e., more positive or negative contact) via multigroup latent profile analysis. In particular, higher levels on self-efficacy in dealing with disruptive behavior and individualizing teaching structure were central indicators for positive attitudes toward inclusion; this held for both contact groups.

Adaptation and validation of Multidimensional Attitudes toward Inclusive Education Scale

2021 ◽  
Vol LXXXII (2) ◽  
pp. 101-112
Author(s):  
Karolina Mudło-Głagolska
Keyword(s):  
Inclusive Education ◽  
Organizational Support ◽  
Self Efficacy ◽  
Perceived Organizational Support ◽  
Sense Of Self ◽  
Negative Relationship ◽  
School Integration ◽  
Reliable Tool ◽  
Starting Point ◽  
Teachers Attitudes

Polish researchers of teachers' attitudes towards inclusive education have not yet had a validity and reliable tool that could be successfully used in scientific research. The aim of the article is to present the adaptation and validation of the Multidimensional Attitude towards Inclusive Education Scale. A total of 556 teachers of all levels of education participated in the study, who completed the Polish version of the Multidimensional Attitudes towards Inclusive Education Scale, the Scale of Attitudes towards School Integration of Children with Disabilities, the Norwegian Scale of Teachers' Self-Efficacy and the Survey of Perceived Organizational Support. The factor analysis and the relationships between the variables were performed to confirm the theoretical validity and the scale reliability analysis. The study confirmed the three-factor structure of the Multidimensional Attitudes toward Inclusive Education Scale. The theoretical validity was also confirmed on the basis of positive relationships between the cognitive, affective and behavioral components of the attitude and the sense of self-efficacy, including motivating students and adjusting the program to students' needs, maintaining discipline and cooperation with parents, teaching students and cooperation with colleagues, perceived organizational support. Additionally, there was a positive relationship between the attitude components and a positive attitude to school integration and a negative relationship with a negative attitude to this integration. The reliability of the scale was confirmed in four trials. The article presents a validity and reliable tool for researching teachers' attitudes towards inclusive education, which may be a starting point for research on predictors and the consequences of these attitudes.

Sign in / Sign up

Export Citation Format

Share Document