scholarly journals Influence of Social Support on Teachers' Attitudes Toward Inclusive Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Caroline Desombre ◽  
Marine Delaval ◽  
Mickaël Jury
Keyword(s):  
Social Support ◽  
Pilot Study ◽  
Educational Policy ◽  
Inclusive Education ◽  
World Wide ◽  
Educational Needs ◽  
Causal Link ◽  
Attitudes Toward Inclusion ◽  
Special Educational Needs ◽  
Teachers Attitudes

Inclusive education is at the heart of educational policy world-wide. Teachers' attitudes toward inclusive education, which are often associated with the success of the policy, have been studied extensively. Various factors related to teachers, students with special educational needs (SEN) and different specific contexts have been identified. In the current study, we explored the influence of social support on teachers' attitudes toward inclusive education. In a pilot study implying teachers, we replicated, in the French context, previous results showing a correlational link between social support and attitudes toward inclusion. Specifically, we showed that the more social support they perceived with regard to their attempts to include students with SEN, the more positive the teachers' attitudes toward inclusive education. In an experiment involving 314 teachers we then explored the causal link between these variables. Results showed that highlighting the support teachers receive improves their attitudes in comparison with highlighting a lack of support or a control condition in which support is not mentioned. These studies show the importance of supporting inclusive education in the schools. This support can be provided in different ways (emotional, informational, instrumental, etc.) and by different actors (colleagues, supervisors).

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 Teachers’ Inclusive, Augmentative, Assistive and IT Competences in Working with Children with Special Educational Needs

2021 ◽  
Vol 4 (2) ◽  
pp. p132
Author(s):  
Tamara Milic
Keyword(s):  
Inclusive Education ◽  
Sixth Grade ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Information Communication ◽  
Systematic Observation ◽  
Resource Center ◽  
Technological Competencies ◽  
Teachers Attitudes ◽  
Desk Research

In this study we wanted to determine the presence of teachers’ information-communication-technological competencies in working with students with special educational needs. Desk research provides an overview of policy and support in inclusive education in Montenegro, with a focus on teachers’ inclusive training. From 2015 to 2018, 148 trainings were realized in the field of inclusive education and 3848 teachers were trained - most often, these were one-day trainings, duration - 8 hours, and the topics were: Working with specific disabilities, adaptation, individualization. Systematic observation based on a protocol was conducted with 15 children from the second to the sixth grade of primary school: autism; intellectual, visual, hearing, combined disabilities and difficulties: speech, language, reading and writing. The findings indicate that teachers are educated to an individualize approach. We observed the application of the approach and the use of learning and communication technology. The effects of teachers’ work and competencies are better after training, coaching and when they get support from the professional associates of the school and/or resource center. Teachers’ attitudes are positive, they show creativity, adaptability, use the technologies after they have been trained about the characteristics of students, and recommended approaches for working with them.

scholarly journals Inclusive Approach in Teaching Students with Special Educational Needs – a Chance to Change the Polish School

2021 ◽  
Vol 6 ◽  
pp. 43-57
Author(s):  
Zofia Pomirska
Keyword(s):  
Learning Environment ◽  
Educational Policy ◽  
Inclusive Education ◽  
Learning Process ◽  
Educational Needs ◽  
Legal Aspects ◽  
Special Educational Needs ◽  
Environment Friendly ◽  
Inclusive Approach ◽  
Teaching Learning

The article deals with the issue of inclusive education, which is one of the priorities of contemporary educational policy. The author describes both the idea of inclusion and the assumptions of inclusive education, as well as introduces the legal aspects of this issue. Particular attention was paid to the situation of students with special educational needs, for whom inclusive education is an opportunity to optimize the teaching-learning process. The final part of the article presents selected practical solutions that can be used by teachers to build a learning environment friendly to students with special educational needs.

scholarly journals Educators’ attitudes concerning teaching of students with special educational needs in the mainstream Greek school

2019 ◽  
Vol 7 (7) ◽  
pp. 317-337
Author(s):  
Konstantia Polyzopoulou ◽  
Helen Tsakiridou
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Theoretical Background ◽  
Special Educational Needs ◽  
Secondary Educators ◽  
Academic Difficulties ◽  
Social Difficulties ◽  
Teachers Attitudes ◽  
General School ◽  
Common Situation

Nowadays, teaching in a diverse students’ needs environment is a common situation emerged in the school community. In order for all the students to access the good of education and become a part of the school society, it is needed to be acceptable by teachers in the general school, who have to implement an appropriate instruction procedure to meet pupils’ needs successfully. Suitable teaching depends on teachers’ attitudes toward the inclusion of all the students independently and especially for those who show special educational needs. In the current study, participated 373 preschool, primary and secondary educators who teach in the Greek mainstream school. The participants completed the “Attitudes Toward Inclusive Education Scale” [1] [2]. The findings showed that teachers hold reserved attitudes toward the inclusion of students with physical disabilities and academic difficulties, but they hold favorable attitudes for behavior problem and social difficulties students. Comparisons were conducted using other variables, which exert influence on teachers’ attitudes. The results observed show the necessity of establishing supporting services in the school and organizing appropriate training programs in order for the teachers to acquire the theoretical background and skills to implement inclusive practices effectively.

Adressing Special Educational Needs in Classroom with Cyber Physical Systems

2019 ◽  
Vol 1 (1) ◽  
pp. 71-90
Author(s):  
Aneta Atanasova ◽  
Aleksandra Yosifova
Keyword(s):  
Pilot Study ◽  
Inclusive Education ◽  
Empirical Work ◽  
Humanoid Robots ◽  
Educational Needs ◽  
Cyber Physical Systems ◽  
Special Educational Needs ◽  
Long Term Effects ◽  
Physical Systems ◽  
Educational Robots

The focus of the current chapter is on humanoid robots as part of an inclusive education. It presents a brief overview of the main features of cyber physical systems which could be used as an advantage with children with special educational needs. Based on the specifics of the main types of special educational needs, a list of suggestions about the practical implications of educational robots to the classroom has been generated. A pilot study of the perception and attitude of children and teachers in a local Bulgarian school towards the application of cyber physical systems in education has been conducted. Based on previous research and the fundings of the pilot study, a few gaps of knowledge have been identified. First, the lack of empirical work on the application of technology to subjects, such as biology, chemistry, history, or to the development of social skills and creativity. Second, the scarce evidence of the long-term effects of interventions with children with special educational needs. Third, the lack of research on the attitudes of teachers with and without special educational needs children in the class towards educational robots. Last, but not least, the need for comparison of the perceptions and expectations of users of such technology across cultures.

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

Sign in / Sign up

Export Citation Format

Share Document