scholarly journals IDENTIFICATION OF FACTORS AFFECTING ELEMENTARY TEACHERS’ ATTITUDES TOWARDS INCLUSION IN KOSOVO: THE ROLE OF DEMOGRAPHIC VARIABLES

2021 ◽  
Author(s):  
Donika Koliqi ◽  
◽  
Naser Zabeli ◽  
Keyword(s):  
Elementary Teachers ◽  
Special Needs ◽  
Inclusive Education ◽  
Demographic Variables ◽  
Successful Implementation ◽  
Middle Point ◽  
Factors Affecting ◽  
Level Of Education ◽  
Teachers Attitudes ◽  
Attitudes Towards Inclusion

Inclusion is at the center of interest of international institutions and associations and is considered as one of the main challenges facing education systems worldwide. According to different studies for the implementation of inclusive practices, positive attitudes of teachers are essential in the successful implementation of this change in education. The aim of this paper was to research the elementary teachers’ attitudes towards inclusive education and to identify factors that influence their attitudes, such as: gender, age, training for inclusive education, level of education, educational experience, and experience with children with special needs. The methodology of the study is quantitative method. The population of this study include teachers of elementary level of education in the Kosovo and the sample include 300 respondents, who were surveyed with the Teachers’ Attitudes towards Inclusion Scale (TAIS). The research findings have shown that the attitudes of primary school teachers towards inclusive education are below the neutral middle point. The findings have confirmed that the demographic variables have a moderate impact on teachers' attitudes, too. A slightly higher impact is noticed while they have been part of trainings and their experience on working with students, who are considered with special needs has also helped in raising awareness.

scholarly journals A Review of Teachers' Sentiments and Attitudes in Inclusive Education in China

2021 ◽  
Vol 12 ◽  
Author(s):  
Min Yang ◽  
Chao Yu
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Classroom Environment ◽  
Successful Implementation ◽  
New Paradigm ◽  
Students With Special Needs ◽  
Factors Affecting ◽  
Inclusive Pedagogy ◽  
Teachers Attitudes ◽  
The Impact

Students should receive appropriate and comprehensive educational opportunities regardless of their ethnicity, gender, and even probable disabilities or exceptionalities. For this purpose, governments and educational boards have agreed to investigate the concept of inclusive education as a new paradigm where students can benefit from materials and classroom environment whether they are ordinary students or students with special needs. Chinese educational government has also adopted inclusive education within its pedagogic program since the middle of the 1990s. In this regard, some well-known researchers highlighted the impact of teachers' attitudes, sentiments, and concerns in inclusive education as a driving force toward student support and rapport. Moreover, the cultural background has also been emphasized in studies of inclusive education. Hence, it is necessary to employ the proposed and standardized attitude, sentiment, and concern scales, as well as the translated version to measure the factors affecting the proper implementation of inclusive pedagogy. The present study was an attempt to review related studies on teachers' attitudes and sentiments, particularly in China. Findings suggest that cultural differences might not necessarily contribute to the successful implementation of inclusive programs; however, pre-service or in-service teachers have demonstrated that higher levels of sentiment (efficacy), as well as positive attitude, can lead to the efficient provision of materials and building a supportive classroom environment for ordinary students and more importantly student with special needs.

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 Dialogic Learning Environments That Enhance Instrumental Learning and Inclusion of Students With Special Needs in Secondary Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Diego Navarro-Mateu ◽  
Teresa Gómez-Domínguez ◽  
María Padrós Cuxart ◽  
Esther Roca-Campos
Keyword(s):  
Secondary Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Instrumental Learning ◽  
Educational Systems ◽  
Successful Implementation ◽  
Special Educational Needs ◽  
Educational Strategies ◽  
Students With Special Needs ◽  
Documentary Analysis

Across Europe, the enrolment of students with special educational needs in regular classrooms is increasing, although it does not always mean access to high quality educational experience. In this context, inclusive education has been enhanced in most educational systems, but its successful implementation is still limited and has become a challenge in most countries, and specially in secondary education, when segregation due to learning achievement is more frequent. Educational practices that take into account the potential of promoting learning interactions within heterogeneous groups of students have already demonstrated contributing to educational inclusion of students with special needs. In this study we analyse the case of a secondary education school located in Valencian Community (Spain), which educates students with special needs along with their typically developing peers and is characterized by its inclusive ethos. The analysis focuses on three educational strategies implemented in the school and their impact on educational improvement and inclusion of the students with special needs: (1) co-teaching, (2) interactive groups, (3) dialogic literary gatherings. Qualitative data were obtained from communicative focus groups with teachers, communicative life stories with students and relatives, communicative observations of the three educational strategies and documentary analysis. The findings show significant increase in the students' instrumental learning, as well as an improvement in these students' overall inclusion in the school.

scholarly journals A Study of Attitude of Teachers towards Inclusive Education

2020 ◽  
Vol 9 (1) ◽  
pp. 189-197
Author(s):  
Shiba Singh ◽  
Saurav Kumar ◽  
Ranjan Kumar Singh
Keyword(s):  
Inclusive Education ◽  
Rural Areas ◽  
Sampling Technique ◽  
Successful Implementation ◽  
Rural Teachers ◽  
Significant Difference ◽  
The Government ◽  
Teachers Attitudes ◽  
Quota Sampling ◽  
Private Management

This study aimed to investigate the attitude of the teacher’s towards inclusive education as the attitude of teachers or executors has a significant impact on the successful implementation of inclusive education. The population of the study comprised all pre-service and in-service teachers of the Gaya district of Bihar. Out of this population, a sample of 108 pre-service & in-service teachers (associated with primary and secondary school) were selected through quota sampling technique from 11 institutions (belonging to the government and private management system). We wish to discover teachers’ attitudes towards inclusive education among their different demographic variables i.e. Mode of service, Gender, Locality. An attitude of teachers towards Inclusive Education questionnaire, was used for data collection. Collected data were statistically analyzed by using Frequency counts, Mean, Standard Deviation (SD), Standard Error of Mean and ` t ` test. Among the total participants n= 108, 48.14% were pre-service teachers & 53.33% were in-service teachers, 50% teachers associated with the urban area & other 50% teachers living in rural areas, 48.14% were female & 53.33% were male. The result shows that attitude of teachers towards inclusive education was moderate to a favorable level. Pre-service and urban teachers had a more positive/favorable attitude towards inclusive education than the attitude of In-service and rural teachers, respectively. In contrast, there was no significant difference between the attitude of male and female teachers towards inclusive education.

scholarly journals TEACHERS’ ATTITUDES TO SPECIAL NEEDS STUDENTS IN ENGLISH LANGUAGE TEACHING

2020 ◽  
Vol 8 (2) ◽  
pp. 37-45
Author(s):  
Firman F ◽  
Friscilla Wulan Tersta ◽  
Cicyn Riantoni ◽  
Fellicia Ayu Sekonda
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
English Language ◽  
Structured Interview ◽  
Research Subjects ◽  
Special Needs Students ◽  
Teaching Aids ◽  
The Government ◽  
Teachers Attitudes

The purpose of the study: This study aimed to investigate the teachers' attitudes to special needs students and also the contribution that will be useful in inclusive education. Methodology: This study used qualitative methods. The research subjects were five general teachers who teach students with special needs in inclusive education in Jambi, Indonesia. The sampling procedure was used for purposive sampling. The data were collected by a semi-structured interview with five teachers from different backgrounds of teaching. The recorded interview data were transcribed. The documents were then studied, labelled, and elucidated comprehensively. Main Findings: The result of the research revealed that teachers’ attitude to special need students is good. In addition, the contribution of the teachers’ attitudes is formed from this research, such as the transformation of the value of each student, the strategies of the teachers like seating arrangement, the using of the different curriculum, teaching aids and rapport. Applications of this study: To achieve education for all and education equality, the government in Indonesia increases the number of inclusive education. The findings of this research are expected to add new knowledge to the scope of inclusive education especially in EFL contexts. Theoretically, the results of this study are expected to provide some references and contributions for the study on special needs students in inclusive education. Novelty/Originality of this study: This issue becomes a new atmosphere for teachers, especially for EFL teachers in teaching the various students. It is essential to know teachers' attitudes to special needs students in the context of inclusive education because that aspect will be piloting to the contribution of the teaching and learning process.

scholarly journals Empirical investigation into teachers’ attitudes towards inclusive education: A study of future faculty of Qatari schools

2021 ◽  
Vol 16 (2) ◽  
pp. 580-593
Author(s):  
Mohamed Hamid ◽  
Nagwa Ibrahim A. Mohamed
Keyword(s):  
Inclusive Education ◽  
English Language ◽  
Independent Schools ◽  
Developed Countries ◽  
Faculty Attitudes ◽  
Disabled Students ◽  
Severity Of Disability ◽  
Teachers Attitudes ◽  
Special Children ◽  
Attitudes Towards Inclusion

Disabled students are capable of learning and growing equally to normal students, therefore the educational infrastructure of many developed countries is inclined towards an inclusive educational system. However, such students, unfortunately, are not treated well in developing countries where teachers’ attitudes are a key hindrance to an inclusive education system. This study assesses future faculty attitudes towards inclusive education in Qatari independent schools. A mixed population from Arabic studies, Islamic studies, English language, social studies, mathematics, and science sections of both primary and secondary programmes are selected from the College of Education at Qatar University. The Questionnaire of Attitudes towards Inclusion (QAI) is designed for populations of all genders and sections. Data are analysed statistically initially using the t-test and, later with descriptive statistics in SPSS software. The research findings suggests that future faculty show a positive attitude concerning with inclusive education. However, this attitude toward teaching special children varies which depends on the severity of disability and the nature. Further, teachers prefer to teach mild special children for instance those with learning disabilities. Additionally, the findings reveal no substantial differences in future faculty attitudes to special children in inclusive education with respect to gender or specialization. The study emphasizes the importance of academic and psychological preparation of teachers in Qatari independent schools to understand the nature of disability and motivate them to enhance their acceptance of children with disabilities.   Keywords: Disabled students, inclusive education, Qatari independent schools, special education, teaching attitude

IS THE GENDER OF A TEACHER A DETERMINANT OF ATTITUDE TOWARDS INCLUSION? : A CASE STUDY IN SELECTED SCHOOLS OF BHOPAL

2021 ◽  
Vol 10 (1) ◽  
pp. 50-56
Author(s):  
Yachana Saxena ◽  
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Children With Special Needs ◽  
Children With Disability ◽  
Significant Difference ◽  
Teachers Attitudes ◽  
Relationship Of ◽  
The Relationship ◽  
Attitudinal Measurement

Inclusive-education (IE) remains to be an unexplored but essential area in education with a lot of unanswered questions, especially pertaining to the views of teachers’ attitude towards Children with Special Needs (CWSN). This study examined the relationship of gender, a relevant teachers’ personal variable with teachers’ attitudes towards CWSN. This quantitative study was designed to investigate teachers’ attitudes towards Children with Special Needs with an exclusive comparison between female and male Educators. Data was collected from 260 teachers of Bhopal using a self-developed survey instrument entitled Multidimensional Attitudinal Measurement of Teachers towards Children with Disability Scale (MAMTCD-Scale). The findings revealed a non-significant difference in attitude between male and female educators.

scholarly journals Teacher Engagement Mediates Self-Efficacy and Classroom Management: Focus on Indonesian Primary Schools

2021 ◽  
Vol 19 (53) ◽  
pp. 75-92
Author(s):  
Anisa Rahmadani ◽  
Farida Kurniawati
Keyword(s):  
Classroom Management ◽  
Special Needs ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Primary Schools ◽  
Self Report ◽  
Successful Implementation ◽  
Demand Model ◽  
Students With Special Needs ◽  
Personal Resource

Introduction.  The numbers of students with special needs studying in regular classes is increasing every year. This increase has consequences for teachers, who must manage classrooms to meet the students’ diverse needs and characteristics. The contributing factor to successful inclusive education is teachers’ self-efficacy in practicing it. Successful implementation of inclusive education, on the other hand, classroom management can be viewed as performance influenced by the extent to which teachers are involved in their work, that is, teachers’ “engagement.” Method.  This quantitative correlational study aimed to determine whether teachers’ engagement mediates self-efficacy in inclusive practice and classroom management. A total of 242 inclusive primary school teachers in DKI Jakarta-Indonesia, completed three self-report questionnaires. Results.  Teachers’ engagement significantly acts as mediator in the correlation between teachers’ self-efficacy and their classroom management. Discussion and Conclusion.  Using motivational process in the job-demand model, results show that teachers’ self-efficacy functions as a personal resource in implementing inclusive education. This means that teachers’ self-efficacy conducted by teachers first raises the condition of the teacher involved in the role of work, before finally influencing the extent to which the teacher managed the classroom. Therefore that overall student, including students with special needs, get the optimal educational benefits.

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