scholarly journals Breaking the Silence of Mainstream Teachers' Attitude towards Inclusive Education in the Bahamas: High School Teachers' Perceptions

2014 ◽  
Author(s):  
Janelle Cambridge-Johnson ◽  
Yvonne Hunter-Johnson ◽  
Norissa Newton
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Administrative Support ◽  
Influential Factors ◽  
Successful Implementation ◽  
Structured Interviews ◽  
The Bahamas ◽  
Mainstream Teachers ◽  
Education Data ◽  
Positive Attitudes

There has been a paradigm shift globally regarding the adoption of inclusive education policies and procedures. However, teachers still have varying views, anxieties, and preconceive misconceptions about the successful implementation of inclusive education practices in the general education classroom. This study utilized a qualitative approach to provide an informative exploration of teachers’ attitudes toward inclusive education and its implementation, possible factors that influence teachers' attitude, and recommendations for promoting best practices in inclusive education. Data was collected utilizing semi-structured interviews from eight teachers throughout the New Providence District in the Bahamas. The results of the study revealed that teachers generally had positive attitudes toward inclusion. However, lack of funding, administrative support and minimal opportunities for training and development were identified as negative influential factors regarding teachers’ attitude towards inclusive education.

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.

Teacher and Administrator Perceptions of Heterogeneous Education

1996 ◽  
Vol 63 (1) ◽  
pp. 29-45 ◽  
Author(s):  
Richard A. Villa ◽  
Jacqueline S. Thousand ◽  
Herman Meyers ◽  
Ann Nevin
Keyword(s):  
General Education ◽  
Special Education Teachers ◽  
Administrative Support ◽  
Severe Disabilities ◽  
Administrator Perceptions ◽  
Collaborative Relationships ◽  
Full Inclusion ◽  
Regular Education Initiative ◽  
Teacher Survey ◽  
Positive Attitudes

Perceptions of 680 licensed general and special education teachers and administrators related to the full inclusion of all students, including students with moderate and severe disabilities, were assessed using the Heterogeneous Education Teacher Survey and the Regular Education Initiative Teacher Survey-Revised. Respondents were from 32 school sites judged as providing heterogeneous educational opportunities for all children. Results favored the education of children with disabilities in general education through collaborative relationships among all educators—contradicting previous results suggesting that educators prefer pullout programs. For both general and special educators, administrative support and collaboration were powerful predictors of positive attitudes toward full inclusion.

scholarly journals Content and Language Integrated Learning: In-Service Teachers’ Knowledge and Perceptions Before and After a Professional Development Program

2020 ◽  
Vol 25 (2) ◽  
pp. 353-372
Author(s):  
Jermaine S. McDougald ◽  
Daniel Pissarello
Keyword(s):  
Bilingual Education ◽  
Administrative Support ◽  
Development Program ◽  
Material Design ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Education Data ◽  
Before And After ◽  
Multilingual Learning

This mixed-methods study investigated perceptions and knowledge about content and language integrated learning (CLIL) and bilingual education. Data were collected using surveys, questionnaires and semi-structured interviews from 26 content-based teachers in Valledupar, Colombia, before and after their participation in an online training program. Findings revealed that teamwork and administrative support are crucial factors for a successful CLIL implementation. However, results also showed that teachers knew very little about the CLIL approach, although they claimed to have been using it at their schools for 3-4 years before the study, suggesting that any previous in-service teacher training had not resulted in an adequate understanding of CLIL or bilingual education for the context.The teachers’ perceptions of CLIL and bilingualism were more positive after the training, and they reported understanding similarities and differences between both concepts. Hence, there is a need for more specialized training (material design, planning, communication, and assessment) to better prepare in-service teachers for bi-/multilingual learning environments, which in turn would provide teachers with much-needed tools for more effective delivery of CLIL-oriented solutions.

Survey on the attitude of general education teachers towards the inclusive education

2020 ◽  
Vol 28 (2) ◽  
Author(s):  
Alexandar Krastev ◽  
◽  
◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
General Education Teachers ◽  
Educational Environment ◽  
Mainstream Teachers ◽  
Whole School ◽  
Close Relationship ◽  
Service Training ◽  
Whole School Approach ◽  
Education Support

The report addresses some of the problems associated with attitudes towards inclusive education among mainstream teachers. The role of the general education teacher in the process of inclusion is analyzed. Knowledge of the inclusive education standard and its application in practice. The research raises several global questions: What are the attitudes of general education teachers towards inclusive education and its application in practice?; To what extent do general education teachers feel prepared and motivated to work in an inclusive educational environment? Does inclusive education support the whole school approach to implementing the process of inclusion in mainstream education? The survey revealed a positive attitude towards inclusive education among teachers. The large percentage of them still do not feel well prepared. The need for methodological support remains crucial. The willingness of teachers to implement the whole school approach and co-teaching as tools to improve the inclusive educational environment is interesting. The survey answered that pre-service training has a close relationship with the attitudes and attitudes of general education teachers in the inclusion process

To include or not to include—This is the question: Attitudes of inclusive teachers toward the inclusion of pupils with intellectual disabilities in elementary schools

2017 ◽  
Vol 13 (1) ◽  
pp. 65-80 ◽  
Author(s):  
Sharon Malki ◽  
Tomer Einat
Keyword(s):  
Elementary Schools ◽  
Intellectual Disabilities ◽  
Professional Collaboration ◽  
Education Curriculum ◽  
Structured Interviews ◽  
Mainstream Teachers ◽  
School Settings ◽  
Inclusion Process ◽  
Positive Attitudes ◽  
The Relationship

Numerous studies have emphasized the relationship between success of policies of inclusion and acceptance and accommodation of students with intellectual disabilities in mainstream settings and teachers’ positive attitudes toward them. Using semi-structured interviews and interpretive and constructivist strategies, the present study qualitatively analyzes the attitudes of 40 inclusive teachers regarding the inclusion of pupils with intellectual disabilities in mainstream elementary school settings in Israel. We find that most inclusive teachers assert that the inclusion policy has failed mainly, due to insufficient inclusion hours and limited abilities of mainstream teachers to assist pupils with intellectual disabilities, and that inclusive teachers unofficially employ various strategies in an attempt to improve the inclusion process. We conclude that more emphasis and resources should be invested in increasing the number of inclusive hours in mainstream elementary schools and improving mainstream and inclusive teachers’ education curriculum, and that an inclusive strategy that involves various education and special education techniques and is based on the professional collaboration between mainstream teachers, inclusive teachers, and experts in the field of inclusion, should be implemented.

scholarly journals Pre-Service Teachers’ Attitudes Towards Including Students with Moderate Learning Difficulties in Mainstream Schools in the Context of Kuwait

2020 ◽  
Vol 13 (2) ◽  
pp. 11
Author(s):  
Alenezi Nouf ◽  
Alqallaf Bader ◽  
Zainab Abbas
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Basic Education ◽  
Learning Difficulties ◽  
College Of Basic Education ◽  
Positive Attitudes ◽  
Provision Of Services ◽  
Teachers Attitudes ◽  
Attitudes Towards Inclusion

Inclusive education has become a global trend in the provision of services for students with disabilities. While attitudes towards inclusion have been studied widely in some countries, little research in this area has been conducted in Kuwait. This study responds to this need by researching pre-service teachers’ attitudes towards inclusive education. This study examined Kuwaiti pre-service teachers’ attitudes towards including students with Moderate Learning Difficulties (MLD) in general education classrooms. Questionnaires were distributed to 452 Kuwaiti pre-service male and female teachers at the College of Basic Education. Several factors, such as teachers’ knowledge, were found to be related to pre-service teachers’ attitudes towards inclusion. The results of the study indicated that, overall, Kuwaiti pre-service teachers hold positive attitudes towards inclusion.

scholarly journals THE SOCIAL DIMENSION OF INCLUSIVE EDUCATION: SPECIAL ELEMENTARY SCHOOL PUPILS WITH MILD INTELLECTUAL DISABILITIES TALK ABOUT THEIR EXPERIENCE FROM A SOCIAL CO-EXISTENCE PROGRAM

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Vasileiadis Ilias ◽  
Dadatsi Aikaterini ◽  
Koutras Spyros
Keyword(s):  
Special Education ◽  
Elementary School ◽  
General Education ◽  
Intellectual Disabilities ◽  
Inclusive Education ◽  
School Setting ◽  
Social Dimension ◽  
Structured Interviews ◽  
Post Intervention ◽  
The Social

<p>Formally, inclusive education is part of the primary policies in the Greek educational system. However, pupils with intellectual disabilities still attend special schools and their socialization is mainly monitored through the implementation of social co-existence programs in the school setting. The present study aimed to explore the outcomes of a social co-existence program that was implemented in two co-located schools, a general education elementary school and a special education elementary school. Semi-structured interviews with the special education elementary school pupils were used for pre- and post-intervention assessments. Qualitative analyses of the data revealed important differentiations in the ways pupils with intellectual disabilities understood a) their social interaction with typically developing peers and b) acceptance by peers. In fact, the pupils with intellectual disabilities consistently acknowledged that participation in the social co-existence program enhanced their social interactions and improved acceptance by peer.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0683/a.php" alt="Hit counter" /></p>

Financing Mechanisms to Support Inclusive Practice

2020 ◽  
Author(s):  
Serge Ebersold ◽  
Edda Óskarsdóttir ◽  
Amanda Watkins
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Critical Role ◽  
School Level ◽  
Successful Implementation ◽  
Policy Goal ◽  
Education Systems ◽  
Education Policies ◽  
Inclusive Practice ◽  
The Way

Financing plays a critical role in achieving more inclusive education systems, and most European countries are considering how the way they fund education impacts the policy goal of more inclusive practice in schools. The way financing is determined in laws and regulations has a direct impact on decision-making and implementation in relation to identifying learners’ educational needs, diagnostic and assessment procedures that might be used. Crucially it impacts on the placement of learners in different types of provision, including separate special classes or special schools. Financing inclusive education systems differs from financing special needs education in several important ways. In addition to providing shared educational opportunities for learners with recognised additional needs with their peers in mainstream settings, financing inclusive education systems aims to enable all learners to gain access to the educational support they are legally entitled to. Financing inclusive education systems is also far more complex than financing general education as it relates to a multilevel and multi-stakeholder framework of policy and provision that includes non-educational aspects of educational provision that are needed to ensure all learners access to high-quality inclusive education. These non-educational aspects may cover factors such as accessibility of the physical environment, specialist support, different resources for reducing the functional consequences of different disabilities, as well as financial support for families in meeting the direct and indirect costs of education. Effective mechanisms for financing inclusive education systems entail the provision of additional funding and resources that encourage mainstream schools to develop inclusive education policies, as well as innovative and flexible learning environments that meet a wider range of learners’ academic and social needs and requirements. A higher amount of funding does not in itself guarantee better learning conditions; the successful implementation of inclusive education policies depends on how funds are allocated and to whom the funds are addressed, rather than solely on how much money is available. Effective inclusive education systems build upon funding mechanisms and strategies that consider and manage the deployment and manipulation of resources at the school level, governance mechanisms, capacity building, and school development approaches. All these strategies must be targeted at achieving the policy goal of more inclusive practice in all schools.

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).

scholarly journals Conceptualising inclusive education in Saudi Arabia through conversations with special education teachers

2021 ◽  
pp. 136548022110217
Author(s):  
Kathryn Gibbs ◽  
Ali Bozaid
Keyword(s):  
Saudi Arabia ◽  
General Education ◽  
Inclusive Education ◽  
Professional Learning ◽  
General Education Teachers ◽  
Small Scale ◽  
Structured Interviews ◽  
Special Needs Education ◽  
Starting Point ◽  
Students With Autism

In the last decade, inclusive education (IE) has become a trending topic in the Kingdom of Saudi Arabia. This small-scale, qualitative Saudi study reports on how some teachers view IE in their country and whether students with a disability (autism) could be educated in mainstream schools. Individual semi-structured interviews were conducted and recorded using a smartphone. The analysis of interview data identified three themes related to IE and the concept of mainstream schooling for students with autism. Findings showed that the participants had some knowledge and understanding of IE. However, whether students with autism could be taught by general education teachers in mainstream schools reported mixed results. Some teachers spoke positively about the possibility, while others focused on existing barriers. These included the need for general education teachers to receive specialised training and professional learning in the form of authentic mentoring networks, training in special needs education to link theory with practice and how the scarcity of classroom resources hampers quality educational experiences and outcomes for some students. These findings provide a starting point for further research into the emerging phase of IE in Saudi Arabia.

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