Attitude of Teacher Trainees Towards Inclusive Education

2021 ◽  
pp. 17-28
Author(s):  
Arun K Gupta ◽  
Bharti Tandon
Keyword(s):  
Teacher Training ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Education Programme ◽  
Training Programme ◽  
Inclusive Classrooms ◽  
Teacher Trainees ◽  
Significant Difference ◽  
Instruction And Curriculum ◽  
Restrictive Environment

Globally schools are becoming more inclusive in practice to provide meaningful learning experiences to students with disabilities in the least restrictive environment. Research has documented that teachers with positive attitudes toward inclusion are more likely to modify their instruction and curriculum to meet individual needs of students and have a more positive approach to inclusion. It is the responsibility of teacher training programmes to prepare teachers who can meet expectations of implementing inclusive education programme effectively. The present study was aimed to explore the views of teacher trainees undergoing two-year Bachelor of Education (B.Ed.) programme about inclusion and their readiness to teach in inclusive classrooms. In this study, the Scale of Teachers' Attitudes Toward Inclusive Classrooms (STATIC) was used to collect data and 300 teacher trainees studying in their second year of the teacher training programme in two colleges of education in Jammu city were included in the study. The results indicated that generally, teacher trainees had a positive attitude toward inclusion in schools. The findings highlight that there was a significant difference in attitude towards inclusion between urban and rural teacher trainees. However, there was no significant difference in the attitude towards inclusion among the sub-groups of teacher trainees on the basis of qualification, previous awareness about inclusion or familiarity with the disability in the family. Some suggestions and recommendations for improvement of teacher education programmes vis-à-vis inclusion have also been given.

scholarly journals The Social and Psychological Effects of Inclusive Education of Persons with Hearing Disability in Society: A Field Study at the Disability Resource Centre (Sharjah University)

2021 ◽  
Vol 13 (22) ◽  
pp. 12823
Author(s):  
Nagwa Babiker Abdalla Yousif ◽  
Enaam Mohammed Youssef ◽  
Rasha Mohamed Abdelrahman
Keyword(s):  
Social Interaction ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Correlation Coefficients ◽  
Psychological Adaptation ◽  
Psychological Effects ◽  
The Social ◽  
Significant Difference ◽  
Education Of Students ◽  
Psychological Integration

The objective of inclusive education is to increase the quality of social and psychological integration in society of students with disabilities in the learning process. This study aimed to identify the social and psychological effects of inclusive education of students with hearing disabilities at Sharjah University’s Disability Resource Centre. The study adopted a descriptive analytical approach with a purposive sample comprising 24 students with hearing impairment. An electronic questionnaire comprising 25 psychological and social statements and nine open-ended questions was administered to collect quantitative and qualitative data. The results revealed positive correlation coefficients between inclusive education and both psychological adjustment and social interaction and negative relationships between gender and age and both social interaction and psychological adaptation variables (for age ρ = 0.091 and ρ = 0.262 and for gender ρ = 0.47 and ρ = 0.076, respectively). A statistically significant difference of less than 0.05 was found in favour of those who agreed that inclusion affects psychological adaptation. A statistically significant difference of less than 0.05 was found in favour of students who agreed that inclusion affects social interaction. The research results can be used in the practice of inclusive education to determine ways to improve the social and psychological adaptation of students with hearing impairments.

scholarly journals Increasing Inclusive Education Through a Learning Center Model: A California Approach

2020 ◽  
Vol 4 (1) ◽  
pp. 43
Author(s):  
Aja McKee ◽  
Audri Sandoval Gomez
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Deep Structure ◽  
Least Restrictive Environment ◽  
Learning Center ◽  
Educational Programming ◽  
Federal Mandate ◽  
Restrictive Environment

Learning center models offer students with disabilities learning experiences in general education classrooms, while retaining support and services from special education personnel. The learning center approach examines existing educational perspectives, practices and structures, surrounding access to general education for students with disabilities. This study used a document analysis, a qualitative data method, to examine how two California school districts developed a learning center model to transform special education programming from segregated special education classrooms and practices to placement and access to general education. The findings inform educational programming for students with disabilities in the least restrictive environment, to comply with the American federal mandate. Findings suggest that the deep structure of educational practices complicated the ease of a change in practices for both general and special educators. However, the community approach of the learning center model, where all teachers assume the educational responsibilities for all students, forced these educators to be flexible, reexamine structures and practices, and challenge the ethos of traditional schooling. 

scholarly journals Neuroscience and inclusive education: a teacher training program

2020 ◽  
Author(s):  
Carolina Magro de Santana Braga ◽  
◽  
Fabiana Maris Versuti ◽  
Keyword(s):  
Public Policy ◽  
Teacher Training ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Private School ◽  
Neurodevelopmental Disorders ◽  
Research Literature ◽  
School Teachers ◽  
Spontaneous Reports ◽  
Scholarly Attention

Inclusion is a relevant public policy for education. Nonetheless, the evaluation of its effectiveness still needs further investigation. The existing research literature shows the importance of teachers as a vital agent in this process. In the context of continuing teacher education, the theme of inclusion is often left outside of scholarly attention. This study aims to outline teacher training for inclusive education, especially regarding the inclusion of students with neurodevelopmental disorders. The survey covered 50 kindergarten and elementary private school teachers. Following the intervention, the teachers’ spontaneous reports demonstrate a change in their perception of students with disabilities. Further investigation is required to systematize the methodology and results of this survey.

scholarly journals Pre-Service Teachers’ Attitudes Toward Inclusive Education During Their Studies in Bahrain Teachers College

SAGE Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. 215824401986577
Author(s):  
Osama AlMahdi ◽  
Hanin Bukamal
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Negative Relationship ◽  
Teacher Preparation Program ◽  
Local Policy ◽  
Teachers College ◽  
Significant Negative Relationship ◽  
Significant Difference ◽  
Teachers Attitudes

This study explored pre-service teachers’ attitudes toward inclusive education. The Sentiments, Attitudes, and Concerns about Inclusive Education–Revised (SACIE-R) scale was completed by 138 teacher candidates in a teacher preparation program in Bahrain Teachers College. The findings revealed that candidate teachers needed more opportunities to interact with and teach children with disabilities during their school practicum; they also needed more preparation and knowledge about the educational policies related to these children. Not all the candidate teachers felt confident in their knowledge and skills when dealing with these children. The sentiments of the candidate teachers were generally positive and compassionate to children with disabilities. The attitudes of the candidate teachers were generally positive as well, but there were some apprehensions in regard to including children who show aggressive behavior toward others or those who require communicative technologies in regular classes. The participants had many concerns related to certain aspects of including students with disabilities in the regular classrooms. The findings indicated that there is no significant difference among the study sample in terms of their attitudes, concerns, or sentiments toward inclusion according to the academic year variable (orientation, Year 1, Year 2, Year 3, and Year 4) and the specialization variable (no specialization, Cycle 1). There was also a significant negative relationship between level of confidence in teaching students with disabilities and the sentiment aspect, and also with the concerns. There was a significant negative relationship between knowledge of the local policy that relates to children with disabilities and the sentiment aspect.

scholarly journals The Inclusive Education: Policy Issues and Challenges. The Rights in the Amended Special Edu- cation Law in Israel (1988)

2020 ◽  
Vol 18 (1) ◽  
pp. 14-23
Author(s):  
L. Shaked
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Special Education Law ◽  
Education Law ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Restrictive Environment

This paper discusses the effects of Special Education law (1918) in Israel and amendments followed in 2002; 2018 on school placement policy and attitudes toward inclusion. The critics on differential budget to different setting that the budget doesn’t support the least restrictive environment concept and inequality in the allocation of resources among students in special education and students integrated in the regular education lead to the amendment nr.11 of Special Education law. Present paper argues that while state policy makes an ongoing effort to increase access to general edu- cation by innovative legislation, increasing the state funding in order to accommodate and meet the needs of students with disabilities in inclusive education the practices of educational institutions perpetuated exclusion from general education. For regular teachers to feel confident in their ability to teach all students, a change in teacher preparation programs should be implemented. A change in teacher preparation programs still needs a profound reform.

scholarly journals GENERAL AND SPECIAL EDUCATOR ATTITUDE TOWARDS INCLUSIVE EDUCATION

2020 ◽  
Author(s):  
Yachna Saxena
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Management Strategies ◽  
Special Educator ◽  
General Educator ◽  
Children With Disability ◽  
Significant Difference ◽  
Teachers Attitudes ◽  
Attitudes Towards Inclusion

Teachers’ attitudes and beliefs are known to influence their teaching practices and management strategies in the classroom, and therefore directly influencing students’ learning. The existing research indicates that the teachers’ attitudes towards inclusion are inconsistent. The educationalists point out that these inconsistencies are due to differences among the attitudes of various types of educators toward students with disabilities. There are various types of educators like regular education teachers, special education teachers, administrators, and others and according to research each one's attitude is different when it comes to teaching students with disabilities. This quantitative study was designed to investigate teachers’ attitudes towards Children with Special Needs (CWSN) with an exclusive comparison between General Educator and Special Educator. Data was collected from 260 teachers of Bhopal by using a self-developed survey instrument entitled 'Multidimensional Attitudinal Measurement of Teachers towards Children with Disability Scale' (MAMTCD-Scale). The findings revealed significant difference in attitude between general educators and special educators.

scholarly journals Service user organisations: an untapped teaching resource

2009 ◽  
Vol 33 (2) ◽  
pp. 72-74 ◽  
Author(s):  
Ben J. diMambro ◽  
Gillian A. Doody
Keyword(s):  
Service User ◽  
Education Programme ◽  
Training Programme ◽  
Educational Programme ◽  
Psychiatric Services ◽  
Clinical Implications ◽  
Local Service ◽  
Teaching Resource ◽  
Content Relevance ◽  
Significant Difference

Aims and MethodTo evaluate the introduction of service user-led teaching on experiences of psychiatric services and interview style into the educational programme of trainee psychiatrists. A ten-session programme was devised and delivered in conjunction with a local service user organisation. Twelve trainees underwent the training programme. Evaluation was undertaken through analysis of the feedback forms completed by the trainees.ResultsNo significant difference was found between service user-led and psychiatrist-led sessions in content, relevance or presentation.Clinical ImplicationsThe study demonstrated that service user-led teaching can be integrated into a trainee's education programme without reducing the perceived quality or relevance of their education.

scholarly journals Inclusive Education Facilities in Secondary Schools of Pakistan: A Gender Based Comparison

2019 ◽  
Vol 1 (2) ◽  
pp. 75-83
Author(s):  
Muhammad Jahanzaib ◽  
Ghulam Fatima ◽  
Dur e Nayab
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Basic Unit ◽  
School Students ◽  
Persons With Disabilities ◽  
Male And Female ◽  
Validated Questionnaire ◽  
Significant Difference

Man is the most civilized and enlightened creation of Allah. Man and women formulate the basic unit of civilization. A comparison about provision of rights and facilities in every field of life has been going on since their creation. Nowadays inclusive education has proved a successful educational system for persons with disabilities. In this study, researchers have tried to explore difference between inclusive education facilities in male and female secondary schools of the province of Punjab, Pakistan. In order to attain this goal the survey technique was used to collect the data from 196 male and female secondary school teachers working in rural and urban secondary schools conveniently selected from five districts viz Okara, Sahiwal, Lahore, Pakpattan and Kasur by a self developed and validated questionnaire i.e. Research Questionnaire about the Condition of Available Inclusive Education Facilities and Opportunities in Secondary Schools of Punjab. For cross validation of data, interview schedule was used to collect data from 17 secondary school students with disabilities. Both the descriptive and inferential statistics were used to analyze the collected data. This study describes that there is no significant difference in inclusive education facilities between male and female secondary schools. Moreover special students denied provision of inclusive education facilities as claimed by the teachers. Conclusions were drawn and recommendations were made.

scholarly journals Functioning of inclusion classrooms in the opinion of parents – organization, teacher training, individualized instruction and social relations

2019 ◽  
pp. 83-108
Author(s):  
DOMINIKA PRZYBYSZEWSKA
Keyword(s):  
Teacher Training ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Social Relations ◽  
Individualized Instruction ◽  
Inclusion Classrooms ◽  
Teaching Aids ◽  
Teacher Assistant ◽  
Adam Mickiewicz

Dominika Przybyszewska, Functioning of inclusion classrooms in the opinion of parents – organization, teacher training, individualized instruction and social relations. Interdisciplinary Contexts of Special Pedagogy, no. 24, Poznań 2019. Pp. 83-108. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.24.05 Inclusive education is one of the available forms of education for students with disabilities in Poland. Inclusion classrooms have fewer student and an additional teacher assistant. The schools in which this type of education takes place should meet a number of requirements. They start with the infrastructure and available teaching aids, and end with the teacher training and the availability of specialists. However, these are only prerequisites. In addition to them, the attitude of teachers and their training, the atmosphere prevailing in the school and the relations between students are important. All these elements are components on which success depends. The article presents the opinions of parents whose children attend such classes. Their voice is consistent with the results obtained by other researchers and the reports of the Supreme Audit Office (NIK)- there are no teaching aids, it isnot always possible to talk to specialists (staff shortages), the individualization used in working with students is insufficient, and the relations in classes are only seemingly good.

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