scholarly journals Elementary School Teachers' Attitude towards Including Students with Special Educational Needs into Regular Public Schools in Saudi Arabia

2017 ◽  
Vol 9 (1) ◽  
pp. 49
Author(s):  
Mohaned Ghazi Abed ◽  
Shahir Alrawajfh
Keyword(s):  
Elementary School ◽  
Saudi Arabia ◽  
Elementary School Teachers ◽  
Educational Level ◽  
Educational Needs ◽  
Behavioral Disorder ◽  
Mental Disability ◽  
Special Educational Needs ◽  
School Teachers ◽  
Female Teachers

The inclusion of students with special educational needs (SEN) into the regular educational system is a major concern. Hence, in the present study, the reactions of 100 qualified reqular elementary school teachers were evaluated to explore their opinions on the inclusion of students with SEN in the mainstream schools within Saudi Arabia. Moreover, these opinions were scrutinized based on certain criteria of the teachers including gender, educational level, teaching experience, knowledge and awareness about SEN, in addition to the type, character, and severity of students’ SEN. The outcomes of the study showed that the level of strategies used by the male/female teachers for teaching the children with special educational needs was on an average level. The study has also shown that there are no statistically significant differences for variables such as "years of experience", "educational level", and "teachers' knowledge of teaching students with special needs. As for the variable of "gender", the study has shown statistically significant differences in favor of the female teachers. The study has also shown that mild mental disability followed by mild visual and health disabilities are the most amenable categories. However, the least amenable categories for inclusion are severe mental disability preceded directly by the behavioral disorder.

scholarly journals Obstacles to inclusion- perceptions of teachers from Bosnia and Herzegovina / Inkliuzinio ugdymo įgyvendinimo kliūtys: Bosnijos ir Hercegovinos mokytojų nuostatos

2017 ◽  
Vol 1 (36) ◽  
pp. 49
Author(s):  
Inga Biscevic ◽  
Sadeta Zecic ◽  
Elvira Mujkanovic ◽  
Edin Mujkanovic ◽  
Haris Memisevic
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Inclusive Education ◽  
Bosnia And Herzegovina ◽  
Educational System ◽  
Regular Education ◽  
Educational Needs ◽  
Special Educational Needs ◽  
Regular Education Teachers ◽  
School Teachers

<p>Inclusive education is increasingly becoming a dominating paradigm of the educational system in Bosnia and Herzegovina. However, although supported by positive legislature, there are still numerous obstacles to inclusion. The goal of the present study was to examine the attitudes of regular education teachers towards inclusive education, more specifically towards obstacles to successful inclusion. The sample consisted of 200 elementary school teachers from two cantons in Bosnia and Herzegovina. The greatest obstacle for inclusion as perceived by the teachers was the lack of professionals trained to work with children with special educational needs in regular schools. It is of utmost importance to support regular education teachers in their efforts to support all students in their classes. This calls for a more meaningful and thorough reformation of regular schools.</p><p>Inkliuzinis ugdymas tampa vis labiau dominuojančia Bosnijos ir Hercegovinos ugdymo sistemos paradigma. Nepaisant to, kad šią paradigmą remia įstatymai, vis dar yra nemažai kliūčių, trukdančių įgyvendinti inkliuzinį ugdymą. Šio tyrimo tikslas – išanalizuoti bendrojo lavinimo mokyklų mokytojų požiūrį į inkliuzinį ugdymą, ypač atkreipiant dėmesį į tai, kas trukdo sėkmingai įgyvendinti šį ugdymo metodą. Tyrimo imtį sudarė 200 bendrojo lavinimo mokyklų mokytojų iš dviejų Bosnijos ir Hercegovinos kantonų. Mokytojų nuomone, didžiausia inkliuzinio ugdymo įgyvendinimo kliūtis yra parengtų specialistų, kurie dirbtų su specialiųjų ugdymosi poreikių turinčiais vaikais bendrojo lavinimo mokykloje, trūkumas. Labai svarbu teikti paramą tiems bendrojo lavinimo mokyklų mokytojams, kurie per pamokas stengiasi padėti visiems mokiniams. Ši situacija suaktualina poreikį įgyvendinti prasmingesnę ir nuodugnesnę bendrojo lavinimo mokyklų reformą.   </p><p> </p>

Attitudes of prospective elementary school teachers towards arithmetic

1968 ◽  
Vol 15 (4) ◽  
pp. 363-366
Author(s):  
Robert E. Reys ◽  
Floyd G. Delon
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Educational Level ◽  
Education Majors ◽  
School Teachers ◽  
Elementary Education Majors ◽  
Preparatory Program

What are the attitudes toward arithmetic of preservice elementary education majors? At what educational level were these attitudes developed? Are the attitudes of preservice elementary education majors altered by courses in their mathematics preparatory program? Questions such as these are of paramount importance to those engaged in preparation of elementary school teachers.

Two Factors Contributing to Elementary School Teachers' Predictions of Students' Scores on the Gates-MacGinitie Reading Test, Level D

1993 ◽  
Vol 76 (2) ◽  
pp. 536-538 ◽  
Author(s):  
John G. Freeman
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Reading Test ◽  
Male Teachers ◽  
School Teachers ◽  
Female Teachers ◽  
Two Factors ◽  
Gates Macginitie Reading Test ◽  
Test Level

The prediction by 13 elementary school teachers of 214 students' achievement in Grades 4 to 6 on the Gates-MacGinitie Reading Test, Level D was examined. Although teachers were generally good predictors of students' achievement in reading, predictions were affected by various factors related to students and teachers. Female teachers, but not male teachers, tended to overestimate the number of correct responses by girls and underestimate that by boys. A similar trend was evident for inexperienced teachers. When they overestimated, male teachers and inexperienced teachers tended to overestimate more.

scholarly journals Motivational Techniques Used by Elementary School Teachers: A Comparative Analysis based on Gender

2021 ◽  
Vol VI (III) ◽  
pp. 62-70
Author(s):  
Nazir Haider Shah ◽  
Muhammad Naqeeb ul Khalil Shaheen ◽  
Sobia Yaseen
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Level ◽  
School Teachers ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Jammu And Kashmir ◽  
Male And Female ◽  
Female Teachers ◽  
Significant Difference

The study aimed to compare the emotional techniques of males and females at the elementary school level in Azad Jammu and Kashmir. The nature of this study was descriptive, and a cross-sectional survey was applied for the collection of data. All male and female teachers working in the elementary school of district Sudhnuti were the population of the study. Three hundred nine elementary school teachers of District Sudhnuti were selected by using a random sampling technique. A questionnaire was developed to collect data based on a five-point Like rt scale from elementary school teachers. For data collection, the researcher collected the data personally from the nearest areas while using the postal service for far-flung areas. The data collected through the questionnaire were analyzed by using mean scores and an independent sample t-test. It was found that there is a significant difference in the mean score of male and female teachers regarding motivational techniques. Furthermore, female teachers are using all the motivational techniques instead of male teachers.

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