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.

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.

Students with disability perspectives towards inclusive education at the College of Basic Education in Kuwait: Barriers and challenges: اتجاهات الطلبة ذوي الإعاقة تجاه الدمج التعليمي في كلية التربية الأساسية في دولة الكويت: العوائق والتحديات

2021 ◽  
Vol 5 (41) ◽  
pp. 218-200
Author(s):  
Nouf Salem Alenezi, Bader Jassim Alqallaf, Hamed Jassim Alsa Nouf Salem Alenezi, Bader Jassim Alqallaf, Hamed Jassim Alsa
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Basic Education ◽  
Structured Interviews ◽  
Visual Disability ◽  
Social Barriers ◽  
Data Coding ◽  
Inclusive Practice ◽  
College Of Basic Education ◽  
Barriers And Challenges

This research is a qualitative interpretive case study focuses on the perspectives of (6) students with physical and visual disability who study at college of basic education in Kuwait. It sought to elicit the “voice” of students with disabilities, seeking to identify their experiences of inclusive practice and any barriers to participation. The researchers conducted semi structured interviews. It was processed and analysed through data coding, categorising and emergence of themes. Participants of the current study showed a willingness towards the concept of inclusion with some concerns, which include the cultural, structural, and social barriers of implementing inclusive education. The results of this study emphasise the importance of increasing the knowledge of inclusion and how to deal with students with disability. Overall, recommendations include a need for training courses for the faculty members at the College of Basic Education in the field of disability and inclusion.

Teachers’ Attitudes toward Inclusive Education in Public Elementary Schools in the Northern Part of Nueva Vizcaya, Philippines

2012 ◽  
Vol 4 (1) ◽  
Author(s):  
Maricris A. Marzo ◽  
Juanita B. Pascua
Keyword(s):  
Elementary Schools ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Survey Method ◽  
Length Of Service ◽  
Public Elementary Schools ◽  
Teachers Attitudes ◽  
Special Children

Inclusive education means that students with disabilities are members of the general education classes and do not belong to any other separate, specialized environment based on the characteristics of their disability. This study is conducted to determine the teachers’ attitudes toward inclusive education in public elementary schools in the northern part of Nueva Vizcaya. The study used descriptivecorrelational survey method of research. The researchers used structured questionnaire in gathering the needed data. The study found out that the teachers have a high acceptance of the idea of inclusive education. The overall attitude of the teachers towards inclusive education was comparable regardless of age, class size and length of service. Teachers who were handling bigger class sizes possess more favorable attitude or they feel so fortunate to be a great help to children with disabilities to feel important and accepted by their non – disabled peers. Teachers who were newer in service were more reluctant on the inclusion of inclusive education probably because they have not been trained or have not acquired the variety and latitude of experiences that were vital in teaching children with disabilities as compared to their counterparts who have rendered more years of services in teaching special children.   Keywords - inclusive education, attitudes, descriptive–correlation, northern part of Nueva Vizcaya

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 PURSUIT OF INCLUSIVE EDUCATION: INCLUSION OF TEACHERS IN INCLUSIVE EDUCATION

2018 ◽  
Vol 2 ◽  
pp. 39
Author(s):  
Ingrida Baranauskienė ◽  
Diana Saveikienė
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
School Teacher ◽  
Attitudes Toward Inclusion ◽  
Primary School Teacher ◽  
Education School ◽  
Teachers Attitudes ◽  
Families With Children ◽  
Descriptive Survey

By focusing on teachers’ approach, the article analyses one of the most relevant issues of today’s realities of education – the inclusive education. The following is an important task for politicians for education, school leaders, teachers and greatly affects and influences the life of families with children with disabilities. Object of the research: inclusion of teachers in inclusive education. Aim of the research: to examine aspects of teachers’ inclusion in inclusive education by implementing the statistical analysis according to The Teachers’ Attitudes Toward Inclusion Scale (TATIS) survey (Gregory, Noto, Cullen, 2010). This study adopted a descriptive survey research design, with 105 teachers as participants from selected secondary schools in Klaipėda city and Klaipėda district, Lithuania. Research results: A study has been conducted demonstrating that the attitudes of educators participating in the study to inclusive education of pupils with a disability are basically positive. The analysis of the research data received allow the teachers are not sufficiently prepared to provide assistance to their students with orientation towards the inclusive training tasks. Teachers who participated in the study agree that all school classes should be rebuilt to meet the needs of students with disabilities and that students with disabilities should be taught in a general education school in an equal educational environment with peers without disabilities. The differences between teachers' attitudes to the inclusive education model and the type of pedagogical school were statistically significant. More than just a gymnasium teacher, either a progymnist or a primary school teacher, fully agrees that the model of inclusive education ensures a more effective transition of pupils with disabilities from special education to general education schools.

Theory and Implementation of Inclusion

2019 ◽  
pp. 19-42
Author(s):  
Christine M. Gleason ◽  
Kristi L. Santi
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Attitudes Toward Inclusion ◽  
Human Right ◽  
Students With Special Needs ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Restrictive Environment

The inclusion of students with special needs in general education settings has become an essential component of education. Including all students in the least restrictive environment to the maximum extent possible is the law and an innate human right. However, research reveals that some teachers do not have positive attitudes toward including students with disabilities. The purpose of this chapter is to discuss findings from a study that uncovered factors behind teachers' attitudes toward inclusion. The general findings and themes are discussed. The chapter concludes with a list of resources teachers can access without payment to help them better understand students with disabilities and ways in which the teacher can more easily develop an inclusive, inviting environment for all.

scholarly journals Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0257657
Author(s):  
Shirli Werner ◽  
Tom P. Gumpel ◽  
Judah Koller ◽  
Vered Wiesenthal ◽  
Naomi Weintraub
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Self Efficacy ◽  
Sense Of Self ◽  
National Policy ◽  
School Support ◽  
Special Educational Needs ◽  
Teachers Attitudes ◽  
Attitudes Towards Inclusion

Background While research has focused on understanding teachers’ attitudes towards the inclusion of children with special educational needs into general education classrooms, there are lacunae that have yet to be addressed. This study examined the association between perceived self-efficacy and attitudes towards inclusion among elementary school teachers. The study also examined the role of teachers’ self-efficacy as a mediating variable between knowledge of inclusion policy, perception of school support and teachers’ attitudes towards inclusion. Methods Teachers (N = 352) working in general or special education schools completed questionnaires assessing attitudes towards inclusion, sense of self-efficacy, knowledge of current policy, and perception of support for inclusive practices. Results Higher perceived knowledge of inclusion policy and higher perceived school support of inclusion were both related to higher self-efficacy regarding inclusion, which, in turn, was related to more positive attitudes about inclusion. Conclusion Our results suggest that point to being knowledgeable regarding local and national policy is important in order to increase feelings of self-efficacy regarding the implementation of effective educational practice. To enhance inclusion, local and national policy must be clearly communicated to teachers. Furthermore, leadership and a supportive school environment are conducive to successful inclusive education.

scholarly journals THE PERCEPTIONS OF PRIMARY EDUCATION TEACHERS ABOUT INCLUSIVE EDUCATION IN THE GREEK EDUCATIONAL SYSTEM

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Vasileiadis Ilias ◽  
Koutras Spyros ◽  
Ioanna Dimitriadou
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Primary Education ◽  
Learning Climate ◽  
Typically Developing ◽  
Northern Greece ◽  
Effective School ◽  
Positive Attitudes ◽  
Key Factor ◽  
Teachers Attitudes

Teachers’ attitudes towards inclusive education of typically developing and non-typically developing students are a key factor for effective school psychological support, smooth attendance of all students and seamless operation of the classroom. The purpose of the present study was to investigate the views of primary education teachers in schools of Northern Greece regarding the factors that shape their attitudes and influence their participation in promoting the joint education of disabled and non-disabled students. The research sample consisted of 48 primary school teachers in the area. The Teacher Attitudes Toward Inclusion Scale (TATIS) questionnaire was adapted and administered. The results of the study show that teachers who have been involved in inclusive education processes in the past and evaluate their participation as positive for themselves and their students, develop and establish more positive attitudes regarding the usefulness of inclusive education programmes compared to teachers who either have no positive experiences from participating in the education of students with disabilities in the general classroom or have never taught non-typically developing students. In conclusion, the organised and methodologically envisaged development of inclusive education increases the efficiency of teachers and promotes a positive learning climate in the classroom. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0726/a.php" alt="Hit counter" /></p>

Theory and Implementation of Inclusion

2022 ◽  
pp. 37-54
Author(s):  
Christine M. Gleason ◽  
Kristi L. Santi
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Attitudes Toward Inclusion ◽  
Human Right ◽  
Students With Special Needs ◽  
Positive Attitudes ◽  
Teachers Attitudes ◽  
Restrictive Environment

The inclusion of students with special needs in general education settings has become an essential component of education. Including all students in the least restrictive environment to the maximum extent possible is the law and an innate human right. However, research reveals that some teachers do not have positive attitudes toward including students with disabilities. The purpose of this chapter is to discuss findings from a study that uncovered factors behind teachers' attitudes toward inclusion. The general findings and themes are discussed. The chapter concludes with a list of resources teachers can access without payment to help them better understand students with disabilities and ways in which the teacher can more easily develop an inclusive, inviting environment for all.

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