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 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 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 Quality Inclusion of Young Children with Disabilities: Taking a Stance to Support Early Childhood Leaders

2021 ◽  
Author(s):  
Sara Movahedazarhouligh
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Learning Goals ◽  
Best Interest ◽  
Improved Outcomes ◽  
Outcomes For Children

In the educational lexicon, inclusion is not a term, rather a philosophy that values and advocates for every child’s right to quality education and learning to develop their skills and realize their full potentials. Research over the past 40 years has demonstrated that inclusive education is associated with improved outcomes for children and students with disabilities. In early childhood (EC) education, inclusive education is in the best interest of all young children to improve their sense of belonging and membership, positive social relationships and friendships, and learning goals. As more EC programs, schools, and educational settings move toward including children with disabilities in general education settings, a need exists to better prepare EC professionals, most importantly EC leaders as gatekeepers of quality to better enhance and facilitate inclusive instructional opportunities for children with disabilities. This chapter focuses on EC leaders’ role in developing, adopting, and supporting inclusive education with recommendations to implement and sustain quality inclusive education practices in EC programs and settings.

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.

Designing an Inclusive Educational Environment in a General Education Organization: The Experience of Conceptualization

2020 ◽  
Vol 19 (4) ◽  
pp. 145-152
Author(s):  
A.G. Madzhuga ◽  
◽  
S.A. Zhantasova ◽  
L.K. Fortova ◽  
Zh.V. Sharafullina ◽  
...  
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Legal Aspects ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Modern School ◽  
The Government

the article reveals the content and legal aspects of the design features of an inclusive educational environment in a mass school. The understanding by the government and society as a whole of the concept of equal opportunities for children with disabilities and children with disabilities formed the basis for creating a special inclusive educational environment at school, determined the need to find effective ways to include and opportunities for interaction of subjects of an inclusive educational process. Based on the theoretical analysis of domestic and foreign literature, the authors present a refined definition of “inclusive educational environment”, define and describe its essential characteristics. Based on their research and personal experience in implementing inclusive education programs, they prove that an inclusive educational environment is a variation of the educational environment in which students with disabilities are provided with conditions for self-realization and the formation of value-semantic life orientations in the context of their special educational needs. For the first time in the context of the study, a scientifically based relationship between the values of inclusive education and inclusive policies, inclusive practices and inclusive culture is presented. When describing the fundamental principles underlying the design of an inclusive educational environment in a modern school, the authors reveal its algorithm and describe the value system of inclusive education.

scholarly journals The Attitude of Islamic Religious Education Teachers Against the Implementation of Inclusive Education at the Elementary School Level

2020 ◽  
Vol 4 (2) ◽  
pp. 69-74
Author(s):  
Amka Amka ◽  
Mirnawati Mirnawati
Keyword(s):  
Elementary Schools ◽  
Teacher Attitudes ◽  
Religious Education ◽  
Inclusive Education ◽  
Islamic Education ◽  
School Level ◽  
Survey Method ◽  
Education Experience ◽  
Several Variables ◽  
Teachers Attitudes

This study aims to determine the attitude of Islamic Religious Education teachers in elementary schools towards the implementation of inclusive education. The study used a non-experimental quantitative approach with a survey method. Subjects or informants in this study were teachers of Islamic Education who were scattered from 16 elementary schools in South Kalimantan. Data collection was carried out using questionnaires and interviews. Data were analyzed using descriptive statistics using percentages; teacher attitudes were assessed based on five criteria, namely excellent, good, sufficient, lacking, and very poor. These criteria adjust to the percentage range obtained. The results showed that the percentage of Islamic education teachers' attitudes towards the implementation of inclusive education in South Kalimantan was 67.18%, which was categorized as quite good. Several variables affect teacher attitudes in terms of gender, recent education, experience in training.

scholarly journals Attitude of Prospective Teachers towards Inclusive Education for Children with Disabilities In Relation To Gender and Academic Stream

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Dr. Harneet Billing
Keyword(s):  
Inclusive Education ◽  
Prospective Teachers ◽  
Random Sampling ◽  
Children With Disabilities ◽  
Simple Random Sampling ◽  
Survey Method ◽  
Teacher Trainees ◽  
The Mean ◽  
And Gender ◽  
Descriptive Survey

The present study aimed to investigate the attitude of prospective teachers towards inclusive education in relation to gender and academic stream. The respondents were teacher trainees of district Mohali of Punjab. A sample of 100 B.Ed students (N=50 boys and 50 girls) by employing simple random sampling. Descriptive survey method was employed; attitude towards inclusive education scale was used, Analysis of Variance and for the significant F- ratio, the t-test was used for testing the significance of difference between the mean scores different groups on variables under study. The study revealed that (a) There exists significant differences in attitude of prospective teachers towards the concept of inclusive education for children with disabilities with respect to gender (b) There exists no significant differences in attitude of prospective teachers towards the concept of inclusive education for children with disabilities with respect to academic stream and (c) There exists no significant differences in attitude of prospective teachers towards the concept of inclusive education for children with disabilities with respect to interaction effect of academic stream and gender.

scholarly journals THAI SECONDARY TEACHER ATTITUDES TOWARDS THE INCLUSION OF STUDENTS WITH LEARNING DISABILITIES

2019 ◽  
Vol 7 (1) ◽  
pp. 478-483
Author(s):  
Pattaraporn Jamsai
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
Teacher Attitudes ◽  
Secondary Teachers ◽  
Teaching Experience ◽  
Secondary Teacher ◽  
Students With Learning Disabilities ◽  
Teachers Attitudes ◽  
General Education Classrooms

Purpose of Study: The purpose of this study was to examine Thai secondary teacher attitudes towards inclusion of students with learning disabilities in general education classrooms. Methodology: The researcher collected quantitative data using a questionnaire with 28 Likert-type scale questions, adapted from the Opinions Relative to Integration of Students with Disabilities (ORI) as well as information related to training in special education, experience, and workload. The participants were comprised of a representative group of 370 secondary teachers from all regions of Thailand. Most participants indicated that they were female general education teachers and had a Bachelor’s degree. Main Finding: Through multiple linear regression, the findings showed that Thai secondary teachers generally held a positive attitude towards the inclusion of students with learning disabilities into general education classrooms. All three independent variables (hours of training, years of teaching experience, and hours of workload) were significant predictors of teachers’ attitudes towards inclusive classrooms, though the hours of workload was the strongest predictor. Applications: The study was conducted to better understand the variables that are meaningful to teachers’ attitudes toward inclusion.

scholarly journals Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership

2018 ◽  
Vol 2018 ◽  
pp. 1-13 ◽  
Author(s):  
Zachary Y. Mngo ◽  
Agnes Y. Mngo
Keyword(s):  
Special Education ◽  
Instructional Leadership ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Education Program ◽  
Future Research ◽  
Teachers Perceptions ◽  
Highly Educated ◽  
Integrated Classrooms

The opinions of general education secondary school teachers in seven select schools involved in a pilot inclusive education program in the Northwest Region of Cameroon were sought. The findings reveal that most teachers in Cameroon still prefer separate special education institutions to inclusive ones. These conclusions contradict earlier research which showed that resistance to integrated classrooms was emanating from beliefs and customs. Teachers with some training on teaching students with disabilities and more experienced and highly educated teachers were more supportive of inclusive education indicating that resistance to the practice is linked to inadequate or complete lack of teachers’ preparedness. Younger, less experienced teachers with no training in special education indicated less enthusiasm regarding the benefits of inclusion, their ability to manage integrated classrooms, and teach students with disabilities. The implication of these findings for future research, institutional support systems, institutional policies, and overall instructional leadership is discussed in this article.

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