An Analysis of Polish Teachers Attitudes towards Inclusive Education

Czyż, Anna

doi:10.29202/fhi/10/1

Cited by 6 publications

(8 citation statements)

References 14 publications

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“…The influence of some demographic variables on their attitudes was also investigated. The research results have showed that the attitudes of primary school teachers towards inclusive education are below the neutral middle point, similar to the results of other research where teachers were neutral or even indifferent (Ross-Hill, 2009;Czyż, 2018). Whereas, in terms of the demographic variables impact, female teachers were more positive than male teachers (e.g.…”

Section: Discussionsupporting

confidence: 85%

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Identification of Factors Affecting Elementary Teachers’ Attitudes Towards Inclusion in Kosovo: The Role of Demographic Variables

Koliqi¹,

Zabeli²

2021

Education and New Developments 2021

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Inclusion is at the center of interest of international institutions and associations and is considered as one of the main challenges facing education systems worldwide. According to different studies for the implementation of inclusive practices, positive attitudes of teachers are essential in the successful implementation of this change in education. The aim of this paper was to research the elementary teachers’ attitudes towards inclusive education and to identify factors that influence their attitudes, such as: gender, age, training for inclusive education, level of education, educational experience, and experience with children with special needs. The methodology of the study is quantitative method. The population of this study include teachers of elementary level of education in the Kosovo and the sample include 300 respondents, who were surveyed with the Teachers’ Attitudes towards Inclusion Scale (TAIS). The research findings have shown that the attitudes of primary school teachers towards inclusive education are below the neutral middle point. The findings have confirmed that the demographic variables have a moderate impact on teachers' attitudes, too. A slightly higher impact is noticed while they have been part of trainings and their experience on working with students, who are considered with special needs has also helped in raising awareness.

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Section: Discussionsupporting

confidence: 85%

“…According to Czyż (2018) the intensity and orientation of the attitude depends on several factors. Researches have identified several variables that impact teaching attitudes such as: gender, age, country, experience on working with children with special needs, work experience, vocational training, training regarding inclusive education.…”

Section: Introductionmentioning

confidence: 99%

Identification of Factors Affecting Elementary Teachers’ Attitudes Towards Inclusion in Kosovo: The Role of Demographic Variables

Koliqi¹,

Zabeli²

2021

Education and New Developments 2021

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“…In the first stage of research, I determined the direction and intensity of the attitudes towards inclusion in Polish schools and analyzed the results in terms of the relationship with the first variable: the type of school. The findings from my 2018 study show that the vast majority of respondents exhibit a neutral attitude, yet a trend can be observed for mainstream teachers to present more positive attitudes towards inclusive education (Czyż 2018). Therefore, it was important to carry out another study to identify the determinants of these attitudes.…”

Section: The Methodology Of Research On the Determinants Of Teachers'mentioning

confidence: 97%

“…However, the research warns that the attitudes of students are not only negative, but also tend to worsen with age (Dudek 2009). The attitude of teachers and educators, on the other hand, is often seemingly positive or indifferent (Czyż 2018), though there are reasons to hypothesize that the attitude towards the very idea of inclusion does not correlate with teachers' level of empathy (Barłóg 2018). Among the predictors of the attitudes of teachers and educators who are responsible for the process of teaching children and adolescents with specific educational needs are not only demographic variables such as gender, age, work experience, level of education, and the teacher's preparation (Barnes, Gaines 2015;2017), but also social factors such as one's personal or indirect experience of disease and disability (Brandy, Woolfson 2008), or factors related to the child undergoing inclusive education (Hammond, Ingalls 2003).…”

Section: Reports From Selected Studies On the Determinants Of Inclusionmentioning

confidence: 99%

Selected determinants of the attitudes of educational staff towards inclusive education

Czyż

2020

EETP

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The article brings up extremely important issues for disabled people: selected conditions for the success of the educational inclusion process. The research was conducted in a positivist paradigm and was focused on the attitudes of teachers and determinants of these attitudes. For diagnostic purposes, the research tool “Scale for Testing Teachers’ Attitudes Towards Inclusive Education” was used. A total of 363 teachers, school counselors, and school psychologists took part in the study. They represented levels of education from kindergarten to middle school (which is currently part of primary school in any case). Both special and mainstream schools were represented in the study. Variables such as age, type of institution, level of education, and position were taken into account. The results confirmed the hypoth- eses that some variables—type of institution, level of education, and position—significantly discriminate the results of the groups.

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“…Polish research on attitudes towards inclusion shows that it is neutral in direction and that there is no connection between the type of educational institution and the direction of the attitude (Czyż 2017). Quality research shows the reluctance in turning away from the segregation system.…”

Section: People: International Journal Of Social Sciences Issn 2454-5899mentioning

confidence: 98%

Attitudes of Polish Schools’ Teachers Towards the Idea of Inclusive Education for Disabled People

Czyż

2018

pijss

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The purpose of the presented research is to determine the direction of teachers' attitudes towards inclusive education in the context of selected variables. To propagate the idea of inclusion, we need a multi-faceted diagnosis including the diagnosis of teachers' attitudes, which are responsible for its implementation. The appropriate study was conducted on a sample of 363 teachers. The diagnostic survey was used together with the tool constructed for this study -The Scale for Measuring Attitudes towards Inclusive Education. The tool was subjected to standardization procedures, high reliability (Cronbach's alpha = 0.85) and theoretical accuracy of the scale was obtained. The attitude analysis was based on the following variables: seniority (work experience in years) and the position (teachers of regular subjects or teacher-psychologist/pedagogue). Considering the tool's ability, sample size and normality of decomposition, parametric statistics were used to determine the relationships. The results of research show no significance relationship between direction of attitude and position of work and significance relation between direction of attitude and seniority.The results provide a valuable source of information to identify the causes of slow development of inclusion education in countries with similar education models. They give you the opportunity to determine the direction of change and to introduce appropriate solutions.

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An Analysis of Polish Teachers Attitudes towards Inclusive Education

Cited by 6 publications

References 14 publications

Identification of Factors Affecting Elementary Teachers’ Attitudes Towards Inclusion in Kosovo: The Role of Demographic Variables

Identification of Factors Affecting Elementary Teachers’ Attitudes Towards Inclusion in Kosovo: The Role of Demographic Variables

Selected determinants of the attitudes of educational staff towards inclusive education

Attitudes of Polish Schools’ Teachers Towards the Idea of Inclusive Education for Disabled People

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