Attitudes of Non-disabled Students towards Inclusion of Peers with Visual Impairment in Tanzanian Regular Education

Kapinga, Orestes Silverius

doi:10.22521/unibulletin.2020.92.4

Cited by 3 publications

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“…Rezultati studija koje su se bavile ispitivanjem stavova učenika TR prema inkluzivnom obrazovanju ne daju ujednačenu sliku o stavovima prema uključivanju učenika s ometenošću u redovnu nastavu i kreću se od pozitivnih (Kapinga, 2020;McGregor, 2003;McKay et al, 2015;Radisavljević Janić i sar., 2018) do negativnih (Cheung et al, 2015;Soulis et al, 2016;Wang & Qi, 2020). Nešto pozitivnije stavove učenici TR imaju prema zajedničkom obrazovanju sa učenicima s tjelesnim invaliditetom i učenicima sa vizuelnim smetnjama (Kapinga, 2020;McGregor & Forlin, 2005;Roberts & Lindsell, 1997) u odnosu na učenike s intelektualnom ometenošću ili bihevioralnim BAKOČ Specijalna edukacija i rehabilitacija , 21(3), 211-231, 2022 problemima (McGregor & Forlin, 2005). Na primjer, rad Siperstajna i saradnika (Siperstein et al, 2007) pronalazi da učenici smatraju da inkluzija ima dobre i loše strane i vjeruju da učenici s intelektualnom ometenošću mogu da učestvuju u neakademskoj, ali ne i akademskoj nastavi.…”

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“…Dakle, samo prisustvo učenika s ometenošću ne utiče na mišljenje učenika o inkluzivnom obrazovanju. Neke druge studije, takođe, pokazuju da prisustvo učenika s ometenošću u odjeljenju nije povezano s mišljenjem učenika TR o inkluzivnom obrazovanju (Kapinga, 2020;McGregor, 2003). Nasuprot tome, pronalazimo i studije u kojima učenici koji pohađaju nastavu zajedno sa vršnjacima s ometenošću imaju i pozitivnije stavove prema njihovom uključivanju u redovne razrede (Campos et al, 2014;Soulis et al, 2016;Wang & Qi, 2020).…”

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Attitudes of typically developing students toward inclusive education in the Republic of Srpska

Bakoč¹

2022

Spec eduk i rehabilitacija

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Introduction. Attitudes of typically developing students, their preparation for acceptance, and cooperation with peers with disabilities are important factors for the realization and success of inclusive education. Objective. The aim of the research was to determine the attitudes of typically developing students toward inclusive education and their relation to the attitudes toward people with disabilities, frequency of contact, classroom climate, gender, and class. Methods. The sample included 331 students from 3rd to 5th grade of regular primary school. The sample was divided into two subsamples: participants attending inclusive and non-inclusive classes. The following scales were used for evaluation: Peer Attitude Toward the Handicapped Scale, Chedoke-McMaster Attitudes Towards Children with Handicaps Scale, The Contact with Disabled Persons Scale, and My Class Inventory. Results. The results show that students' attitudes toward inclusive education of peers with disabilities are mostly negative. The most important predictors of their attitudes were: frequency of contact, disagreements, competitiveness, and grade. On the other hand, attending classes with peers with disabilities, attitudes toward them, satisfaction with the class, and gender were not the predictors of importance. Conclusion. The results indicate the need for early preparation of students with typical development for joint education with peers with disabilities through contact and nurturing a collaborative climate in the classroom.

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Attitudes of typically developing students toward inclusive education in the Republic of Srpska

Bakoč¹

2022

Spec eduk i rehabilitacija

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“…In the trend of comprehensively promoting inclusive education for children with disabilities in China (Central People's Government of China et al, 2017 ), it is important to be able to understand the attitude of students without disabilities toward the inclusion of students with disabilities. Some of the obstacles experienced by students with disabilities are associated with how best they can be accepted by their peers (Kapinga, 2020 ). Second, many studies examined one or two attitude components for which different questionnaires were used (De Boer et al, 2012b ).…”

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The relationship of inclusive climate and peers' attitude on children with disabilities in China: A mediating role of empathy

Xiao²,

Chen³

et al. 2022

Front. Psychol.

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ObjectivePeer attitude towards children with disabilities can significantly impact on the successful implementation of inclusive education. The current study examined the attitude of Chinese students toward peers with disabilities in relation to inclusive climate and empathy.MethodA total of 392 typically developing students (aging from 10 to 17 years old, with average age of 12.7) in primary and middle schools participated in the study by reporting the Inclusive Climate Scale, Peers Attitude to Students with Disabilities Scale, and Balanced Emotional Empathy Scale.ResultsWe found that students held a neutral attitude to peers with disabilities, and girls were more acceptable than boys. There were positive relationships among inclusive climate, empathy and attitude to classmates with disabilities. The mediation analysis showed that empathy played a partial mediation role between inclusive climate and the peers' attitude towards children with disabilities.ConclusionImplications for improving students' attitude on peers with disabilities were discussed in the paper.

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Rohingya students’ voices on the experience of inclusion/exclusion in the non-formal schooling: How do issues about being displaced, with(out) disability, having behavioral problems, and gender itself matter?

Chowdhury,

Keary,

Saito

2024

Teaching and Teacher Education

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Attitudes of Non-disabled Students towards Inclusion of Peers with Visual Impairment in Tanzanian Regular Education

Cited by 3 publications

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Attitudes of typically developing students toward inclusive education in the Republic of Srpska

Attitudes of typically developing students toward inclusive education in the Republic of Srpska

The relationship of inclusive climate and peers' attitude on children with disabilities in China: A mediating role of empathy

Rohingya students’ voices on the experience of inclusion/exclusion in the non-formal schooling: How do issues about being displaced, with(out) disability, having behavioral problems, and gender itself matter?

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