Attitudes of Teachers Towards Inclusive Education in Finland

Saloviita, Timo

doi:10.1080/00313831.2018.1541819

Cited by 193 publications

(203 citation statements)

References 39 publications

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“…Perhaps this is due to the fact that in the Republic of Kazakhstan men are mainly teachers of physical education and vocational training, who are more focused on the development of students rath-er than the formation of subject knowledge. In T. Saloviita' study, subject teachers who place greater emphasis on the subject and are responsible for learning outcomes are less interested in inclusion [26]. However, this position is hypothetical, and more research is needed to substantiate this conclusion.…”

Section: T a B L E 4 Multiple Regression Analysis Resultsmentioning

confidence: 98%

Teachers’ Attitudes towards Inclusive Education in Kazakhstan

et al. 2020

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Introduction. The inclusion of students with special educational needs in regular schools is currently one of the most important issues on the agenda of national and international education communities. A positive attitude of teachers to inclusive education is a factor of its effective implementation. The purpose of this study was to investigate the attitude of teachers to inclusive education in the Republic of Kazakhstan and to determine the factors influencing their positive attitude to wards inclusion. Materials and Methods. The sample consisted of 416 teachers of general secondary schools in the Pavlodar region of the Republic of Kazakhstan. The Sentiments, Attitudes, and Concerns about Inclusive Education Revised scale feedback form was used. For the processing of the results of the survey, nonparametric statistics (Spearman’s correlation coefficient) and multiple regression analysis were used. Results. A general neutral attitude of teachers towards inclusion was revealed. The experience of interaction between teachers and people with special educational needs does not contribute to the formation of their positive attitude towards inclusion. Educators – people who work in rural schools and are confident in teaching children with special education needs – have the most positive attitude toward inclusion. Discussion and Conclusion. A more detailed analysis of the respondents’ answers indicates the disinclination of teachers to implement inclusive education and the need for special training of teachers to work with children with special education needs that will increase their confidence in teaching children with special educational needs and create a positive attitude towards inclusion. Prospects for the study are to further explore attitudes of subject teachers, special education teachers, and providers of psychological and pedagogical support to inclusion in Kazakhstan and the impact of special training on the attitude of teachers to inclusion. The materials of the article will be useful to researchers interested in the problem of inclusive education, especially its condition in the Republic of Kazakhstan.

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Section: T a B L E 4 Multiple Regression Analysis Resultsmentioning

confidence: 98%

Teachers’ Attitudes towards Inclusive Education in Kazakhstan

et al. 2020

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“…This is the education of all learners, including those with special needs in regular rather than in segregated schools. The inclusion of children with special needs in regular schools predisposes the classroom to more diverse learners (Blackman, 2017;Mngo & Mngo, 2018;Saloviita, 2020). Moreover, the No Child Left Behind Act which was signed into law in 2002 necessitated the policy of providing "Education for All".…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perspectives on the Use of Differentiated Instruction in Inclusive Classrooms: Implication for Teacher Education

Onyishi

Sefotho

2020

IJHE

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Implementing differentiated instruction (DI) in inclusive classrooms presents many challenges that often limit the teachers’ ability to use the strategy. Research tends to indicate that, though DI is a viable approach to meeting the le individual learner’s needs in mixed ability classrooms; it is poorly implemented in regular schools. This study sought to investigate the perspectives of primary school teachers on the use of DI in an inclusive classroom in Enugu state, Nigeria. The study adopted a descriptive survey research design using a sample of 382 primary school teachers in the study area. Data were collected using a validated researcher-developed Teachers’ Use of Differentiated Instruction Questionnaire (TUDIQ). Percentages, pie-charts, and bar charts were used in analyzing and presentation of data collected for the study. Results indicated that the extent to which teachers implement DI was low, and time constraint limits the use of DI. The results further revealed that teachers need more information on how to develop rubrics; students’ directed assessments; how to manage large class while implementing DI; how to use differentiated instruction without watering down the curriculum contents; the need for changes in classroom structure to accommodate small groups; and the need for more training on DI and the provision of diverse learning aids in schools. The implication for teacher education is that DI has to form critical curriculum content for colleges of education and faculties of Education in the Universities.

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“…Consequently, children's own readiness to be accepted into mainstream education is no longer considered as the primary issue. Demands to adapt are nowadays transferred to schools that are expected to become more welcoming towards children with differing abilities (Ainscow, 2005;Saloviita, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…The analysis of international studies confirms that the relevance of educational institutions to the specific needs of the individual is crucial for the implementation of inclusive education. In this context, education has to be organized in a way that every student gets adequate and well-timed support for her / his learning and growth (Hasan, Halder, & Debnath, 2018;Haug, 2017;Maykus et al, 2014;Saloviita, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Such educational strategy poses a challenge to the competence of teachers because teachers must believe in the fact that they are capable of teaching all children and continually developing new and creative ways of teaching (Florian 2014;Haug, 2017;Schmidt &Vrhovnik, 2015). For the present, there is currently a lack of conclusive evidence-based proof of the direct impact of teachers' beliefs and attitudes on the quality of the implementation of the learning process (Heinrich, Urban, & Werning, 2013;Saloviita, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Interconnections Between Teachers’ Attitude And Inclusive Education

Pavitola¹,

Bethere²,

Usca³

2019

The European Proceedings of Social and Behavioural Sciences

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The study focuses on teachers' attitudes as a key element in ensuring optimal teaching and learning process. The topicality of the study is justified by the shortcomings in the reforms of the national education system related to the implementation of inclusive education, where one of the most important factors is the insufficient competence of teachers. The purpose is to study the teachers' subjective self-assessment of attitudes towards the implementation of the inclusive education in the context of a three-dimensional model, which includes the affective, behavioural and cognitive indicators of attitude. The research questions are:(1) How do attitudinal components affect teachers' involvement in inclusive education? and (2) What components of attitudes need to be updated in teacher education? A quantitative research methodology, based on correlational research design, is used to address the topic and the survey Attitudes towards Teaching All Students (ATTAS-mm) was employed. For statistical analysis a method of descriptive statistics, Kruskal-Wallis test, and Mann-Whitney test was applied. The study involves teachers with different backgrounds, professional qualifications and involvement in inclusive education. The results confirm that the affective and behavioural dimensions of the attitudes reveal a prevailing positive attitude and the readiness to create an accepting learning environment, whereas the cognitive dimension confirms the negative attitude. Improvement of the content of teacher study programs is necessary to prevent the development of such negative attitudes.

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Attitudes of Teachers Towards Inclusive Education in Finland

Cited by 193 publications

References 39 publications

Teachers’ Attitudes towards Inclusive Education in Kazakhstan

Teachers’ Attitudes towards Inclusive Education in Kazakhstan

Teachers’ Perspectives on the Use of Differentiated Instruction in Inclusive Classrooms: Implication for Teacher Education

Interconnections Between Teachers’ Attitude And Inclusive Education

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