Counselors', Rehabilitation Providers', and Teachers' Perceptions of Mental and Physical Disabilities

Thomas, Chippewa M.; Curtis, Rebecca S.; Shippen, Margaret E.

doi:10.1002/j.1556-6678.2011.tb00076.x

Cited by 6 publications

(2 citation statements)

References 25 publications

(30 reference statements)

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“…Strike et al (2004) found that mental health professionals' cumulative personal/interpersonal-, work-, and training-related experiences yielded higher levels of disability competence compared with that of their less experienced counterparts. This finding aligns with attitudinal research, which indicates that more positive attitudes toward IWDs are associated with higher levels of self-perceived disability competence (Hollimon, 2007) and linked to areas of academic/professional specialization (Carney & Cobia, 1994;Thomas et al, 2011).…”

supporting

confidence: 86%

Counselor Trainee Self‐Perceived Disability Competence: Implications for Training

Deroche

Herlihy

Lyons

2020

Couns Edu & Supervision

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We explored the relationship between master's‐level counseling students' (N = 285) disability competence, disability‐related life experience, and multicultural course completion. Results indicated disability‐related life experience and multicultural course completion may differentially affect self‐perceived disability competence. Implications and recommendations for counselor training are discussed.

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supporting

confidence: 86%

Counselor Trainee Self‐Perceived Disability Competence: Implications for Training

Deroche

Herlihy

Lyons

2020

Couns Edu & Supervision

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“…Due in part to lack of exposure, some teachers have low or no expectations that learners with educational barriers can or will participate in classroom interaction and learning, which consequently results in the focus of their school day becoming caring and nurturing rather than instruction and inclusion (Bornman, Alant, & Uys, 2008). Teachers who have gained experience with learners with barriers to learning, on the other hand, tend to feel more self-efficacious about their ability to effectively educate such learners in a mainstream classroom (Avramidis & Kalyva, 2007;Thomas, Curtis, & Shippen, 2011). In a survey of teachers in Botswana who had not previously worked in inclusive settings, those who had a friend or family member with a disability evidenced significantly fewer concerns about including learners with barriers to learning in their classes (Chhabra et al, 2010), suggesting that mere exposure to people with disabilities may facilitate more positive attitudes regarding inclusion.…”

Section: Teachers' Attitudes About Learners With Barriers To Learningmentioning

confidence: 99%

South African Teachers’ Attitudes toward Learners with Barriers to Learning: Attention-deficit and hyperactivity disorder and little or no functional speech

Bornman

Donohue

2013

International Journal of Disability, Development and Education

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This study examined teachers' attitudes toward learners with two types of barriers to learning: a learner with attention deficit and hyperactivity disorder (ADHD) and a learner with little or no functional speech (LNFS). The results indicated that although teachers reported that the learner with ADHD would be more disruptive in class and have a more negative effect on the classroom climate, they overwhelming favoured including this learner over the learner with LNFS. The data indicated that teachers were concerned about the ability of the learner with LNFS to participate academically and socially in the classroom. They also were significantly more concerned about their own ability to cope with the learner with LNFS. The article concludes with the need for ongoing inclusive education training for all teachers in South Africa if successful inclusive education is to become a reality.

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Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study

Dignath

Rimm‐Kaufman

Ewijk³

et al. 2022

Educ Psychol Rev

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Teachers’ belief systems about the inclusion of students with special needs may explain gaps between policy and practice. We investigated three inter-related aspects of teachers’ belief systems: teachers’ cognitive appraisals (e.g., attitudes), emotional appraisal (e.g., feelings), and self-efficacy (e.g., agency to teach inclusive classrooms). To date, research in this field has produced contradictory findings, resulting in a sparse understanding of why teachers differ in their belief systems about inclusive education, and how teachers’ training experiences contribute to their development of professional beliefs. We used meta-analysis to describe the level and range of teachers’ beliefs about inclusive education, and examine factors that contribute to variation in teachers’ beliefs, namely (1) the point in teachers’ career (pre-service versus in-service), (2) training in special versus regular education, and (3) the effects of specific programs and interventions. We reviewed 102 papers (2000–2020) resulting in 191 effect sizes based on research with 40,898 teachers in 40 countries. On average, teachers’ cognitive appraisals, emotional appraisals, and efficacy about inclusion were found to be in the mid-range of scales, indicating room for growth. Self-efficacy beliefs were higher for preservice (M = 3.69) than for in-service teachers (M = 3.13). Teachers with special education training held more positive views about inclusion than regular education teachers (d = 0.41). Training and interventions related to improved cognitive appraisal (d = 0.63), emotional appraisal (d = 0.63), and self-efficacy toward inclusive practices (d = 0.93). The training was particularly effective in encouraging reflection of beliefs and, eventually, facilitating belief change when teachers gained practical experience in inclusive classrooms. Six key findings direct the next steps.

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Counselors', Rehabilitation Providers', and Teachers' Perceptions of Mental and Physical Disabilities

Cited by 6 publications

References 25 publications

Counselor Trainee Self‐Perceived Disability Competence: Implications for Training

Counselor Trainee Self‐Perceived Disability Competence: Implications for Training

South African Teachers’ Attitudes toward Learners with Barriers to Learning: Attention-deficit and hyperactivity disorder and little or no functional speech

Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study

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