Dilemmas of inclusive education

Michailakis, Dimitris; Reich, Wendelin

doi:10.1016/j.alter.2008.10.001

Cited by 50 publications

(40 citation statements)

References 9 publications

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“…On the other hand, children who have contact with peers with disabilities during school show greater tolerance and a greater moral obligation toward inclusion than do those without contact (Gasser, Malti, & Buholzer, 2013). However, if such contact is not supervised throughout school routines, exclusion and harassment-which tend to increase in frequency with students' age-usually affect the educational activities, and prove to be especially damaging to students with disabilities (Michailakis & Reich , 2009;Wong, 2008).…”

Section: Participantsmentioning

confidence: 99%

“…An important example of cooperation in inclusive settings, through a dynamic systems perspective, is the education for students with disabilities, moral values and determinants may be more important to teachers' attitudes than logistics about resources and training methods (Michailakis & Reich, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Numerous studies have found that attitudes of teachers vary according to the quality of prior contact with students with disabilities (Bines & Lei, 2011;Michailakis & Reich, 2009). For example, physical education teachers who have not had contact with students with disabilities, nor have had teacher training that includes pedagogical practices with heterogeneous groups (e.g., adapted physical education), do not consider themselves able to teach in inclusive environments, and tend to express unfavorable attitudes toward teaching students with disabilities (Aguiar & Duarte, 2005;Gutierres Filho, Monteiro, Silva, & Vargas, 2011;Palla, 2001).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Attitudes about inclusion by educators and physical educators: effects of participation in an inclusive adapted physical education program

Mauerberg-deCastro

Paiva

Figueiredo

et al. 2013

Motriz: rev. educ. fis.

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Abstract-This study assessed the attitudes about the inclusion of students with disability by professionals in education and health, relative to their experience and training. We compared three groups: 20 teachers and trainees who worked in an adapted physical education program (GI); 75 professionals from the municipal education system of Rio Claro subdivided according to their experience-CGyes e CGno, respectively, with and without experience. We used the inventory adapted by Palla (2001) to assess participants' attitudes and self-concepts. Overall, individuals in the group that participated in the intervention maintained their tendency of being favorable toward inclusion. Teachers in regular school settings in the municipal school system of Rio Claro (São Paulo, Brazil), regardless of their experience with inclusive settings, remain mostly indecisive about the benefits of inclusion. Keywords: inclusion, adapted physical education, attitudesResumo-"Atitudes de educadores e educadores físicos sobre inclusão. Efeitos da participação em um programa inclusivo de educação física adaptada." O presente estudo avaliou a atitude sobre a aceitação da inclusão de deficientes por profissionais da área de educação e saúde, conforme sua experiência e formação. Para isso, foram comparados três grupos: 20 professores e estagiários que atuaram em programa de educação física adaptada (GI); 75 profissionais da rede municipal de educação de Rio Claro, subdivididos conforme sua experiência-CGyes e CGno, com e sem experiência, respectivamente. Foi utilizado o inventário adaptado por Palla (2001) para avaliar as atitudes e o autoconceito dos participantes. Em geral, os indivíduos que participaram da intervenção mantiveram sua tendência favorável à inclusão. Os professores em contextos escolares regulares na rede municipal de ensino de Rio Claro (São Paulo, Brasil), independentemente da sua experiência com inclusão, continuam indecisos sobre os benefícios da inclusão. Palavras-chaves: inclusão, educação física adaptada, atitudesResumen-"Las actitudes de los educadores y educadores físicos acerca de la inclusión . Efectos de la participación en un programa inclusivo de educación física adaptada." El presente estudio evaluó la actitud en relación a la aceptación de la inclusión de discapacitados por profesionales en el área de educación y salud, de acuerdo a su experiencia y titulación. Para ello, se compararon tres grupos: 20 profesores y practicantes que actuaron en el programa de educación física adaptada (GI), 75 profesionales de la educación municipal de Rio Claro, subdivididos de acuerdo a su experiencia-CGno y CGyes, respectivamente con y sin experiencia. Se utilizó el inventario adaptado por Palla (2001) para evaluar las actitudes y el autoconcepto de los participantes. En general, las personas que participaron en la intervención mantuvieron su tendencia favorable hacia la inclusión. Los profesores en entornos escolares regulares en las escuelas municipales de Rio Claro (Sao Paulo, Brasil), independientemente de su experiencia c...

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Section: Participantsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Attitudes about inclusion by educators and physical educators: effects of participation in an inclusive adapted physical education program

Mauerberg-deCastro

Paiva

Figueiredo

et al. 2013

Motriz: rev. educ. fis.

View full text Add to dashboard Cite

show abstract

“…La pobreza, por ejemplo, no forma parte ni de los valores "mejor" o "peor", pero puede tematizarse en la educación mediante la creación de disposiciones de discriminación positiva, como el Plan de Escuelas Críticas y el Programa de 900 escuelas. Lo mismo sucede con las escuelas especiales para alumnos con capacidades especiales (Michailakis y Reich, 2009). De esta forma, mediante una conducta selectiva, los programas permiten actualizar los elementos del entorno que resulten relevantes para el sistema, siempre subordinándose a los valores y criterios del código.…”

Section: Aportes Del Concepto De Educación En Luhmann Y Su Vinculacióunclassified

Aportes del concepto de educación en Luhmann y su vinculación con el estudio de la exclusión

Labraña

2014

Estud. pedagóg.

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“…For the purpose of this article we contrast the narrow understanding of IE identified in the region and the broader concept adopted in our study. A narrow concept might, for example, use IE as a term covering the attempt to educate persons with disabilities by integrating them optimally into the regular structures of the educational system (Michailakis and Reich 2009) or to bring together in one school children of two previously separated ethnic groups (Č orkalo-Biruški and Ajduković 2008). Our conceptualization is broad to accommodate the wide diversity of the Western Balkans but also to address the ethical principle that all children have the right to education.…”

Section: Inclusive Educationmentioning

confidence: 99%

The rationale for a wider concept of inclusive education for teacher education: A case study of Serbia

Macura-Milovanović

Pantić²,

Closs

2012

Prospects

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Dilemmas of inclusive education

Cited by 50 publications

References 9 publications

Attitudes about inclusion by educators and physical educators: effects of participation in an inclusive adapted physical education program

Attitudes about inclusion by educators and physical educators: effects of participation in an inclusive adapted physical education program

Aportes del concepto de educación en Luhmann y su vinculación con el estudio de la exclusión

The rationale for a wider concept of inclusive education for teacher education: A case study of Serbia

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