Factors associated with staff perceptions towards inclusive education in Singapore

Poon, Kenneth K.; Ng, Zijia; Wong, Meng Ee; Kaur, Sarinajit

doi:10.4324/9781351173285-6

Cited by 2 publications

(2 citation statements)

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“…Large class sizes do not allow for the additional individualized attention some students need (Westwood, & Graham, ), resulting in negative attitudes. The apprehension about teachers’ capacity to manage and educate students with disabilities, and feelings of anxiety and inadequacy may manifest as resistance to inclusion (Poon, Ng, Wong, & Kaur, ).…”

Section: Discussionmentioning

confidence: 99%

Educational psychologists’ support roles regarding the implementation of inclusive education in Zimbabwe

Nkoma

Hay

2018

Psychology in the Schools

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This article focuses on a phenomenological study of trainee/ educational psychologists' lived experiences regarding the support roles in the implementation of inclusive education practices in Zimbabwe. In-depth phenomenological interviews were done with 16 purposely selected participants (13 trainee/educational psychologists located at three administrative offices and three experts on inclusion from three universities) and data was transcribed verbatim and thematically analyzed. Monthly/annual reports from trainee/educational psychologists were used as reference material.Three major themes emerged from the support roles: (1) diverse views on inclusion; (2) critical roles, successful and unsuccessful experiences in implementing inclusive education; and (3) impact of experiences on rendering support services. Key findings indicate that advocacy and consultation, assessment and placement, and inservice training were viewed as critical and successful experiences, whereas negative teacher attitudes and limited resources were viewed as barriers toward the implementation of inclusive education practices. The impact of experiences indicates inadequacy in the provision of support services. Annual reports of trainee/educational psychologists indicated inadequate ongoing training on inclusive education practices. These findings are discussed in relation to the inclusive education literature.

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Section: Discussionmentioning

confidence: 99%

Educational psychologists’ support roles regarding the implementation of inclusive education in Zimbabwe

Nkoma

Hay

2018

Psychology in the Schools

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“…Teachers must have the commitment and accept responsibility for the learning of all children in the classroom (Jordan, Schwart, &McGhie -Richmond, 2009) and have confidence in their students and profession . Teacher behavior has a considerable influence on inclusive education success (Avramidis& Norwich, 2002), especially in the developing-stage inclusive education system (Poon, 2016). Successful implementation of inclusive education depends on teacher positive behavior and confidence (de Boer, Pijl, &Minnaert, 2011;Forlin, Keen, & Barrett, 2008;Avramidis& Norwich, 2002;Lancaster & Bain, 2010).…”

Section: Measured Aspectsmentioning

confidence: 99%

The effectiveness of the inclusive education model for students with special needs on cognitive learning achievement

Herawati¹

2018

JPP

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The effectiveness of the inclusive education model for students with special needs on cognitive learning achievement. Objectives: This research aims to analyze the influence of the inclusive education model in the form ofthe regular class with additional instruction outside the classroom on cognitive learning achievement of elementary school students in Lampung Province. Methods: Samples consist of 35 fifth grade elementary school students which were randomly selected from a population of 245 out of seven schools in seven regencies in Lampung Province, Indonesia. Data were analyzed using the paired samples t-test at the significance level of 0.05 for all subjects. This research applied a quasi-experimental design. Findings: Value of t-count (6.249) for General Knowledge was greater than t-table at the significance level 0.05 which confim the effectivity of the model. Conclusions: Inclusive education model had an effective influence on the learning achievement of students with special needs in the General Knowledge subject.

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Factors associated with staff perceptions towards inclusive education in Singapore

Cited by 2 publications

References 1 publication

Educational psychologists’ support roles regarding the implementation of inclusive education in Zimbabwe

Educational psychologists’ support roles regarding the implementation of inclusive education in Zimbabwe

The effectiveness of the inclusive education model for students with special needs on cognitive learning achievement

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