General Education and Special Education Preservice Teachers' Attitudes Toward Inclusion

Shade, Richard A.; Stewart, Roger A.

doi:10.1080/10459880109603342

Cited by 103 publications

(71 citation statements)

References 19 publications

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“…Our study revealed that teachers with further training in SEN and inclusion matters hold significantly more positive attitudes than those with little or no training about inclusion. This is hardly surprising given the abundance of attitudinal studies in the literature confirming the influence of training in the formation of positive attitudes toward inclusion (Avramidis et al, 2000;Leyser, Kapperman, & Keller, 1994;Lifshitz et al, 2004;Shade & Stewart, 2001; Van-Reusen et al, 2000). This literature suggests that teachers may not hold "negative attitudes"; rather they may not see solutions to problems that they feel are outside their competence or control.…”

Section: Preferred Methods For Improving Inclusive Practicesmentioning

confidence: 96%

The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion

Avramidis

Kalyva

2007

European Journal of Special Needs Education

332

202

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On the assumption that the successful implementation of any inclusive policy is largely dependent on educators being positive about it, a survey was undertaken into the attitudes of Greek teachers toward inclusion. The 155 respondents were general education primary teachers drawn from one region of Northern Greece, with a proportion deliberately selected from schools identified as actively implementing

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Section: Preferred Methods For Improving Inclusive Practicesmentioning

confidence: 96%

The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion

Avramidis

Kalyva

2007

European Journal of Special Needs Education

332

202

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“…It also reiterates the notion that student disability type influences attitude as found with Hastings & Oakford (2003). Shade and Stewart (2001) examined the effect of an introductory course in special education on the attitudes of general and special education pre-service teachers toward inclusion of students who have disabilities. The study evaluated attitudes before and after the completion of the special education course to assess the effectiveness of the course.…”

Section: Factors And/or Characteristics That Influence Attitudes Towamentioning

confidence: 99%

Assessing teacher attitude toward the inclusion of students with autism.

Wilkerson¹

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“…Special and general education teachers are unprepared or they don't have enough knowledge and training about students with intellectual disabilities in order to teach them effectively. Many studies such as McLeskey and Waldron (2002), Shade and Stewart (2001), and Gaad and Khan (2007) reported that general and special education teachers stated that they needed extra training in the area of teaching students with special needs in order to be adequately prepared. A concern raised by special education teachers in this study is how the general education teachers will meet the needs of children with intellectual disabilities, so collaboration is an important factor lag behind successful inclusion.…”

Section: The Development and Provision Of Educational Services Ensaiomentioning

confidence: 99%

The development and provision of educational services for children with intellectual disabilities in Egypt

Abdelhameed

2010

Rev. bras. educ. espec.

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this paper aims to provide an overview of the development and provision of educational services for children with intellectual disabilities in Egypt. Intellectual disability is a significant sub-average general intellectual functioning existing concurrently with deficits in adaptive behaviour and manifested during the developmental period. The education of children with intellectual disabilities is a right endowed and authorised by the Egyptian government. The Ministry of Education in Egypt is keen to provide those children who have intellectual disabilities, along with other children with special needs, with an appropriate education that addresses their needs and allows them to live in society using their full potential, as typically developing children. Observations and interviews were carried out to collect further information about the educational services the children with intellectual disabilities receive in Egypt. The findings of this study indicated that, despite the efforts exerted by the Ministry of Education, to provide advanced and new services for children with intellectual disabilities, the provision may still need improvements. A series of recommendations was suggested to improve the services that children with intellectual disabilities receive in Egypt. KEYWORDS:Intellectual Disability; Special Education; Inclusion.RESUMO: este artigo visa fornecer uma visão geral do desenvolvimento e prestação de serviços educacionais para crianças com deficiência intelectual no Egito. Deficiência intelectual é um prejuízo significante do funcionamento intelectual, concomitantemente a déficits no comportamento adaptativo, e que se manifesta durante o período de desenvolvimento. A educação das crianças com deficiência intelectual é um direito garantido e legitimado pelo governo egípcio. O Ministério da Educação no Egito está empenhado em fornecer a essas crianças, que têm deficiência intelectual, junto com outras crianças com necessidades especiais, uma adequada educação que atenda as suas necessidades e lhes permita viver em sociedade utilizando todo o seu potencial, como crianças com desenvolvimento típico. Observações e entrevistas foram realizadas para coletar informações adicionais sobre os serviços educacionais destinados a crianças com deficiência mental no Egito. Os resultados deste estudo indicaram que, apesar dos esforços promovidos pelo Ministério da Educação, para proporcionar serviços novos e avançados para crianças com deficiência intelectual, a prestação ainda precisa de melhorias. Uma série de recomendações foi sugerida para melhorar os serviços que as crianças com deficiência intelectual recebem no Egito. PALAVRAS-CHAVE: deficiência intelectual; educação especial; inclusão.

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General Education and Special Education Preservice Teachers' Attitudes Toward Inclusion

Cited by 103 publications

References 19 publications

The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion

The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion

Assessing teacher attitude toward the inclusion of students with autism.

The development and provision of educational services for children with intellectual disabilities in Egypt

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