‘I don't have time to be this busy.’ Exploring the concerns of secondary school teachers towards inclusive education

Round, Penny; Subban, Pearl; Sharma, Umesh

doi:10.1080/13603116.2015.1079271

Cited by 52 publications

(34 citation statements)

References 20 publications

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“…Cornoldi, Terreni, Scruggs & Mastropieri (1998) noted dissatisfaction with the time, training, personnel assistance, and other resources that were provided for inclusion programmes. The results of the study by Round, Subban & Sharma (2015) revealed that Victorian secondary school teachers felt that inclusive practices are an additional burden to their already heavy workload and that the school would not have the adequate resources to support inclusive practices. On the other hand, levels of concern decreased as the degree of confidence increased.…”

Section: Salient Results On Variables Influencing Teachers' Willingnementioning

confidence: 99%

Deciding to act: Teachers' willingness to implement inclusive practices

Pace¹,

Aiello²

2016

Education Sciences and Society

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This article presents an ongoing study being conducted at the University of Salerno (Italy) to examine the variables, often intertwined, that influence teachers' willingness to shift from fossilised methods of instruction to inclusive teaching strategies. Despite the strong tradition of inclusive education, the long history in pedagogical studies and the investment in teacher training, research has shown that in Italy an integrative model still persists.Meanwhile, a plethora of research stemming from psychological, sociological and neuroscientific studies, has been conducted on an international level on what affects people's intentions to change behaviour. Among the theoretical constructs and models that have been developed, the Social Cognitive Theory (Bandura, 1986) and the Theory of Planned Behaviour (TPB) (Ajzen, 1988) have been used as conceptual frameworks to guide research on the variables affecting teachers' intentions to act and implement new approaches in order to ensure quality education for all.The paper provides an overview of the literature available on the studies conducted to identify the theories framing research in this field, the methods and tools most commonly utilized, and the variables affecting the adoption of inclusive practices. The article concludes by outlining the implications for research and teacher education curricula reform.Keywordsliterature review; social cognitive theory; teacher agency; theory of planned behaviour; scale development

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Section: Salient Results On Variables Influencing Teachers' Willingnementioning

confidence: 99%

Deciding to act: Teachers' willingness to implement inclusive practices

Pace¹,

Aiello²

2016

Education Sciences and Society

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“…Pero, además, persisten actitudes discriminatorias que no responden al principio de equidad (Burton y Goodman, 2011;Chiner y Cardona, 2013;Echeita et al, 2013;Ellins y Porter, 2005), y afectan a las expectativas que se tenga sobre el alumnado (Savolainen et al, 2012). En los resultados, se observa que el profesorado asume los principios de la inclusión, pero no los lleva a la práctica (Horne y Timmons, 2009) e incluso considera que son ajenos a su actividad docente (Round et al, 2015).…”

Section: Discussionunclassified

“…Asimismo, otro factor que puede estar detrás de esta escasa colaboración es la falta de formación del docente en temas relacionados con la inclusión. Según se desprende de los resultados, el profesorado de materia no se siente seguro ante el alumnado con necesidades educativas especiales (Round et al, 2015). De hecho, tanto el alumnado como el profesorado de materia solo se sienten seguros cuando el profesorado de apoyo está presente.…”

Section: Discussionunclassified

“…Formados como expertos en una asignatura, los docentes necesitan una mayor formación en temas relacionados con la inclusión (Bhatnagar y Das, 2014;Florian y Spratt, 2013;Moliner, Sales, Ferrández y Roig, 2011). Para llevar a cabo los procesos de inclusión en los centros educativos, se precisa de una formación amplia y diversificada (Forlin, Loreman, y Sharma, 2014): desde conocer las necesidades educativas del alumnado (FEAPS, 2009;Horne y Timmons, 2009) hasta una profunda revisión del significado real de la inclusión (Florian, 2008;Lattimer, 2012), convirtiéndose en "agentes para la inclusión" (Chiner y Cardona, 2013;Round et al, 2015). Si a esta formación se une la experiencia con alumnado con diferentes necesidades, se mejorará la percepción de su competencia como docentes, ya que muchos profesores de secundaria no se sienten competentes para atender a la diversidad de alumnos en sus aulas (Avra-midis y Norwich, 2002;de Boer et al, 2011;Moliner et al, 2011;Sharma, Forlin y Loreman, 2007) Por otra parte, la forma de organizar el apoyo en el centro educativo también resulta un factor clave para el desarrollo de procesos inclusivos.…”

Section: Introductionunclassified

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El rol del profesorado de apoyo en el aula regular de un instituto de educación secundaria

2018

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Resumen. No hay duda de que los procesos de inclusión educativa alcanzan cada vez más a niveles educativos superiores y la educación secundaria no es ajena a esta tendencia. El objetivo de este estudio es analizar el rol del profesorado de apoyo, específicamente proveniente de las unidades de apoyo a la educación especial, desde la perspectiva del profesorado y del alumnado. El estudio se lleva a cabo en un instituto de secundaria a través de la observación en el aula, la entrevista y los grupos de discusión con el fin de identificar el tipo de apoyo y las percepciones que el alumnado y el profesorado tienen de este apoyo. Los resultados muestran la necesidad de institucionalizar espacios de colaboración, la falta de tiempo en la planificación conjunta, las actitudes hacia la inclusión y la falta de formación relacionada con la inclusión del profesorado como elementos clave en el desarrollo profesional del apoyo en contextos inclusivos. Palabras clave: educación secundaria obligatoria; inclusión; apoyo; colaboración; profesorado. [en] The role of support teachers in the regular classroom of a compulsory secondary education school Abstract. There is no doubt that inclusive education processes concern higher education. This tendency is also true for secondary education. This study aims to analyse the role of support teachers, specifically all those who come from special education support units, from the perspective of teachers and students. The study is carried out in a high school through classroom observation, interview and focus group in order to identify the type of support and the perceptions that teachers and students have of this support. The results show the need to institutionalize spaces for collaborating, the lack of time for planning jointly, the attitudes toward inclusion, and the lack of training related to teachers' inclusion as key elements in the professional development of support at inclusive settings.

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“…Keberhasilan pelaksanaan pendidikan inklusif sangat dipengaruhi oleh peran dan dukungan guru yang menjalankannya (Round, Subban, & Sharma, 2016). Guru merupakan faktor penentu yang dominan dalam pendidikan, karena guru memegang peranan dalam proses pembelajaran, di mana proses pembelajaran merupakan inti dari proses pendidikan secara keseluruhan.…”

Section: Pendahuluanunclassified

Riviu sistematis sikap guru terhadap pendidikan inklusif

Kurniawati

Prihandini

2019

An-Nafs

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Teachers’ attitude is an important factor that influences the quality of the implementation of inclusive education. The quality of inclusive education is part of the quality of education in general in a country. The quality of education of countries around the world is measured by the United Nations using the Human Development Index and placing countries in the very high, high, medium, and low categories. Systematic review was carried out to get an idea of the attitudes of teachers towards inclusive education and the factors that influence it in countries based on the HDI category. By using three electronic search engines for academic data, namely EBSCOhost, ProQuest, and Taylor & Francis Online, 18 articles reporting teacher attitudes towards inclusive education in various countries were discussed. The results found that there were no differences in teacher attitudes towards inclusive education between countries with very high and high HDI categories with countries in the moderate HDI category. Knowledge of children with disabilities and teaching experiences of these children is known to influence the attitudes of teachers towards inclusive education in countries with all HDI categories. The support from community, the availability of professional assistance, and the length of the implementation of inclusive education are factors that influence the attitudes of teachers in very high and high HDI categories countries, while the negative perception of disability makes teachers held negative attitudes towards inclusive education. Recommendations for improving the review of this topic are discussed in this study

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‘I don't have time to be this busy.’ Exploring the concerns of secondary school teachers towards inclusive education

Cited by 52 publications

References 20 publications

Deciding to act: Teachers' willingness to implement inclusive practices

Deciding to act: Teachers' willingness to implement inclusive practices

El rol del profesorado de apoyo en el aula regular de un instituto de educación secundaria

Riviu sistematis sikap guru terhadap pendidikan inklusif

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