Impact of a graduate class on attitudes toward inclusion, perceived teaching efficacy and knowledge about adapting instruction for children with disabilities in inclusive settings

Martínez, Rebecca S.

doi:10.1080/13664530300200202

Cited by 20 publications

(6 citation statements)

References 74 publications

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“…The positive attitude is a result of the students' great confidence in themselves, which is achieved with the knowledge, the contact, the persuasion, and the vicarious experience (Rizzo & Vispoel, 1992). Attitudes and intention of Greek and Cypriot primary education teachers 213 Researchers (Conaster et al, 2000;Martinez, 2003) found that the teachers who had taken part in courses with regard to the teaching of individuals with SENs had a more positive attitude than those who had not taken part in any such course. A small percentage (4.3%) of teachers from Cyprus stated that they had the expertise of schoolteachers of Special Education.…”

Section: Discussionmentioning

confidence: 96%

Attitudes and intention of Greek and Cypriot primary education teachers towards teaching pupils with special educational needs in mainstream schools

Batsiou

Bebetsos

Panteli

et al. 2008

International Journal of Inclusive Education

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The aim of the study was to record the attitudes and intentions of Greek and Cypriot primary education teachers towards teaching children with special educational needs (SENs) in mainstream schools. The instrument used was based on 'Planned Behaviour Theory'. The sample of the study included 179 educators, 87 from Greece (34 men, 52 women) and 92 from Cyprus (15 men, 70 women). Descriptive statistics indicated that school teachers have positive attitudes about the possibility of teaching students with and without SENs. Pearson's correlation coefficient revealed that intention has significant correlations (p ≤ 0.001) with attitudes, self-identity, attitude strength, experience, information and knowledge. Analysis of variance (ANOVA) analysis revealed that intention, attitude strength and knowledge are the variables where the differentiation between the educators was located, with the educators from Cyprus having the higher records. Also, Cypriot educators had more experience in working with SENs pupils, and all of them had low universitylevel education in the subject of Special Education. In conclusion, experience, attitude strength, self-identity, knowledge, information and also tertiary-level education, in the subject of Special Education, have a positive effect on the attitudes and intentions of people who want to teach pupils with SENs.

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Section: Discussionmentioning

confidence: 96%

Attitudes and intention of Greek and Cypriot primary education teachers towards teaching pupils with special educational needs in mainstream schools

Batsiou

Bebetsos

Panteli

et al. 2008

International Journal of Inclusive Education

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“…Academic preparation and more knowledge plays a role in shaping teacher attitudes and willingness towards teaching pupils with special educational needs (Buell et al 1999;Martinez 2003;Urquhart 1999), due to the teachers' greater confidence in themselves, and greater beliefs that they could manage students during inclusion. In this study, it is likely that some of the teachers who possessed a more negative attitude towards teaching children with intellectual disabilities, did so simply because they did not know how to teach them.…”

Section: Discussionmentioning

confidence: 98%

Inclusion of pupils with intellectual disabilities: primary school teachers' attitudes and willingness in a rural area in Uganda

Ojok

Wormnæs

2013

International Journal of Inclusive Education

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Teachers in regular schools have a responsibility to accommodate the needs and interests of all learners. The attitudes and willingness of teachers to include learners with intellectual disabilities in their classes in regular schools in a district with a semi-nomadic pastoral population in north-eastern Uganda was investigated. A survey of 125 school teachers was conducted, using an attitude scale and a willingness sub-scale. The results showed slightly more positive than negative attitudes, and more willingness than unwillingness to teach learners with intellectual disabilities. Attendance of workshops and seminars had a positive impact on teacher attitudes and willingness towards inclusive education. The findings are discussed with reference to historical -cultural characteristics of the district, as well as pupil and teacher characteristics.

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“…This suggests that short 'overview' courses may not be sufficient to produce substantial positive changes in teachers' attitudes towards inclusion (Avramidis & Kalyva, 2007;Leyser & Tappendorf, 2001;Martinez, 2003). This suggests that short 'overview' courses may not be sufficient to produce substantial positive changes in teachers' attitudes towards inclusion (Avramidis & Kalyva, 2007;Leyser & Tappendorf, 2001;Martinez, 2003).…”

Section: The Role Of Trainingmentioning

confidence: 99%

Inclusion, Disability and Culture

Hassanein¹

2015

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ScopeThis series addresses the many different forms of exclusion that occur in schooling across a range of international contexts and considers strategies for increasing the inclusion and success of all students. In many school jurisdictions the most reliable predictors of educational failure include poverty, Aboriginality and disability. Traditionally schools have not been pressed to deal with exclusion and failure. Failing students were blamed for their lack of attainment and were either placed in segregated educational settings or encouraged to leave and enter the unskilled labour market. The crisis in the labor market and the call by parents for the inclusion of their children in their neighborhood school has made visible the failure of schools to include all children.Drawing from a range of researchers and educators from around the world, Studies in Inclusive Education will demonstrate the ways in which schools contribute to the failure of different student identities on the basis of gender, race, language, sexuality, disability, socio-economic status and geographic isolation. This series differs from existing work in inclusive education by expanding the focus from a narrow consideration of what has been traditionally referred to as special educational needs to understand school failure and exclusion in all its forms. Moreover, the series will consider exclusion and inclusion across all sectors of education: early years, elementary and secondary schooling, and higher education.

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Impact of a graduate class on attitudes toward inclusion, perceived teaching efficacy and knowledge about adapting instruction for children with disabilities in inclusive settings

Cited by 20 publications

References 74 publications

Attitudes and intention of Greek and Cypriot primary education teachers towards teaching pupils with special educational needs in mainstream schools

Attitudes and intention of Greek and Cypriot primary education teachers towards teaching pupils with special educational needs in mainstream schools

Inclusion of pupils with intellectual disabilities: primary school teachers' attitudes and willingness in a rural area in Uganda

Inclusion, Disability and Culture

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