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

Teachers’ sense of efficacy and implications for implementation of inclusive education1

“…The results of our research are similar to the results of research conducted by Martinez (2003) with the aim to assess teachers' self-efficacy before and after the training in adapting teaching strategies in the education of students with disabilities. She found that the examinees in her sample had a generally high level of self-efficacy assessment before the training.…”

“…Teachers with a clear perception have a tendency to express greater commitment to their job, they are open to innovations, put more effort in teaching, and are more satisfied with their job. Martinez (2003) cites the results of different studies which confirm that teachers with a higher level of self-efficacy assessment use more effective teaching methods (Bender et al, 1995), they are less prone to refer students to assessment whether they need special education Since self-efficacy is a construct which is based on teachers' belief that they possess personal traits necessary to achieve educational goals, it is not surprising that there is an increase in research on the relation between teachers' selfefficacy assessment and the possibility of the implementation of inclusive teaching.…”

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

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

Doživljanje stresa in izgorelosti, povezanih z delom z učenci s posebnimi potrebami pri učiteljih v osnovni šoli

“…Izmed delovnih virov smo na ravni splošnih značilnosti delovnega mesta vključile avtonomijo (Skaalvik in Skaalvik, 2009), oporo sodelavcev (Friedman, 1991;Skaalvik in Skaalvik, 2011) in oporo nadrejenih (Coladarci, 1992;Rosenholtz in Simpson, 1990;Skaalvik in Skaalvik, 2009. Na ravni specifičnih značilnosti delovnega mesta, vezanih na delo z UPP, smo med delovne vire vključile zaznano lastno kompetentnost učiteljev pri delu z UPP (Larhoven, Munk, Lynch, Bosma in Rouse, 2007), zadovoljstvo učiteljev s splošnim sistemom strokovne podpore za UPP in oporo pri delu z UPP na šoli (Martinez, 2003).…”