Investigating teacher attitudes of disability using a non-traditional theoretical framework of attitude

Mulholland, Sarah; Cumming, Therese M.

doi:10.1016/j.ijer.2016.10.001

Cited by 11 publications

(9 citation statements)

References 17 publications

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“…De Leeuw et al (2018) investigated the benefits of social inclusion for SEN students. Ahsan and Sharma (2018), Mulholland and Cumming (2016) and Saloviita (2020) explored the effect of inclusive education on the students' affective development.…”

Section: Introductionmentioning

confidence: 99%

Exploring Hungarian teachers’ perceptions of inclusive education of SEN students

Magyar

Krausz

Kapás

et al. 2020

Heliyon

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The purpose of the current study is to identify Hungarian teachers' perceptions of special educational needs (SEN) and to explore their teaching practices in relation to ICT tools involved in classes with both SEN and typically developing students. A hypothesized model was developed and tested based on the relevant literature to map the relations of the variables. The research was conducted among primary and secondary school teachers (N ¼ 121) using an adapted version of the Audit of provision for students with special educational needs self-evaluation scale (Stack, 2007), which was rounded out with ICT issues and background data on teachers' knowledge of SEN practices acquired at university. A path analysis showed significant links between the teaching-and learningrelated factors on the scale. We also observed significant relationships between ICT variables, but the effect between the two factors is rather limited. The quality of curriculum provision is the only significant factor which has a significant effect on using ICT teaching material. Our model also highlighted that teachers' knowledge of SEN acquired at university represents a determining factor in using ICT tools in SEN education. Teacher trainees who acquire comprehensive knowledge in their university education courses on teaching SEN students possess more profound skills to deal with them and possess higher-level competences in using ICT in their teaching practice. This study demonstrates that teaching SEN students in an integrated education system poses unique challenges; therefore, it is a relevant topic and an issue to be addressed. Our hope is that the results from this study will be useful in the future for schools and teachers educating students with special educational needs and that the findings will improve the overall understanding of inclusive education among schools and teachers.

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Section: Introductionmentioning

confidence: 99%

Exploring Hungarian teachers’ perceptions of inclusive education of SEN students

Magyar

Krausz

Kapás

et al. 2020

Heliyon

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“…At the same time, research shows that while teachers tend to be positive about the concept of including students with special educational needs in mainstream classrooms, they also view practical implementation of how to support the inclusion of these students as being problematic (Avramidis & Norwich, 2002), and that mainstream teachers' attitudes and perceptions may be a contributory barrier to successful inclusive practices (De Boer et al, 2010). Therefore, gaining an understanding of teachers' perceptions with regard to students with special educational needs and their behaviours is an essential step in improving the educational outcomes and school experiences of these students (Mulholland & Cumming, 2016).…”

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confidence: 99%

The effect of diagnostic labels on teachers' perceptions of behaviours of students with autism spectrum disorder

Nah

Tan

2020

Brit J of Edu Psychol

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Background. In Singapore, despite the availability of specialized services and resources in mainstream schools for students with special educational needs, parents can still be hesitant to disclose their child's diagnosis of autism spectrum disorder (ASD), for fear of stigma or negative attitudes from teachers and peers. Aim. This study aims to understand how diagnostic labels affect teachers' perceptions of behaviours in students with ASD in mainstream primary schools, particularly behaviours which are difficult for educators to manage in the classroom setting. Based on research suggesting that a diagnostic label can provide an alternative explanation for atypical behaviours and reduce negative impressions, we hypothesize that teachers would perceive these behaviours of children with ASD less negatively as compared to children without any diagnostic labels. Sample. The sample consisted of 120 mainstream primary school teachers who reported a mean of 9.97 years (SD = 7.96) of teaching experience. Majority of participants (65%) indicated that they had direct experience of teaching students with ASD in mainstream schools (mean years = 3.58, SD = 4.77). Method. Participants read a total of 20 vignettes depicting a range of behaviours typically observed in primary school-aged students with ASD. Participants were asked to rate the featured student's behaviour on a 5-point Likert scale (i.e., 1 = strongly negative, 2 = negative, 3 = neutral, 4 = positive, and 5 = strongly positive). The survey vignettes were presented in a randomized order, and participants were randomly assigned to either the experimental group (awareness of diagnostic label) or the control group (nonawareness of label). Results. Results indicated that the experimental group rated the behaviours less negatively than the control group. Qualitative feedback from participants also indicated that knowledge of the diagnostic label helped them to perceive the behaviours more positively. Conclusion. Findings from this study have implications for parents regarding diagnosis disclosure and may serve as an encouragement to parents to consider disclosing their child's ASD diagnosis to the school. Individuals with an autism spectrum disorder (ASD) diagnosis are characterized by difficulties in two key domains: (1) social communication and interaction (diagnostic *Correspondence should be addressed to Yong-Hwee Nah, National Institute of Education NIE2-03-106,

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“…To this end, the TPB has been applied in a wide variety of contexts. Some studies, such as those of MacFarlane and Woolfson (2013), Mulholland and Cumming (2016), Sharma and Jacobs (2016) look at teachers' behaviour with regards to the inclusion of disabled pupils, for example. Others, such as Stanec (2009) look at the use of fitness tests, while Wang (2010) has examined so-called Teaching Games for Understanding (TGfU) in physical education.…”

Section: State Of the Researchmentioning

confidence: 99%

Attitude-behaviour relations in teaching natural science. Results from a longitudinal study using the theory of planned behaviour

Andersen¹,

Mayerl²,

Hornung³

et al. 2019

Preprint

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This study looks at pre-service teachers, their usage of experiments in the classroom, and the factors that influence their behavior. In a longitudinal panel-study of high school/grammar school-level biology and chemistry pre-service teachers at all training colleges in the German State of Rhineland-Palatinate, we examine the role of attitudes, perceived behavioral controls, and subjective norms on the participants’ intention to- and actual use of experiments in the classroom. As a theoretical framework, we use the Theory of Planned Behavior. Attitudes, social norms, behavioural control and behavioural intention were measured at time points t1 and t2; behaviour with regards to experiments was measured at t3. In a second step, we examine which fundamental beliefs influence attitudes, social norms and behavioural control. The analyses show that attitudes, subjective norms and behavioural controls play important roles in determining the use of experiments. While for pre-service teachers with the subject biology attitudes play the most important role, for those with the subject chemistry it is behavioural control that most strongly influences the use experiments. The reform of teachers’ education programs in Germany has no significant effects on the intent or actual behaviour regarding experiments.

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Investigating teacher attitudes of disability using a non-traditional theoretical framework of attitude

Cited by 11 publications

References 17 publications

Exploring Hungarian teachers’ perceptions of inclusive education of SEN students

Exploring Hungarian teachers’ perceptions of inclusive education of SEN students

The effect of diagnostic labels on teachers' perceptions of behaviours of students with autism spectrum disorder

Attitude-behaviour relations in teaching natural science. Results from a longitudinal study using the theory of planned behaviour

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