Know How to Teach Me… Evaluating the Effects of an In-Service Training Program for Regular School Teachers Toward Inclusive Education

Srivastava, Meenakshi; Boer, Anke de; Pijl, Sip Jan

doi:10.1080/21683603.2015.1064841

Cited by 23 publications

(28 citation statements)

References 33 publications

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“…As most of these children were in lower age group, it is expected many of these to be staying at home, but the numbers of ASDs cases in special school or regular school were low. Although international and national organizations are increasingly advocating inclusive education for students with disabilities globally, but in many countries including India these children do not even attend schools, let alone a special one [58][59][60][61]. In developing countries including India, the implementation of inclusive education of children with disabilities including ASDs is basically undertaken by the non-government organizations (NGOs) instead of a country's government [62].…”

Section: Discussionmentioning

confidence: 99%

Clinico-Socio Demographic Profile of Children with Autism Spectrum Disorders from a Tertiary Care Hospital in Kashmir, India

Bhat¹,

Hussain²,

Qadir³

et al. 2019

J Child Dev Disord

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Background: In spite of advances in assessment and management of patients with Autism Spectrum Disorders (ASDs) in west, developing countries including India are lagging far behind in child psychiatry, let alone ASDs. The aims of our study were to find the socio-demographic and clinical profile of children with ASDs in a child psychiatry unit. Methods and Materials: This was a Cross sectional observational descriptive study conducted in Outpatient child psychiatry clinic. Semi-structured questionnaire was used to record the socio-demographic status. The diagnosis of ASDs was made on the basis of Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision (DSM IV-TR) after a thorough clinical assessment which was also confirmed by consultant in charge child psychiatry. Intelligence quotient was assessed by clinical psychologist. Descriptive statistical analysis was done and presented as frequencies and percentages. Results: A total of 55 patients were diagnosed with ASDs. Most of the patients were less than 9 years with 52.73% in 4-7 years age group and 21.82% in 7-9 year age group. Males (78.18%) outnumbered females. 52.73% belonged to Nuclear Family and 63.63% were from rural background. 70.91% were staying at home. Autism was the most frequent diagnosis in 61.82% of the patients followed by Pervasive Developmental Disorder not otherwise specified (PDD NOS) in 30.91%. Co-morbid mental retardation (MR) was present in 47(85.45%) of our subjects. Conclusion: 10.4% of children and adolescents with psychiatric disorders were having ASDs with autistic disorder and PDD NOS representing more than 90% of these cases. Despite the growing global attention for inclusive education to these children, only 3% of our cases were receiving inclusive education and about 70% of cases were staying at home.

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Section: Discussionmentioning

confidence: 99%

Clinico-Socio Demographic Profile of Children with Autism Spectrum Disorders from a Tertiary Care Hospital in Kashmir, India

Bhat¹,

Hussain²,

Qadir³

et al. 2019

J Child Dev Disord

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“…In light of this literature review, most teachers appeared to have positive views and attitudes towards the integration of students with autism (Cassimos et al, 2013;Humphrey & Symes, 2011;Park & Chitiyo, 2011;Segall, 2008;Srivastava et al, 2015b) and used effective classroom management techniques, such as providing more time for task completion, placement of students at the front of the class, but also involvement of students in discussions (Lodhi et al, 2016). Teachers generally demonstrated positive expectations on the education of students with autism (Rodriguez et al, 2012).…”

Section: Discussion -Conclusionmentioning

confidence: 99%

“…Their knowledge about disabilities, however, was low, but knowledge about inclusive teaching methods was acceptable, which was a significant finding. Srivastava, De Boer, and Pijl (2015b) examined the knowledge and attitudes of 79 regular primary school teachers from Jaipur city, India. The outcomes revealed that despite initial neutral attitudes in both groups, the experimental group had significantly more positive attitudes and had increased their knowledge about dyslexia, intellectual disability, ASD, and teaching methods.…”

Section: Malaysiamentioning

confidence: 99%

Teachers’ perceptions and attitudes on the inclusive education of students with Autism Spectrum Disorders (ASD): A literature review

Kofidou¹,

Mantzikos²,

Chatzitheodorou³

et al. 2017

Dial

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Οι ερευνητές πραγματοποίησαν μια ανασκόπηση της βιβλιογραφίας για τις αντιλήψεις και στάσεις των εκπαιδευτικών για την ένταξη των μαθητών/ριών με Διαταραχές Αυτιστικού Φάσματος (ΔΑΦ). Για να βρουν τις σχετικές με το θέμα έρευνες διεξήγαγαν αναζήτηση στις βάσεις δεδομένων ERIC, PsychLIT, EBSCO, Medline, και PubMed με τις λέξεις-κλειδιά «Εκπαιδευτικοί», «Αντιλήψεις», «Στάσεις», και «Παιδιά με Αυτισμό». Από την αναζήτηση βρέθηκαν 55 ερευνητικά άρθρα, μεταπτυχιακές και διδακτορικές διατριβές σχετικά με το θέμα τους. Τα αποτελέσματα έδειξαν ότι η πλειοψηφία των εκπαιδευτικών έχει περιορισμένη ή ανεπαρκή γνώση και βασικές παρανοήσεις σχετικά με τις Διαταραχές Αυτιστικού Φάσματος. Επίσης, οι εκπαιδευτικοί είχαν αρνητικές στάσεις απέναντι στην ένταξη των μαθητών/ριών με αυτισμό. Από την άλλη πλευρά, λιγότεροι/ες εκπαιδευτικοί φάνηκε ότι έχουν θετικές στάσεις στην ένταξη αυτών των μαθητών/ριών. Ένα μεγάλο ποσοστό των εκπαιδευτικών φάνηκε να έχει διαφορετικές στάσεις/απόψεις για τον αυτισμό. Επιπλέον, η ανασκόπηση έδειξε ότι μερικοί/ές εκπαιδευτικοί τείνουν να έχουν ουδέτερες στάσεις προς την ένταξη αυτής της ομάδας μαθητών/ριών. Επιπλέον, αρκετοί/ές εκπαιδευτικοί αντιλαμβάνονται τους/τις μαθητές/ριες με αυτισμό διαφορετικά από τους/τις τυπικά αναπτυσσόμενους/ες μαθητές/τριες. Η έρευνα αυτή υποδεικνύει ότι οι εκπαιδευτικοί πρέπει να λάβουν περισσότερη κατάρτιση για τον αυτισμό και τις αποτελεσματικές εκπαιδευτικές πρακτικές για αυτούς/ές τους/τις μαθητές/ριες. Με αυτόν τον τρόπο, οι ίδιοι/ες θα αναπτύξουν θετικές στάσεις προς την εκπαιδευτική ένταξη αυτών των μαθητών/ριών.

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“…Before the training program was conducted, the researchers observed some classes and interviewed the teachers to ascertain the need areas. Subsequently, the training was designed on the basis of the results of the need analysis and by consulting the designs of similar training programs conducted by Srivastava, De Boer and Pijl (2015), and Kurniawati et al (2016). Some other scholarly literature was also used as reference for teaching strategies for inclusive classrooms.…”

Section: Serasi Training Programmentioning

confidence: 99%

“…However, that particular study evinced some limitations. Kurniawati et al (2016) and Srivastava et al (2015), found, on the contrary, that teachers who participated in a training program became more knowledgeable about students with SEN and about inclusive schooling. These studies found that the cognitiveaffective components of the attitudes of such teachers also improved significantly.…”

Section: Introductionmentioning

confidence: 95%

The Sekolah Ramah Inklusi (SERASI) Training Program’s Effectiveness in Improving the Attitude of Primary Teachers to Inclusive Education

Riahta¹,

Kurniawati²

2019

Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018)

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This quasi-experimental study aimed to examine the efficacy of the Sekolah Ramah Inklusi (SERASI) training program in improving the attitudes of teachers towards to inclusive education. The SERASI training program was developed for primary teachers in inclusive schools (n=19). This intervention comprised an 8 hours face-to-face training session encompassing three topics: disability, inclusive education, and teaching strategies. In order to determine the effects of the SERASI training program, the attitudes of teachers were measured using Kurniawati's (2016) adaptation of Mahat's (2008) Multidimensional Attitudes Toward Inclusive Education Scale (MATIES) and through observation and interviews with open-ended questions. All measurement tools were administered twice: before the training program was conducted and immediately afterwards. The outcomes obtained from the MATIES revealed no significant differences in the attitudes of teachers with regard to inclusive education although the mean scores of the pre-test (M=4.58) and the post-test (M=4.73) of the MATIES were different. In addition, the teachers felt that the SERASI training program accorded them the opportunity to better understand inclusive education and the strategies that they could apply in their classes, and that the training made them feel more confident of teaching an inclusive class. The results of the investigation thus demonstrated that the SERASI training program influences teachers in a positive manner. However, the SERASI training program was not found to be significantly effective in improving the attitudes of the teachers. These findings suggest that teachers in inclusive schools should receive a long-term training program and that they must be observed and interviewed to clearly comprehend the prevailing attitudes. Also, future researchers or schools should consider external factors such as the number of students with special education needs (SEN) or the facilities offered by the school to support inclusive education.

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Know How to Teach Me… Evaluating the Effects of an In-Service Training Program for Regular School Teachers Toward Inclusive Education

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Cited by 23 publications

References 33 publications

Clinico-Socio Demographic Profile of Children with Autism Spectrum Disorders from a Tertiary Care Hospital in Kashmir, India

Clinico-Socio Demographic Profile of Children with Autism Spectrum Disorders from a Tertiary Care Hospital in Kashmir, India

Teachers’ perceptions and attitudes on the inclusive education of students with Autism Spectrum Disorders (ASD): A literature review

The Sekolah Ramah Inklusi (SERASI) Training Program’s Effectiveness in Improving the Attitude of Primary Teachers to Inclusive Education

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