Perceptions and attitudes about inclusion: Findings across all grade levels and years of teaching experience

Gaines, Trudi; Barnes, Marsha

doi:10.1080/2331186x.2017.1313561

Cited by 24 publications

(16 citation statements)

References 11 publications

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“…The current study would evidence that educators' attitudes are not associated with participants' age or level of education, as concluded by previous authors (Alexandri et al, 2017), or with gender (Galaterou & Antoniou, 2017). Neither was a correlation evident between educators' attitudes and their years of experience with ASD, which is the result reported by Gaines and Barnes (2017), Garrad et al (2019), andSutton (2013), but is contrary to the findings of Abu-hamour and Muhaidat (2013). Moreover, our results indicated that educators' attitudes were not associated with school level, which contrasts with the literature review by Scruggs and Mastropieri (1996) and a study by Leyser et al (2006), who found that teachers' attitudes were influenced by school level, with teachers in senior grades having more favorable attitudes toward the inclusion of students with ASD than those in elementary grades.…”

Section: Discussioncontrasting

confidence: 82%

Educators’ Attitudes Towards the Inclusion of Students with Autism Spectrum Disorder (ASD) in Jordanian Public Schools

alkinj

Pereira

Santos

2022

Rev. bras. educ. espec.

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The present study aimed to examine the attitudes of teachers and school professionals towards the inclusion of students with Autism Spectrum Disorder (ASD) in Jordanian schools. Specifically, the study investigates whether the variables of knowledge and training in ASD, educational role, experience in ASD, academic qualification, gender, age, and school level are associated with educators’ attitudes towards the inclusion of students with ASD. The descriptive survey method was conducted to examine educators’ attitudes and their correlations with the study variables. An electronic survey was completed by 430 participants who were educators at public and private schools in Jordan (including general and special education teachers), school principals, and counselors. The results of the study evidence that Jordanian educators hold neutral attitudes towards the inclusion of students with ASD in Jordanian schools. Further, the study shows that these attitudes are correlated with training and knowledge in ASD. In contrast, educational role, experience, academic qualification, age, gender, or school level are not associated with educators’ attitudes. The implications and limitations of the study are discussed.

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Section: Discussioncontrasting

confidence: 82%

Educators’ Attitudes Towards the Inclusion of Students with Autism Spectrum Disorder (ASD) in Jordanian Public Schools

alkinj

Pereira

Santos

2022

Rev. bras. educ. espec.

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“…Current research around the world has not provided an unequivocal response to teachers' attitudes towards inclusive education. For example, some of the study show negative attitudes towards inclusions [Moberg, 2003;Hammond & Ingall, 2003;Barnes & Gaines, 2015;Brackenreed, 2011;Doulkeridou & Evaggelinou, 2011;Fuchs, 2010;Hwang &Evans, 2011;Schwarzer and Hallum, 2008], while some, positive -present results at the other end of the continuum [Barnes & Gaines, 2017 ;Cornoldi et al, 1998;D'Alonzo et al, 1997;Scruggs & Mastropieri, 1996;Smith & Smith, 2000]. Causes of the phenomenon should be sought in different research strategies, measuring tools, the range of measured attitudes, the size and homogeneity of the sample (as shown above).…”

Section: Attitudes Of Teachers As a Determinant Of Subjective Conditimentioning

confidence: 99%

“…Considering the above, there are variables that determine one or other attitude towards inclusive education [Brady & Woolfson, 2008;Moberg, 2003;Adeniyiand et al, 2015]. Studies also show that attitudes towards the inclusion of children with special educational needs may depend on, among others, from gender [Ahmmed et al, 2012] the age of teachers and seniority [Barnes & Gaines, 2017;Chodkowska & Kazanowski, 2005], type of difficulty of the students or previous working experience with special educational needs children [Avramidis & Kalyva, 2007].…”

Section: Attitudes Of Teachers As a Determinant Of Subjective Conditimentioning

confidence: 99%

An Analysis of Polish Teachers Attitudes towards Inclusive Education

Czyż¹

2018

FHI

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The purpose of the study was to determine the relation to inclusive education involving teachers of both public and special schools. The study was conducted on a sample of 224 teachers. In the study, a diagnostic survey was used with the Scale for Measuring Attitudes towards Inclusive Education. The tool was designed for the purposes of this study and it was analyzed for internal consistency and reliability. A key for the attitudes' verification was established and it is based on a sten scale. The measured values were treated as the basis for ordering the material in the direction of the attitude. The findings show the neutral attitude in the tested sample and there is no difference observed based on the type of represented school.

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“…Salovita (Saloviita, 2018) na osnovu svog istraživanja ukazuje na to da nastavnici koji rade u osnovnim školama imaju pozitivniji stav u odnosu na stav nastavnika srednjih škola. Drugo istraživanje (Gaines et al, 2017) koje se bavilo procenom stavova nastavnika prema inkluziji ukazuje da nastavnici osnovnih škola pokazuju negativnji stav u odnosu na nastavnike srednjih škola. Uočenu negativnost autori objašnjavaju većim brojem učenika sa teškoćama u razvoju u osnovnim, u odnosu na odeljanja u srednjim školama.…”

Section: Uvodunclassified

Educators' attitudes towards inclusive education

Japundža-Milisavljević¹,

Đurić-Zdravković²,

Milanović-Dobrota³

2022

Spec eduk i rehabilitacija

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Introduction. The attitudes of educators towards inclusive education are a significant factor in successful education of students with disabilities. Objectives. The objectives of this research were to assess the attitudes of educators towards inclusion as well as to determine the differences in the attitudes between class teachers, primary school teachers and secondary school teachers. The specific objectives were to identify the differences in attitudes of teachers in relation to age and experience in working with students with disabilities. Methods. The survey was conducted on a convenient sample of 101 teachers, of both sexes (female 67.3% and 32.7% male), 24 to 53 years of age. Class teachers made up 38.6% of the sample, 33.8% were primary school teachers and 27.6% were secondary school teachers. Less than half of the respondents (43.6%) had experience in educating students with disabilities. A revised Opinions Relative to Integration of Students with Disabilities was applied. Results. The results indicate that most class teachers had a negative attitude, while the average scores of teachers in primary and secondary schools were grouped around neutral attitudes towards inclusive education. Younger teachers without experience in inclusive teaching believed that inclusive education was important for students with disabilities. Senior teachers recognized the problems of inclusive education. Conclusion. Based on the obtained data, we think that it is necessary to provide teachers with quality and continuous support of special educators in order to acquire informal experience, significantly reduce the number of students in classes, and provide material resources during inclusive teaching.

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Perceptions and attitudes about inclusion: Findings across all grade levels and years of teaching experience

Cited by 24 publications

References 11 publications

Educators’ Attitudes Towards the Inclusion of Students with Autism Spectrum Disorder (ASD) in Jordanian Public Schools

Educators’ Attitudes Towards the Inclusion of Students with Autism Spectrum Disorder (ASD) in Jordanian Public Schools

An Analysis of Polish Teachers Attitudes towards Inclusive Education

Educators' attitudes towards inclusive education

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