Perceptions by Teachers About the Benefits and Liabilities of Inclusion

D'Alonzo, Bruno J.; Giordano, Gérard; VanLeeuwen, Dawn

doi:10.1080/10459889809603162

Cited by 39 publications

(20 citation statements)

References 24 publications

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“…As noted above, it was not possible in the study to examine the influence of student characteristics such as type or severity of disability because the categories used did not capture accurate descriptions of the classrooms. As shown in the literature, one of the most critical components influencing the success of inclusive education is teachers' positive perceptions (D'Alonzo, Giordano, and Vanleeuwen 1997). The results of this study indicated that Taiwanese first-grade teachers' perceptions of inclusive education was neither positive nor negative, which is consistent with previous research (e.g.…”

Section: Discussionsupporting

confidence: 84%

“…Studies conducted in both Taiwan and the USA show that there is a positive relationship between general education teachers' perceptions of inclusive education and the influence of inclusive education on children (D'Alonzo, Giordano, and Vanleeuwen 1997;Hsieh and Wang 2002;Li 1996;Olson, Chalmers, and Hoover 1997). However, not every teacher has positive perceptions of inclusive education.…”

Section: Introductionmentioning

confidence: 95%

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Taiwanese first-grade teachers' perceptions of inclusive education

Hsieh

Ostrosky

et al. 2012

International Journal of Inclusive Education

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This study investigated the influence of three types of variables (teachers' backgrounds, the current teaching situation and characteristics of students with disabilities) on Taiwanese first-grade teachers' perceptions of inclusive education. A mail survey was conducted with all first-grade teachers in a metropolitan city in central Taiwan. After excluding cases with missing data, the sample size for this study was 321. Results showed that in general teachers' perceptions of inclusive education were in the middle range, neither highly negative nor highly positive. Two variables related to the teachers' current teaching situation (having at least one student with disabilities in their classrooms and school size) were found to have significant but opposite effects on teachers' perceptions, with the former being positive and the latter being negative. None of the variables related to teachers' backgrounds appeared to be significantly associated with perceptions of inclusive education. However, the relationship between currently having at least one student with disabilities in the classroom and teachers' perceptions of inclusive education was found to be moderated by the past experience of teaching in special education. Implications are discussed for special education practice and policy in Taiwan as well as for future research.

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Section: Discussionsupporting

confidence: 84%

Section: Introductionmentioning

confidence: 95%

Taiwanese first-grade teachers' perceptions of inclusive education

Hsieh

Ostrosky

et al. 2012

International Journal of Inclusive Education

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“…General education teachers have also indicated significantly less confidence with regard to teaching in an inclusive classroom setting, particularly in their ability to plan and make instructional modifications in the classroom (D'Alonzo et al, 1997;Schumm & Vaughn, 1995). More importantly, general education teachers have also reported that they perceive special education teachers to be better trained and to have more effective methods for teaching children with disabilities (Lopes et al, 2004;Minke et al, 1996;O'Shea et al, 2000;Wright & Sigafoos, 1998).…”

mentioning

confidence: 98%

“…Foreman (2005) defines inclusion as based on the 'philosophy that schools should, without question, provide for the needs of all the children in their communities, whatever the level of their ability or disability' (p. 12). Inclusive education is an affirmation of the rights of children with disabilities to participate in education, to develop to their fullest potential, and to improve their life opportunities (D'Alonso, Giordano, & Vanleeuwen, 1997;Ferguson & Ferguson, 1998;OECD, 1999;Wedell, 2005).…”

mentioning

confidence: 99%

Teacher Qualifications and Attitudes Toward Inclusion

Hsien

Brown

Bortoli

2009

Australas. j. spec. educ.

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The inclusion of children with disabilities into the regular education classroom has resulted in many studies on teacher attitudes. Current research has examined teacher beliefs about inclusion, their concerns, and issues pertaining to their ability to cater effectively for children with disabilities in their classrooms. Despite this, there appears to be little research investigating potential associations between teacher attitudes and beliefs toward inclusion, their education levels, and teacher training. This study investigated the attitudes and beliefs of 36 general and special education/early intervention teachers in Victoria. Results of the study show that teachers with higher educational qualifications in special education were more positive about inclusion.

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“…1 help teachers and parents reconstruct their ideas and expectations about children with disabilities. People who relate often to others with disabilities are more likely to focus on the person as a whole rather than on the disability (D' Alonzo, Giordano, & Vanleeuwen, 1997). The experience parents gain from providing for their children with disabilities has been demonstrated as having an impact on their values and beliefs (Anastopoulos, Guevremont, Shelton, & Du Paul, 1992;Baden & Howe, 1992).…”

Section: Niprirt Rf Personal Experiencementioning

confidence: 96%