Pursuit of Inclusive Education: Inclusion of Teachers in Inclusive Education

Abstract

By focusing on teachers’ approach, the article analyses one of the most relevant issues of today’s realities of education – the inclusive education. The following is an important task for politicians for education, school leaders, teachers and greatly affects and influences the life of families with children with disabilities. Object of the research: inclusion of teachers in inclusive education. Aim of the research: to examine aspects of teachers’ inclusion in inclusive education by implementing the statistical analysis according to The Teachers’ Attitudes Toward Inclusion Scale (TATIS) survey (Gregory, Noto, Cullen, 2010). This study adopted a descriptive survey research design, with 105 teachers as participants from selected secondary schools in Klaipėda city and Klaipėda district, Lithuania. Research results: A study has been conducted demonstrating that the attitudes of educators participating in the study to inclusive education of pupils with a disability are basically positive. The analysis of the research data received allow the teachers are not sufficiently prepared to provide assistance to their students with orientation towards the inclusive training tasks. Teachers who participated in the study agree that all school classes should be rebuilt to meet the needs of students with disabilities and that students with disabilities should be taught in a general education school in an equal educational environment with peers without disabilities. The differences between teachers' attitudes to the inclusive education model and the type of pedagogical school were statistically significant. More than just a gymnasium teacher, either a progymnist or a primary school teacher, fully agrees that the model of inclusive education ensures a more effective transition of pupils with disabilities from special education to general education schools.

Adaptive Lesson Strategy as a Means of Individualizing Educational Activities

“…According to the results of teachers' perception of the effectiveness of solving problems of inclusive education, they lack skills and knowledge for educational adaptation and modification of the educational process in order to support students with special health needs (Monteiro, Kuok, Correia, Forlin & Teixeira, 2018). It is also noted that teachers are insufficiently prepared to help their students with an inclusive curriculum (Baranauskienė & Saveikienė, 2018).…”

Reframing policy trajectory for inclusive education in Malawi

“…In Malawi, education colleges and some universities train mainstream teachers for primary and secondary education. The NPEOPD strategies can be incorporated into the teacher education curriculum to ensure the inclusion of teachers in inclusive education (Baranauskiene & Saveikiene, 2018). When they teach, mainstream teachers would be mindful of inclusive education and would demonstrate this by preparing effective strategies for supporting learners with disabilities.…”

“…To recap, inclusive education overwhelms policy development in the broader educational policies worldwide, including in Malawi (Baranauskiene & Saveikiene, 2018;de Beco, 2018). However, Chimwaza's (2015) study found that most of the teachers in Malawi believe that the provision of physical accommodation in the schools guarantees educational success for the learners with physical disabilities.…”

El juego cooperativo e inclusivo en los recreos como impulsor del desarrollo de habilidades sociales en la infancia

“…Los contextos educativos, al igual que la sociedad, se caracterizan por su alta heterogeneidad, la cual es considerada como un valor educativo dentro del modelo de educación inclusiva (García Rubio, 2017;Baranauskiene y Saveikiene, 2018). La Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO) establece entre los diecisiete Objetivos de Desarrollo Sostenible de su Agenda 2030 la necesidad de "Garantizar una educación inclusiva, equitativa y de calidad y promover oportunidades de aprendizaje durante toda la vida para todos" (ODS 4) como base para reducir las desigualdades sociales.…”