School Teachers' Attitudes Toward Inclusive Education In Greece

One of the main resources to promote the inclusion of students with special educational needs in Valencian Community regular schools are the communication and language classrooms. The success of this resource depends, among other aspects, on the knowledge that both regular and special educational teachers have about its functioning. For this reason, the aim of this work is to analyze the knowledge, misconceptions, and gaps about the functioning of these classrooms that early childhood education and primary education pre-service teachers have in their final year at university. Likewise, the results obtained by special educational pre-service teachers are compared to the results obtained by regular pre-service teachers. To do this analysis, a quantitative assessment instrument has been used. Results indicate a lower knowledge of regular pre-service teachers compared to special educational pre-service teachers, which leads to unfavorable implications for educational inclusion. The results suggest the need to offer a broader and more equal training related to special education for all pre-service teachers in order to guarantee inclusive quality practices in schools.

show abstract

Análisis de conocimientos sobre aulas de comunicación y lenguaje de futuros/as maestros/as.

Lacruz‐Pérez

Sanz‐Cervera

Cerezuela

et al. 2021

revistafuentes

View full text Add to dashboard Cite

show abstract

EFL Teacher's Classroom Management Practices at an Inclusive School

Wijaya

Agustini

Adnyani

2020

IJDS

View full text Add to dashboard Cite

This research aimed at finding out the classroom management practices by an EFL teacher at an inclusive school. There were four major aspects of classroom management as the focus of this research. Those are rules, physical environment, classroom climate, and teacher’s role. The subject of this study was an English teacher in class XI MM 2 at SMK Negeri 3 Singaraja. This study was a case study with qualitative research design. The methods of data collection were observation and interview. The findings showed that the classroom management practices by the teacher were successful to be implemented for both the inclusive and regular students. The rules created and communicated by the teacher were effective to develop the students’ behaviour and attitude as well as support the learning process. For the physical environment, the teacher provided spacious space for the physical disability student to move freely. The teacher gave positive and negative reinforcements for the students’ attitude and behaviour. Besides, the teacher modified the lesson plan, instruction, and assessment based on the student’s special needs. However, the teacher did not interact directly with the inclusive student’s parents and it should be done to support the learning process. In addition, there was no special escort teacher and training for the teacher to support the learning process.

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

School Teachers' Attitudes Toward Inclusive Education In Greece

Cited by 2 publications

References 0 publications

Análisis de conocimientos sobre aulas de comunicación y lenguaje de futuros/as maestros/as.

Análisis de conocimientos sobre aulas de comunicación y lenguaje de futuros/as maestros/as.

EFL Teacher's Classroom Management Practices at an Inclusive School

Contact Info

Product

Resources

About