Teacher Attitudes towards the Inclusion of Children with Mild Hearing Impairments into the Regular School Settings

Maunganidze, Levison; Kasayira, Joseph M.; Ruhode, Nancy; Shonhiwa, Loice; Sodi, Tholene

doi:10.1080/14330237.2007.10820160

Cited by 3 publications

(3 citation statements)

References 20 publications

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“…With regard to the general attitudes toward educational inclusion and consistent with previous research (e.g., Ross-Hill, 2009;Tsakiridou and Polyzopoulou, 2014;Maunganidze et al, 2007). The current research showed that regular classroom teachers demonstrated positive attitudes toward educating students with disabilities.…”

Section: Tablesupporting

confidence: 89%

“…A study in Scotland indicated that regular classroom teachers refused to accept educating students with disabilities in their classes, believing that inclusion negatively influenced the learning of the rest of students (Florian, 2012). In contrast, many other studies reported that regular classroom teachers had more favourable attitudes toward inclusion (e.g., Ross-Hill, 2009;Tsakiridou and Polyzopoulou, 2014;Maunganidze et al, 2007). However, a Greek study showed that regular classroom teachers had various restrictive and contradictory beliefs about inclusion (Zoniou-Sideri and Vlachou, 2006).…”

Section: Attitudes Held By Regular Classroom Teachers Toward Educatinmentioning

confidence: 86%

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Public school teachers' perceived sense of self-efficacy in teaching students with disabilities in the United Arab Emirates

Dukmak

Aburezeq

Khaled

2019

IJEBR

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Teaching children with disabilities in the regular classrooms can be influenced by the teachers' attitudes towards these children and their perception of their self-efficacy in teaching them. This study examined the regular classroom teachers' perceived sense of teaching self-efficacy in relation to their gender and attitudes towards these children. Participants were 455 UAE public regular classroom teachers. For the study purposes, two scales were completed by teachers to investigate their attitudes towards children with disabilities, and their perceived sense of self-efficacy in teaching them. Results revealed that male teachers viewed their sense of teaching self-efficacy better than females. In all, teachers' attitudes towards inclusion were supportive. Male teachers showed more supportive attitudes towards inclusion than females. In addition, teachers' attitudes toward inclusion became more positive when their sense of teaching self-efficacy was greater. Teachers' positive attitudes towards inclusion and their positively perceived sense of self-efficacy in teaching can be used as predictors of a successful inclusion.

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Section: Tablesupporting

confidence: 89%

Section: Attitudes Held By Regular Classroom Teachers Toward Educatinmentioning

confidence: 86%

Public school teachers' perceived sense of self-efficacy in teaching students with disabilities in the United Arab Emirates

Dukmak

Aburezeq

Khaled

2019

IJEBR

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“…A study involving student teachers revealed that participation in an academic course about children with disabilities did not affect attitudes, but did increase self‐efficacy (Hutzler and others, ). Attitudes of educators about inclusion are primarily shaped by their level of experience (Horrocks and others, ; Maunganidze and others, ; Rheams and Bain, ; van der Veen and others, ), and experience can also increase their sense of efficacy (Hutzler and others, ). Among school principals, attitudes about including children with autism were positively correlated with the belief that these children could successfully be included in a regular classroom (Horrocks and others, ).…”

Section: Resultsmentioning

confidence: 99%

Defining Social Inclusion for Children with Disabilities: A Critical Literature Review

2017

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Social inclusion is a complex and often misunderstood concept. For children with disabilities, research has documented the degree of loneliness, bullying and exclusion they often experience in their social lives. This paper presents the findings of a critical literature review on the social inclusion of children with disabilities. Study methods comprised rigorous criteria for study selection followed by established protocols for evaluating studies. Reputable rating scales were used to examine peer-reviewed research published within the last 10 years. Fifty-four studies were analyzed for essential themes. Findings reflect a broad range of stakeholder perspectives and factors that promote or inhibit social inclusion, including child-specific variables as well as environmental influences. Additional research should focus on the perspectives and experiences of children in inclusive settings, particularly those with disabilities, as a means of safeguarding their future social and emotional well-being. © 2017 John Wiley & Sons Ltd and National Children's Bureau Keywords: children, disabilities, peers, social inclusion, social relationships, stigma. BackgroundEstimates of worldwide child disability rates are speculative and dated; however, UNICEF estimates that approximately 93 million (1 in 20) of people aged 14 or younger live with a moderate or severe disability (UNICEF, 2013). In the USA, 5.2 per cent (2.8 million) of the 53.9 million school-aged children (aged 5-17) were reported to have a disability in 2010 (Disability Characteristics, American Community Survey, 2010). For comparison, Human Resources and Skills Development Canada (2011) indicates that 202 350 children (3.7%, aged 0-14 years) and 96 060 teens (4.6%, aged 15-19 years) in Canada have a disability. The most commonly diagnosed disabilities among children include learning, communication and developmental disabilities, while children are also commonly diagnosed with physical disabilities (US Census Bureau, 2010).'Social inclusion' is a multifaceted and largely subjective construct (Le Boutillier and Croucher, 2010). It is often described in opposition to 'social exclusion', which refers to the stigmatisation or marginalisation of certain groups based on particular characteristics, such as socioeconomic status, race, gender or disability. For children with disabilities, social inclusion requires overcoming significant social, economic and political barriers to achieve meaningful involvement in society (Hill and others, 2004). This can involve the ability to make friends, participate in community activities, engage in leisure and play, and have access to quality inclusive practices in the classroom. Social inclusion, therefore, establishes a basis for overall well-being and is a critical component of becoming a valued and contributing member of the community (Mâsse and others, 2012;Murray and Greenberg, 2006).Although children with disabilities value peer relationships and participation in community activities, they continue to experience low levels of ...

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Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study

Dignath

Rimm‐Kaufman

Ewijk³

et al. 2022

Educ Psychol Rev

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Teachers’ belief systems about the inclusion of students with special needs may explain gaps between policy and practice. We investigated three inter-related aspects of teachers’ belief systems: teachers’ cognitive appraisals (e.g., attitudes), emotional appraisal (e.g., feelings), and self-efficacy (e.g., agency to teach inclusive classrooms). To date, research in this field has produced contradictory findings, resulting in a sparse understanding of why teachers differ in their belief systems about inclusive education, and how teachers’ training experiences contribute to their development of professional beliefs. We used meta-analysis to describe the level and range of teachers’ beliefs about inclusive education, and examine factors that contribute to variation in teachers’ beliefs, namely (1) the point in teachers’ career (pre-service versus in-service), (2) training in special versus regular education, and (3) the effects of specific programs and interventions. We reviewed 102 papers (2000–2020) resulting in 191 effect sizes based on research with 40,898 teachers in 40 countries. On average, teachers’ cognitive appraisals, emotional appraisals, and efficacy about inclusion were found to be in the mid-range of scales, indicating room for growth. Self-efficacy beliefs were higher for preservice (M = 3.69) than for in-service teachers (M = 3.13). Teachers with special education training held more positive views about inclusion than regular education teachers (d = 0.41). Training and interventions related to improved cognitive appraisal (d = 0.63), emotional appraisal (d = 0.63), and self-efficacy toward inclusive practices (d = 0.93). The training was particularly effective in encouraging reflection of beliefs and, eventually, facilitating belief change when teachers gained practical experience in inclusive classrooms. Six key findings direct the next steps.

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Teacher Attitudes towards the Inclusion of Children with Mild Hearing Impairments into the Regular School Settings

Cited by 3 publications

References 20 publications

Public school teachers' perceived sense of self-efficacy in teaching students with disabilities in the United Arab Emirates

Public school teachers' perceived sense of self-efficacy in teaching students with disabilities in the United Arab Emirates

Defining Social Inclusion for Children with Disabilities: A Critical Literature Review

Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study

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