Teacher’s Attitude Towards the Inclusion of Students With Disabilities in Regular Schools

Lika, Rovena

doi:10.12955/cbup.v4.817

Cited by 3 publications

(5 citation statements)

References 6 publications

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“…However, it is better to communicate directly with the inclusive student's parents. It is in line with Lika (2016) and Hassan et al (2015) explanation who stated that parents' interaction is very necessary. The parents must meet the teachers and discuss the problems of their children because it gives many benefits.…”

Section: Classroom Climatesupporting

confidence: 87%

“…Discussion between the teacher and parents will improve the students' academic and social development. Although the teacher answered in the interview that it was not hard to deal with the slow learner with physical disability student because he was calm in the class, it is better to discuss directly with the parents to support the learning process as it is suggested by Lika (2016) and Hassan et al (2015).…”

Section: Classroom Climatementioning

confidence: 99%

“…Thus, the researcher cannot find the teacher's solution toward bullying. In addition, Lika (2016) suggested that the teacher should be trained to know the ways of managing bullying as well as introduce not to be ridicule or discriminating the inclusive students.…”

Section: Teacher's Rolementioning

confidence: 99%

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EFL Teacher's Classroom Management Practices at an Inclusive School

Wijaya

Agustini

Adnyani

2020

IJDS

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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.

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Section: Classroom Climatesupporting

confidence: 87%

Section: Classroom Climatementioning

confidence: 99%

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EFL Teacher's Classroom Management Practices at an Inclusive School

Wijaya

Agustini

Adnyani

2020

IJDS

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“…Most research on the influence of gender on teachers' attitudes about the inclusion of children with developmental disabilities shows that female teachers exhibit more positive one (Al-Zyoudi, 2006;Avramidis & Norwick, 2002;Gallego-Ortega & Rodriguez-Fuentes, 2021;Koliqi & Zabeli, 2021;Mahajan, 2015;Mouchritsa et al, 2022;Parasuram, 2006;Shari & Vranda, 2016). However, there are also studies where no differences were found (Aldosari, 2022;Đorđević et al, 2018;Lika, 2016;Ozer et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

Teachers' opinions on the inclusion of children with Down syndrome in regular schools

Nikolić,

Lozić

2024

Spec eduk i rehabilitacija

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Introduction. Inclusive practices largely depend on teachers and their opinions about the educational inclusion of children with developmental disabilities. It has been proven that teachers' opinion on inclusion depends on the type of developmental disability. Objectives. The primary goal of the research is to determine teacher opinions about the inclusion of children with Down syndrome in regular schools. An additional goal was to examine differences in teacher opinions concerning factors such as gender, age, length of service, experience in inclusive education, and education on how to work with children with developmental disabilities. Methods. The research sample was convenient and consisted of 70 teachers from Jajce, Bosnia and Herzegovina. The teacher's opinion was examined with a questionnaire constructed for this research. Results. Results show that teachers have favorable opinions about the inclusion of children with Down syndrome in regular schools on overall scores. Teacher opinions differ on gender and length of service. Female teachers have a more favorable opinion than male teachers, while teachers with over thirty years of work experience have a negative one. Teacher opinions do not differ concerning age, experience in inclusive education, and education on how to work with children with developmental disabilities. Conclusion. There is a need for systematic and continuous work on inclusive policy, culture, and practice in schools, as education of teachers on the characteristics and methods of how to work with children with Down syndrome and other developmental disabilities.

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“…Several authors have shown what affects the teacher attitude towards inclusive education, Lika conducted a quantitative study to six schools in the city of Tirana in Albania (Lika, 2016). Here, the researcher took only two considerations which are the gender and their teacher training.…”

Section: Teachers' Attitude Towards Inclusive Educationmentioning

confidence: 99%

Development and Validation of Professional Enhancement Program on Inclusive Education for Elementary Teachers of Alaminos District

A. Carada

2023

Edu.Lrng.Dvp.Ntn

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The success of inclusion or organized placement of children with disabilities in mainstream classrooms largely depends on teachers’ attitudes towards students with special educational needs (SEN) and their knowledge on how to properly educate them. This study dealt with teachers’ assessment on attitudes, self-efficacy and concerns towards inclusive education, teachers’ perception on the extent of the use of inclusive practices, the relationship of teachers’ attitude, self-efficacy and concerns on their perception on the extent of the use of inclusive practices and the development and evaluation of the Professional Enhancement Program on Inclusive Education. The study employed descriptive and correlational analysis methods. The participants were 139 public elementary teachers in Alaminos District and four (4) experts. Data analysis utilized frequency counts, percentage, weighted mean, and Pearson-r correlation. Findings revealed that teachers’ attitudes towards inclusive education were moderately favourable, self-efficacy was high, and concern was moderate. Inclusive practices were perceived to be frequently used by the teachers. Teachers’ attitude, self-efficacy and concerns have significant relationship with the teacher’s perception on the extent of the use of inclusive practices. As assessed by the experts, the developed Professional Enhancement program on Inclusive education was rated as “Excellent”. It is highly recommended that the developed Professional Enhancement program be used by the schools offering inclusive education.

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Teacher’s Attitude Towards the Inclusion of Students With Disabilities in Regular Schools

Cited by 3 publications

References 6 publications

EFL Teacher's Classroom Management Practices at an Inclusive School

EFL Teacher's Classroom Management Practices at an Inclusive School

Teachers' opinions on the inclusion of children with Down syndrome in regular schools

Development and Validation of Professional Enhancement Program on Inclusive Education for Elementary Teachers of Alaminos District

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