Teachers’ Attitudes Towards Inclusion

Hassanein, Elsayed Elshabrawy Ahmad

doi:10.1007/978-94-6209-923-4_3

Cited by 3 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The major change happened after 1970. In 1975 Law 94-142, The Education for All Handicapped Child Act was issued and allowed students with SEN to be placed in regular education classes but in a Least Restrictive Environment (LRE) (Bahn, 2009). The Least Restrictive Environment is when the education needed is individualized to meet the needs of special students in regular classrooms to the most extent possible (Hatchel, 2009).…”

Section: Introductionmentioning

confidence: 99%

Regular Classroom Teachers' Perception Towards Inclusion in Private Schools in Lebanon

Abou Assaly

View full text Add to dashboard Cite

The purpose of this exploratory study was to analyze the perception of 60 elementary and middle school regular classroom teachers, from four selected Lebanese Private Schools that have an inclusion program, towards inclusion. A survey, consisting of eleven close-ended research questions was used to assess teachers' perception of inclusion in general, their theoretical and practical preparedness for inclusion, the administrative and academic support being made available to them, and the different challenges that face inclusion. In addition, ten of the 60 participants were selected to answer a seven-question semi-structured interview related to their everyday experience of inclusion. Participants' responses were analyzed using a thematic analysis in which four organizing themes were delineated (perception of inclusion, support, potentials and challenges), allowing for the further emergence of several recurrent basic themes. The overall analysis revealed that the majority of regular classroom teachers supported the idea of inclusion but their responses varied according to the nature of the disability. The analysis also revealed that class size, lack of resources, lack of practical experience with students with special educational needs prior to the implementation of inclusion, insufficient time for planning and inappropriate administrative support were identified by all participants as important issues to be taken into consideration for a successful implementation of inclusion. Based on the findings, recommendations are discussed in order to improve regular classroom teachers' perception of inclusion.

show abstract

Section: Introductionmentioning

confidence: 99%

Regular Classroom Teachers' Perception Towards Inclusion in Private Schools in Lebanon

Abou Assaly

View full text Add to dashboard Cite

show abstract

İngiltere'de Özel Eğitim İhtiyacı Olan Türk Öğrencilerin Kaynaştırma Eğitimine İlişkin Ebeveyn Deneyimlerinin İncelenmesi

İnce Çakan

2024

Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

Bu nitel çalışma, İngiltere’de kaynaştırma sınıflarında eğitim gören özel eğitim gereksinimi (ÖEG) olan Türk öğrencilerin ebeveynlerinin deneyimlerini araştırmaktadır. Kaynaştırma eğitimine yönelik artan ilgiye rağmen, farklı ülkelerden gelen ebeveynlerin bu tür eğitimin etkililiği ve kalitesine ilişkin bakış açıları sınırlı ilgi görmüştür. Bu çalışma, kaynaştırma programların planlanması ve uygulanmasında farklı ülkelerden gelen ebeveynlerin deneyim ve algılarının dikkate alınmasının önemini vurgulamaktadır, çünkü onların bakış açıları kültürel olarak duyarlı kaynaştırma eğitiminin geliştirilmesine katkıda bulunmaktadır. Dört Türk ebeveyn, yarı yapılandırılmış görüşmelere katılmış ve çocuklarının İngiltere’de aldığı kaynaştırma eğitimiyle ilgili deneyimleri doğrultusunda beş tema ortaya çıkmıştır. Bulgular, İngiltere'de kaynaştırma eğitimiyle ilgili çeşitli deneyimlere işaret etmekte ve mevcut literatürdeki bazı bulguları doğrulamaktadır. Çalışma, İngiltere'de yaşamanın özel gereksinimli çocukların kaynaştırma eğitimi üzerinde hem olumlu hem de zorlayıcı etkileri olduğunu ve Türk ve İngiliz eğitim sistemleri arasındaki farklılıkların bazı zorluklar ortaya çıkardığını göstermektedir. Ayrıca, katılımcılar tarafından bildirildiği üzere, farklı etnik kökenlerden gelen bireylere yönelik profesyonellerin görüşleri İngiltere’de yaşayan Türk ebeveynlerin deneyimlerini etkilemiştir. Hepsi beraber ele alındığında, bu sonuçlar kapsayıcı eğitimde daha iyi uygulamaları teşvik etmek için faydalı hususları ortaya koymaktadır.

show abstract

Preservice Teachers' Attitudes and Efficacy Beliefs Toward Inclusion of Students With Autism Spectrum Disorders in the Midwestern Region of the United States

Cramer¹

View full text Add to dashboard Cite

Problem Statement. The increased prevalence of children identified with Autism Spectrum Disorders (ASD) will likely result in these students being placed more frequently in general education classrooms. As a result, general education teachers will be responsible, and must be willing and adequately prepared, for teaching students with ASD. Attitudes are one of the most important predictors for successful inclusion. Teachers indicate a willingness to include students with ASD. However, they do not feel prepared for inclusion for students with ASD. Teacher training and efficacy beliefs are related to teachers' ability to educate students with disabilities. Since teacher training occurs at the preservice teacher preparation stage, it is imperative that we study attitudes and efficacy beliefs of preservice teachers. Researchers have reported positive preservice teachers' attitudes toward inclusion of students with ASD; however, preservice teachers did not feel prepared. Thus, the purposes of this study were to (a) to investigate preservice teachers' attitudes toward inclusion of students with ASD; (b) investigate preservice teachers' efficacy beliefs about their ability to educate children with ASD and disabilities in an inclusive setting; and (c) determine if a combination of special education coursework, preservice teacher experience, preservice teacher gender, and preservice teacher efficacy predict preservice teachers' attitudestowards inclusion of students with ASD. Methods. Preservice teachers from the Midwestern region of the United States (N = 1,028) completed an adapted version of The Opinions Relative to theIntegration of Students with Disabilities (ORI) and The Teachers' Sense of Efficacy Scale (TSES) to measure preservice teachers' attitudes and efficacy beliefs toward inclusion of students with ASD. Results. Results suggest preservice teachers have positive attitudes toward inclusion of students with ASD. However, their efficacy beliefs about their ability to educate students with ASD in an inclusive classroom were low. Preservice teachers had significantly lower efficacy beliefs about their ability to educatestudents with ASD than for their ability to educate students with disabilities in an inclusive classroom. Preservice teachers did not feel prepared for inclusion of students with ASD. Preservice teachers' attitudes toward inclusion of students with ASD were correlated with efficacy beliefs about their ability to educate students with ASD inan inclusive classroom. Teacher efficacy contributed the most to the variance of preservice teachers' attitudes toward inclusion of students with ASD (7.2%). Conclusion. Preservice teachers have positive attitudes toward inclusion of students with ASD, but do not feel prepared for inclusion. They believed they lackthe skill and ability necessary to teach students with ASD. Further, the variables special education coursework, preservice teacher experience with ASD,preservice teacher gender, and preservice teacher efficacy can be eliminated as primary variables influencing preservice teachers' attitudes toward inclusion.

show abstract

Teachers’ Attitudes Towards Inclusion

Cited by 3 publications

References 0 publications

Regular Classroom Teachers' Perception Towards Inclusion in Private Schools in Lebanon

Regular Classroom Teachers' Perception Towards Inclusion in Private Schools in Lebanon

İngiltere'de Özel Eğitim İhtiyacı Olan Türk Öğrencilerin Kaynaştırma Eğitimine İlişkin Ebeveyn Deneyimlerinin İncelenmesi

Preservice Teachers' Attitudes and Efficacy Beliefs Toward Inclusion of Students With Autism Spectrum Disorders in the Midwestern Region of the United States

Contact Info

Product

Resources

About