Teaching in inclusive schools. Do the demands of inclusive schools cause stress?

Weiß, Sabine; Muckenthaler, Magdalena; Heimlich, Ulrich; Kuechler, Adina; Kiel, Ewald

doi:10.1080/13603116.2018.1563834

Cited by 14 publications

(7 citation statements)

References 54 publications

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“…If Swedish researchers report that their politicians show interest in introducing and supporting inclusive education and teachers working in this field (Magnússon, Göransson, & Lindqvist, 2019), in Russia the support of teachers is limited, at best, to the technical equipment of classrooms and assistive technologies developed at a particular university with substantial support from the regional level authorities. Though European researchers have identified the dependence of the stress level of a teacher working in inclusive classes on his involvement in the process (Weiss, Muckenthaler, Heimlich, Kuechler, & Kiel, 2019)…”

Section: Problem Statementmentioning

confidence: 99%

"Criteria For Teaching Quality And Learning Quality (Inclusive Education In Russian Universities)"

Serebryakova¹

2020

The European Proceedings of Social and Behavioural Sciences

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Section: Problem Statementmentioning

confidence: 99%

"Criteria For Teaching Quality And Learning Quality (Inclusive Education In Russian Universities)"

Serebryakova¹

2020

The European Proceedings of Social and Behavioural Sciences

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“…typically agree that inclusion creates extra work for them and causes problems in their classrooms (Ahsan et al, 2013;Avramidis and Norwich, 2002;Engelbrecht et al, 2013;Forlin et al, 2011;Weiss et al, 2019).…”

Section: The Impact Of Teachers' Attitudes On Inclusive Education Measuresmentioning

confidence: 99%

Teacher attitudes in Italy after 40 years of inclusion

Saloviita¹,

Consegnati²

2019

British J Special Edu

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In 1977, Italy adopted a policy to fully include students with disabilities in mainstream classrooms. The study surveyed the attitudes of Italian teachers towards inclusive education 40 years after this reform. The data were collected from 153 basic school teachers using the Teachers' Attitudes towards Inclusion Scale (TAIS). The results indicated that the Italian teachers had a high commitment to inclusive education. Approximately 90% of the respondents agreed that students with special educational needs should be educated in mainstream classrooms, and only 7% felt that they should be transferred to special education classrooms instead. To improve the quality of inclusive education, the teachers most frequently mentioned the need for more in-service training, smaller class sizes, and additional help from support teachers and therapists in the classroom.

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“…Research on the well-being of teachers working in inclusive classrooms has not gone unnoticed. Studies of stress experience are analyzed, it is concluded that the level of stress is little affected by work in inclusive classes; attention is drawn to the fact that this is prevented by teamwork, school management, development of the school on the basis of inclusive values (Weiss, Muckenthaler, and Heimlich 2019).…”

Section: Introductionmentioning

confidence: 99%

Alacrity of Preschool Education Teachers to Work with Children in Inclusive Groups

Дятленко

Kiev²,

Goncharenko

et al. 2021

Int. J. Criminol. Sociol.

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To make preschool inclusion successful and to have children gain the expected benefits, teachers need to be provided with functional teacher training programs that foster positive attitudes and provide them with a meaningful experience. The purpose of the study was to investigate the readiness of educators of preschool education institutions in Kyiv to work in inclusive classrooms. In the process of integration into the European community, Ukraine has focused on educational reforms, in particular, the creation of conditions for the introduction of inclusive education in educational institutions. The parameters of the research are taken into account, such as attitude to the idea of inclusion, possession of the necessary arsenal of pedagogical practices, understanding of barriers and ways to overcome them on the way to the organization of inclusive education. A structured questionnaire of preschool teachers attempts to reveal their attitudes towards inclusive education in general and to assess the conditions that promote or hinder the emergence of willingness and willingness to work in an inclusive group. The results of the study showed that a significant number of educators have a negative attitude to the idea of inclusion, believing that children should study in special groups or in special institutions (but not boarding schools). Educators name a number of barriers that prevent them from being positive about inclusive education, and underestimate their readiness for such work.

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Teaching in inclusive schools. Do the demands of inclusive schools cause stress?

Cited by 14 publications

References 54 publications

"Criteria For Teaching Quality And Learning Quality (Inclusive Education In Russian Universities)"

"Criteria For Teaching Quality And Learning Quality (Inclusive Education In Russian Universities)"

Teacher attitudes in Italy after 40 years of inclusion

Alacrity of Preschool Education Teachers to Work with Children in Inclusive Groups

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