The attitudes of primary school teachers toward inclusive education in rural and urban China

Abstract

This study investigated the attitudes of primary school teachers from the selected rural and urban areas in China toward inclusive education. The results indicated that, (1) teachers' attitudes are composed of three dimensions: positive and negative effects of inclusion, and benefits of segregated special education; (2) most surveyed teachers demonstrated positive attitudes toward segregated special school education while supporting inclusion; (3) rural and urban teachers held significantly different attitudes toward inclusion, and urban teachers were more negative toward inclusion than rural ones; and (4) teachers' attitudes were not essentially influenced by resources, teaching years or relevant special education training.

Perceptions of Teachers and Head Teachers on the Effectiveness of Inclusive Education in Public Primary Schools in Yatta Division Machakos County

“…In addition, teachers experience and their training significantly influence their attitudes (Meng, 2008). Despite the fact that it is essential to staff inclusive classes with skilled and trained teachers, there is a shortage of inclusive teacher training programmes.…”

“…Many teachers have claimed that inclusion policies forced them to enter areas they were unsure about or not interested in (Ali, Mustapha & Jelas, 2006). On the other hand, the appropriate educational background of teachers does have a positive impact on inclusive teaching (Meng, 2008).…”

“…as opposed to 3.8% who disagreed. Research indicates that adequately trained professionals are required for students with special needs (Eleweke & Rodda, 2002). Meng, (2008 argued that In addition, teachers experience and their training significantly influence their attitudes.…”

Stavovi učitelja seoskih i gradskih škola prema inkluzivnom fizičkom vaspitanju // Attitudes of teachers in rural and urban schools on inclusive physical education

“…Dobijeni rezultati pokazuju da seoski i gradski nastavnici imaju značajno različite stavove prema inkluziji, a nastavnici iz urbanih sredina su imali negativniji stav prema inkluziji nego nastavnici iz ruralnih sredina. Pritom, dostupnost nastavnih sredstava, nastavna godina ili relevantna obuka za specijalno vaspitanje nisu značajno uticali na stavove nastavnika (Deng, 2008). Nastavnici iz grada su iskazali negativan stav prema inkluziji, bili su skloniji da se opredele za odvojeno specijalno obrazovanje ukoliko za to postoje uslovi, iako gradske škole raspolažu boljim resursima.…”

“…Nastavnici iz grada su iskazali negativan stav prema inkluziji, bili su skloniji da se opredele za odvojeno specijalno obrazovanje ukoliko za to postoje uslovi, iako gradske škole raspolažu boljim resursima. Deng (2008) tumači dobijene rezultate činjenicom da u urbanim sredinama ima više specijalnih škola nego u ruralnim sredinama, pri čemu je za seosku decu sa smetnjama u razvoju teš-ko da idu u specijalnu školu u gradu, zbog siromaštva i problema sa transportom. U tom slučaju, uključivanje u obližnje redovne škole predstavlja uobičajenu praksu.…”