The Attitudes of Teachers Towards Integrating Students with Intellectual Disability in Regular Schools in Romania

Folostina, Ruxandra; Duţă, Nicoleta; Prăvălici, Anca

doi:10.1016/j.sbspro.2014.05.088

Cited by 3 publications

(3 citation statements)

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“…All the previous studies included educators from a variety of teaching specialties, including general education, therefore their attitudes toward students with disabilities varied. The findings from the current study are similar to other studies conducted in Romania (Drugas, 2012;Folostina, Duta, &Pravalici, 2013;Ghergut, 2010;Ives, Runceanu, & Cheney, 2007). For example,Drugas analyzed general education teachers' perceptions about including studentswith disabilities in general education classrooms.…”

Section: Discussionsupporting

confidence: 91%

“…For example, when special educators have positive attitudes toward their students with disabilities, they are willing to provide a wider range of accommodations and support. In contrast, special educators who have negative attitudes toward students with disabilities tend to have lower academic expectations and less opportunities for involving the min extracurricular activities (Folostina, Duta, & Pravalici, 2013;Unianu, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Romanian Special Educators’ Attitudes toward Students with Disabilities

Hartle¹,

Zablocki²,

Doubet³

et al. 2019

JESP

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This study examined the attitudes of Romanian special education teachers toward educating students with disabilities. Specifically, the study focused on revealing possible differences in teachers' attitudes based on their educational background and teaching experience. A total of 82 special educators were surveyed. The results showed that their attitudes toward students with disabilities varied. However, there was a slight difference between special educators with less experience and those who graduated from a pedagogical college, with college graduates having more positive attitudes. Participants also believed that students with disabilities can learn in general education settings when provided with appropriate supports.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Romanian Special Educators’ Attitudes toward Students with Disabilities

Hartle¹,

Zablocki²,

Doubet³

et al. 2019

JESP

View full text Add to dashboard Cite

show abstract

“…Also, these countries made several amendments on their policies to give more financial support and develop different programs to make access realistic to learner. Ireland was among the first one to develop special needs act in 2004 even before adoption of CRPD in 2006 (Kavouni, 2016;Clerke, 2015;Beamish, W., Meadows, D.,& Davies, 2010;Watson, 2009;Foloştină, Duţă, & Prăvălici, 2014;Zvoleyko, Kalashnikova, & Klimenko, 2016;Louise, 2013;Karr, Valerie L.Edema, Ashley van Sims, Jacob Brusegaard, 2017;Callan & Ed, 2018;UNESCO, 2015;WHO, 2011;and WB, 2015).…”

Section: Development Of Disability Policies On Access To Educationmentioning

confidence: 99%

Policy Implementation and Determinant of Access to Education for Disable Learners in Siaya and Kisumu Counties- Kenya: A Phenomenological Study

Owuor¹

2018

JPAG

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Access to education denotes approaches which policies and institutions offering education ensures student have equal chances to acquire knowledge and skills to the maximum without compromising one"s status socially, economically or physically. Well thought policy implementation strategies can assist this, as such the study borrowed heavily from policy implementation theories. Also, the study was based on interpretative epistemic paradigm and focused on policy context and its influence on access to education by engaging experiences of principals, teachers, parents, education officers and learners living with disability in Kenya, The following objectives directed the research; to explore policy context of students living with disability; to analyze factors influencing policy implementation for access to education among student living with disability; and to recommend strategies for improving access to education for learners living with disability. Data was collected in 3 schools within 2 countries. 3 Principals, 2 parents, 2 education officers, 3 disable learners and 18 teachers formed 3 different focus groups. Both convenience and purposive sampling technique were used to identify the respondent. The study adopted individual as unit of analysis, it applied context analysis, daily dairy recording, semi structured interview and focus group interviews to collect the data. The findings from data analysis shows decision making, awareness, cultural beliefs, Curriculum, Environmental Physical Infrastructural facilities, Teachers Role, Stakeholders/ Government Levels of Authority and Parental support as major factors influencing policy implementation for learners living with disability. The study came up with following policy recommendations.; policy on strategy for decision making in a special school be setup, and policy on research on disability befitting curriculum, facilities, and environmental infrastructural need to be considered among others.

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The architectural strategies of classrooms for intellectually disabled students in primary schools regarding space and environment

Jebril

Chen

2021

Ain Shams Engineering Journal

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The Attitudes of Teachers Towards Integrating Students with Intellectual Disability in Regular Schools in Romania

Cited by 3 publications

References 0 publications

Romanian Special Educators’ Attitudes toward Students with Disabilities

Romanian Special Educators’ Attitudes toward Students with Disabilities

Policy Implementation and Determinant of Access to Education for Disable Learners in Siaya and Kisumu Counties- Kenya: A Phenomenological Study

The architectural strategies of classrooms for intellectually disabled students in primary schools regarding space and environment

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