The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion

Abstract

On the assumption that the successful implementation of any inclusive policy is largely dependent on educators being positive about it, a survey was undertaken into the attitudes of Greek teachers toward inclusion. The 155 respondents were general education primary teachers drawn from one region of Northern Greece, with a proportion deliberately selected from schools identified as actively implementing

Students With ASD in Mainstream Primary Education Settings: Teachers' Experiences in Western Australian Classrooms

“…The remaining participants, however, were all united in their assessment that in order for the mainstream classroom to be an effective learning environment, teachers of students with ASD have to be allocated considerable support. This viewpoint is well documented in the existing body of ASD literature (see Avramidis & Kalyva, 2007;McGregor & Campbell, 2001).…”

“…While undoubtedly the extent of teachers' difficult experiences do relate to the severity of their students' needs (Avramidis & Kalyva, 2007;McGregor & Campbell, 2001), the present study has identified a number of specific teacher challenges and support issues which pertain specifically to the mainstreaming of students with ASD within the primary school setting.…”

“…While participants all found their PD sessions helpful they stated that the content of these sessions were usually general in nature (i.e., relating to the topic of inclusion rather than autism per se). Typical comments included: The benefit of attending extended PD courses has been linked in the literature to the engendering of more positive teacher attitudes toward the inclusion of students with special needs in mainstream classes (Avramidis & Kalyva, 2007;Ljiljana, as cited in Konza, 2008).…”

South African Teachers’ Attitudes toward the Inclusion of Learners with Different Abilities in Mainstream Classrooms

“…Teachers' attitudes toward inclusion have been found to be influenced by the nature of a learners' disability (Avramidis & Kalyva, 2007;Scruggs & Mastropieri, 1996), potentially because learners with more severe and multiple disabilities have more complex learning needs, require more significant adaptations to the curricula, and one-on-one instructional time. Research has found, for instance, that teachers rated learners with severe intellectual disabilities, autism, and sensory impairments the most challenging to include within a mainstream classroom (Avramidis & Kalyva).…”

Élaboration de l’Échelle du sentiment d’efficacité personnelle des enseignants en gestion de classe (ÉSEPGC)

“…elle prévient aussi les écarts de conduite et la présence de comportements perturbateurs (evertson & Weinstein, 2006 ;Kauffman, Mostert, trent, & Pullen, 2006 ;Myers & Pianta, 2008). néanmoins, des études démontrent que la gestion de classe s'avère très difficile pour une majorité d'enseignants (Brouwers & tomic, 2000 ;Martin, nault, & loof, 1994), surtout lorsque ceux-ci doivent intervenir auprès d'élèves présentant des difficultés comportementales (avramidis & Kalyva, 2007 ;Goodman & Burton, 2010 ;Helfin & Bullock, 1999 ;Jeffrey & sun, 2006). Plusieurs échelles mesurant le seP des enseignants ont été dévelop-pées au cours des trente dernières années (avanzi et al, 2013 ;dellinger, Bobbett, olivier, & ellett, 2008).…”