The Supporting Effective Teaching (SET) project: The relationship of inclusive teaching practices to teachers' beliefs about disability and ability, and about their roles as teachers

Jordan, Anne; Glenn, Christine V.; McGhie-Richmond, Donna

doi:10.1016/j.tate.2009.03.005

Cited by 139 publications

(104 citation statements)

References 27 publications

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“…These findings relate to concerns that have been expressed by other researchers (e.g., Bornman, Alant, & Uys, 2008;Zoniou-Sideri & Vlachou, 2006) that the focus of inclusive education for learners with disabilities is more on caring, loving, and socializing rather than learning. Low expectations, in turn, subsequently influence the goals that teachers hold for their learners and the strategies and energy that teachers utilize to help learners obtain these goals (Jordan, Glenn, & McGhie-Richmond, 2009). The reality is that many learners with disabilities may not be academically learning because they are not being taught, or are being taught with the few free minutes that teachers have daily (Johnstone & Chapman, 2009).…”

Section: Discussionmentioning

confidence: 99%

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

Donohue

Bornman

2015

International Journal of Disability, Development and Education

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This research sought to examine South African teachers' attitudes toward the inclusion of learners with different abilities in their hypothetical mainstream classrooms. Participants were 93 South African teachers who responded to the Teachers' Attitudes and Expectations Scale, a measure developed for this study, regarding four vignettes depicting learners with different types of impairments. Overall, teachers reported that inclusion would benefit learners' social development (mean scores from 2.57 to 3.35) more than their intellectual development (mean scores from 2.14 to 2.83). It also was found that teachers overwhelmingly were more confident about including learners with Down syndrome into their hypothetical mainstream classes when compared to the inclusion of learners with other disabilities F(3, 90) = 9.59, p < .01. The results suggest that providing teachers with sufficient resources within the classroom and training that includes hands-on experience with children with disabilities could positively influence their attitudes toward the inclusion of learners with disabilities in their classrooms.

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Section: Discussionmentioning

confidence: 99%

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

Donohue

Bornman

2015

International Journal of Disability, Development and Education

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“…La importancia de las actitudes que adopta el profesorado queda manifiesta por la gran cantidad de trabajos publicados en los últimos años centrados en el análisis de las actitudes docentes tanto hacia la integración e inclusión de las personas con discapacidad en los centros ordinarios (Boer, Pijl, y Minnaert, 2011;Cagran y Schmidt, 2011;Cook y Cameron, 2010;Cook, Tankersley, Cook, y Landrum, 2000;Finke, McNaughton, y Drager, 2009;Jordan, Glenn, y McGhie-Richmond, 2010;Kim, 2011;López, Echeita, y Martin, 2009;Moberg, 2003;Ocloo y Subbey, 2008;Parasuram, 2006) como hacia los alumnos con necesidades educativas especiales (Busch, Pederson, Espin, y Weissenburger, 2001;Kozub y Lienert, 2003;Murray, Lombardi, Wren, y Keys, 2009;Stephens, Stephens, y Von Eisenhart-Rothe, 2000;Woolfson y Brady, 2009). Esta doble vía de investigación se justifica por el hecho de que tal y como defiende Cochran (1997), las actitudes que se adoptan hacia la integración escolar reflejan, en gran medida, las actitudes hacia las personas discapacitadas en general.…”

Section: Actitudes De Los Profesionales De La Educaciónunclassified

Actitudes hacia la Discapacidad en el Ámbito Educativo a través del SSCI (2000-2011). Análisis Temático y Bibliométrico

García-Fernández

Inglés

Vicent

et al. 2017

EJREP

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Introducción. El objetivo de este estudio es describir y caracterizar la producción científica a nivel internacional en relación al tópico "actitudes hacia la discapacidad en el ámbito educativo", a partir del uso de una batería de indicadores bibliométricos que permiten realizar un análisis y seguimiento de la actividad científica internacional. Resultados. El número de publicaciones creció desde 2006 a 2010 de forma progresiva. En el trabajo se indican los autores más productivos, las revistas especializadas en dicho tema y los artículos más citados, entre otros aspectos. El análisis según la tipología de la investigación mostró una tendencia a efectuar estudios empíricos. Al examinar el contenido de los artículos se identificaron 18 categorías temáticas así como un desequilibro en la clasificación de las investigaciones según el nivel educativo en el que se llevan a cabo. Discusión y conclusiones.Los resultados obtenidos muestran la relevancia actual del tópico para la comunidad científica y nos ofrecen una visión sobre los rasgos que han caracterizado la investigación en materia de "actitudes hacia la discapacidad en el ámbito educativo" en los últimos once años.Palabras Clave: Actitudes, discapacidad, educación, análisis bibliométrico. Recepción: 15/12/12Aceptación inicial: 10/02/13 Aceptación final: 08/03/13Actitudes hacia la Discapacidad en el Ámbito Educativo a través del SSCI (2000SSCI ( -2011 Introduction. The purpose of this study is to describe the studies about "the attitudes towards

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“…Baseline findings indicated that one-third of all teachers were not actively or regularly implementing resources to support inclusive practice. This finding could be attributed to the conflicting messages given to teachers -that of raising pupil attainment whilst at the same time addressing diverse educational needs in the mainstream classroom (Jordan, Glenn & McGhie-Richmond, 2010). This tension is particularly acute in relation to disruptive pupils (Grieve, 2009;Goodman & Burton, 2010).…”

mentioning

confidence: 99%

Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment

Monsen¹,

Ewing

Kwoka³

2013

Learning Environ Res

148

102

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Inclusive education has become a corner stone of many government policies in an increasing number of countries, yet teachers have been found to hold mixed attitudes towards its implementation and usefulness. This paper, using English terminology and thinking, aimed to extend previous research on the effect of teacher attitudes towards inclusion in classroom learning environments, and to explore perceived adequacy of support, levels of stress, and willingness to include pupils with certain difficulties. Teachers (N=95) completed questionnaires on attitudes to inclusion, classroom learning environment, support, and stress.Pupils (N=2,514) completed a questionnaire on classroom learning environment only.Teacher attitudes towards including SEN pupils in mainstream settings were found to have a significant impact on how they managed their classroom learning environments and how adequately they perceived available support. Teachers with more positive attitudes towards inclusion were reported by their pupils to have classroom environments with greater levels of 'satisfaction' and 'cohesiveness', and lower levels of 'friction', 'competitiveness' and 'difficulty' than for those with teachers who held less positive attitudes. Teacher attitudes towards inclusion increased with greater perceived adequacy of both internal and external support. Teachers were less willing to include pupils with behavioural difficulties than pupils who were able/gifted or had physical difficulties, irrespective of attitude to inclusion.

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The Supporting Effective Teaching (SET) project: The relationship of inclusive teaching practices to teachers' beliefs about disability and ability, and about their roles as teachers

Cited by 139 publications

References 27 publications

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

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

Actitudes hacia la Discapacidad en el Ámbito Educativo a través del SSCI (2000-2011). Análisis Temático y Bibliométrico

Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment

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