Trainee Teachers’ Attitudes Towards Students With Specific Learning Disabilities

Woodcock, Stuart

doi:10.14221/ajte.2013v38n8.6

Cited by 29 publications

(23 citation statements)

References 34 publications

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“…International surveys support our findings that women are more supportive on inclusion and more tolerant on students with special educational needs, unlike male colleagues (Alghazo et al 2004;Romi and Leyser 2006). On the contrary, there are other surveys that reported no effect on gender (Alghazo et al 2003;Woodcock 2013). Furthermore, as far as age is concerned, younger teachers tend to adopt more favorable views toward the inclusion of students with special educational needs (Gal et al 2010;Subban and Sharma 2006), while some other studies reported no significant effect of teachers' age on having inclusive attitudes (Ellins and Porter 2005).…”

Section: Discussionsupporting

confidence: 84%

Policies, Practices, and Attitudes toward Inclusive Education: The Case of Greece

2018

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Inclusive education is now firmly established as the main educational policy for children with special educational needs and disabilities, which emerges as the mean of creating an inclusive society in which equal opportunities are provided. However, there are concerns expressed on the effect of such a change in the educational system and on how possible it is to make this a reality. The concerns and objections of educators toward inclusion are mainly based on the diversity of learning disabilities, the learning outcomes that could be generated by applying this practice, and the lack of confidence of teachers to teach in an inclusive environment. In this study, we examine teachers' attitudes toward inclusive education, while at the same time, we analyze current inclusive policies and practices in the Greek educational system. Results revealed that teachers have generally positive attitudes toward inclusion. However, they indicated some issues and barriers to the implementation of inclusion. We consider that policy-makers in Greece should target educator training and increase funding for education.

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Section: Discussionsupporting

confidence: 84%

Policies, Practices, and Attitudes toward Inclusive Education: The Case of Greece

2018

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“…However, the results of Parasuram's study (2006) showed that no important differences exist between the two genders concerning their attitudes towards the integration of students with disabilities. Other researchers (Botonaki, 2016;Woodcock, 2013) also agree with the Parasuram's study.…”

Section: Factors That Influence Teachers' Attitudessupporting

confidence: 63%

Teachers’ perceptions and attitudes on the inclusive education of students with Autism Spectrum Disorders (ASD): A literature review

Kofidou¹,

Mantzikos²,

Chatzitheodorou³

et al. 2017

Dial

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Οι ερευνητές πραγματοποίησαν μια ανασκόπηση της βιβλιογραφίας για τις αντιλήψεις και στάσεις των εκπαιδευτικών για την ένταξη των μαθητών/ριών με Διαταραχές Αυτιστικού Φάσματος (ΔΑΦ). Για να βρουν τις σχετικές με το θέμα έρευνες διεξήγαγαν αναζήτηση στις βάσεις δεδομένων ERIC, PsychLIT, EBSCO, Medline, και PubMed με τις λέξεις-κλειδιά «Εκπαιδευτικοί», «Αντιλήψεις», «Στάσεις», και «Παιδιά με Αυτισμό». Από την αναζήτηση βρέθηκαν 55 ερευνητικά άρθρα, μεταπτυχιακές και διδακτορικές διατριβές σχετικά με το θέμα τους. Τα αποτελέσματα έδειξαν ότι η πλειοψηφία των εκπαιδευτικών έχει περιορισμένη ή ανεπαρκή γνώση και βασικές παρανοήσεις σχετικά με τις Διαταραχές Αυτιστικού Φάσματος. Επίσης, οι εκπαιδευτικοί είχαν αρνητικές στάσεις απέναντι στην ένταξη των μαθητών/ριών με αυτισμό. Από την άλλη πλευρά, λιγότεροι/ες εκπαιδευτικοί φάνηκε ότι έχουν θετικές στάσεις στην ένταξη αυτών των μαθητών/ριών. Ένα μεγάλο ποσοστό των εκπαιδευτικών φάνηκε να έχει διαφορετικές στάσεις/απόψεις για τον αυτισμό. Επιπλέον, η ανασκόπηση έδειξε ότι μερικοί/ές εκπαιδευτικοί τείνουν να έχουν ουδέτερες στάσεις προς την ένταξη αυτής της ομάδας μαθητών/ριών. Επιπλέον, αρκετοί/ές εκπαιδευτικοί αντιλαμβάνονται τους/τις μαθητές/ριες με αυτισμό διαφορετικά από τους/τις τυπικά αναπτυσσόμενους/ες μαθητές/τριες. Η έρευνα αυτή υποδεικνύει ότι οι εκπαιδευτικοί πρέπει να λάβουν περισσότερη κατάρτιση για τον αυτισμό και τις αποτελεσματικές εκπαιδευτικές πρακτικές για αυτούς/ές τους/τις μαθητές/ριες. Με αυτόν τον τρόπο, οι ίδιοι/ες θα αναπτύξουν θετικές στάσεις προς την εκπαιδευτική ένταξη αυτών των μαθητών/ριών.

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“…Some studies reported no significant effect of teachers’ age on having an inclusive attitudes [ 7 , 18 ], while others suggest training in inclusive practices significantly improves the attitudes of younger trainee teachers, but not older ones [ 21 ]. Female teacher trainees are reported to be more tolerant in implementing inclusive education [ 18 , 28 ]; while other studies reported no effect of gender [ 29 – 31 ]. Following training, teachers with less experience have been shown to have a more positive attitude towards inclusion when compared with their more experienced counterparts [ 7 , 8 , 32 ].…”

Section: Teachers’ Attitudes Towards Inclusionmentioning

confidence: 99%

Factors Associated with Primary School Teachers’ Attitudes Towards the Inclusion of Students with Disabilities

et al. 2015

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ObjectiveTeachers' attitudes toward inclusion are often based on the practical implementation of inclusive education rather than a specific ideology and understanding of inclusiveness. This study aimed to identify the factors associated with primary school teachers' attitudes towards inclusion of students with all disabilities in regular schools.MethodSeventy four primary school teachers participated in a cross-sectional survey conducted in Western Australia. Teachers' attitudes and efficacy toward integration of students with disabilities were measured using the Opinions Relative to Integration of Students with Disabilities scale and Bandura's Teacher Efficacy scale respectively.ResultsFour teacher attributes—age, gender, teaching self-efficacy and training collectively explained 42% of the variability in teachers' attitude toward including students with disabilities.ConclusionThe current study further contributes to the accumulation of knowledge that can unpack the complex pattern of factors that should be considered to promote positive attitudes towards inclusive schools.

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Trainee Teachers’ Attitudes Towards Students With Specific Learning Disabilities

Cited by 29 publications

References 34 publications

Policies, Practices, and Attitudes toward Inclusive Education: The Case of Greece

Policies, Practices, and Attitudes toward Inclusive Education: The Case of Greece

Teachers’ perceptions and attitudes on the inclusive education of students with Autism Spectrum Disorders (ASD): A literature review

Factors Associated with Primary School Teachers’ Attitudes Towards the Inclusion of Students with Disabilities

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