Urban early childhood teachers' attitudes towards inclusive education

Hsieh, Wu Ying; Hsieh, Chang‐ming

doi:10.1080/03004430.2011.602191

Cited by 25 publications

(21 citation statements)

References 34 publications

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“…Planning and delivery of lessons in PE, based on the interests of children, fostered their commitment to it which promoted inclusion. Past studies, similarly, demonstrate that inclusion meets the interests of children (Forlin & Sin, 2010;Groundwater-Smith et al, 2011;Hsieh & Hsieh, 2012). This finding resonates with the premise of inclusive pedagogy that all children progress, learn, and achieve (Kim & Rouse, 2011).…”

Section: Discussionmentioning

confidence: 70%

Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools

Majoko

2019

Sage Open

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Since Zimbabwe adopted inclusion in 1994 in alignment with the world, the number of children with disabilities educated in regular schools has significantly increased. Teachers experience diverse challenges when including children with disabilities in physical education (PE) in regular classrooms. This qualitative study carried out individual interviews, document analysis and nonparticipant observations with 24 Zimbabwean primary school teachers to explore pedagogical practices for including children with disabilities in PE in regular classrooms. A comparative approach of organizing individual interviews, document analysis and observation data with continual adjustment was used throughout the analysis. Although participants had individual and institutional concerns, including inadequate preparation and resources, about the inclusion of children with disabilities in PE in regular classrooms, they had positive dispositions toward it. Knowing individual children, having positive social relationships with children, fostering positive social relationships among children, supporting collaborative structures and cultures, and utilizing adapted instruction facilitated the inclusion of children with disabilities in PE in regular classrooms. Individual and institutional capacity building, including comprehensive preservice and in-service teacher training and the passage and enforcement of specific policies and legislation on inclusion, could enhance the inclusion of children with disabilities in PE in regular classrooms. This study serves as a baseline for future studies on the subject.

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Section: Discussionmentioning

confidence: 70%

Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools

Majoko

2019

Sage Open

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“…Primary school teachers are more willing to teach to students who present disruptive behavior or interaction difficulties in comparison to secondary school teachers. Previous studies are referred to positive attitudes of preschool teachers towards inclusion [19]. Secondary educators are adopting neutral attitudes toward students with special educational needs, when they are invited to include them in the general classroom [17] compared to primary education teachers, who express positive attitudes, that are reinforced when class climate is characterized by high levels of cohesion, which means that students are developing friendly relationships between them and they experience emotions of happiness and satisfaction when they complete their tasks in the classroom [8].…”

Section: Discussionmentioning

confidence: 99%

Educators’ attitudes concerning teaching of students with special educational needs in the mainstream Greek school

Polyzopoulou

Tsakiridou

2019

Int J Innov Educ Res

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Nowadays, teaching in a diverse students’ needs environment is a common situation emerged in the school community. In order for all the students to access the good of education and become a part of the school society, it is needed to be acceptable by teachers in the general school, who have to implement an appropriate instruction procedure to meet pupils’ needs successfully. Suitable teaching depends on teachers’ attitudes toward the inclusion of all the students independently and especially for those who show special educational needs. In the current study, participated 373 preschool, primary and secondary educators who teach in the Greek mainstream school. The participants completed the “Attitudes Toward Inclusive Education Scale” [1] [2]. The findings showed that teachers hold reserved attitudes toward the inclusion of students with physical disabilities and academic difficulties, but they hold favorable attitudes for behavior problem and social difficulties students. Comparisons were conducted using other variables, which exert influence on teachers’ attitudes. The results observed show the necessity of establishing supporting services in the school and organizing appropriate training programs in order for the teachers to acquire the theoretical background and skills to implement inclusive practices effectively.

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“…In this improvement, it has been seen that support education rooms, which have started to become widespread in schools in recent years, provide one-to-one communication with the students, and help the teacher to increase the awareness for the students with special needs, have an important contribution and benefit in the development of students. Indeed, Hsieh and Hsieh (2012) found that teachers' positive experience with children with special needs was positively related to teachers' attitudes towards inclusive education. However, it is possible to indicate that the physical and hardware deficiencies of the support training rooms in Turkey slow down the evolution of this process to a more positive stage.…”

Section: Findings Discussion and Conclusionmentioning

confidence: 99%

“…Öğretmen adaylarının Öğretmenlerin Akran ve ailelerin Ulusal alanyazın Orel, Töret, & Zerey, 2004;Aker, 2014;Öztürk, Ballıoğlu, & Şen, 2014Öztürk, Ballıoğlu, & Şen, Şahbaz, 1997Diken, 2006;Gök & Erbaş, 2011;Saraç & Çolak, 2012;Pınar & Yıldız, 2013;Anılan & Kayacan, 2015;Avcıoğlu, 2017Öncül & Batu, 2005İşcan, Fazlıoğlu, & Parlak, 2014;Başgül, Rışvanlı, Başar, & Topçu, 2018; Uluslararası alanyazın Hastings & Oakford, 2003;Baar, 2016Leyser, Kapperman, & Keller, 1994Avramidis & Norwich, 2002;Brandon & Ncube, 2006;Kuyini & Desai, 2007;Randoll, 2008;Hsieh & Hsieh, 2012;Hamour & Muhaidat, 2013;Mackey, 2014;Monsen, Ewing, & Kwoka, 2014;Dias & Cadime, 2015;Yeo, Chong, Neihart, & Huan, 2016;Çelik & Kraska, 2017;Chhabra, Bose, & Chadha, 2018Kwon, Hong, & Jeon, 2017 Tablo 1'de görüldüğü üzere özel eğitim ihtiyacı olan öğrencilere yönelik özellikle öğretmen tutum ve davranışlarına ilişkin birçok çalışma yapılmıştır. Fakat bu çalışmalar içerisinde özel eğitim gereksinimleri olan öğrencilere yönelik öğretmen davranışlarını, rehberlik öğretmenlerinin görüşleri açısından ele alan bir çalışmaya rastlanmamıştır.…”

Section: Tablo 1 öZel Gereksinimli öğRencilere Yönelik Tutum Ve Davraunclassified

Kaynaştırma Sınıflarında Özel Eğitim Alan Öğrencilere Yönelik Öğretmen Davranışlarına İlişkin Rehberlik Öğretmenlerinin Görüşleri

Demirbilek

Levent

2020

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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Bu çalışmanın amacı, kaynaştırma sınıflarında özel eğitim alan öğrencilere yönelik öğretmen davranışlarına ilişkin rehberlik öğretmenlerinin görüşlerini incelemektir. Olgubilim deseniyle yürütülmüş olan bu çalışmada, 20 rehberlik öğretmeni ile görüşme yapılmıştır. Elde edilen veriler, içerik analizine tabi tutulmuştur. Rehberlik öğretmenlerinin görüşlerine göre branş öğretmenleri, özel eğitim ihtiyacı olan öğrencilere yönelik BEP planlarına özen göstermemekte ve bunu iş yükü olarak değerlendirmektedirler. Bununla birlikte öğretmenlerin; özel eğitim ihtiyacı olan öğrencilerin fark edilmesinde yeterli bilgiye sahip olmadıkları, özel eğitim bilgilerinin yetersiz olduğu ve öğrencinin yetersizlik türüne göre öğretimi uyarlamadıkları ifade edilmiştir. Aynı zamanda katılımcılar, bazı öğretmenlerin; bu öğrencileri sınıf ortamında pasif bıraktıklarını, problemli öğrenciler olarak gördüklerini, bu öğrencilerden gerçekçi olmayan akademik beklentiler içerisinde olduklarını, sınıflarında istemediklerini, bu öğrencilerin öğrenebileceklerine inanmadıklarını ve var olan performanslarına yönelik gerçekçi bir değerlendirme yapmadıklarını belirtmişlerdir. Katılımcılar, olumsuz öğretmen davranışlarını önlemeye yönelik hizmet içi eğitim programlarının düzenlenmesi gerektiğini önermektedirler.

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Urban early childhood teachers' attitudes towards inclusive education

Cited by 25 publications

References 34 publications

Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools

Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools

Educators’ attitudes concerning teaching of students with special educational needs in the mainstream Greek school

Kaynaştırma Sınıflarında Özel Eğitim Alan Öğrencilere Yönelik Öğretmen Davranışlarına İlişkin Rehberlik Öğretmenlerinin Görüşleri

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