Value Preferences of Teachers and their Attitudes towards Individuals with Disabilities

Parchomiuk, Monika

doi:10.1080/1034912x.2015.1020919

Cited by 8 publications

(8 citation statements)

References 17 publications

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“…In a group of 580 participants (300 teachers of special education and 280 of other specializations) from Lublin and Subcarpathia, only aesthetic values were classified lower than vital ones, including fitness and physical condition, and resistance. At the same time, moral and sacred religious values scored the highest in the hierarchy [16].…”

Section: Discussionmentioning

confidence: 93%

Vital values and physical activity of future teachers

Kosiba¹,

Bogacz-Walancik²,

Gacek³

et al. 2019

Hum Mov.

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Purpose. The key determinant of health, defined in the holistic model as a dynamic process aiming at psycho-physiological balance, is lifestyle. Values, as an integrated part of people's beliefs, exert a significant influence on their behaviour, choices, development of identity, and interpretation of situations. The purpose of this study was to determine the place of vital values within the system of values, and to analyse the relationship between the place of vital values and the level of physical activity in future teachers. Methods. The study was conducted among a randomly selected group of 486 students, including 416 women (85.60%) and 70 men (14.40%) (mean age: 23.39 years). A short version of the International Physical Activity Questionnaire (IPAQ) was used to assess the level of physical activity. The Scheler Value Scale (SVS) served to evaluate the place of vital values in the students' hierarchy of values. Results. It was found that students respected moral and truth values the most, while vital values the least. The respondents were most likely to undertake moderate physical activity, with more men than women declaring a high level of physical activity and less often a moderate level. The more the students respected vital values, the more often they undertook physical activity. Conclusions. The results have shown that more attention should be given to axiological education in order to enhance vital values in the hierarchy of values among future teachers.

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Section: Discussionmentioning

confidence: 93%

Vital values and physical activity of future teachers

Kosiba¹,

Bogacz-Walancik²,

Gacek³

et al. 2019

Hum Mov.

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“…Dalam kajian ini, kesediaan dalam memberikan perkhidmatan bimbingan dan kaunseling terhadap MBK dipengaruhi oleh kesedaran mereka terhadap ketidakupayaan yang dimiliki oleh MBK. Kajian yang dijalankan oleh Parchomiuk (2015) menunjukkan bahawa seorang guru berkecenderungan menyukai pelajar yang memiliki sifat seperti kecantikan, kesihatan, kekuatan, daya ketahanan, dan kebolehsuaian. Oleh itu, GBKS mempunyai kecenderungan memberikan perkhidmatan kepada pelajar aliran perdana berbanding MBK.…”

Section: Perbincanganunclassified

“…Walaupun perkhidmatan bimbingan dan kaunseling ini diberikan kepada keseluruhan pelajar, beberapa kajian mendapati bahawa perkhidmatan ini kurang diberi penekanan ke atas pelajar aliran pendidikan khas (Hanani, Hasnah, & Salleh, 2012;Roberts, 2012). Walhal perkhidmatan ini merupakan satu keperluan kepada MBK kerana mereka turut menghadapi pelbagai isu tersendiri yang menganggu kesejahteraan sosial mereka (Krajnčan, Sinjur, & Kranjec, 2015;Parchomiuk, 2015;Richmond-Frank, 2015) dan juga sepertimana yang dialami oleh pelajar aliran perdana.…”

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Pelaksanaan Aktiviti Bimbingan dan Kaunseling Kepada Murid Berkeperluan Khas

Bali¹,

Othman²

2019

APJEE

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School counsellors play a role in implementing guidance and counseling services to mainstream students and Special Needs Students. Research from the previous study found that the lack of research that looks at the aspect of the implementation of guidance and counseling services, especially to the Special Needs Students. Therefore, the basic qualitative study was conducted to explore the aspect through semi-structured interviews on six school counsellors. Findings from this study that analysed using ATLAS. ti shows that school counsellors generally carry out responsibilities by providing guidance and counseling services to all students, including Special Needs Students. Furthermore, the findings show that the activities carried out by the school counsellors are based on the needs of the mainstream students rather than on the needs of Special Needs Students. Findings also found that school counsellors did not devise specific programs according to the needs of Special Needs Students. The implications of this study are also discussed in the context of the improvement of service delivery.Abstrak: Guru bimbingan dan kaunseling sekolah (GBKS) berperanan untuk melaksanakan perkhidmatan bimbingan dan kaunseling kepada pelajar aliran perdana dan Murid Berkeperluan Khas (MBK). Penelitian daripada kajian lepas mendapati bahawa kurangnya

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“…Berdasarkan hasil pencarian, didapatkan 18 artikel yang membahas mengenai sikap guru terhadap pendidikan inklusif (termasuk anak penyandang disabilitas). Partisipan yang terlibat dalam artikel penelitian yang dianalisis yaitu mencakup calon guru (pre-service teacher) (Liang & Gao, 2016;Hoskin, et.al., 2015;Rakap, et.al., 2016) dan guru (in-service teacher) (Parchomiuk, 2015;Cwirynkalo, et.al., 2017;Liang & Gao, 2016;Suc, et.al., 2016;Paal, et.al., 2015;Saloviita & Schaffus, 2016;Sharma, et.al., 2018;Dias & Cadime, 2016;Desombre, et.al., 2018;Alasim & Paul, 2018;St-Onge & Lemyre, 2018;Al-Omari, et.al., 2015;Donohue & Bomman, 2015;Mngo & Mngo, 2018;Butakor, et.al., 2018;Kurniawati, et.al 2012) pada pendidikan umum (Parchomiuk, 2015;Cwirynkalo, et.al., 2017;Liang & Gao, 2016;Suc, et.al., 2016;Paal, et.al., 2015;Saloviita & Schaffus, 2016;Sharma, et.al., 2018;Dias & Cadime, 2016;Desombre, et.al., 2018;Alasim & Paul, 2018;St-Onge & Lemyre, 2018;Al-Omari, et.al., 2015;Donohue & Bomman, 2015;Mngo & Mngo, 2018;Butakor, et.al., 2018) dan pendidikan khusus (Parchomiuk, 2015;Paal, et.al., 2015;Desombre, et.al., 2018).…”

Section: Karakteristik Partisipanmentioning

confidence: 99%

Riviu sistematis sikap guru terhadap pendidikan inklusif

Kurniawati

Prihandini

2019

An-Nafs

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Teachers’ attitude is an important factor that influences the quality of the implementation of inclusive education. The quality of inclusive education is part of the quality of education in general in a country. The quality of education of countries around the world is measured by the United Nations using the Human Development Index and placing countries in the very high, high, medium, and low categories. Systematic review was carried out to get an idea of the attitudes of teachers towards inclusive education and the factors that influence it in countries based on the HDI category. By using three electronic search engines for academic data, namely EBSCOhost, ProQuest, and Taylor & Francis Online, 18 articles reporting teacher attitudes towards inclusive education in various countries were discussed. The results found that there were no differences in teacher attitudes towards inclusive education between countries with very high and high HDI categories with countries in the moderate HDI category. Knowledge of children with disabilities and teaching experiences of these children is known to influence the attitudes of teachers towards inclusive education in countries with all HDI categories. The support from community, the availability of professional assistance, and the length of the implementation of inclusive education are factors that influence the attitudes of teachers in very high and high HDI categories countries, while the negative perception of disability makes teachers held negative attitudes towards inclusive education. Recommendations for improving the review of this topic are discussed in this study

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Value Preferences of Teachers and their Attitudes towards Individuals with Disabilities

Cited by 8 publications

References 17 publications

Vital values and physical activity of future teachers

Vital values and physical activity of future teachers

Pelaksanaan Aktiviti Bimbingan dan Kaunseling Kepada Murid Berkeperluan Khas

Riviu sistematis sikap guru terhadap pendidikan inklusif

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