Variables affecting the attitudes of teachers’ towards inclusive education in Kosovo

Koliqi, Donika; Zabeli, Naser

doi:10.1080/2331186x.2022.2143629

Cited by 9 publications

(9 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…An additional reason for further research is that research is generally inconsistent regarding the influence of chronological age on teachers' attitudes about the inclusion of children with developmental disabilities in regular schools. In some studies, age was not a significant factor (Ahmmed et al, 2012;Koliqi & Zabeli, 2022;Radojlovic et al, 2022), but some determined that the younger the teachers, the more favorable their attitudes (Galaterou & Alexander-Stamatios, 2017;Koliqi & Zabeli, 2021;Saloviita, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…The inclusion of children with developmental disabilities in regular schools remains a challenge (Zabeli & Gjelaj, 2020), and we are still far from its full implementation in schools (UNESCO, 2015). Many schools still do not guarantee inclusive education and face many difficulties (Koliqi & Zabeli, 2022). Ainscow and Sandill (2010) believe that the most crucial dimensions for developing an inclusive culture, policy, and practice in schools are the participants' attitudes about inclusion and their approach to diversity.…”

Section: Introductionmentioning

confidence: 99%

“…Miloš and Vrbić (2015) believe that in addition to attitudes, building an inclusive school also depends on the knowledge, flexibility and creativity of everyone involved in the process. However, it is considered that teachers are key actors in the implementation of inclusion and that their positive opinions are extremely important for the implementation of this educational reform (de Boer et al, 2011as cited in Kraus, 2020Koliqi & Zabeli, 2022). Jury et al (2021) define teachers' attitudes toward inclusive education as viewpoints or dispositions of teachers toward the particular "object" of inclusive education.…”

Section: Introductionmentioning

confidence: 99%

“…Research shows that teachers generally support inclusion as a philosophy, but still believe that some children are better off in special schools (Killoran et al, 2013;Sabella, 2015). The attitudes of teachers towards the educational inclusion of students with developmental disabilities range from neutral to positive (Galaterou & Alexander-Stamatios, 2017;Galović et al, 2014;Koliqi & Zabeli, 2022;Mahajan, 2015;Singh et al, 2020) or globally are positive (Đorđević et al, 2018;Guillemot et al, 2022;Odongo & Davidson, 2016). However, there are studies in which the attitudes are negative (Alsolami & Vaughan, 2023;Fu et al, 2021;Koliqi & Zabeli, 2021;Mbwambo & Nes, 2022;Saloviita, 2018;Shari & Vranda, 2016) or range from negative to neutral (Japundža-Milisavljević et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Teachers' opinions on the inclusion of children with Down syndrome in regular schools

Nikolić,

Lozić

2024

Spec eduk i rehabilitacija

View full text Add to dashboard Cite

Introduction. Inclusive practices largely depend on teachers and their opinions about the educational inclusion of children with developmental disabilities. It has been proven that teachers' opinion on inclusion depends on the type of developmental disability. Objectives. The primary goal of the research is to determine teacher opinions about the inclusion of children with Down syndrome in regular schools. An additional goal was to examine differences in teacher opinions concerning factors such as gender, age, length of service, experience in inclusive education, and education on how to work with children with developmental disabilities. Methods. The research sample was convenient and consisted of 70 teachers from Jajce, Bosnia and Herzegovina. The teacher's opinion was examined with a questionnaire constructed for this research. Results. Results show that teachers have favorable opinions about the inclusion of children with Down syndrome in regular schools on overall scores. Teacher opinions differ on gender and length of service. Female teachers have a more favorable opinion than male teachers, while teachers with over thirty years of work experience have a negative one. Teacher opinions do not differ concerning age, experience in inclusive education, and education on how to work with children with developmental disabilities. Conclusion. There is a need for systematic and continuous work on inclusive policy, culture, and practice in schools, as education of teachers on the characteristics and methods of how to work with children with Down syndrome and other developmental disabilities.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Teachers' opinions on the inclusion of children with Down syndrome in regular schools

Nikolić,

Lozić

2024

Spec eduk i rehabilitacija

View full text Add to dashboard Cite

show abstract

“…In this way, teachers will have the opportunity to understand the complexity of inclusiveness from the theoretical aspect by relating it to the practical part. Thus, pre‐service teachers will be prepared to implement ‘universal design for learning’, addressing the needs of all students in the classroom (Koliqi & Zabeli, 2022). Furthermore, Opoku et al (2021) recommended increasing the number of courses on inclusive education to further advance pre‐service teachers' knowledge, self‐efficacy, confidence and pedagogical skills.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Pre‐service teachers' attitudes and the factors influencing their formation regarding inclusive education in Kosovo

Koliqi

Zabeli

2023

British J Special Edu

Self Cite

View full text Add to dashboard Cite

This study investigates pre‐service teachers' attitudes towards inclusive education in Kosovo and identifies the factors that influence and predict those attitudes. The data were collected using a quantitative method. The study involved 210 pre‐service teachers. Data were analysed descriptively through comparative means, correlate analysis, and regression analysis. The results of the study found that the pre‐service teachers had relatively positive attitudes towards inclusive education. The study indicates only one significant difference between attitudes and demographic factors: pre‐service teachers who had attended only one course in inclusive education had more positive attitudes than those who had attended two or more. The Pearson's correlation results found no positive correlation between pre‐service teachers' attitudes towards inclusion and self‐efficacy. The predictors of pre‐service teachers' attitudes are courses for inclusive education, teaching placements during training and self‐efficacy. The findings recommend that teacher training programmes should provide objective information about the complexities of inclusion, as well as provide practices that enable pre‐service teachers to develop pedagogical skills and increase self‐efficacy in implementing inclusive education.

show abstract

Teachers’ attitudes towards inclusive education of children with special educational needs and disabilities in central Asia

Prisiazhniuk,

Makoelle,

Zangieva

2024

Children and Youth Services Review

View full text Add to dashboard Cite

Variables affecting the attitudes of teachers’ towards inclusive education in Kosovo

Cited by 9 publications

References 33 publications

Teachers' opinions on the inclusion of children with Down syndrome in regular schools

Teachers' opinions on the inclusion of children with Down syndrome in regular schools

Pre‐service teachers' attitudes and the factors influencing their formation regarding inclusive education in Kosovo

Teachers’ attitudes towards inclusive education of children with special educational needs and disabilities in central Asia

Contact Info

Product

Resources

About