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General Education and Special Education Preservice Teachers' Attitudes Toward Inclusion
... This finding is further supported by the data gathered with the use of the observation schedule which shows that the school environment is suited with good drainage systems, clear pavements, a decent canteen, washrooms, recreational facilities, transport and security. Further, all the twenty-six classrooms observed had good ventilation with decent lighting, spacious classroom size, adequate furniture and good class layout which reinforces [49] and [50] view that, in order to facilitate a seamless inclusive education regime, the school system and set-up would require some essential support and tooling which would in turn, yield positive teacher attitudes [33] [51] [52]. What was however lacking from the observation schedule is teachers' inclass support with regards to team teaching, co-teaching and personnel development (See Table 2). ...
... The provision of support systems within the inclusive school premise has been found by previous studies [33] [51] [52] to be the most significant factor that elicits a positive attitude towards an acceptance of learners with special needs. This study discovered that, while the case study school has made a lot of efforts (including the enrolment of all kinds of learners irrespective of their learning defects, age, disabilities, race, religion or economic status coupled with the provision of structures and infrastructure that facilitates a seamless inclusive educational system) targeted at providing support systems that would aid an easier integration of learners with special needs particularly CWAs, these efforts encounter a number of challenges. ...
... However, research results on teacher-preparation programs and their effect on teachers' attitudes toward inclusive education are mixed (Lautenbach and Heyder, 2019; Swain et al., 2012). For example, Shade and Stewart (2001) found that an introductory special education course positively impacted the attitudes of prospective teachers' attitudes towards inclusion. Similarly, Shippen et al. (2005) found a statistically significant change in preservice teachers' attitudes toward inclusion at the end of an introductory course on exceptionality. ...
... Additionally, these results align with several previous studies (e.g. Stewart, 2001;Shippen et al., 2005;Taylor and Ringlaben, 2012), which indicated that university information-based courses could lead to changes in preservice teachers' attitudes toward inclusion especially in issues related to beliefs and thoughts. Two variables can explain the change in affective and behavioral attitudes toward inclusive education: course content and pedagogy and the other related to contact with persons with disabilities. ...
... Both the information-based cognitive interventions and combination of information and practical field experience interventions were reported as leading to more positive attitudes toward inclusion. Some studies have carried out contact and experience interventions [62,63], interventions with group discussions [64], role-play interventions [64], the use of videos to improve attitudes [65], case studies [66], legislation seminars [63,67], and meditation interventions [68]. ...
... Both the information-based cognitive interventions and combination of information and practical field experience interventions were reported as leading to more positive attitudes toward inclusion. Some studies have carried out contact and experience interventions [62,63], interventions with group discussions [64], role-play interventions [64], the use of videos to improve attitudes [65], case studies [66], legislation seminars [63,67], and meditation interventions [68]. ...
(1) Teachers’ attitudes toward the inclusion of students with autism spectrum disorder (ASD) in mainstream schools influence daily educational practices. Depending on whether these attitudes are favorable or not, inclusive education could be fully or partially reached. This systematic review aims to analyze teachers’ attitudes toward ASD and to determine the variables that moderate them. (2) We conducted a systematic review in WoS, Scopus, and PsycINFO databases, obtaining an amount of 16 studies included in this review. (3) The results revealed inconclusive levels in teachers’ attitudes: Some of the teachers reported positive attitudes, some neutral, and some negative. (4) Among the variables that probably moderate attitudes, we found knowledge, experience, training, and gender. Future research and implications for pre-service and in-service teachers, school administrators, and policy makers are suggested.
... However, research results on teacher-preparation programs and their effect on teachers' attitudes toward inclusive education are mixed (Lautenbach and Heyder, 2019; Swain et al., 2012). For example, Shade and Stewart (2001) found that an introductory special education course positively impacted the attitudes of prospective teachers' attitudes towards inclusion. Similarly, Shippen et al. (2005) found a statistically significant change in preservice teachers' attitudes toward inclusion at the end of an introductory course on exceptionality. ...
... Additionally, these results align with several previous studies (e.g. Stewart, 2001;Shippen et al., 2005;Taylor and Ringlaben, 2012), which indicated that university information-based courses could lead to changes in preservice teachers' attitudes toward inclusion especially in issues related to beliefs and thoughts. Two variables can explain the change in affective and behavioral attitudes toward inclusive education: course content and pedagogy and the other related to contact with persons with disabilities. ...
Teachers' beliefs and attitudes are a significant component in the development and success of inclusive education. Research indicates that the foundation of positive attitudes toward inclusive education can be established in preservice-teacher-preparation programs. This study examines the change in preservice teachers' attitudes toward inclusive education following an inclusion-centered course, combined with an 18-hr practicum. Using the Multidimensional Attitudes toward Inclusive Education Scale (MATIES), 98 preservice teachers from primary and secondary teacher education programs in the College of Education at Qatar University in Doha, Qatar, were surveyed pre and post-course. It was found that all the participants' attitudes toward inclusive education changed significantly. No significant differences between primary and secondary preservice teachers were found at the end of the course. The results illustrated that combining information-based instruction with structured fieldwork experiences can potentially change preservice teachers' attitudes toward inclusive education. Implications for practice and future directions in research are considered.
... Their study revealed that teachers with further training in SEN and inclusion matters hold significantly more positive attitudes than those with little or no training concerning inclusion. These results are supported by several attitudinal studies in the literature confirming the influence of training on the formation of positive attitudes towards inclusion (Avramidis et al., 2000;Center & Ward, 1987;Janney, Snell, Beers, & Raynes, 1995;Lifshitz, Glaubman & Issawi, 2004;Pearson et al., 2003;Shade & Stewart, 2001;Stoiber et al., 1998;Van Reusen et al., 2000). Additionally, all these studies tend to reinforce the view that special education qualifications acquired from pre-or in-service courses were associated with less resistance to inclusive practices. ...
... The effect of training on teachers' attitudes is hardly surprising given the abundance of attitudinal studies in the literature confirming the role of training in forming positive attitudes towards inclusion (Avramidis & Kalyva, 2007;Avramidis et al., 2000;Leyser et al., 1994;Lifshitz et al., 2004;Shade & Stewart, 2001;Van Reusen et al., 2000). ...
... Research on teacher education for inclusive education (DeLuca, 2012;Forlin, 2010a;Loreman, 2010) showed that most studies have mainly focused on pre-service teachers' instructional skills towards supporting students with special education needs (e.g., McCray & McHatton, 2011;Rose & Garner, 2010;Wang & Fitch, 2010). Other studies examined how pre-service teachers' attitudes and beliefs (Loreman, 2010;Shade & Stewart, 2001;Sharma, 2010;Sharma, Forlin, & Loreman, 2008;Specht et al., 2016;Sharma & Sokal, 2015) impact their future professional practices towards supporting students with exceptionalities. ...
... In the US, the study by Shade and Stewart (2001) concluded that successful inclusion in the classroom relates to the ways teacher education programs influence prospective teachers' attitudes. Fostering positive attitudes towards inclusion for Sharma (2010) requires training about students' diversity and learning needs in ways that help preservice teachers develop inclusive practices and beliefs. ...
... A diversidade de modelos inovadores para preparar docentes para a educação inclusiva bem como para preparar outros profissionais que trabalham na escola é referenciada por diversos autores e sintetizam-se em: experiências de campo em salas de aula inclusivas ( VAN LAARHOVEN et al., 2007); estágios (CARA, 2007;SHADE;STEWART, 2001); difusão de informações sobre a diversidade ao longo do currículo (JUNG, 2007;ROMI;LEYSER, 2006;WINTER, 2006); entrevistas (MILLER, 2008); contato direto com pessoas com deficiência (CHAMBERS; FORLIN, 2010;FORLIN et al., 2007); atividades de incursão, por exemplo, crianças com deficiência visitando a universidade (CHONG; FORLIN; AU, 2007;FORLIN, 2003). Forlin e Chambers (2011) defendem ainda que é essencial que os novos profissionais trabalhem durante a sua formação com grupos diferenciados de alunos. ...
... A diversidade de modelos inovadores para preparar docentes para a educação inclusiva bem como para preparar outros profissionais que trabalham na escola é referenciada por diversos autores e sintetizam-se em: experiências de campo em salas de aula inclusivas ( VAN LAARHOVEN et al., 2007); estágios (CARA, 2007;SHADE;STEWART, 2001); difusão de informações sobre a diversidade ao longo do currículo (JUNG, 2007;ROMI;LEYSER, 2006;WINTER, 2006); entrevistas (MILLER, 2008); contato direto com pessoas com deficiência (CHAMBERS; FORLIN, 2010;FORLIN et al., 2007); atividades de incursão, por exemplo, crianças com deficiência visitando a universidade (CHONG; FORLIN; AU, 2007;FORLIN, 2003). Forlin e Chambers (2011) defendem ainda que é essencial que os novos profissionais trabalhem durante a sua formação com grupos diferenciados de alunos. ...
As metodologias ativas compreendem todas aquelas que colocam o aluno como protagonista da sua aprendizagem, dando-lhe
oportunidade de resolver problemas, de explorar e experimentar
situações novas ou antigas, de testar soluções existentes ou de
criar e inventar novas possibilidades, estimulando-o a imaginar,
propor, realizar e analisar resultados dos produtos criados ou
das experiências vividas no seu processo de “apreendizagem”. Em
várias publicações sobre o tema (RUHL; HUGHES; SCHLOSS,
1987; LIMA; LISKE, 2004; UDVARI-SOLNER; KLUTH, 2008;
LIMA-RODRIGUES et al., 2007; LIMA-RODRIGUES, 2012,
2014a, 2014b; LIMA-RODRIGUES; RODRIGUES, 2013), encontramos que as metodologias ativas estimulam o diálogo, a reflexão e a investigação, valorizam a espontaneidade e incentivam
a criatividade como também desenvolvem a competência para
trabalhar em equipe, o que resulta em um aumento na frequência dos comportamentos pró-sociais.
Quando comparadas com as formas expositivas de apresentar
informação, as metodologias ativas levam os alunos a um maior
tempo de envolvimento na tarefa de aprendizagem, revelando
uma maior probabilidade de eles estarem ou se sentirem motivados para aprender. Essas metodologias podem envolver diversificadas formas de diálogo e debate, pesquisa, discussão plenária
e/ou discussões em pequenos grupos, busca e organização de
informação por meio de tecnologias, de jogos, de dinâmicas de
grupo e, inclusive, de atividades expressivas, como a teatralização de um conteúdo, a construção de uma maquete, a criação de
uma trilha sonora para uma poesia lírica e toda a variedade de
mediações educacionais que se processam por meio das ações e
expressões corporais e artísticas.
FORMAÇÃO DE PROFESSORES, PRÁTICAS PEDAGÓGICAS E INCLUSÃO ESCOLAR: PERSPECTIVAS LUSO-BRASILEIRAS 263
Neste capítulo, será dado um enfoque particular às atividades
expressivas (derivadas da música, da arte, do drama, da escrita
criativa, da dança e do movimento espontâneo, entre outras),
procurando demonstrar que elas, em última instância, podem
ser mais um dos meios para se tornar o acesso ao currículo mais
universal ou a educação mais inclusiva.
... seminars in the classroom) provide potentially new information and thus primarily tackle propositional processes to change attitudes. In addition, this form of intervention might increase sources of self-efficacy such as verbal persuasion and potentially vicarious experience (e.g., role-playing and attitudinal empathy-building; see Shade and Stewart, 2001). As self-efficacy can be considered part of the evaluation process (i.e. ...
... Finally, it could be speculated that other factors might be relevant for the success of an intervention. For example, the length (30 h in 2 vs. 15 weeks in Shade and Stewart, 2001), the quality (e.g., observation and interaction vs. group activity; Hodge et al., 2002) or the intensity of the intervention (e.g., 8 consecutive days vs. 12 concurrent weeks; Killoran et al., 2014) could be worth further investigations. Also, most studies have not yet examined long-term effects on the dependent variables for example via follow-up measurements (e.g., Burton and Pace, 2009). ...
Research has indicated the importance of preservice teacher education programs that focus on fostering positive psychological aspects relevant to teaching in inclusive settings, such as attitudes or self-efficacy. Previous research lacks theoretical underpinning and is limited because of methodological characteristics of the studies (e.g., no control group). Thus, in a quasi-experimental design the current study aimed to investigate the effects of theoretically derived interventions (IG1: information-based cognitive intervention group; IG2: information-based and practical field experience intervention group) in comparison to a control group (CG) on changes in preservice teachers’ perspective on teaching inclusively, i.e. explicit and implicit attitudes, self-efficacy, and stress perception, all relevant to teach in inclusive settings. Results of four separated repeated-measure analysis of variances, with time of assessment (before vs. after) as a within-subject factor and group (CG, IG1, and IG2) as a between-subject factor, showed no differences in the development (pre- to post-intervention) between CG and IG1 as well as CG and IG2 in any of the dependent variables. However, significant differences in changes in explicit attitudes and stress perception were found between IG1 and IG2 in favor of IG2. Results will be discussed considering confounding variables that future research should further investigate.
... Teacher education entails preparing students to become skilled teachers, scholars, and leaders in the field of education, as well as to implement reforms in learning (Trent, 2011). This consists of a number of initiatives and programmes designed to provide aspiring teachers to develop the abilities, attitudes, and information needed to be successful in their line of work (Hallam & Ireson, 2003;Donohue & Bornman, 2015;Shade & Stewart, 2001). Because universities provide undergraduate courses especially intended for students wishing to become educators, these courses constitute crucial components of teacher education in higher education on undergraduate programmes. ...
Metacognitive reflection allows teacher educators to enhance their awareness of cognitive processes and biases. It enables them to design more effective lesson plans and optimize learning techniques. This research aims to enhance the teaching competencies of physics student teachers of integrated B.Ed. by employing two distinct lesson plan models: metacognitive intervention and neurocognitive intervention. One group utilizes planning, monitoring, and evaluation to self-regulate their teaching using metacognitive intervention, while the other group employs neurocognitive interventions such as executive functioning, strategic planning, and attention. A teacher assessment rubric was devised to evaluate the teaching competencies of the participants from the groups, focusing on mastery skill, pedagogical skill, information literacy skill, problem-solving skill, and questioning skill. The study findings indicate that post-assessment of metacognitive and neurocognitive interventions provided to two separate groups (N=15 each) showed significant difference on enhancing the physics teaching competencies of integrated B.Ed. students compared to pre-assessment. Both metacognitive and neurocognitive intervention has its significance in enhancing physics teaching competencies. Consequently, teacher educators can identify areas of weakness and gaps to pursue targeted professional development opportunities that foster self-regulation and understanding of cognitive processes. The scope of this study could be expanded to explore the interventions for various disciplines and grade levels.
... Several studies exist concerning the attitudes of teacher candidates. In general, the attitudes of preservice teachers are examined in relation to diversity, (e.g., Garmon, 2004;Shippen et al., 2005); inclusion, (e.g., Shade & Stewart, 2001;Turner, 2003); and technology, (e.g Johnson & Howell, 2005). ...
This study set out to investigate the profile and attitude towards teaching of the teachereducation students of the colleges and universities in Negros Occidental. To determinethe attitudes of the teacher education students toward teaching, a 20-item questionnaire wasdesigned to elicit responses from individual student. A representative sample size of 3,347respondents was chosen from 13 colleges and universities randomly selected from public andprivate schools within the province of Negros Occidental. Findings confirmed that the majority of the teacher education students were females on the age bracket of 18 – 21. They showed positive towards teaching when grouped according to year level. Similarly, findings indicated that there was no significant difference in the attitude of the teacher education students towards teaching when grouped according to year level. The study therefore concludes that the teacher education program in Negros Occidental is dominated by female. By contrast, teacher education students are looking into the teaching profession as noble and well respected. The study recommended that government and other employers of labor should create an enablingenvironment to motivate students to choose and pursue a career in teaching. Moreover, teacher training institutions should design programs most especially in the specializations to attract male students to this profession. Finally teachers and educators in general should continue to conduct themselves in a manner that would endear the noble profession to the hearts of the next generation.
... Inclusion of all learners in educational settings remains a global challenge for general classroom teachers, special educators, and the teacher educators who prepare them (Cook, 2002;Shade & Stewart, 2001). Andrews (1998) noted that many researchers have found the key to successful inclusion is the teacher's attitude toward learners with exceptionalities. ...
This comprehensive mixed-methods study sought to investigate the impact of integrating contemporary Young Adult (YA) literature into an introductory-level special education survey course. The primary objectives were to assess whether this integration led to significant improvements in both academic cognitive knowledge and empathetic knowledge regarding individuals with Autism Spectrum Disorder (ASD). The study involved 135 undergraduate students enrolled in this course between fall of 2016 and spring of 2020. To gauge the effects of YA literature on their perceptions and insights, participants were required to complete a questionnaire containing four open-ended questions. These responses were subjected to a rigorous analysis employing both quantitative and qualitative methods. Additionally, participants were asked to provide feedback through a student satisfaction survey, which was assessed using a 5-point Likert scale. The findings of this research provide compelling evidence that the integration of YA realistic fiction into the college classroom significantly enhances students’ academic cognitive knowledge and fosters a deeper empathetic understanding of individuals with ASD.
... Among studies that have evaluated changes in PSTs' attitudes towards inclusion, coursework programmes have been found to increase PSTs' endorsement of the principles and practices of inclusive education (e.g. Killoran, Woronko, and Zaretsky 2014;McWhirter et al. 2016;Shade and Stewart 2001), as has coursework coupled with fieldwork experiences. For example, Stella, Forlin, and Lan (2007) found significant positive changes in PSTs' attitudes towards inclusion after completing a coursework unit and fieldwork experience involving students from a special school visiting the campus and partaking in a day of 'fun activities' (165) that were organised and led by PSTs. ...
... �و � � نح �ودة � � مق�س �ري � � غ �ة � � �سلبي (Avramidis, �ل � � مث �لدر��سات �ن � � م �لعديد تو�سلت �ا � � كم �ملعاقني. �اه � � جت �ا � � مهم ً دور�Bayliss, & Burden, 2000;Beacham & Rouse, 2012;Alsheikh, 2006;Gebhardt et al., 2011;Shade & Stewart, 2001) Elhoweris �ملعلمني مو�قف �ا � � أ�سرت�لي و� �ا � � أوروب و� أمريكية �ل �دة � � �ملتح �ات � � بالولي �ت � � أجري � �ى � � �لت & �ملعلمني �جتاهات أبرزت � و�لتى �ة � � �لب�سيط �لفكرية إعاقة �ل ذوى دمج �اه � � جت �ة � � �لو��سح �لدمج �اه � � جت �ملعلمني �ف � � مو�ق �رتبطت �ث � � حي �ة � � �لب�سيط �ة � � �لفكري �ة � � إعاق �ل ذوى �و � � نح إيجابية �ل �ملو�قف على أدلة �ل بع�س وجدت و�ل�سلبية، إيجابية �ل �ل�سلوكية بالتوقعات �لفئة �ك � � تل دمج �رة � � لفك تام �س � � رف� �ر � � أخ �ل �س � � و�لبع� �ني، � � �ملعاق �و � � نح �ني � � �ملعلم �س � � لبع� �جتاهات لديهم �ني � � �ملعلم غالبية أن � إىل � �ات � � �لدر��س �ك � � تل �ت � � خل�س �ني، � � �لعادي �ول � � بف�س من �لبحث �ة � � م�سكل �ورت � � تبل هنا �ن � � وم �ني. � � �ملعاق ؤلء �و � � ه �ج � � دم �و � � نح �ة � � �سلبي أو � �ة � � حيادي �لب�سيطة �لفكرية إعاقة �ل ذوى نحو �ملعلمني �دى � � ل إيجابية �ل �لجتاهات تعزيز �ل � � �ج �لق�سيم مبنطقة �لدمج مبد�ر�س التالية: أ�سئلة ال على إجابة ال يحاول احلايل البحث إن فا �سبق ما على وبناءا 1 -�ج � � �لدم �س � � مبد�ر� �ة � � �لب�سيط �ة � � �لفكري �ة � � إعاق �ل ذوى �و � � نح �ني � � �ملعلم �ات � � �جتاه �ا � � م �لق�سيم؟ مبنطقة 2 -�لدمج �س � � مبد�ر� �لب�سيطة �ة � � �لفكري �ة � � إعاق �ل ذوى �و � � نح �لجتاهات �ف � � تختل �ل � � ه �خل�ة؟ �سنو�ت ؤهل، �ملو �لتخ�س�س، �لوظيفة، باختاف �لق�سيم مبنطقة3 -إعاقة �ل ذوى نحو �ملعلمني لدى إيجابية �ل �لجتاهات لتعزيز �ملقرتح �لت�سور ما ؟ �لق�سيم مبنطقة �لدمج مبد�ر�س �لب�سيطة �لفكريةالبحث: م�سطلحات -• يحدد �لذى �رد � � �لف "�سعور أنه با �اه � � إجت �ل �ون � � زيت �رف � � :ع Attitudes �ات � � �لجتاه ) 28،2004( �لرف�س" أو � بالقبول معينة ق�سية أو � معني مو�سوع نحو ��ستجابته • د�خل �ني � � �ملعلم عنها �� � � يع �ى � � �لت �ات � � �ل�ستجاب �ك � � تل �ى � � ه �ي: � � إجر�ئ �ل �ف � � �لتعري -عن تع� �ى � � و�لت �ث � � �لبح �ذ� � � ه �ى � � ف �دم � � �مل�ستخ �ان � � �ل�ستبي �ب � � ح�س �ج � � �لدم �س � � مد�ر� �لب�سيطة. ...
... One research, conducted by Burke and Sutherland (2004), had results showing that pre-service teachers believe they have a stronger background awareness of diversity, a stronger belief in the positive impact on special education, their teacher education programs trained them to educate all students, they are more likely to teach in inclusive classrooms and they believe that inclusion is academically successful. According to Shade and Stewart (2001), a further factor affecting pre-service teacher attitudes is the pre-service coursework. Their study showed that a single course would positively influence the attitudes of preservice teachers to educate people with disabilities in their general education classroom. ...
... An inclusive education policy cannot be implemented effectively without a positive attitude from teachers (Shade and Stewart, 2001). Teachers' acceptance of the policy of inclusion is likely to influence their commitment to implementing it (Bradshaw, 2003). ...
This study examined pre-service teachers’ knowledge and perceptions of, and attitudes toward, inclusive education. A total of 131 pre-service teachers from two programs—one at a College of Education and a university program through the Faculty of Education—were surveyed using a cross-sectional survey research design. Data were collected using a self-developed questionnaire. The questionnaire was pilot tested among pre-service teachers from the Faculty of Education at a university which did not participate in the study. We used a 3 × 2 factorial multivariate analysis of variance (MANOVA) to analyze the descriptive and inferential data (means, standard deviations). The study revealed a statistically significant difference between pre-service teachers’ gender (male and female) and programs (university and college of education) regarding their knowledge and perceptions of, and attitudes toward, inclusive education. The results indicated a significant MANOVA. In the follow-up analysis of the variance test, pre-service teachers’ perceptions and attitudes differed between genders and programs. In addition, the study found a significant difference between pre-service teachers’ perceptions and attitudes toward inclusive education based on their educational programs. Pre-service teachers from the College of Education scored higher than those from the Faculty of Education at a university. We discuss the implications of an egalitarian learning environment.
... arasında olması kararsızlık durumuna işaret ettiğini belirtmiştir. Buna göre ÜYETÖ ile ÜYİDB ve ÖYSÖB alt ölçeklerinde RPD öğrencilerinin kararsız düzeyinden daha yüksek bir puan almışlardır(3,46<Xort<3,78). Özel sınıf alt ölçeğinde ise RPD öğrencilerinin tutum düzeyinin (Xort=2,89) kararsız düzeyinde olduğu söylenebilir.Cinsiyete Göre ÜYETÖ Puanlarına İlişkin BulgularÖğrencilerin cinsiyetine göre ÜYETÖ puan ortalamalarına ilişkin veriler bağımsız gruplar t testi ile analiz edilmiştir. ...
... arasında olması kararsızlık durumuna işaret ettiğini belirtmiştir. Buna göre ÜYETÖ ile ÜYİDB ve ÖYSÖB alt ölçeklerinde RPD öğrencilerinin kararsız düzeyinden daha yüksek bir puan almışlardır(3,46<Xort<3,78). Özel sınıf alt ölçeğinde ise RPD öğrencilerinin tutum düzeyinin (Xort=2,89) kararsız düzeyinde olduğu söylenebilir.Cinsiyete Göre ÜYETÖ Puanlarına İlişkin BulgularÖğrencilerin cinsiyetine göre ÜYETÖ puan ortalamalarına ilişkin veriler bağımsız gruplar t testi ile analiz edilmiştir. ...
This study aimed to reveal the attitude and self-efficacy levels of school counselor candidates’ towards the education of gifted students. In the study, the relationship between the attitudes of school counselor candidates towards gifted students and their self-efficacy levels towards gifted education was also investigated. 328 students attending the 2nd, 3rd and 4th grades in the guidance and psychological counseling departments of two universities in Gaziantep province participated in the study. The research was designed with a relational survey model. The Personal Information Form developed by the researchers, the Education Attitude Scale for Gifted Students (Tortop, 2014a) and the Self-Efficacy Scale for Gifted Education were used to collect the data (Tortop, 2014b). As a result of the study, while the attitudes of counselor teacher candidates towards gifted students were slightly higher than their indecisive level, their self-efficacy perceptions about the education of gifted individuals were found to be moderate. The average attitude scores of the counselor teacher candidates who want to work with gifted students, interact with gifted individuals, and engage in activities such as reading books / watching movies about gifted individuals were higher. The self-efficacy perceptions of school counselor candidates regarding the education of gifted students differed significantly according to their status of working with gifted individuals and attending scientific meetings about gifted students. A weak positive correlation was found between the attitudes of counselor teachers towards gifted education and self-efficacy of gifted education. Research findings were discussed and suggestions were provided for implemantation and further research.
... Bandura & Schunk, 1981;Mojavezi & Tamiz, 2012). As a result, most teachers still had low self-efficacy because they did not believe in their capabilities to promote students' achievement (Shade & Stewart, 2001). Consequently, it was still unclear since the previous researchers had claimed the relationship as only on intrinsic motivation. ...
... Further, positive attitudes play an important role to enhance the reliance on inclusive practices and achieve positive educational outcomes (Peters 2004). Conversely, negative attitudes can create lower expectations for achievement and social status and support inappropriate behaviour among students with disabilities (Larrivee 1985;Larrivee and Horne 1991) or lead to reduced expectations and fewer learning opportunities for students (Idol 2006;Shade and Stewart 2001). ...
School leaders have an important role in supporting implementation of inclusive education practices in schools. Therefore, it is necessary to understand how school leaders’ attitudes towards inclusive education are formed. We used the Attitudes Toward Inclusive Education Scale that was developed to measure different facets of attitudes towards inclusive education for all students. The instrument was completed by 301 school leaders in Estonia. Three factors describing attitudes in facets of inclusive education practices, vision, and supports were distinguished. Structural Equation Modelling revealed that school leaders’ practices towards implementing inclusive education approaches are driven more strongly by their vision than the support available to them, although both aspects have a significant effect on their attitudes towards these practices. However, participation in in-service courses focusing on inclusive education and working as a school leader in a special school had negative association with school leaders’ attitudes towards inclusive education practices.
... Řada autorů (např. Shade a Stewart, 2001) poukazuje na to, že i krátkodobé kurzy či instruktážní školení mohou změnit zejména kategorii postojů pedagogických pracovníků k inkluzivnímu vzdělávání, a tím prolomit i bariéru směrem k vyšší míře motivace pro takovou práci. ...
School environment as a factor in inclusive education.
... Os estudos de Shade e Stewart (2001), Lenka e Parua (2012) e Vieira (2014) revelam mudanças significantes nas atitudes sociais em função do curso de capacitação. Nesses estudos, além de conhecimentos teóricos, foram utilizadas diferentes atividades práticas, como dramatização e simulação de construção de atitudes sociais favoráveis (Shade & Stewart, 2001) e vivência no ensino de alunos com deficiência (Lenka & Parua, 2012). No estudo de Vieira (2014), as atividades desenvolvidas pelos professores estavam planejadas com base em algumas técnicas de mudança de atitudes sociais. ...
As atitudes sociais dos agentes educacionais podem influenciar o desenvolvimento de práticas inclusivas no contexto escolar. Considerando os principais desafios da inclusão escolar de estudantes com Transtorno do Espectro Autista (TEA) na rede regular de ensino, esta pesquisa teve como objetivo avaliar atitudes sociais de agentes educacionais formais e informais em relação à inclusão antes e após um programa de formação em Educação Especial e Inclusiva fundamentado na Análise do Comportamento Aplicada. Participaram 52 agentes educacionais. O programa foi composto por encontros de discussões teóricas, atividades práticas e leitura dirigida sobre Educação Especial e Inclusiva e sobre estratégias analítico-comportamentais para intervenção. As atitudes sociais em relação à inclusão foram mensuradas por meio da Escala Likert de Atitudes Sociais em relação à inclusão antes e após a formação. O teste de Wilcoxon apontou diferença estatisticamente significante entre os escores do pré-teste e pós-teste (p = 0,003). Foram discutidas as implicações do programa formativo proposto sobre as possibilidades de desenvolvimento de um ambiente escolar inclusivo, uma vez que essa capacitação resultou em atitudes sociais mais favoráveis dos cursistas em relação à inclusão.
... This study proposes that future faculty members must acquire teaching experience during their university preparation, including knowledge of inclusion and children with special needs and their problems, through study of a general course called "inclusive classrooms" and other psychological and educational courses. This is suggested by Shade and Stewart (2001). The study emphasizes the importance for all Qatar University students of awareness of the issues and characteristics of people with special needs. ...
Disabled students are capable of learning and growing equally to normal students, therefore the educational infrastructure of many developed countries is inclined towards an inclusive educational system. However, such students, unfortunately, are not treated well in developing countries where teachers’ attitudes are a key hindrance to an inclusive education system. This study assesses future faculty attitudes towards inclusive education in Qatari independent schools. A mixed population from Arabic studies, Islamic studies, English language, social studies, mathematics, and science sections of both primary and secondary programmes are selected from the College of Education at Qatar University. The Questionnaire of Attitudes towards Inclusion (QAI) is designed for populations of all genders and sections. Data are analysed statistically initially using the t-test and, later with descriptive statistics in SPSS software. The research findings suggests that future faculty show a positive attitude concerning with inclusive education. However, this attitude toward teaching special children varies which depends on the severity of disability and the nature. Further, teachers prefer to teach mild special children for instance those with learning disabilities. Additionally, the findings reveal no substantial differences in future faculty attitudes to special children in inclusive education with respect to gender or specialization. The study emphasizes the importance of academic and psychological preparation of teachers in Qatari independent schools to understand the nature of disability and motivate them to enhance their acceptance of children with disabilities.
... An extensive review of the above-mentioned literature showed that studies of teacher education CJEAP,195 for inclusive education have mainly focused on teacher candidates' skills required for the inclusive classroom (Forlin, 2010;McCray & McHatton, 2011;Rose & Garner, 2010;Wang & Fitch, 2010). Other studies have focused on their attitudes and beliefs (Loreman, 2010;Shade & Stewart, 2001;Sharma, 2010;Sharma et al., 2008;Specht et al., 2016;Sharma & Sokal, 2015) towards inclusive education particularly in relation to students identified with exceptionalities (Loreman, 2010, Specht et al., 2016. However, given the enhanced program is relatively new and that no studies in Ontario have yet addressed the perspectives of program coordinators towards the preparation of pre-service teachers for inclusive teaching practices, this study is significant. ...
This qualitative single case study aimed to examine the logics of one teacher education program towards preparing pre-service teachers for inclusive teaching from the perspectives of the program’s coordinators. In particular, the study aimed to understand the practices of these coordinators and how these practices are influenced by inclusive education and teacher education policies. This examination would reveal how education policies are enacted in this particular case. New-Institutionalism (NI) theory (DiMaggio & Powell, 1991) constituted the theoretical framework that guided the methodology as well as the analysis of the findings. The study revealed that the coordinators’ understanding and practices around the existing inclusion and teacher education policies emerge from their own experiences in this particular program, intermingled with their beliefs about how inclusion should be enacted in teacher education and schools. Key findings included coordinators developing inclusive mindsets among pre-service teachers, negotiating their logics towards inclusion through modeling inclusive teaching practices in the university classroom, and engaging them in critical discussions around inclusion policy practice in schools, and coordinators calling for a curriculum policy change. Recommendations for future teacher education programming in response to the evolving inclusive education are offered.
... The teacher should have the ability to recognize the social and personal significance of professional activities for children with disabilities and to take responsibility for the quality of the result (11). Teachers don't believe that they have the abilities to meet the individual needs of CWSN which causes frustration, fear, burden and inadequacies among teachers (12). ...
... The most important condition for successful inclusion of students with specific learning disabilities in the regular classroom is a change from negative to positive attitudes of regular school teachers towards children with specific learning disabilities and their inclusion in regular classrooms. One of the main factors influencing the successful implementation of an inclusive policy is the positive attitude of teachers (Shade and Stewart, 2001). ...
ABSTRACT: The study titled "A Study on the knowledge and attitude of primary school teachers
towards inclusive education of children with specific learning disabilities" intended to determine the
level of knowledge of primary school teachers on specific learning disabilities and inclusive
education, to assess the attitude of primary school teachers towards inclusive education of children
with specific learning disabilities, to study the association of teachers' knowledge and their attitude
towards inclusive education with selected professional variables, to compare knowledge and
attitude of primary school teachers based on educational sub-districts and teaching section, to find
the relationship between knowledge and attitude of primary school teachers towards inclusive
education of children with specific learning disabilities. The tools used consists of a questionnaire,
to collect demographic and professional profile and to assess teachers' knowledge of specific
learning disabilities and inclusive education; and the teachers' attitude towards inclusive education
scale (TAIS) to understand the attitude of teachers towards inclusive education. The sample
consisted of 180 primary school teachers. The result shows that 63% of participants have an
average level of knowledge and 51% of the participants have a positive attitude towards inclusive
education of children with specific learning disabilities. The study found out that there is a
significant correlation between teachers' knowledge and their attitude towards inclusive education.
Keywords: Primary School Teacher, Inclusive education, Specific learning disabilities, Children
... Examining previous studies in this subject, it was observed that providing trainings about inclusive education for school staff (Downing & Peckham-Hardin, 2007;Freeman et al., 2006;Horner, Sugai, Todd & Lewis-Palmer, 2005), for teachers and prospective teachers were influential in enhancing the attitudes (Bek, Gülveren, & Başer, 2009;Burke & Sutherland, 2004;Gözün & Yıkmış, 2004;Orel, Zerey & Töret, 2004;Shade & Stewart, 2001) and decreasing the concern levels (Forlin & Chambers, 2011). ...
Inclusive education is a global movement that mediates the prevention of the exclusion of children with special needs in order to support their participation in the general education system. It is thought that the sentiments, attitudes, and concerns of the prospective preschool teachers towards inclusive education are related to their knowledge level about inclusive education. Therefore, in this study, the aim is to examine the change in the sentiments, attitudes, and concerns of the prospective preschool teachers towards inclusive education after they receive a training about inclusive education. The research adopted one-group pretest-posttest model as the experimental design. The study group was comprised of 138 prospective preschool teachers who attend Inclusive Education Program (IEP). IEP was developed by researchers with the purpose of increasing the level of knowledge, sentiments, and attitudes of prospective preschool teachers in terms of inclusive education and of decreasing their concern levels. IEP is a 10-week program prepared by researchers by examining the relevant literature and taking expert opinions. As data collection tools, "Personal Information Form" and "Sentiments, Attitudes, and Concerns Related to Inclusive Education Scale" were used. As a result of study, the sentiment, attitude, and concern levels of the prospective preschool teachers towards inclusive education were determined at a moderate level. In line with this conclusion, an intervention plan was made to increase the sentiment and attitude levels of the prospective preschool teachers and to decrease their concern levels. Following the implemented inclusive education training, it was observed that the sentiment and attitude levels of the prospective preschool teachers towards inclusive education increased and their concern levels decreased.
... Borg et al. (2011) stressed that effective inclusive settings at the general school depends on values and attitude of teachers along with their skills, knowledge and understanding [110]. In order to explore the teachers' explicit attitude towards inclusion of students with disabilities, many studies have been carried out in The US, Europe, and Australia [111] [112] [113] [114]. Teachers' attitudes towards the inclusion of special needs children have been identified as indicators of successful inclusion educational settings in these studies [115]. ...
The functional independence of children with cerebral palsy at the mainstream school involves both academic and non-academic activities within the school environment. In order to perform these activities without anyone's support, proficiency such as literacy, cognition, language, social and physical skills is required to achieve at the individual level and the surrounding environment should be compatible according to the student with cerebral palsy needs. An inclusive educational setting in the mainstream school ensures equal and quality education along with need-based learning environment and all way participation for all students regardless of background. It provides necessary components for gaining functional independence in the general school for children with cerebral palsy. The literature review was the key sources of this study. The literatures were collected from many sources such as websites, journals, articles, books, e-books, reports and provisions. Policies, physical structure and facilities, curriculum, teachers, and attitudes as well as health professionals' work in mainstream schools as elements of inclusive education, in other words, facilitate students with cerebral palsy achieving functional independence. Based on several pieces of literatures, this study attempted to provide an overview of the factors that assist in achieving functional Independence of children with cerebral palsy at the mainstream schools.
... At the time of my evaluation, the program had been operating for three years and was funded by a grant from an European development organization. The overarching theme of the project was to provide individualized support to each student, mirroring the sentiment pervasive throughout inclusive education in the United States (Shade & Stewart, 2001). ...
Despite the existence of national policies that allow students with disabilities to be taught in the general education setting in Honduras, there is a gap between policy and practice as students with disabilities experience worse learning outcomes than their peers. Previous work has shown that this is due in part to a lack of knowledge among general education teachers on how to work successfully with students with disabilities. This paper examines the effectiveness of an approach to address this in rural Honduras by providing professional development for fifteen in-service teachers in eight schools to impart techniques for working with 56 students with both learning and physical disabilities. Through a combination of surveys, interviews, and observations, results show benefits to the teachers
... Examining previous studies in this subject, it was observed that providing trainings about inclusive education for school staff (Downing & Peckham-Hardin, 2007;Freeman et al., 2006;Horner, Sugai, Todd & Lewis-Palmer, 2005), for teachers and prospective teachers were influential in enhancing the attitudes (Bek, Gülveren, & Başer, 2009;Burke & Sutherland, 2004;Gözün & Yıkmış, 2004;Orel, Zerey & Töret, 2004;Shade & Stewart, 2001) and decreasing the concern levels (Forlin & Chambers, 2011). ...
... A lot of factors have been extolled in the literature which accounts for the differential attitudes of teachers towards SNS. Positive attitudes were found to be influenced by some factors such as the duration of teaching experience, level of education, specialization, the severity and nature of the disability, age, and teachers' training level (Al-zyoudi, 2006;Avramidis and Norwich, 2002;Bansal, 2016;Greene, 2017;Offor and Akinlosotu, 2017;Shade and Stewart, 2001;Unianu, 2012;Vaz et al., 2015;Voltz, 2003). Negative attitudes of teachers, on the other hand, were attributed to teachers' belief, since inclusion hinders the effective teaching of normal students (Florian, 2012). ...
This study was designed to develop and validate an instrument that can enable researchers and scholars to measure the attitudes of teachers towards learners with disabilities in an inclusive classroom. The study was grounded on the three-components theory of attitude. A series of steps were followed to ascertain the face and content validity of the instrument. Based on the data collected from 532 respondents, preliminary screening was performed, items with weak or high correlation to others were dropped or retained. The construct validity and dimensionality of the instrument was evaluated using Exploratory Factor Analysis (EFA), following the Principal Component Analysis (PCA) extraction, with a varimax rotation based on Eigenvalues greater than one. The results yielded a three-factor solution after suppressing loadings less than .40. These factors were labelled carefully based on the statements of the leading items loading. Cronbach alpha was employed in evaluating the reliability of the instrument, with values ranging from .849 to .938, indicating that the instrument is internally consistent. Consequently, the proposed 36 items instrument was reduced to 30 items. The procedures followed, coupled with the removal of dysfunctional items, resulted in an instrument with appropriate psychometric properties and high reliability for measurement.
... The Doran Review (Scottish Government, 2012a) documented that there was a distinct lack of availability of professional training available for educators, and that existing training programmes often did not provide suitable breadth and depth of levels of the knowledge, understanding and exposure required to effectively meet the needs of all pupils. Concurrent with this, and supporting the emergent theme of lack of training leading to a lack of confidence observed in this study, Daane et al. (2000), Shade and Stewart (2001), Timmons (2002) and Edmunds (2003) affirmed that one of the most prominent barriers to inclusion in schools is the lack of fundamental preparation of both mainstream and special education teachers. ...
Although there is much research regarding the inclusion of pupils with additional support needs (ASN) in mainstream secondary education, there is little research specifically exploring the perspectives of staff who support and teach this population. This small‐scale exploratory study in a Scottish secondary school investigated staff perspectives, aiming to provide unique insights and personal accounts of issues pertaining to inclusion. The findings suggest that there is a need to increase the skills of staff in order for them to be suitably equipped, competent and confident to meet all pupils’ needs.
Positive attitudes held by general classroom teachers toward the principles of inclusion and toward students with disabilities are central in ensuring the successful progress of the inclusive movement. To underline the critical nature of teacher attitudes, this comparative study draws on a sample of the literature from Western nations implementing sophisticated policies: the United States, Canada, Australia, and the United Kingdom. The general tenor of the research indicates that while contemporary teachers typically exhibit positive attitudes toward the principles of inclusion, some feel under siege and unprepared to comply with the broad array of policy requirements. And, despite the idiosyncratic nature of national priorities, legislation, teacher training, and implementation, attitudes transcend national boundaries to the extent that teachers’ views on various facets of the inclusive agenda tend to be remarkably consistent across time and across nations.
Pengajaran tentang mengubah energy listrik menjadi energi cahaya dalam rangkaian seri dan paralel adalah salah satu pembelajaran IPA yang diajarkan di sekolah. Proses mengubah energy listrik menjadi energi cahaya sering ditemui dalam kehidupan sehari-hari. Namun terkadang kita tidak menyadarinya bahwa belajar perubahan energi listrik menjadi energi cahaya sangat penting, karena memiliki banyak manfaat dalam kehidupan sehari-hari. Pengaruh pembelajaran IPA dalam kehidupan sehari-hari menjadi titik temu kebutuhan belajar bagi siswa dengan disabilitas intelektual. Pertanyaan yang muncul adalah apakah pembelajaran IPA mengenai perubahan lenergi listrik menjadi energi cahaya dapat diajarkan kepada siswa dengan disabilitas intelektual?. Penelitian ini dilakukan pada tiga siswa dengan disabilitas intelektual. Dengan menggunakan metode penelitian subjek tunggal penelitian ini dikembangkan. Hasil dari penelitian ini ditemukan bahwa siswa dengan disabilitas intelektual dapat diajarkan materi perubahan energi ini.
Pre-service teacher perception of inclusive education plays a critical role in the field of K-12 education, ensuring that students with disabilities receive the best possible instruction in the least restrictive environment. This qualitative case study used one-to-one interviews and focus groups to gather data from 16 pre-service teachers enrolled in an Urban teacher preparation program in a major city in Texas, United States. The data analysis highlighted the pre-service teachers’ understanding of differentiation instruction for students with disabilities. Furthermore, the pre-service teachers felt positive about meeting the needs of the special education students in the general education classrooms. However, they expressed concerns related to limited coursework that helps them acquire teaching strategies to meet the needs of the special education students in the general education classrooms. The research findings offer valuable insights into the factors behind pre-service teachers’ perceptions of inclusion, underscoring the importance of coursework specifically targeting their preparedness for inclusive education.
Special education teachers' attitudes to teaching students with disabilities in the
regular classroom were investigated alongside demographic characteristics. They
had positive attitudes to inclusive teaching, with males, expatriates and Cycle.
Two teachers being more positive. Attitudes towards inclusion were not, however,
significantly correlated with age, place of residence, education, teaching experience
or specialty. These findings offer the Ministry of Education important evidence
on teacher attitudes to inclusive education, for the promotion of collaboration,
respect and equality. Through inclusion, students with disabilities can form
positive relationships with peers and grow to become fully participating members
of the learning community.
The standard of education a country offers its population is a good indicator of its ability to compete on the global stage. The pedagogical proficiency of the teachers could be used to assess the quality of education. On this premise, this descriptive correlational study explored the relationship between academic achievement and the pedagogical competence of 65 randomly selected preservice teachers. A standardized rating scale was used to gather pertinent data. This study concluded that preservice teachers had exceptional pedagogical competence as rated by their cooperating teachers and professors, irrespective of their gender, discipline, or cooperating school of deployment. Apart from teachers’ personalities and classroom management, all other dimensions of pedagogical competence exhibited significantly positive associations among them. Additionally, the profile characteristics of preservice teachers are not strongly linked with their pedagogical competence. On the other hand, the preservice teachers had extremely excellent academic performance, which varies greatly with specialization and cooperating schools. The preservice teachers’ academic performances did not considerably differ and are not influenced by gender. However, there was a markedly unfavorable link between the preservice teachers’ academic performance and their specialization and cooperating schools. Finally, there was a marginally significant association between the preservice teachers’ academic achievement and their pedagogical competence. In order to further strengthen their pedagogical competence in accordance with ASEAN recommendations for K–12 education, preservice teachers may be required to take additional electives in each specialization.
Bu araştırmanın amacı otizm spektrum bozukluğu (OSB) olan bireylerin kaynaştırma/bütünleştirme eğitimine katılımına ilişkin öğretmen adayları tutum ölçeği geliştirmektedir. Araştırmaya eğitim fakültelerinde farklı bölümlerde öğrenim gören toplamda 285 öğretmen adayı katılmıştır. Katılımcıların %39’u (n=111) erkek, %61’i (n=174) kadındır. Açımlayıcı faktör analizi (AFA) sonucunda ölçeğin eğitim ve öğretim, mesleki öz yeterlik ve duyarlık olmak üzere 3 faktörlü bir yapıya sahip olduğu görülmektedir. Eğitim-öğretim, mesleki öz yeterlik ve duyarlık alt boyutlarından oluşan üç faktörlü yapı toplam değişkenliğin %63,55’ini açıkladığı görülmüştür. Ayrıca araştırma bulgularında ölçeğin ortalama ve standart sapmaları ile boyutları arasındaki korelasyon değerlerine yer almaktadır. Ölçeğin güvenirliğinin anlaşılması açısından alt-üst grup madde ortalamalarına ilişkin gruplar arası karşılaştırmalar yapılmıştır. Alt ve üst %27’lik gruplar arası yapılan karşılaştırma sonuçlarının tüm maddeler için anlamlı olduğu görülmüştür. Elde edilen bu sonuçlar doğrultusunda ölçeğin 3 faktörlü yapısının eğitim fakültelerinde öğrenim gören öğretmen adaylarının otizmli bireylerin kaynaştırma/bütünleştirme eğitimine katılımına yönelik tutumlarının belirlenmesinde geçerli güvenilir bir araç olduğunu ortaya koymaktadır.
This article examines the attitudes of general education teachers towards inclusive education in Bulgaria and other countries, and the importance of these attitudes for the success of inclusive education policies. The author also explores the typology of factors shaping teachers' inclusive attitudes, proposing a new matrix for their classification. The importance of the terms inclusion, diversity and equity is also discussed. The latter term is translated into Bulgarian as 'равнопоставеност'.
Over the last few decades, advances and innovations in the field of disability and disability supports have resulted in changes in the way in which disability is understood and conceptualised. These changes, which embrace a person-environment fit model of disability, have obvious implications for disability supports and research. Within such conceptualizations, more attention must be given to the interaction between people with disability and the environments in which they live, learn, work, and play. As such, there has been increased attention on the rights of people with disabilities to be fully included in their communities and to the importance of self-determination, participation, and quality of life. This emphasis also underscores the importance of inclusive education in creating learning spaces for children with disabilities. This chapter explores what is inclusive education in an African context and outlines a good model of inclusive education schools in an urban setting from an African philosophy of Ubuntu.
Background
Teachers’ attitudes and perceptions are of significance to the inclusion of students with disabilities in the general education classroom with their typical peers.
Aims
This study quantitatively investigated the perceptions of private elementary school teachers regarding the inclusion of students with disabilities in the general education classroom.
Methods and procedure
The study sample comprised 213 teachers working in private elementary schools in Riyadh, Saudi Arabia that offer inclusive special education programming alongside a general education curriculum. The Opinions Relative to the Integration of Students with Disabilities (ORI) survey, was utilized to adapt the survey instrument for this study.
Results and outcomes
We concluded that private school teachers have a slightly negative attitude toward the inclusion of students with disabilities. Although the results did not reveal a relationship between teachers’ attitudes and their age or education level, a relationship was found between their perceptions toward inclusion of students with disabilities and the type of disability, the individual teacher’s gender, the role of the teacher (general vs. special education), and the individual’s training in inclusive education.
Conclusions and implications
The implications of the results to Saudi and beyond and suggestions for further research including outside of the urban context are discussed.
This study examines the attitudes of 1,022 Quebec preschool / elementary teachers (92% women) towards the education of gifted students and the role of some of their personal and contextual characteristics, using data from an online questionnaire. Over 90% of participants had received no training in the education of gifted students. Overall, the results on the “Opinions about the Gifted and their Education’ assessment scale (McCoach and Seigle, 2007, initially developed by Gagné and Nadeau, 1991) reveal that teachers' attitudes tend to be rather positive towards the recognition of the needs of gifted students and the educational support to offer them and they exhibit a low level of concern for elitism. On the other hand, their attitudes are rather neutral towards school acceleration. Hierarchical linear regression analysis examining the prediction of attitudes based on personal (e.g., gender, education, self-efficacy) and contextual variables suggests certain distinctions, albeit marginal. In particular, male teachers seem more concerned about the elitism generated by the educational measures offered to gifted students. Preschool and lower grade elementary teachers show more negative attitudes toward accelerated schooling than more advanced teachers. Positive associations are observed between certain dimensions of attitudes and in-service training, the self-efficacy believes and contact with gifted people. These results are discussed in terms of implications for teacher training and support.
The achievement of inclusive education is largely dependent on teachers, perceptions, attitudes, and beliefs of different stakeholders. Objective: This study examined the comparison on attitude of pre-service general education teacher and pre-service special education teacher towards inclusive education. Sample: A survey was conducted on 100 pre-service education teachers in a teacher training program in Chandigarh i.e. Govt. College of Education, Sector-20 A and Govt. Rehabilitation Institute for Intellectual Disabilities, Sector-31 C respectively. The study involved 50 pre-service special education teachers and 50 pre-service general education teachers. Design: The study used survey research design for present study. Tool: The study was done with the help of Fathi Rezk El-Ashry' s tool which was developed by him during his research work titled as survey of general education pre-service teacher's attitude toward inclusion. The t-test and ANOVA statistical analysis has been used in study. Result: The findings revealed that the attitude of pre-service general education teacher and pre-service special education teachers towards inclusive education does not have significant difference. The findings also revealed that majority of general education teachers are enthusiastic and willingness to include children with disabilities into their classroom as compare to special education teachers in Chandigarh, U.T. Conclusion: The conclusion of the study is that attitude is vary with situation, persons or groups etc. This study reveals the attitude of pre-service special and general educators which vary with respect to system, infrastructure, training, resources, readiness or willingness to teach CWSN. Moreover experience, material status, environmental factors which are accessible to achieve inclusive education in general system should be importance.
Research regarding best practice for preparing both special education and general education teachers for inclusion has been sparse in the US. The purpose of this chapter is to systematically review and summarize research regarding teacher preparation for inclusion. A thorough search uncovered 35 relevant studies. Themes that emerged from analysis of this research of best practices for teacher preparation for inclusive education included content for inclusion infused in teacher education courses, attention early and often to attitudes and dispositions toward inclusion, opportunities for collaboration and co-teaching, strong university-school partnerships, and collaboration to teacher education faculty.
As the sole teacher education body in Singapore, the National Institute of Education (NIE), plays a pivotal role in equipping Singaporean teachers with the knowledge and skills to work with and support students with disabilities for both mainstream and special schools through its teacher education programs. In addition to the learning of strategies and skills to work with students with disabilities, it is also imperative for teacher education to promote positive attitudinal change among teachers towards persons with disabilities. This chapter describes the disability-awareness approach adopted by the NIE for its preservice teachers and the rationale behind adopting such an approach to foster inclusive attitudes that is grounded within relevant literature and situates disability within Singapore's socio-historical context.
The purpose of this study was to investigate how general and special education instructors perceive their collaborative teaching responsibilities and their attitudes toward inclusive environments. A self-administered questionnaire was distributed to 300 teachers in accordance with the social interdependence theory and cooperative learning conceptual framework. The survey was composed of two parts. The first section examined collaborative teaching duties for both instructors. It included 29 items and four categories (planning, instruction, evaluation, and behavior management). The second section included 15 items to assess attitudes toward inclusion. The study enrolled a total of 233 teachers (123 in special education and 110 in general education) with a response rate of 78%. The results showed that there was agreement between general and special education on only one of the four domains (instruction). Additionally, special education teachers expressed a more favorable attitude toward inclusion than did general education teachers. The current situation’s implications were explored with an emphasis on the necessity for additional shared practical activities among teachers.
Inclusive education means that all students, including students with disabilities, have the right to access general education classrooms and receive high-quality instruction and appropriate levels of support to enable them to succeed. Given the importance of teacher preparation programs as the first incubator to shape teachers’ attitudes towards inclusive teaching practices, there is a need to pay more attention to further studies that focus on preservice teachers’ attitudes with considering their level of knowledge and efficacy. The aim of the study is to investigate the relationship between attitudes, knowledge, and self-efficacy of preservice teachers about inclusive practices. This survey used a statistical analysis method performed by collecting data from 108 preservice teachers who were in the teacher preparation programmes at a university located in the Rocky Mountain region and had experience in inclusive classrooms. Analysis found that the preservice teachers’ attitudes and knowledge about inclusion contribute to predicting the teachers’ efficacy to use inclusive instruction strategies in their classrooms, to collaborate with others, and to manage students’ disruptive behaviours. The findings provide information on developing teacher preparation programmes to improve the quality of teaching practices for students with disabilities in inclusive classrooms.
Teacher attitudes have an important role in inclusive education. Teaching students with special needs can be quite challenging at times and a positive attitude can become a means to facilitate it. The implementation of inclusive education in the Maldives formally began in 2013 with the inclusive education policy by the Ministry of Education (MoE). As the implementation of inclusive education in the Maldives still in the early years of the implementation stage, investigating teacher attitudes towards inclusive education can yield vital results and contribute in managing resources for successful implementation. Being the first large scale study on inclusion in the Maldives, this study of a quantitative approach investigated whether the factors (gender, age, teacher qualifications and experience of teaching students with special needs) contributed to teacher attitudes. The respondents of the survey (N= 170) were 125 regular primary teachers, 34 SEN teachers and 11 deputy principals from 11 government inclusive schools from 6 different locations in the Republic of Maldives. The data was analysed using Statistical Package for Social Sciences (SPSS) Version 23. The results of this study showed demographic factors such as gender, age and the qualifications of the participants did not contribute to teacher attitudes. However, the experience of teaching students with special needs showed a significant difference with teacher attitudes, with participants without experience showing more positive attitudes towards inclusive education in the Maldives.
The aim of the current study is to develop a scale that measure pre-service early childhood educators' beliefs about infant and toddler education(I/TE). 384 candidate early childhood educators from different public universities were constituted the sample of the study. Reliability and validity analysis were run for the 60-items "Infant Toddler Education Belief Scale for pre-service early childhood educators (ITEBS4PECES)". Explanatory and Confirmatory factor analysis of ITEBS4PECES indicated that ITEBS4PECES is a 5-Likert scale with 35 items and four factors. Factor loading values ranged between .439 and .762. The total variance explained by the scale is 39.02%. The reliability coefficients of Cronbach alpha ranged from 0.81 to 0.85 for factors. As one of the first attempts to measure beliefs about infant-toddler education of pre-service teachers, this valid and reliable scale is believed to lead more research on infant toddler education and by this way contribute a lot to early childhood education field.
This investigation examines teachers' attitudes toward their included students with disabilities. Seventy general education teachers of inclusive elementary classrooms nominated three of their students to prompts corresponding with the attitudinal categories of attachment, concern, indifference, and rejection. Consistent with predictions based on a theory of instructional tolerance, chi-square analyses indicated that included students with disabilities were significantly underrepresented in the attachment category, and significantly overrepresented in the concern and rejection categories. Greater experience teaching in inclusive classes was also associated with higher rates of concern nominations for included students with disabilities. Results are discussed in regard to their implications for inclusive policies and practice.
This study provides descriptive data regarding the prevalence of seven professional practices believed to interfere with the integrated delivery of related services for students with handicapping conditions in public schools. Based on questionnaire responses from 585 educators, parents, and related service personnel (e.g., speech/language pathologists, occupational therapists, physical therapists) from across the United States, these data highlight foundational issues that have an impact on the integrated delivery of related services that are necessary for some students to benefit from special education. Professional practices are presented that are believed to facilitate the integrated delivery of related services, as well as those believed to interfere with it. Results of the study document the prevalence of the interfering practices as reported by study participants, and also the extent to which parents and general education teachers report a lack of critical information about the provision of related services. Implications are discussed that pertain to personnel preparation, supervision of staff, advocacy, and collaborative teamwork.
Interviews were conducted to gather advice about integration from general and special education teachers and administrators from 10 schools in five school districts where students with moderate and severe disabilities had recently been integrated into general education schools and classrooms. The study explored not only the educational change process, but general educators’ perceptions of factors that had initially created and later reduced their resistance to integration. Qualitative analysis of interview data revealed teachers’ perceptions of the success of integration, as well as their advice to others contemplating integration: district administrators, building administrators, special education teachers, and general education teachers.
Twenty-eight investigations were identified in which general education teachers were surveyed regarding their perceptions of including students with disabilities in their classes. Research synthesis procedures were employed to summarize responses and examine the consistency of responses across time, geographical location, and item type. Overall, we found that about two thirds of general classroom teachers supported the concept of mainstreaming/inclusion. A smaller majority were willing to include students with disabilities in their own classes, but responses appeared to vary according to disabling condition and implicit obligations on the teacher. Although about half or more of the teachers felt that mainstreaming/inclusion could provide some benefits, only one third or less of teachers believed they had sufficient time, skills, training, or resources necessary for mainstreaming/inclusion. Reported attitudes did not appear to covary with either geographical region or time of publication. Implications for policy and practice are provided.
A national survey to determine the topical content coverage of exceptional children and youth curriculum in institutes of higher education sought to determine what preparation is included for preservice regular education teachers. A total of 172 completed surveys (60% response rate) were returned from col leges and universities that prepare teachers in all 50 states. Of the 15 topical content areas listed, respondents ranked characteristics of exceptional children, mainstreaming issues and practices, facilitating positive attitudes toward exceptional children, and special education procedures as the four most heavily emphasized topic areas in their courses. The least heavily emphasized topic areas were assessment practices, history of special education, and data collection procedures. At least two thirds of the courses reflected a predominantly categorical focus. Finally, when comparing Pearson correlations of the topical areas between categorical and noncategorical approaches, differences in emphasis were noted in the areas of characteristics, definirions, causes of disabilitfes, and history of special education. Each of these four topic areas tendgd to be emphasized to a greater extent in the categorically oriented courses. Overall, the results indicate that prospective regular education teachers are not being adequatety prepared to fulfill the educational mandates of REI.
Recent data indicate that more than two-thirds of our nation's handicapped students are receiving the majority of their education in regular classes. This investigation examined state departments of education policies on consultation in five special education program and personnel areas: (a) special education service delivery models, (b) consultation roles/responsibilities of the special educator, (c) consultation competencies of the special educator, (d) certification involving consultation, and (e) job titles including consultation. Results revealed a significant need for improved policies and leadership by state departments of education to assist local education agencies in developing and/or improving teacher consultation programs to provide educational support services to handicapped students in mainstreamed classes. Specific suggestions are made and resources identified to assist state and local education agency officials in responding to this critical need in a timely manner.
Over the past two decades, research on the change process in education has converged on several conclusions that can fruitfully be applied to the Regular Education Initiative. This article discusses these conclusions, including the need for adequate time for change to occur; concrete models of innovations for teachers and administrators to adapt to their own situations; assistance and support that is tailored to the needs of teachers and administrators as the change process proceeds; opportunities for educators to be involved in decisions about the changes; and mandates that set clear direction and protect educators while they learn the new behaviors and procedures required by the change.
Examines federal data on trends in inclusion of students with disabilities. Text and tables show placement settings for students with disabilities, changes in placement settings across categories from 1988-89 to 1994-95, trends across categories, and the overall trend toward increased inclusion of students in all disability categories. (DB)
Presents a collaborative, problem-solving approach for including students with disabilities in general-education classes. Parents' views of inclusion, implementation of inclusion, empirical support for inclusion, strategies and tactics related to successful inclusion, types of inclusion problems, and steps for applying collaborative problem-solving are discussed. (CR)
The conflict between special education teachers and classroom teachers has a significant negative impact on the education of mildly handicapped students. The role of consultant has emerged partially as a response to the tensions generated from this conflict. However, standard models of consultation suffer from 2 weaknesses: In too many cases, they imply a superior–inferior relationship between the special education and classroom teacher, and they are narrowly focused on problem solving. Cooperative professional development is proposed as an adjunct to or substitute for consultation. Cooperative professional development involves small teams of special education and classroom teachers and uses a variety of approaches to enhance their mutual professional growth. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Part-time integration of students with moderate and severe disabilities into regular classes has become a common feature of special education programs. How regular education students think about their school experience, including part-time mainstreaming, can be a source of information for integration efforts, but these perceptions have received little attention in the special education literature. Participant observation and in-depth interviews were employed over a 7-month period to study a first grade class in which a student described as “moderately mentally retarded” participated on a part-time basis. This student spent most of his school day in a self-contained special education class.
The findings reveal that these first graders had a common framework for defining their school experience. Their descriptions centered around themes of “where you belong,” “what you do,” and “with whom you play.” Data collected about Peter, the part-time mainstream student, are interpreted according to this student framework. Findings indicate significant discrepancies between the students' definitions of what it means to be part of first grade and the focus of the teacher's efforts to include Peter and present him as a member of the class.
The regular education initiative (REI) is a thoughtful response to identified problems in our system for educating low-performing children, but it is a not a detailed blueprint for changing the system. Educators must achieve consensus on what the REI actually proposes. The authors infer from the REI literature five assumptions regarding the roles and responsibilities of elementary regular classroom teachers, concluding that these teachers and specialists form a partnership, but the classroom teachers are ultimately in charge of the instruction of all children in their classrooms, including those who are not succeeding in the mainstream. A discussion of the target population and of several partnership models further delineates REI issues and concerns.
The Regular Education Initiative (REI) has been gaining momentum. However, the movement has not escaped criticism. One of the criticisms is that regular classroom teachers' views regarding many of the beliefs or assumptions of the REI are unknown. The present study was undertaken to provide this type of data. Ninety-four regular classroom teachers in northwest Iowa were asked to agree or disagree with a series of statements on the REI position. The results showed general disagreement with the statements, suggesting that the respondents do not share similar concerns or beliefs regarding the current delivery of special education services. Implications of the results with respect to implementation of the REI are discussed.
Recently, suits have been brought against public schools for placing certain children in special classes for the educable mentally retarded. Through the courts parents are challenging the administration and use of standardized tests, placement procedures, and the effectiveness and the harmful impact of special class programing. Special educators are urged to initiate immediate reform in testing and placement procedures or there is a likelihood that changes will be imposed by the courts. The possibility of punitive damages may stimulate these changes.
Analysis of questionnaires completed by commissioners of education on their designees for all 50 states revealed that 14 state education agencies (SEAs) had no specific special education certification requirement for regular teachers, 17 required one course on exceptionalities, 2 had one required course pending and 2 had a two-course requirement. (CL)
- Baker H. J.