TEACHER’S ATTITUDE TOWARDS THE INCLUSION OF STUDENTS WITH DISABILITIES IN REGULAR SCHOOLS

  • Rovena Lika European University of Tirana
Keywords: teachers, attitude, role, children with disabilities

Abstract

The inclusion of children with disabilities in general schools depends on teachers and pupils. The aim of this study is to evaluate the teachers’ role in the inclusion of children with disabilities in general schools. Taking their role into consideration, we will be able to understand factors that influence the positive or negative attitude towards the inclusion of children with disabilities in general classrooms. 146 teachers participated in this study. The instrument used (created by Jeffrey Bailey) for data collection consisted on a self-reporting questionnaire divided into two sections. In the first section, demographic information from teachers is required. In the second section, teachers’ attitude towards the inclusion of children with disabilities in general schools is measured. According to the results: Teacher’s gender [t (144) = 0,503, P = 0,616] did not affect their attitudes towards the inclusion of children with disabilities in regular schools. Training on inclusive education [r = 0.75, n = 146 and p = 0.001] positively affected the attitudes of the teachers. It was concluded that development of trainings for teachers should be focused on because it creates professionals with knowledge of specific techniques.

References

Ahmmed, M., Sharma, U. & Deppeler, J. (2012). “Variables affecting teachers’ attitudes towards inclusive education in Bangladesh” Journal of Research in Special Educational Needs • Volume 12 • Number 3 • 2012 132–1.

Avramidis, E., Bayliss, P., & Burden, R. (2000). “Student teachers' attitudes towards the inclusion of children with special educational needs in the ordinary school” Teaching and Teacher Education 16 (2000).

Bailey, J. (2004). “The validation of a scale to measure school principals’ attitudes toward the inclusion of students with disabilities in regular schools” Australian Psychologist, March 2004; 39(1): 76 – 87 (Taylor & Francis).

Cambridge-Johnson, J., Hunter-Johnson, Y., & Newton, N. (2014). “Breaking the Silence of Mainstream Teachers’ Attitude towards Inclusive Education in the Bahamas: High School Teachers’ Perceptions” The Qualitative Report 2014 Volume 19, Article 84, 1- 20. Retrieved from: http://www.nova.edu/ssss/QR/QR19/cambridgejohnson84.pdf

Checkmart (n.d.). Sample Size calculator. Market research resources. Retrieved from https://www.checkmarket.com/market-research-resources/sample-size-calculator/

Mittler. P. (1995). Special needs education an international perspective, British Journal of Special Education Vol.22, no.3, pp.105-8.

Salamanca Statement (1994): http://www.ecdgroup.com/docs/Salamanca_Statement_and_Framework_for _Action_on_Special_Needs_Education-16_05_2001-09_20_08.pdf

Sharma, U., & Chow. E. (2008). “The Attitudes of Hong Kong Primary School Principals toward Integrated Education” Asia Pacific Education Review 2008, Vol. 9, No.3, 380-391. Retrieved from: http://files.eric.ed.gov/fulltext/EJ835209.pdf

Thaver, T., Lim, L., & Liau, A. (2014). “Teacher variables as predictors of Singaporean pre-service teachers’ attitudes toward inclusive education” European Journal of Research on Social Studies, Volume1, Issue 1, 1-8, June 2014. Retrieved from: http://iassr.org/rs/E010101.pdf

Published
2016-09-19