TEACHER’S ATTITUDE TOWARDS THE INCLUSION OF STUDENTS WITH DISABILITIES IN REGULAR SCHOOLS
AbstractThe 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.
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
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (Creative Commons Attribution License 3.0 - CC BY 3.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
firstname.lastname@example.org, www.iseic.cz, ojs.journals.cz