TEACHERS’ COMPREHENSIONS, PERCEPTIONS, AND ATTITUDES TOWARDS INCLUSIVE EDUCATION (original) (raw)
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The fundamental purpose of this study sought to investigate on the Public primary school teachers perceptions on inclusive education in Kilimanjaro municipality, Tanzania. The specific objectives of the study were, to explore the perceptions of teachers on inclusive education, to assess the practice of Inclusive Education in Public Primary School, and to examine the challenges that teachers face as they implement inclusive education. The study employed a case study research design, where four public primary schools were selected as a case study. Moreover, a Quantitative and Qualitative approach was used in this study. Purposive and simple random sampling procedures were used to sample the respondents. The study consisted of 50 respondents who included four teachers, 16 teachers and 30 students from the four public primary schools. Data were collected through questionnaires, observation, and interviews. It was found that public primary schools teachers had positive perceptions on inc...
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The problem in this study was motivated by the difficulty of the teacher in implementing the Inclusive Education, which have been held since 2017 at the Sungai Andai 3 Elementary School in Banjarmasin. This study aims to describe the teacher’s perception of the implementation of Inclusive Education in Sungai Andai 3 Elementary School Banjarmasin, which covers 3 aspects according to the research questions, including: Teacher perceptions of the basic concept of children with special needs, teacher perceptions of the education for children with special needs, and teacher perceptions of facilities and infrastructure. This study uses a type of qualitative research with a descriptive approach. Information about the perceptions of each respondent was revealed through questionnaires with 22 statements and in-depth interviews as data collection techniques and documentation. Data analysis techniques in this study are data reduction, data presentation, and conclusion. The teacher referred to ...
Attitudes of Primary School Teachers towards Inclusive Education
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The purpose of present study is to find out the perceptions of primary school teachers on inclusive education based on various variables and demographic characteristics. A quantitative study has been done to collect the data from 300 sample of public primary school teachers from Quetta district through convenient sampling technique . Data was entered in SPSS with coding process and data was analyzed through descriptive and inferential analysis to determine the teachers perceptions about inclusive education based on various variables and demographic characteristics. The findings of the study shows that the teachers respond positively for inclusive education hence, it requires more knowledge and trainings to make inclusion conducive . In addition, regular schools should be improved by bringing attitudinal and structural changes so the child can be friendly treated and accommodated with special needs in the general classrooms.
The purpose of the present study is to display a detailed investigation of the views of the elementary teachers in the specification of defections in the inclusive education applications and in the evaluation of success. In accordance with this aim, in 16 different cities of Turkey, 23 teachers who have been working in schools where inclusive education is applied in relation with Ministry of Education and who have willingly participated to the study are interviewed. In the study, where descriptive method from among the qualitative research methods is used, inductive analysis of the research data gathered with semi-structured interviews is conducted through Nvivo 8 qualitative data analysis program. The findings indicate that elementary teachers generally have a negative opinion regarding the inclusive education applications in our country, that they are inadequate in this subject and need a great deal of sustenance particularly expert support, that they find pre-service and in-service training insufficient and experience problems due to the physical conditions of the classrooms and schools they work at. For the improvement of inclusive education applications, elementary teachers suggest the presence of separate teaching environments and part-time inclusive education, the organization of qualified and effective pre-service and in-service training and providing them material support. Educational Sciences: Theory & Practice - 13(3) • 1760-1765 ©2013 Educational Consultancy and Research Center
Elementary School Teachers’ Perception of Inclusive Education in East Java, Indonesia
International Journal of Educational Management and Innovation, 2021
Teachers' perception of inclusive education becomes an important indicator in evaluating the success of inclusive education. Teachers who have a positive perception of inclusive education will have a more controlled learning environment. This study used a survey method that investigates the current views of elementary school teachers toward inclusive education by exploring their perceptions. The respondents of this study are 70 elementary school teachers in East Java Province. This study found that: (1) There was no difference perception of teachers in primary schools concerning the concept of inclusive education, placement of students with disabilities, and processing of learning in inclusive classrooms; (2) Teachers' perceptions in primary schools towards inclusive education was not influenced by their duties as regular and special education teachers; (3) There are differences in perceptions of inclusive education based on the amount of training they followed; (4) There ar...