Article Inclusive Education in Government Primary Schools: Teacher Perceptions (original) (raw)
Related papers
Inclusive Education in Government Primary Schools: Teacher Perceptions
Journal of Education and Educational Development, 2017
The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The sampled group comprised both, teachers trained in inclusive education and teachers working in same schools, but not trained in inclusive education. Purposive sampling method was used to select the teachers. Structured questionnaire (Likert Scale) and structured interview method was used for data collection. The results of the study revealed that inclusive education is considered to be a desirable practice. The teachers believed that all learners regardless of their disabilities should be in regular classrooms and they showed more favorable attitude towards children with mild disabilities, but were not very optimistic about children with severe disabilities. The study also recognized teachers' capacity as an essential component of inclusive education and recommends that inclusive education should be a part of pre and in-service teacher education.
Elementary Teachers' Perceptions about Implementation of Inclusive Education
Online Submission, 2011
The Disabilities Education Act was introduced in June, 1997 in the Turkish Education System. The Act states that schools have a duty to educate children with disabilities in general education classrooms. All children with disabilities should be educated with non-disabled children at their own age and have access to the general education curriculum. The philosophy of inclusive education aims at helping all children learn in regular classrooms. Children learn at their own pace and style within a nurturing learning environment because schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn together and from each other in inclusive classes. On the other hand, when children attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity. The aim of this study is to examine the perceptions of teachers about implementation of inclusive education in elementary schools. In order to collect data for this study, a questionnaire which consisted of eight open-ended questions was developed and administered to 66 elementary school teachers. The teachers worked at primary schools and taught 1-5 grades. They were asked to write their opinions and experiences about the implementation of inclusive education in the elementary schools. Primary school teachers generally have a positive attitude about inclusive education and its philosophical and psychological foundation. However, they express that they encounter some difficulties in implementing inclusive classrooms. A crowded classroom is a main obstacle to obtain desired objectives in educational activities. The levels of students' disability are related to effectiveness of classroom management. The effectiveness of inclusive education depends on not only the teachers' quality but also the school administrators'. Some superintendents assess the effectiveness of teachers in inclusive and regular classrooms in the same way.
Attitudes of Secondary School Teachers towards Inclusive Education in New Delhi, India.
Journal of Research in Special Educational Needs., 2013
This study was undertaken to determine the attitudes of secondary regular school teachers toward the inclusion of students with disabilities in New Delhi. A total of 470 teachers, working in schools managed by a private organization in Delhi, returned the completed survey. A two- part questionnaire was used in this study. Part-one gathered information relating to personal and professional characteristics of the teachers. Part-two was a 16 item Likert scale titled, Attitudes towards Inclusive Education Scale (ATIES). The major finding of the study was that the teachers in Delhi had positive attitudes towards the inclusion of students with special needs. This study also indicated that the teachers who were more positive about inclusive education were male, younger teachers (less than 40 years of age), less experienced (less than ten years) and had post-graduate qualifications. In addition, the teachers who had a contact with a person with a disability and those who did not have a focus on disability during their pre-service teacher education programs were more positive towards inclusive education.
Reconnoitering Teachers' Perception About Inclusive Education at Quetta City Baluchistan
Pakistan Journal of International Affairs
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.
Attitude of Primary School Teachers Towards Inclusive Education
2013
The present study aims to investigate the Inclusive classroom is a scheme for social improvement, centering on the improvement of schools. The goals have variously been to create happier lear needs students in all aspects of school system for all students. It means changes in the curriculum, changes in how teachers teach a students learn, as well as changes in how students with and without special needs interact with and relate to one another. The basic need of inclusive education is when we recognizing that traditional strategies result in a lack of learning outcomes peers without special education. study of attitude of primary school teachers towards inclusive education conducted on a sample of 80 teachers of primary schools with equal numbers of rural and urban data was collected during the academic year 201 teachers towards inclusive education teacher's attitude towards inclusive education is more positive as compare to rural teachers attitude of private teachers towards inclusive education is more positive as compare to
Attitudes of Primary School Teachers Toward Inclusive Education
Background: The aims of our study are related to examining the relevance of teachers' attitudes toward the implementation of inclusive education. In addition, its subject is related to the implications on inclusive education policies, limitations of the existing study along with the recommendations for our future research endeavors. Methods: The research is a cross-sectional study type. The sample included 64 primary school teachers in the lower grades of primary school (grades 1-4), selected by using simple random sampling, in three primary schools on the territory of Belgrade, Serbia in 2021 (26, 17, and 21 primary school teachers). The Questionnaire for Teachers, which was used as a research instrument, was taken from the Master's Thesis Studen Rajke, which was part of the project "Education for the Knowledge Society" at the Institute for Educational Research in Belgrade. Dependent variables measured in the study referred to the attitudes of primary school teachers toward inclusive education. Categorical variables are represented as frequencies and the Chi-square test was used to determine if a distribution of observed frequencies differed from the expected frequencies. Results: One in three teachers (32.8%) thought that inclusion was useful for children with disabilities (29.7%), of them thought that schools did not have the conditions for inclusive education, whereas one in four teachers (25.0%) believed that inclusion was not good. No statistically significant differences were found in the attitudes of professors, when observed in terms of their gender, age and length of service. Conclusion: Investing more resources and time in developing and implementing special education policies can promote successful inclusive education.
Review Article Attitudes of Teachers towards Inclusive Education in
2016
Many factors continue to affect and regulate the development of inclusive education in Ethiopia. A limited understanding of the concept disability, negative attitudes towards persons with disabilities and a hardened resistance to change are the major barrier impeding inclusive education. In response to this, there is a growing body of literature which argues that the problem should be approached methodically. Therefore, this paper reviews studies on attitudes of regular teachers towards inclusive education. It explores significance of attitudes, factors that might be affect teachers attitudes, teachers ’ role and training in an inclusive setting and challenges of inclusive education. Teachers ’ attitudes were found to be influenced by the nature and severity of the disabling condition, training of the teacher, experience, gender and availability of support. Implications from this review suggest the need to the availability of training, adapted curriculum, positive attitudes and utmo...
Teacher’s attitude towards inclusive education: A literature review
2021
Teachers are the key persons to implement the inclusive education in our society. In various studies researchers have argued how positive attitudes of teacher influence the concept of inclusion and inclusive education. This study is conducted to investigate teacher's attitude towards inclusive education, variables related to their attitude and if social participation of students with special needs in mainstream schools get influenced by these variables. A review of 31 literature that involve 2213 teacher's, revealed that the majority of teachers hold positive attitude towards inclusive education. Although their attitude towards the inclusive education is positive in terms of disability type (e.g. orthopaedically impaired, visually impaired, hearing impaired, gifted or creative and deprived children.). Some studies also reported negative or neutral attitude towards inclusion. No studies reported clear or complete positive attitude in their findings. Different definitions of t...
Views of Elementary School Teachers Regarding to Inclusive Education
Journal of Educational Sciences Research
Despite special classrooms and educational programs being developed for special needs students in the 19 th century, it is now believed that the inclusion of special needs students with mainstream students is the more effective option. The aim of this study was to examine the views of elementary school teachers about inclusive education. Data was collected through interviews and the data analyzed using the content analysis method. Five teachers from a state school in Gaziantep, Turkey, participated in the study. It was found that when families were interested in special needs students, their teachers also shared that interest. The study also found that parents and teachers lacked detailed knowledge about inclusion, as well as measurement and evaluation not being satisfactorily conducted.
Education 3-13, 2021
Aim and Objectives: Although inclusive education of children with intellectual disability is currently an accepted practice, it is often challenged by negative attitude of schoolteachers. We undertook two surveillance studies aimed at Study A identifying knowledge and teachers’ attitudes towards children with intellectual disability and practices of inclusive education in a semi-urban school of South India. Study B -Determining the effect of educational intervention towards attitudes on inclusive education. Method: Knowledge, Attitude and Practice surveillance questionnaires (KAP and ATPD) were given to ninety-six consenting schoolteachers in Study A and twenty schoolteachers in Study B and analyzed. Results: In Study A, the overall attitude mean indicated a favorable attitude towards the children with intellectual disability. The mean overall attitude score was 77.1 (SD: 9.58), with a normal distribution. Forty to fifty percent were aware of intellectual disability and attributed t...