The Assessment of the Competences of the Teacher Training College Students and the Teachers for Inclusive Practice /Procjene kompetentnosti studenata Učiteljskog studija i učitelja za inkluzivnu praksu (original) (raw)
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Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, 2015
It is well known that all educational policies promote inclusion as the major idea in a contemporary system of education. Inclusive education allows children with and without disabilities to attend the same age-appropriate classes at their local school, with additional, individually tailored support if needed. However, large equity gaps in education access and outcomes still exist between groups of children, because some marginalized groups of children experience shockingly low rates of access and learning. Children with disabilities are still faced with a lot of challenges in realizing their right to education and they are one of the most marginalized and excluded groups in education. The Croatian laws clearly indicate that disabled children have the right to an inclusive education and that schools have to provide conditions which lead to successful education of all children. A question arises, however, regarding the level at which the Law is implemented in educational practice, due to the fact that it is unknown whether the conditions for its proper implementation exist in Croatian schools. Some results of the research which was conducted in the frame of the project "Evidencebased early educational interventions" are presented in this paper. The main goals of the research are (1) to determine areas in which students with disabilities need additional support and (2) to analyse differences in the perceived inclusive dimension of the quality of educational processes, from the perspective of teachers as well as from the perspective of students, in five mainstream Croatian primary schools. The research was conducted on a sample of 97 students with disabilities and 97 of their peers without disabilities. Students and their teachers filled in two Questionnaires about students' behaviours that were developed for the purpose of the Project (the Questionnaire for students and the Questionnaire for teachers). The results
Inclusion of the students with different types of disabilities in primary school
2020
Over the last 50 years there has been a radical change in the education of children with disabilities. Inclusive education is a rationale concept which means wholeness and long transformation of institutional systems in society, especial in education. The aim of this study was to examine the attitudes of Macedonian primary school teachers towards inclusive education; we analyzed the quality of the inclusive education of students with different types of disabilities in the mainstream schools in Skopje. 98 teachers from primary schools in the city of Skopje were inquired with the teacher inclusion attitudes questionnaire. Data analysis indicates that in general, teachers have positive attitudes toward inclusion, but can be noticed that they have a divided opinion on the degree and type of disability. We can conclude that there are still barriers facing students with disabilities and teaching stuff, and at the same time, the teaching staff does not have enough resources for work.
Hrvatska Revija za Rehabilitacijska Istraživanja, 2017
Inclusive education has been gaining increasing attention from governments throughout the world. Croatia and Poland, two European Union members that ratified the Convention on the Rights of Persons with Disabilities, have been working on issues related to improving the quality of education of children with special educational needs. The aim of this article was to explore the attitudes of Croatian and Polish elementary education teachers towards inclusion of these children in regular classes. The sample consisted of 98 elementary education teachers from Croatia (N=50) and Poland (N=48). A diagnostic survey based on the Teacher Attitudes Toward Inclusion Scale (TATIS) (Cullen, Gregory, & Noto, 2010) was used. The instrument allows measurement of three main components of attitudes: teacher perceptions of students with mild to moderate disabilities (POS), their beliefs about the efficacy of inclusion (BEI), perceptions of professional roles and functions (PRF), as well as their general ...
Journal of Social Work Education and Practice, 2019
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 dis...
2017
This article aims at exploring teaching staffs’ responses to the policy of having Inclusive Education course as a core subject at FKIP UNS. The respondents of the study were ten lecturers of Inclusive Education course. By using semi-open questionnaires, the data were collected and analyzed using quantitative and qualitative methods. The results shows that (1) all of the lecturers in FKIP UNS give positive responses to the Inclusive Education course, and (2) there are some problems in the implementation of the Inclusive Education course, such as problems in syllabus, teaching materials, reference books, and materials display, and problems in evaluation instruments.Key Words: children with special needs, inclusive education, inclusive education course.
This study aims to research the academic achievements of children with special needs in inclusive education (IE) in Azerbaijan. The study will try to look at this aspect through the view of teacher assistants who are the key figures in inclusive education in Azerbaijan. Also, one of the important elements will be teaching method of teacher assistants. Teaching method is one of the determinant factors of better academic performance of children. When it comes to inclusive education, educators' performance in the class process gains more importance, and becomes leading factor for proper inclusion and attainment of children with special needs. Taking this undeniable factor into consideration, this case study will try to analyze one of the rare schools offering inclusive education in Azerbaijan in order to find out how successfully that school educates students with special educational needs applying adequate methods for higher academic fulfilment of children with special needs. This research is underpinned by qualitative case study research design which is considered to be suitable and relevant approach to address the phenomena of the research. The study employed triangulation, a multiple methods of data collection which included interview and observation. Moreover, the thesis will also focus on validity, reliability and ethical issues along with weaknesses and strengths of the methodological aspects. The phenomenon to be investigated in this research, it is the academic achievements of children with special needs, more precisely mental disabilities. The case to be studied in this research is a primary school which offers an inclusive education for children with mental disabilities. The unit of analysis includes three inclusive classes in which children with mental disabilities are educated. The focus of this research concentrates on the teacher assistants' teaching methods which have direct effect on academic achievements of children. Research findings conclude that students with special educational needs manage to learn some academic skills in inclusive education. However, they can learn more if the barriers can be eliminated. The main barrier is the traditional teaching methods with which it is impossible to create effective inclusive environment in the classroom and contribute more to student's achievements. The recommendations of the study are as follows: law enforcement for IE; teacher training at higher educational level; and systematic innovations at functions, organization, role relations and curriculum levels. Implications for further studies suggest
Journal of Education and Practice, 2017
The aim of this study is to determine the opinions of teachers working at different levels of schools on the education of the inclusive students in their classroom with the diagnosis of special learning disability. Working group of this study is consisting of twenty teachers who are working at primary schools, secondary schools and high schools included in city center of Duzce at 2016-2017 school year and who are having inclusive student with the diagnosis of special learning disability in their classrooms. Case study which is one of the qualitative research methods is used in this study. The working group of the study composes of 20 teachers chosen by maximum variation sampling method. In the study, teachers’ opinions are collected by the semi-structured interview form prepared by the researchers. Content analysis method is used while analyzing datum and opinions are gathered under the themes and categories by giving frequencies. An in-depth analysis is made by direct citation to f...
An Evaluation of Pre-Service Teachers’ Competences and Views Regarding Inclusive Education
2021
Inclusive education is a form of education in which individuals with any disabilities receive education together with their peers. The education people with disabilities receive in special classrooms by expert teachers has begun to be conducted as inclusive education in normal classrooms by non-expert teachers. Senior class pre-service teachers take the special education course in education faculty and also primary school pre-service teachers receive the ınclusive education course in addition to this course. The aim of this research is to determine the opinions of the pre-service teachers who receive the special education courses about the adequacy of inclusive education and special education practices they observe at schools. The research was prepared in a mixed pattern and quantitative and qualitative techniques were used together. Therefore, Teacher Competence Scale in Inclusive Applications developed by Bayar (2015) was applied to 197 students who study science, mathematics, social studies, Turkish and, primary school teaching. Besides, views of 25 pre-service teachers who study in the same classes were collected and evaluated in written form. At the end of the study, it was determined that while Science pre-service teachers consider themselves more competent in inclusion, primary school pre-service teachers have higher classroom management competence. There is not any significant difference between pre-service teachers' views about inclusive education according to gender. Furthermore, the pre-service teachers think that teachers lack knowledge and education, students’ disabilities are not recognized, there is a lack of equipment, and cooperation of school and family is not effective.