Attitudes Toward Inclusion Among Polish Primary School Teachers: A Strategic Factor in Implementing Inclusive Education (original) (raw)
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An Analysis of Polish Teachers Attitudes towards Inclusive Education
Future Human Image, 2018
The purpose of the study was to determine the relation to inclusive education involving teachers of both public and special schools. The study was conducted on a sample of 224 teachers. In the study, a diagnostic survey was used with the Scale for Measuring Attitudes towards Inclusive Education. The tool was designed for the purposes of this study and it was analyzed for internal consistency and reliability. A key for the attitudes' verification was established and it is based on a sten scale. The measured values were treated as the basis for ordering the material in the direction of the attitude. The findings show the neutral attitude in the tested sample and there is no difference observed based on the type of represented school.
Attitudes of Primary School Teachers towards Inclusive Education
DergiPark (Istanbul University), 2018
The objective of the research is to analyze the attitudes of classroom teachers towards inclusion education in the consideration of certain variables. 500 teachers working in different primary schools in Gaziantep have joined in the study. A scale of attitudes towards inclusion, consisting of 40 questions and 5 sub-dimensions that was formed by researchers as a data instrument was applied in the present work. It's identified at the end-of research that the points attained by the teachers in the research from some sub-dimensions of the scale of attitutes towards inclusion reflect statistically meaningful difference according to gender, age group, length of service, marital status. As a result, it's to be remarked that teachers' attitudes towards inclusion give out diffence according to some variables and certain sub-dimensions oriented to inclusion don't indicate difference depending on diverse variables. The outcome of this study reveales that not only the teachers' length of service, but also the duration that the teachers have dealt with inclusive education is related to their attitude towards inclusive education. However, there are also other research findings in the literature, which reveal that the teachers' length of service does not affect their ideas towards inclusive education. Following suggestions may be made in the light of these findings: Students involved in the inclusive education may be assigned to the classes of married teachers. It may be useful for classroom teachers, who are in the first five years of their professional career especially, not to be directly responsible for students of inclusive education.
The quality of inclusive education from the perspective of teachers in Poland and Croatia
Hrvatska revija za rehabilitacijska istraživanja
The aim of the study was to explore Croatian and Polish teachers’ opinions on quality of inclusive education. A sample of 173 teachers from Poland and 139 from Croatia completed the Scale on Quality Indicators for Inclusion – for Teachers. In general, teachers reported positive assessments of inclusion quality. Respondents from both countries gave highest ratings on the subscale Support monitoring and evaluation, while the lowest ratings were given on the subscale Teaching assistant support by Polish participants and on the subscale Resources for inclusive education by the Croatian sample. Poland teachers gave higher ratings than Croatian teachers on all the subscales except Teaching assistant support. The discussion makes an attempt to present how two different societal contexts shape the development and implementation of inclusion.
Pursuit of Inclusive Education: Inclusion of Teachers in Inclusive Education
SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 2018
By focusing on teachers’ approach, the article analyses one of the most relevant issues of today’s realities of education – the inclusive education. The following is an important task for politicians for education, school leaders, teachers and greatly affects and influences the life of families with children with disabilities. Object of the research: inclusion of teachers in inclusive education. Aim of the research: to examine aspects of teachers’ inclusion in inclusive education by implementing the statistical analysis according to The Teachers’ Attitudes Toward Inclusion Scale (TATIS) survey (Gregory, Noto, Cullen, 2010). This study adopted a descriptive survey research design, with 105 teachers as participants from selected secondary schools in Klaipėda city and Klaipėda district, Lithuania. Research results: A study has been conducted demonstrating that the attitudes of educators participating in the study to inclusive education of pupils with a disability are basically positive...
Revija za Univerzalno Odličnost, 2016
Research Question (RQ): What are the attitudes of Slovenian primary school teachers towards the inclusion of children with special needs into regular school programs? Purpose: The purpose of the study was to encourage teachers to share and reflect on their personal experiences with inclusive education in Slovenia. This could help in the development of more successful models of practice. Method: This was a qualitative study. Focus interviews and individual, semi-structured interviews were conducted. Data was analyzed using qualitative content analysis. Results: Five categories emerged from the data. This article focuses on three of the categories and explores the robust division of teachers into two groups depending on their overall attitudes towards the inclusion and children with special needs. Organization: The findings of this study suggest that Slovenian education system is not fully transitioned into the inclusive model. Teacher training and practical support are often insufficient and inter-professional cooperation is not always satisfactorily established. Society: Inclusion of children with special needs reflects the quality of the whole school system and has implications for the functioning of the society. Originality: This is the first study in Slovenia that explored teachers' attitudes towards inclusion. It deepened the understanding of the phenomenon of inclusion and linked the findings with international studies on inclusion. Limitations / further research: Future research should explore the development and implementation of relevant teaching programs and courses as well as the development of better support networks within an inclusive model of education that should champion collaboration and cooperation.
European Journal of Special Needs Education, 2017
The paper is built on premises that teachers' attitude is one of the most important factors of implementing inclusive education and it focuses on preschool and primary school teachers' attitudes towards inclusive education. The purpose of the study was to establish what attitude Slovenian preschool and primary school teachers hold towards inclusion. The attitude was defined on three levels-the cognitive, affective and behavioural. Data were gathered with moderately adapted MATIES questionnaire and processed using descriptive and inferential statistics. The results show that both preschool and primary school teachers are in favour of inclusion on all three levels. However, additional analyses indicated that compared to primary school teachers, preschool teachers express more positive attitude on cognitive level. Moreover, the study also showed that the previous work experiences with children with SEN do not relate to more positive attitude towards inclusion, whereas in-service trainings for SEN predominantly result in more positive attitude towards inclusion.
Attitudes of Primary School Teachers Toward Inclusive Education
Frontiers in Psychology
BackgroundThe 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.MethodsThe 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 incl...
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 ...
Regular Education Public School Teachers Perception Towards Inclusion
The purpose of this study is to find out what is the perception of one hundred (100) regular education public school teachers regarding inclusive education, and what factors affect their perception. A questionnaire and an interview guide were used. Qualitative analysis was done to interpret open-ended questions, while Fisher's tests used to analyze the quantitative data. The results of the study revealed that most of the regular education teachers are supportive of the ideals of inclusive education. However, most of them may be supportive but not willing to embrace the program, due to factors like the lack of teachers training and formal education, class size, readiness of the learners with special needs, learners' behaviour and attitude, severity of the disability, discrimination, administration and teacher awareness and support. Also, there are details about the implementation of inclusive education that teachers in the regular classroom need to clarify. That is why this research is being done. CHAPTER 1 THE PROBLEM AND THE BACKGROUND This chapter presents the background of the study and related literature. It further presents the theoretical and conceptual framework and the significance of the study.
SPECIALUSIS UGDYMAS / SPECIAL EDUCATION
The study presents the results of the research examining the educational needs of the teachers and their interest about the themes of courses and educational programmes in connection with actual needs arising from changes in the Slovak education system due to the gradual promotion of inclusion. The main research method was the questionnaire aimed at detection of primary level teachers’ needs for the professional development and trainings, the identification of primary education teachers’ needs for successful implementation of inclusion in the learning of the pupils from socially disadvantaged backgrounds. This study presents if there exist statistically significant differences in self-reflexive perception of the need to improve in topics related to the implementation of inclusive education and the characteristics of respondents (age, length of the teaching practice, willingness to grow personally and to educate).Straipsnyje pateikiami tyrimo, tiriančio pedagogų švietimo poreikius ir...