Educational needs of the primary education teachers in inclusive education of the pupils from socially disadvantaged backgrounds in Slovakia (original) (raw)
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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...
Slovak Teachers’ Attitudes Towards Inclusive Education
The New Educational Review
Inclusive education is a controlled process that creates an environment for education and training, respect for diversity, abilities, and various educational needs of a child or pupil. It is topical in most countries’ professional and legislative discourse. It turns out that teachers’ attitudes are one of the main pillars of inclusive education policy implementation. The present research aimed to pursue connections and relationships between the teachers’ pro-inclusive attitudes, length of experience, and content of their learning activities. The research sample consisted of 926 kindergarten and elementary school teachers; the TAIS was used (Saloviita, 2015) as the research tool. Results showed that kindergarten teachers had more positive attitudes towards inclusive education than elementary school teachers. There are themes in education through which elementary school teachers can be developed pro-inclusive attitudes.
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.
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The purpose of the article is to determine the dominant attitude toward inclusive education among primary school teachers in Poland and to explain the predictors of this attitude. Research conducted on a group of 71 teachers using the “Attitudes Toward Inclusive Education” questionnaire showed a moderately positive attitude toward inclusive education among teachers, with statistically significant differences between teachers of grades 1 to 3 and 4 to 8. The much more positive attitude among the teachers of lower grades is supported by their richer experience of working with students with special educational needs and their broader competences and qualifications in inclusive education. These results give an important perspective that should be considered when implementing the idea of inclusion in the Polish education system (mainly when preparing teachers for the profession) so as to ensure continuity in supporting the development of all students at every stage of their education – n...
Inclusive Education in Practice: Teachers’ Opinions and Needs
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The paper presents a part of the research data from a broader piece of research focused on teaching effectiveness in inclusive forms. It analyses the opinions of the teaching staff at different types of schools on the existing barriers and teachers' needs related to inclusive education. The research involved N=1.216 teaching staff (98 % teachers) working in Slovak schools. A questionnaire developed by the authors was used and respondents filled it in anonymously in electronic form. The results clearly indicate persistent issues in the inclusive practice, which are in line with the findings of other nationwide Studies, i. e., missing multidisciplinary teams at schools, too many students in a single form, lack of teaching and specialised staff, limited offer of educational programmes focused on further education.
Preparedness of Czech Primary School Teachers for Inclusive Primary Education
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Preparedness of teachers to work with pupils with a need of supportive measures and especially with pupils who live and grow up in socially excluded localities, is very low. Quantitatively oriented research investigation 8 , carried out in 13 regions of the Czech Republic with the sample size of 2005 respondents, offers results that raise doubts towards the inclusively oriented primary education. The teachers are not ready for the phenomenon. This paper focuses on attitudinal constructs of the teachers which can be understood as evaluative relationship towards the observed phenomenon , whose form reflects the subjectively perceived preparedness. It concerned the orientation in the context of questions of social exclusion and school education, actual form of school environment and, ultimately, their own perception of school inclusion.
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.
Inclusion and inclusive education through the eyes of the majority in Slovakia
Šuhajdová Ivana: Inclusion and inclusive education through the eyes of the majority in Slovakia. In: Sodobna pedagogika. - ISSN 0038-0474. - Vol. 70, no. 2 (2019), p. 142-158.
This paper deals with inclusive education, primarily in relation to the awareness and opinions of the majority in Slovakia about this form of education. It points to the human factor as the key condition for the successful implementation of inclusive education. The paper presents the results of a research study that gathered the opinions of the majority in Slovakia on the implementation of inclusive education. The data was collected via a questionnaire with 557 respondents. Besides the quantitative statistics, the results were analysed by grounded theory methods. The collected data provides information on the persistent lack of awareness and orientation of the majority regarding the basic terminology of inclusive education. Additionally, we found a prevalent positive perception and attitude towards the implementation of inclusive education in regular Slovak schools by the majority, whereas the greatest issues related to its implementation were identified as the parents' concerns about the behaviour of the intact children already in the mainstream system towards children with disabilities and the inability of children with disabilities to become members of a group, concerns about specific types of disability, concerns about the quality and course of education, concerns about children with disabilities being bullied and concerns about the occurrence of unpredictable events.
Comparative Study On The Identification Of Teachers' Need For Inclusive Education Training
The European Proceedings of Social and Behavioural Sciences, 2017
Inclusive education is one of the components of today's education defined by its inter-and transdisciplinary features. Observing the implicit demand to train teachers for inclusive education in Romania, this study aims to raise awareness of this need and verify its intensity in teachers. The general hypothesis of the observational study states that as teachers climb the steps of the educational system, their need to prepare for inclusive education diminishes. The method used was the questionnaire-based inquiry. The questionnaire comprised 18 items with open and closed questions. The sample consisted of a total of 400 teachers, 100 for each of the 3 stages of the pre-university educational system (preschool, primary, middle education, respectively 50 from the urban and 50 from the rural environment in each category) and 50 teachers each from high-school and the university educational system. The recorded data and conclusions of the study could constitute an analysis of the needs for future research-development projects. They will allow the creation of inclusive education modules/programs in the university environment.
Current opinions of Czech teachers about the inclusive form of education
The current curriculum for elementary education in the Czech Republic allows inclusion of pupils with special educational needs in mainstream schools. In spite of the fact that today the right of all persons to education is generally accepted, the inclusive form of education frequently raises various doubts in both the lay and professional community. Various concerns stem from inaccurate ideas of this form of education and insufficient information, particularly in relation to successful delivery of inclusion. In some countries, such as in Great Britain or Finland, the experience with the inclusive form of education is much longer and is mostly positive, in our country however, the concept of inclusion is gaining ground relatively slowly. The quality of educating both the healthy population and pupils with special educational needs is influenced by a number of factors. One of the most significant roles in the educational process is taken by the educator. The educator's role is irreplaceable and is decisive for the degree of success of the development of a child personality. All changes in the educational approaches are related not only to a well thought-out theoretical background but particularly to comprehensive readiness of the principal educational actors, i.e. the teachers. To accomplish this task however, the highest possible amount of information is required. To acquire this information was one of the aims of a research study carried out in the previous year 2014.