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Baranauskienė, Ingrida, and Diana Saveikienė. "PURSUIT OF INCLUSIVE EDUCATION: INCLUSION OF TEACHERS IN INCLUSIVE EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 39. http://dx.doi.org/10.17770/sie2018vol1.3385.
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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. The analysis of the research data received allow the teachers are not sufficiently prepared to provide assistance to their students with orientation towards the inclusive training tasks. Teachers who participated in the study agree that all school classes should be rebuilt to meet the needs of students with disabilities and that students with disabilities should be taught in a general education school in an equal educational environment with peers without disabilities. The differences between teachers' attitudes to the inclusive education model and the type of pedagogical school were statistically significant. More than just a gymnasium teacher, either a progymnist or a primary school teacher, fully agrees that the model of inclusive education ensures a more effective transition of pupils with disabilities from special education to general education schools.
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Udhiyanasari, Khusna Yulinda. "Sikap Guru terhadap Anak Berkebutuhan Khusus di Sekolah Inklusi." Journal of Education and Instruction (JOEAI) 2, no. 1 (2019): 15–24. http://dx.doi.org/10.31539/joeai.v2i1.584.
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This study aims to find out how the characteristics of ABK in general, how the role of inclusive schools for ABKs, how the attitudes of teachers and ABK in inclusive schools and how the attitudes of teachers towards ABK in inclusive schools. The research method used a descriptive method by analyzing the characteristics of ABK in general, the role of inclusion schools for ABK, the attitudes of teachers and ABK in inclusive schools and the attitudes of teachers towards ABK in inclusive schools. The results showed that the attitudes of inclusive school teachers (SD Kebonsari 5, Jember) had a bad attitude towards ABK. This result is obtained from the teacher's attitude that lacks respect for the handling of ABK and can also be known from the analysis of the resource person, one of the 10-year-old elementary school students (TM). Conclusion, based on the research findings, it is better if teachers in inclusive schools are expected to be able to improve their ability to handle ABK through trainings organized by the government, school committees can optimize the role of inclusive schools for ABK, related parties participate in assisting the government's role in improving The teacher's ability and understanding of inclusive education is very much needed so that the goal of inclusive education, which is to provide equal and equitable education to ABK, can run well.
 Keywords: Teacher Attitudes, Inclusion Schools, Children with Special Needs.
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San Martin, Constanza, Chenda Ramirez, Rubén Calvo, Yolanda Muñoz-Martínez, and Umesh Sharma. "Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices." Sustainability 13, no. 4 (2021): 2300. http://dx.doi.org/10.3390/su13042300.
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Teachers play an important role in the success of inclusive practices for diverse learners in regular classrooms. It is, therefore, important to examine their beliefs and preparation to teach in inclusive classrooms. The main purpose of this study was to analyze the attitude of active Chilean teachers (n = 569) towards inclusion, their self-efficacy regarding inclusive practices, and their intention to teach in inclusive classrooms. Our secondary objectives were to explore the relationship between their attitudes and self-efficacy and to determine the influence of demographic and professional variables on these two constructs. A positive and significant relationship between teachers’ attitude and self-efficacy was found. Teacher qualification was not significantly related to attitudes towards inclusion but was negatively associated with their self-efficacy beliefs concerning inclusive practices. Secondary education teachers reported lower teaching efficacy beliefs for inclusion than pre-school, primary, and special education teachers. The type of school emerged as a significant predictor of teachers’ attitude and self-efficacy beliefs. The implications of this research and need for additional teacher and in-service training to improve educators’ attitudes and self-efficacy are discussed.
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Agavelyan, Ruben O., Saule D. Aubakirova, Aisulu D. Zhomartova, and Elena I. Burdina. "Teachers’ Attitudes towards Inclusive Education in Kazakhstan." Integration of Education 24, no. 1 (2020): 8–19. http://dx.doi.org/10.15507/1991-9468.098.024.202001.008-019.
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Introduction. The inclusion of students with special educational needs in regular schools is currently one of the most important issues on the agenda of national and international education communities. A positive attitude of teachers to inclusive education is a factor of its effective implementation. The purpose of this study was to investigate the attitude of teachers to inclusive education in the Republic of Kazakhstan and to determine the factors influencing their positive attitude to wards inclusion. Materials and Methods. The sample consisted of 416 teachers of general secondary schools in the Pavlodar region of the Republic of Kazakhstan. The Sentiments, Attitudes, and Concerns about Inclusive Education Revised scale feedback form was used. For the processing of the results of the survey, nonparametric statistics (Spearman’s correlation coefficient) and multiple regression analysis were used. Results. A general neutral attitude of teachers towards inclusion was revealed. The experience of interaction between teachers and people with special educational needs does not contribute to the formation of their positive attitude towards inclusion. Educators – people who work in rural schools and are confident in teaching children with special education needs – have the most positive attitude toward inclusion. Discussion and Conclusion. A more detailed analysis of the respondents’ answers indicates the disinclination of teachers to implement inclusive education and the need for special training of teachers to work with children with special education needs that will increase their confidence in teaching children with special educational needs and create a positive attitude towards inclusion. Prospects for the study are to further explore attitudes of subject teachers, special education teachers, and providers of psychological and pedagogical support to inclusion in Kazakhstan and the impact of special training on the attitude of teachers to inclusion. The materials of the article will be useful to researchers interested in the problem of inclusive education, especially its condition in the Republic of Kazakhstan.
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Page, Angela, Jeanette Berman, and Penelope Serow. "Parent and Teacher Attitudes Towards Inclusive Education in Nauru." Australasian Journal of Special and Inclusive Education 44, no. 2 (2020): 116–28. http://dx.doi.org/10.1017/jsi.2020.10.
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AbstractIt is recognised that the attitudes of parents and teachers are important in supporting inclusive education in developing countries. This study involved the application of quantitative research through the administration of a survey to determine the attitudes of parents and teachers in the Republic of Nauru. The results have provided preliminary data regarding attitudes related to the emergence of inclusive education in Nauru. Parents were more positive concerning issues that relate directly to the educational benefits of their children over more general benefits of inclusion in education. At this stage, teachers report higher levels of positive attitude than parents. A more fine-grained level of analysis revealed that there is a wide range of attitudes to aspects of education for students with disabilities, and areas of expertise needed to support inclusive education. This research has provided an understanding of current parental and teacher attitudes and levels of existing teacher expertise towards inclusion that is able to inform future policy development in Nauru.
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García Montes, Paula Andrea, Jaime Nieto Caballero, and César Arbeláez Rodríguez. "English teachers’ attitudes toward inclusive education: a literature review." Avances en Educación y Humanidades 1, no. 1 (2016): 61. http://dx.doi.org/10.21897/25394185.804.
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Este artículo reporta un análisis del estado del arte sobre las actitudes de los profesores hacia la educación inclusiva de niños con discapacidad. Este artículo analiza una variedad de investigaciones con el propósito de explorar los factores y las razones que pueden incidir en las actitudes de los profesores sobre la enseñanza a niños discapacitados. El análisis fue llevado a cabo para mostrar evidencia de las perspectivas positivas y negativas de los profesores hacía la inclusión. Durante todo el análisis, las actitudes de los profesores resultaron ser influenciadas por su filosofía general de inclusión y la percepción de como debería ser implementado este proceso. Después de discutir los resultados de los estudios analizados, se encontró que las actitudes positivas o negativas dependía de una variedad de factores como el conocimiento de educación inclusiva, tiempo, recursos y desarrollo profesional.Palabras Claves: Inclusión, Politicas, y ActitudesAbstractThis paper reports a review of literature concerning the attitudes of teachers toward inclusive education of children with disabilities. This paper reviews a large body of research-based literature, in order to explore the factors and reasons that might impact teachers’ attitudes concerning the teaching of disabled children. The analysis was carried out to show evidence of positive and negative views of teachers towards inclusion. Throughout the analysis, teachers’ attitudes were found to be influenced by their general philosophy of inclusion and the way they perceived that inclusion should be implemented. After analyzing the results of various research studies, it was found that teachers’ positive or negative attitudes depended on many factors such as knowledge toward inclusive education, time, resources and professional development. Key words: Inclusion, policies and teachers’ attitudes
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Unianu, Ecaterina Maria. "Teachers’ attitudes towards inclusive education." Procedia - Social and Behavioral Sciences 33 (2012): 900–904. http://dx.doi.org/10.1016/j.sbspro.2012.01.252.
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Rozenfelde, Mārīte. "The Situation in the Implementation Process of Inclusive Education in the General Education Establishments in Latvia in the Context of Pupils with Special Needs inclusion." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (July 24, 2015): 118. http://dx.doi.org/10.17770/sie2014vol3.717.
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The article highlights the role of attitudes, competences and experience in practical inclusive action of contemporary general education teachers working at inclusive education schools to create and facilitate an inclusive education process referring to the Profile of Inclusive Teachers published by the European Agency for Special Education Development in 2012 identifying four basic values of teaching and learning which are the basis of all teachers’ action in inclusive education. These basic values are related to the areas of teacher’s competences including three elements: attitudes, knowledge and skills. There are provided the results of the survey of 2013 on the attitude of teachers in Latvia implementing inclusive education and teachers’ view on the problems existing in the inclusive education process and their solution in on the national level.
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Gallego-Ortega, José Luis, and Antonio Rodríguez-Fuentes. "Teaching Attitudes towards Students with Disabilities." Mathematics 9, no. 14 (2021): 1637. http://dx.doi.org/10.3390/math9141637.
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(1) Background: Inclusive education has been a recurring topic during the last decades. However, not every teacher is equally enthusiastic about how to implement it. Understanding these discrepancies can help to identify improvement procedures. Therefore, even though teachers’ beliefs and attitudes around inclusion have been thoroughly explored, it is necessary to delve further on this type of study to understand possible changes derived from the socio-educational transformations experimented by current societies. (2) Methods: This study examined the attitudes of 122 teachers, both Primary and Special Needs ones, working in rural and urban schools, regarding inclusion of students with disabilities. The data were collected from two scales: Attitude Survey Inclusive Education–Teachers (ASIE-T) and Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion the Sentiments, Attitudes and Concerns about Inclusive Education Revised (SACIE-R). A quantitative approach was employed, of descriptive and correlational type. Descriptive and inferential analyses were performed by means of parametric tests. Furthermore, the bivariate correlation technique Person’s r was carried out in order to verify the intensity among variables. The effect sizes are provided as Cohen’s d. (3) Results: The results revealed positive beliefs concerning inclusion and the existence of differences among teachers, depending on their specialisation and gender. The variables “age” and “stage of education” were not significant in terms of generating in terms of attitude generation. (4) Conclusions: Understanding the association between socio-demographic variables and stigma is crucial when it comes to accomplishing an inclusive and high-quality education. The general findings of this study contribute to justify the implementation of programmes to stimulate and encourage meaningful interactions between general education teachers and students with disabilities.
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Arunkumar, M. C., P. Krishnakumari, Narmada Hidangmayum, and Gangmei Akhuan Rongmei. "Attitudes of Primary School Teachers towards Inclusive Education in Manipur." Journal of National Development 31, no. 2 (2018): 115–25. http://dx.doi.org/10.29070/31/58291.
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Kurniawati, Farida, and Sulistami Prihandini. "Riviu sistematis sikap guru terhadap pendidikan inklusif." Journal An-Nafs: Kajian Penelitian Psikologi 4, no. 1 (2019): 88–112. http://dx.doi.org/10.33367/psi.v4i1.793.
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Teachers’ attitude is an important factor that influences the quality of the implementation of inclusive education. The quality of inclusive education is part of the quality of education in general in a country. The quality of education of countries around the world is measured by the United Nations using the Human Development Index and placing countries in the very high, high, medium, and low categories. Systematic review was carried out to get an idea of the attitudes of teachers towards inclusive education and the factors that influence it in countries based on the HDI category. By using three electronic search engines for academic data, namely EBSCOhost, ProQuest, and Taylor & Francis Online, 18 articles reporting teacher attitudes towards inclusive education in various countries were discussed. The results found that there were no differences in teacher attitudes towards inclusive education between countries with very high and high HDI categories with countries in the moderate HDI category. Knowledge of children with disabilities and teaching experiences of these children is known to influence the attitudes of teachers towards inclusive education in countries with all HDI categories. The support from community, the availability of professional assistance, and the length of the implementation of inclusive education are factors that influence the attitudes of teachers in very high and high HDI categories countries, while the negative perception of disability makes teachers held negative attitudes towards inclusive education. Recommendations for improving the review of this topic are discussed in this study
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Dewi, Tita Tri Utami, Sri Tiatri, and Heni Mularsih. "PERAN PENGETAHUAN AWAL TENTANG ANAK BERKEBUTUHAN KHUSUS DAN EFIKASI GURU TERHADAP SIKAP GURU PADA PENDIDIKAN INKLUSIF." Jurnal Muara Ilmu Sosial, Humaniora, dan Seni 4, no. 2 (2020): 304. http://dx.doi.org/10.24912/jmishumsen.v4i2.2972.2021.
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In inclusive education, children with special needs (ABK) should get educational services together with normal children. However, inclusive education services that occur in Indonesia are still experiencing obstacles. Previous research has found that the problems are the lack of knowledge of teachers about children with special needs, the lack of teacher skills in dealing with children with special needs, and teachers' attitudes towards children with special needs. Current research intended to analyse the attitude of inclusive education teachers. The measurement of knowledge is developed by researchers using prior knowledge theory. In measuring teacher efficacy, we use the Teacher Efficacy for Inclusive Practices (TEIP) measurement. Teacher attitudes towards inclusive education was measured by the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES). The participants were 60 teachers from state primary school, and incusive private primary school in Bogor Regency. Participants were recruited by convenience sampling technique. The research method uses correlational quantitative methods. The results showed that the knowledge and efficacy of teachers together did not provide a significant contribution to the attitude of teachers in inclusive education. Partially, knowledge about children with special needs has no effect on teachers' attitudes on inclusive education. However, independently, only teacher efficacy contributed significantly to teachers' attitudes regarding inclusive education. bersama dengan anak yang normal. Namun, pelayanan pendidikan inklusif yang terjadi di Indonesia masih mengalami hambatan. Penelitian terdahulu menemukan bahwa hambatan yang terjadi selama ini adalah kurangnya pengetahuan guru tentang anak berkebutuhan khusus, minimnya keterampilan guru dalam menangani ABK, dan sikap guru terhadap ABK yang dilihat masih memandang sebelah mata. Penelitian ini bertujuan untuk mengetahui peran pengetahuan awal tentang ABK dan efikasi guru terhadap sikap guru pendidikan inklusif. Pengukuran pengetahuan dikembangkan oleh peneliti dengan menggunakan teori prior knowledge. Untuk pengukuran efikasi guru, digunakan alat ukur The Teacher Efficacy for Inclusive Practices (TEIP). Pengukuran sikap guru terhadap pendidikan inklusif menggunakan alat ukur The Multidimensional attitudes toward inclusive education scale (MATIES). Partisipan berjumlah 60 guru dari SDN dan SD Swasta Inklusi di Kabupaten Bogor, yang terpilih dengan teknik sampling convenience. Metode penelitian menggunakan metode kuantitatif korelasional. Hasil penelitian menunjukkan bahwa pengetahuan dan efikasi guru secara bersama-sama tidak memberikan sumbangan yang signifikan terhadap sikap guru pendidikan inklusif. Secara parsial, pengetahuan mengenai anak berkebutuhan khusus tidak memberikan pengaruh terhadap sikap guru pada pendidikan inklusi. Namun secara independen hanya efikasi guru yang memberikan sumbangan yang signifikan terhadap sikap guru mengenai pendidikan inklusif.
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Manogharan, Melissa Wane, Gunasegaran Karuppannan, and Kung Lung Chiong. "Exploring teachers’ readiness, knowledge and attitudes towards inclusive education in the district of Sibu, Sarawak, Malaysia." Contemporary Educational Researches Journal 8, no. 4 (2018): 148–57. http://dx.doi.org/10.18844/cerj.v8i3.3630.
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Teachers’ readiness, knowledge and attitudes level towards inclusive education in mainstream schools were explored as they were tasked to carry out this responsibility. They must ensure success of inclusive education which actually depended heavily on their readiness in inclusive classes, teachers’ knowledge level and attitude towards teaching inclusion classes. This research study aimed to explore teachers’ readiness level in inclusive classes, teachers’ knowledge level and attitude towards teaching inclusive classes in primary and secondary schools in the district of Sibu, Sarawak. The sample size for this study consisted of 154 respondents. This study explored specifically into the teachers’ readiness, knowledge and attitude level towards inclusion in the classrooms. The method used for this research was descriptive survey approach. Identified teachers involved directly in teaching and supervising students with special educational needs (SEN) in the inclusive classrooms were provided with survey questionnaire. Fully completed questionnaire were collected from respective schools through self-collection, post or email. The data collected was analysed for descriptive and inferential statistics, percentages, t-test and ANOVA using SPSS (version 22). The outcome of the findings was discussed according to the objectives and research questions of the study. This outcome of this study showed high readiness level among teachers, high knowledge level among teachers and positive attitudes of teachers toward inclusive education. At the same time, the study also found out that there are strong positive correlation between teachers’ readiness, knowledge and attitude level. 
 Keywords: Inclusive education, readiness, knowledge, inclusion, special educational needs (SEN) students.
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Maulida, Restuti, Iva Nandya Atika, and Norimune Kawai. "The Pre-Service Teachers’ Attitudes Towards Inclusive Education: An Empirical Study in Yogyakarta City, Indonesia." Discourse and Communication for Sustainable Education 11, no. 1 (2020): 65–73. http://dx.doi.org/10.2478/dcse-2020-0007.
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AbstractThe pre-service teachers’ attitudes is one indicator to show whether the inclusive education system is successfully implemented. However, no research studies have been conducted to reveal pre-service teachers’ attitudes towards inclusive education in Indonesia. Therefore, the purpose of this study was to know the attitudes towards inclusive education of pre-service teachers in Indonesia. The current study investigated 177 Indonesian pre-service teachers who have studied the inclusive education course in Yogyakarta city using the teachers’ attitudes towards inclusion scale. The findings of the current study were 1) the pre-service teachers had moderate attitudes and beliefs towards inclusive education, 2) there were no differences in attitudes toward inclusive education between males and females, and between those who have never interacted with students with special education needs and those who have such experiences.
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Diatlenko, N., A. Goncharenko, H. Smolnykova, D. Sabol, and O. Kocherga. "Alacrity of Preschool Education Teachers to Work with Children in Inclusive Groups." International Journal of Criminology and Sociology 10 (December 31, 2020): 139–48. http://dx.doi.org/10.6000/1929-4409.2021.10.18.
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To make preschool inclusion successful and to have children gain the expected benefits, teachers need to be provided with functional teacher training programs that foster positive attitudes and provide them with a meaningful experience. The purpose of the study was to investigate the readiness of educators of preschool education institutions in Kyiv to work in inclusive classrooms. In the process of integration into the European community, Ukraine has focused on educational reforms, in particular, the creation of conditions for the introduction of inclusive education in educational institutions. The parameters of the research are taken into account, such as attitude to the idea of inclusion, possession of the necessary arsenal of pedagogical practices, understanding of barriers and ways to overcome them on the way to the organization of inclusive education. A structured questionnaire of preschool teachers attempts to reveal their attitudes towards inclusive education in general and to assess the conditions that promote or hinder the emergence of willingness and willingness to work in an inclusive group. The results of the study showed that a significant number of educators have a negative attitude to the idea of inclusion, believing that children should study in special groups or in special institutions (but not boarding schools). Educators name a number of barriers that prevent them from being positive about inclusive education, and underestimate their readiness for such work.
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Singh, Shiba, Saurav Kumar, and Ranjan Kumar Singh. "A Study of Attitude of Teachers towards Inclusive Education." Shanlax International Journal of Education 9, no. 1 (2020): 189–97. http://dx.doi.org/10.34293/education.v9i1.3511.
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This study aimed to investigate the attitude of the teacher’s towards inclusive education as the attitude of teachers or executors has a significant impact on the successful implementation of inclusive education. The population of the study comprised all pre-service and in-service teachers of the Gaya district of Bihar. Out of this population, a sample of 108 pre-service & in-service teachers (associated with primary and secondary school) were selected through quota sampling technique from 11 institutions (belonging to the government and private management system). We wish to discover teachers’ attitudes towards inclusive education among their different demographic variables i.e. Mode of service, Gender, Locality. An attitude of teachers towards Inclusive Education questionnaire, was used for data collection. Collected data were statistically analyzed by using Frequency counts, Mean, Standard Deviation (SD), Standard Error of Mean and ` t ` test. Among the total participants n= 108, 48.14% were pre-service teachers & 53.33% were in-service teachers, 50% teachers associated with the urban area & other 50% teachers living in rural areas, 48.14% were female & 53.33% were male. The result shows that attitude of teachers towards inclusive education was moderate to a favorable level. Pre-service and urban teachers had a more positive/favorable attitude towards inclusive education than the attitude of In-service and rural teachers, respectively. In contrast, there was no significant difference between the attitude of male and female teachers towards inclusive education.
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Amka, Amka, and Mirnawati Mirnawati. "The Attitude of Islamic Religious Education Teachers Against the Implementation of Inclusive Education at the Elementary School Level." Madrosatuna: Journal of Islamic Elementary School 4, no. 2 (2020): 69–74. http://dx.doi.org/10.21070/madrosatuna.v4i2.795.
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This study aims to determine the attitude of Islamic Religious Education teachers in elementary schools towards the implementation of inclusive education. The study used a non-experimental quantitative approach with a survey method. Subjects or informants in this study were teachers of Islamic Education who were scattered from 16 elementary schools in South Kalimantan. Data collection was carried out using questionnaires and interviews. Data were analyzed using descriptive statistics using percentages; teacher attitudes were assessed based on five criteria, namely excellent, good, sufficient, lacking, and very poor. These criteria adjust to the percentage range obtained. The results showed that the percentage of Islamic education teachers' attitudes towards the implementation of inclusive education in South Kalimantan was 67.18%, which was categorized as quite good. Several variables affect teacher attitudes in terms of gender, recent education, experience in training.
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Ayub, Umair, Shumaila Shahzad, and Muhammad Shabbir Ali. "University Teachers Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in Higher Education." Global Social Sciences Review IV, no. I (2019): 365–72. http://dx.doi.org/10.31703/gssr.2019(iv-i).47.
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Major objectives of this study were to assess university teachers attitude towards inclusion, their efficacy in implementing inclusive practices and their intentions to teach in inclusive classroom and to find correlation among the aforementioned study variables. The sample comprised of 180 teachers from a multidisciplinary public sector university in Faisalabad. The instruments used for data collection were (1) SACIERto assess the university teachers sentiments, attitude and concerns about inclusive education, (2) TEIP to measure the teachers self-efficacy in implementing inclusive practices and(3) TITIC to assess the teachers intentions to teach in inclusive classroom. The results show teachers positive attitudes, self-efficacy and intentions towards inclusion. There is a moderate positive significant correlation between teachers attitude and their efficacy (r = 0.42) comparatively weak between attitude and intention (r = 0.32) and strong between efficacy and intention (r = 0.75). Findings may support understanding and implementation of inclusive education at the university level in Pakistan.
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MUZDALIFAH, FELLIANTI, and SARAH HIKMAH FAZRINA. "TRAIT KEPRIBADIAN BIG FIVE DAN SIKAP GURU TERHADAP PENDIDIKAN INKLUSIF SEKOLAH DASAR." JPPP - Jurnal Penelitian dan Pengukuran Psikologi 5, no. 1 (2016): 39–47. http://dx.doi.org/10.21009/jppp.051.06.
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This study aims to understand the influence of teacher personality on teacher attitudes toward inclusive education. The variables studied were the big five personalities as an independent variable (X) and teacher attitudes toward inclusive education as a dependent variable (Y). The method used is quantitative research, with cluster sampling technique. Participants of this study were teachers from inclusion public elementary school in Jakarta (N = 133). The instrument used to measure teacher personality is Big Five Inventory (BFI), while Multidimensional Attitudes toward Inclusive Education Scale (MATIES) was used to measure teacher attitudes toward inclusive education. Processing methods of data analysis in hypothesis testing using multiple regression analysis. Results of this study showed there is no influence of teacher personality on teacher attitudes toward inclusive education (p < α; 0,113 < 0,05). Therefore, in this study Ho is accepted and Ha rejected.
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MATA, Liliana, and Otilia CLIPA. "Inclusive Education and In-service Teachers' Attitudes." Revista Romaneasca pentru Educatie Multidimensionala 12, no. 1 (2020): 135–49. http://dx.doi.org/10.18662/rrem/204.
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Savic, Vera, and Danijela Prosic-Santovac. "English language teachers' attitudes towards inclusive education." Inovacije u nastavi 30, no. 3 (2017): 141–57. http://dx.doi.org/10.5937/inovacije1702141s.
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Saloviita, Timo. "Explaining classroom teachers’ attitudes towards inclusive education." Support for Learning 34, no. 4 (2019): 433–42. http://dx.doi.org/10.1111/1467-9604.12277.
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Hamid, Mohamed, and Nagwa Ibrahim A. Mohamed. "Empirical investigation into teachers’ attitudes towards inclusive education: A study of future faculty of Qatari schools." Cypriot Journal of Educational Sciences 16, no. 2 (2021): 580–93. http://dx.doi.org/10.18844/cjes.v16i2.5636.
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Disabled students are capable of learning and growing equally to normal students, therefore the educational infrastructure of many developed countries is inclined towards an inclusive educational system. However, such students, unfortunately, are not treated well in developing countries where teachers’ attitudes are a key hindrance to an inclusive education system. This study assesses future faculty attitudes towards inclusive education in Qatari independent schools. A mixed population from Arabic studies, Islamic studies, English language, social studies, mathematics, and science sections of both primary and secondary programmes are selected from the College of Education at Qatar University. The Questionnaire of Attitudes towards Inclusion (QAI) is designed for populations of all genders and sections. Data are analysed statistically initially using the t-test and, later with descriptive statistics in SPSS software. The research findings suggests that future faculty show a positive attitude concerning with inclusive education. However, this attitude toward teaching special children varies which depends on the severity of disability and the nature. Further, teachers prefer to teach mild special children for instance those with learning disabilities. Additionally, the findings reveal no substantial differences in future faculty attitudes to special children in inclusive education with respect to gender or specialization. The study emphasizes the importance of academic and psychological preparation of teachers in Qatari independent schools to understand the nature of disability and motivate them to enhance their acceptance of children with disabilities.
 
 Keywords: Disabled students, inclusive education, Qatari independent schools, special education, teaching attitude
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Nouf, Alenezi, Alqallaf Bader, and Zainab Abbas. "Pre-Service Teachers’ Attitudes Towards Including Students with Moderate Learning Difficulties in Mainstream Schools in the Context of Kuwait." International Education Studies 13, no. 2 (2020): 11. http://dx.doi.org/10.5539/ies.v13n2p11.
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Inclusive education has become a global trend in the provision of services for students with disabilities. While attitudes towards inclusion have been studied widely in some countries, little research in this area has been conducted in Kuwait. This study responds to this need by researching pre-service teachers’ attitudes towards inclusive education. This study examined Kuwaiti pre-service teachers’ attitudes towards including students with Moderate Learning Difficulties (MLD) in general education classrooms. Questionnaires were distributed to 452 Kuwaiti pre-service male and female teachers at the College of Basic Education. Several factors, such as teachers’ knowledge, were found to be related to pre-service teachers’ attitudes towards inclusion. The results of the study indicated that, overall, Kuwaiti pre-service teachers hold positive attitudes towards inclusion.
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Mudło-Głagolska, Karolina. "Adaptation and validation of Multidimensional Attitudes toward Inclusive Education Scale." Special School LXXXII, no. 2 (2021): 101–12. http://dx.doi.org/10.5604/01.3001.0014.8473.
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Polish researchers of teachers' attitudes towards inclusive education have not yet had a validity and reliable tool that could be successfully used in scientific research. The aim of the article is to present the adaptation and validation of the Multidimensional Attitude towards Inclusive Education Scale. A total of 556 teachers of all levels of education participated in the study, who completed the Polish version of the Multidimensional Attitudes towards Inclusive Education Scale, the Scale of Attitudes towards School Integration of Children with Disabilities, the Norwegian Scale of Teachers' Self-Efficacy and the Survey of Perceived Organizational Support. The factor analysis and the relationships between the variables were performed to confirm the theoretical validity and the scale reliability analysis. The study confirmed the three-factor structure of the Multidimensional Attitudes toward Inclusive Education Scale. The theoretical validity was also confirmed on the basis of positive relationships between the cognitive, affective and behavioral components of the attitude and the sense of self-efficacy, including motivating students and adjusting the program to students' needs, maintaining discipline and cooperation with parents, teaching students and cooperation with colleagues, perceived organizational support. Additionally, there was a positive relationship between the attitude components and a positive attitude to school integration and a negative relationship with a negative attitude to this integration. The reliability of the scale was confirmed in four trials. The article presents a validity and reliable tool for researching teachers' attitudes towards inclusive education, which may be a starting point for research on predictors and the consequences of these attitudes.
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Malki, Sharon, and Tomer Einat. "To include or not to include—This is the question: Attitudes of inclusive teachers toward the inclusion of pupils with intellectual disabilities in elementary schools." Education, Citizenship and Social Justice 13, no. 1 (2017): 65–80. http://dx.doi.org/10.1177/1746197917705138.
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Numerous studies have emphasized the relationship between success of policies of inclusion and acceptance and accommodation of students with intellectual disabilities in mainstream settings and teachers’ positive attitudes toward them. Using semi-structured interviews and interpretive and constructivist strategies, the present study qualitatively analyzes the attitudes of 40 inclusive teachers regarding the inclusion of pupils with intellectual disabilities in mainstream elementary school settings in Israel. We find that most inclusive teachers assert that the inclusion policy has failed mainly, due to insufficient inclusion hours and limited abilities of mainstream teachers to assist pupils with intellectual disabilities, and that inclusive teachers unofficially employ various strategies in an attempt to improve the inclusion process. We conclude that more emphasis and resources should be invested in increasing the number of inclusive hours in mainstream elementary schools and improving mainstream and inclusive teachers’ education curriculum, and that an inclusive strategy that involves various education and special education techniques and is based on the professional collaboration between mainstream teachers, inclusive teachers, and experts in the field of inclusion, should be implemented.
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Solís García, Patricia, and Víctor Borja González. "Actitudes del profesorado de Educación Física hacia la inclusión de alumnos con discapacidad (Physical Education teachers’ attitudes towards the inclusion of students with disabilities)." Retos, no. 39 (May 3, 2020): 7–12. http://dx.doi.org/10.47197/retos.v0i39.77841.
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El modelo educativo basado en la inclusión refleja las necesidades sociales y se basa en la educación de calidad para todos los alumnos y la atención de sus necesidades particulares. Los docentes juegan un papel crucial en el desarrollo de metodologías inclusivas y su actitud va a determinar en gran medida el éxito de dichas metodologías y del propio modelo inclusivo. Con el objetivo de conocer las actitudes hacia la inclusión educativa de alumnado con discapacidad en maestros de educación física de primaria y secundaria, se examinan datos provenientes de 72 docentes de esta área (60% hombres y 40% mujeres), que ejercen tanto en centros escolares públicos como privados en varias comunidades autónomas del estado español. Se ha utilizado un cuestionario para profesores de actitudes hacia los alumnos con necesidades educativas especiales derivadas de discapacidad. Los resultados muestran que los profesores presentan actitudes moderadamente positivas hacia la inclusión de alumnos con discapacidad. Se concluye la necesidad de optimizar la formación en materia de inclusión y la realización de programas de prácticas que incluyan contacto con el alumnado con discapacidad.
 Abstract. The educational model based on inclusion reflects social needs and is based on quality education for all students and attention to their particular needs. Teachers play a crucial role in the development of inclusive methodologies and their attitude largely determines the success of these methodologies and the inclusive model itself. In order to assess physical education teachers’ attitudes toward educational inclusion of students with disabilities in primary and secondary education, data from 72 teachers in this area (60% men and 40% women), who work both in public and private schools in several autonomous communities of Spain, are examined. A questionnaire on teachers’ attitudes towards students with special educational needs derived from disability was used. The results show that teachers have moderately positive attitudes towards the inclusion of students with disabilities. The need to optimize training in inclusion and the realization of practical programs that include contact with students with disabilities is concluded.
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Terzieva, Galena. "Attitudes of Preschool and Primary School Teachers for Inclusion of Children with Special Educational Needs in Motor Education." Педагогически форум 8, no. 1 (2020): 55–65. http://dx.doi.org/10.15547/pf.2020.007.
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The purpose of this article is to explore the attitudes of preschool and primary school teachers in the inclusive education of children with special educational needs in physical education. The study involved 120 preschool teachers and 100 primary teachers. They completed a modified and adapted version of the Kudláček “Attitudes toward Teaching Individuals with Physical Disabilities in Physical Education – ATIPDPE”questionnaire. The results show that respondents' attitudes towards the inclusion of children with special educational needs in motor education are rather positive. Teachers who have experience in inclusive physical education feel more prepared and more confident in their competence to exercise it, with more inclusive attitudes. On the other hand, older participants and those with more pedagogical experience have less pronounced and less positive inclusive attitudes.
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Özokcu, Osman. "The Relationship Between Teacher Attitude and Self-Efficacy for Inclusive Practices in Turkey." Journal of Education and Training Studies 6, no. 3 (2018): 6. http://dx.doi.org/10.11114/jets.v6i3.3034.
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This study aims to investigate the relationship between Turkish teachers’ attitudes and their self-efficacy for inclusive practices using a relational survey design. Study participants included a total of 1163 preschool, classroom, subject-matter, and special-education teachers from four different geographical regions in Turkey. The data was collected using the Sentiments, Attitudes, and Concerns about Inclusive Education Scale (SACIE-R) and the Teacher Efficacy for Inclusive Practice (TEIP) Scale. The data were analyzed using the Pearson Product-Moment Correlation and Multiple Linear Regression tests with the help of SPSS. The results reported a positive significant relationship between teachers’ attitudes and self-efficacy for inclusive practices. Results also revealed teacher self-efficacy to be a significant predictor of their attitudes towards inclusive education.
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Malinen, Olli-Pekka, Hannu Savolainen, and Jiacheng Xu. "Dimensions of Teacher Self-Efficacy for Inclusive Practices among Mainland Chinese Pre-Service Teachers." Journal of International Special Needs Education 16, no. 2 (2013): 82–93. http://dx.doi.org/10.9782/2159-4341-16.2.82.
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Abstract Five hundred fifty mainland Chinese university students were given a questionnaire that contained a Teacher Efficacy for Inclusive Practices (TEIP) scale. The purpose of the study was a) to test the factor structure of teacher self-efficacy for inclusive practices, b) to investigate the relationship between teacher self-efficacy for inclusive practices and attitude toward inclusive education, and c) to study the relationship between participants' attitudes and other variables related to inclusive education. Confirmatory factor analysis gave support the hyphothesis of three correlated but separate factors of self-efficacy: Efficacy to use inclusive instructions, Efficacy in collaboration, and Efficacy in managing behaviour. As the initial factors were correlated, another model with second-order factor to which the three factors loaded, was tested. This model fit the data equally well. The second-order factor, which was named as General teacher self-efficacy for inclusive practices, explained significantly participants' attitudes to inclusive education.
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Zelina, Miron. "Interviews with Teachers about Inclusive Education." Acta Educationis Generalis 10, no. 2 (2020): 95–111. http://dx.doi.org/10.2478/atd-2020-0012.
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AbstractIntroduction:In the proposed paper, the key findings of the national project “School Open for Everyone” are presented. The research focused on the conditions and preparedness of schools for inclusive education. As a part of the project, an investigation into first-grade teachers’ attitudes towards and opinions on the education of pupils with special educational needs in primary schools was carried out.Methods:In the research, the qualitative phenomenological method based on the grounding theory was applied. The sample consisted of 218 female teachers with a minimum of 20% of disadvantaged students in their classroom.Results:The main findings show that the teachers’ opinions and attitudes towards inclusive education are positive and they appreciate their cooperation with specialists in schools. The research revealed some barriers to the realization of inclusive education - e.g. the disadvantaged children’s poor school attendance or their general unpreparedness for school.Discussion:In their suggestions, the respondents did not come up with any new, revolutionary or creative ideas. Therefore, searching for solutions should not be limited to teachers’ suggestions, but inspiration should be found in examples of good practice from abroad and in the activities of creative teachers and movements.Limitations:Having “only” a homogenous sample of first-grade teachers can be perceived as a limit, but it is balanced by the fact that these teachers represent the children’s first contact with schools and with people outside their families.Conclusions:The key findings show that teachers have positive attitudes towards the concept of inclusive education, but they call for more favourable conditions ensured by the state and the respondents proposals were located externally. The findings revealed a number of new or growing problems to be immediately dealt with and an urgent need for changing our school system.
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Kurth, Jennifer A., and Anjali Forber-Pratt. "Views of Inclusive Education From the Perspectives of Preservice and Mentor Teachers." Inclusion 5, no. 3 (2017): 189–202. http://dx.doi.org/10.1352/2326-6988-5.3.189.
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Abstract The trend of educating students with disabilities in inclusive general education settings is expanding. Consequently, teacher preparation for inclusive practices is a necessary consideration for teacher educators. An important component of shaping preservice teacher dispositions comes from school experiences and interactions with mentor teachers. It is through this relationship that preservice teachers formulate their own attitudes, beliefs, and skills about inclusive practices. This article reports the findings from a set of surveys containing both closed- and open-ended responses related to inclusive education from both preservice (student) and mentor teachers. Analysis of the open-ended responses revealed definitions of inclusive education focused on student deficits and barriers to implementation of inclusive practices that focused on deficits in the capacity of the environment. Implications for teacher preparation, including challenging deficit-based assumptions, are discussed.
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Ahmed Elhassan, Hamid Hassan, EldoodYousifEldood Ahmed, and Abdul-alaziz Alasmari. "THE INFLUENCES OF SOME VARIABLES ON ATTITUDES OF SPECIAL EDUCATION TEACHERS TOWARDS EDUCATING PUPILS WITH AUTISM IN REGULAR SETTINGS." International Journal of Research -GRANTHAALAYAH 3, no. 10 (2015): 30–37. http://dx.doi.org/10.29121/granthaalayah.v3.i10.2015.2929.
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All special needs teachers want their children to be accepted by their peers have friends and lead “regular” lives. Inclusive settings can make this vision a reality for many children with disabilities. So that we conducted this study to know the influences of some variables on attitudes of special education teachers towards educating students with autism in regular settings. The researchers used descriptive statistic methods. Questioner technique is used as method of data collection. Study group included 150 special education teachers from Abu Areech Learning administration, 70 teachers were selected randomly as sample. The data was analyzed by using SPSS program. The results are as following: There are no significant differences in attitudes of special education teachers towards inclusive settings according to interaction with disabled, there are no significant differences in attitudes of special education teachers towards inclusive settings according to the class size. There are significant differences in attitudes of special education teachers towards inclusive settings according to the training courses and there are significant in attitudes of special education teachers towards inclusive settings according to the qualification.
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Jamsai, Pattaraporn. "THAI SECONDARY TEACHER ATTITUDES TOWARDS THE INCLUSION OF STUDENTS WITH LEARNING DISABILITIES." Humanities & Social Sciences Reviews 7, no. 1 (2019): 478–83. http://dx.doi.org/10.18510/hssr.2019.7154.
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Purpose of Study: The purpose of this study was to examine Thai secondary teacher attitudes towards inclusion of students with learning disabilities in general education classrooms.
 Methodology: The researcher collected quantitative data using a questionnaire with 28 Likert-type scale questions, adapted from the Opinions Relative to Integration of Students with Disabilities (ORI) as well as information related to training in special education, experience, and workload. The participants were comprised of a representative group of 370 secondary teachers from all regions of Thailand. Most participants indicated that they were female general education teachers and had a Bachelor’s degree.
 Main Finding: Through multiple linear regression, the findings showed that Thai secondary teachers generally held a positive attitude towards the inclusion of students with learning disabilities into general education classrooms. All three independent variables (hours of training, years of teaching experience, and hours of workload) were significant predictors of teachers’ attitudes towards inclusive classrooms, though the hours of workload was the strongest predictor.
 Applications: The study was conducted to better understand the variables that are meaningful to teachers’ attitudes toward inclusion.
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Ruwandi, Ruwandi. "TEACHERS’ COMPREHENSIONS, PERCEPTIONS, AND ATTITUDES TOWARDS INCLUSIVE EDUCATION." INFERENSI 6, no. 2 (2012): 227. http://dx.doi.org/10.18326/infsl3.v6i2.227-250.
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This study aims at finding out 1) the comprehensions of IslamicElementary School Teachers (MI) in Salatiga to inclusive education; 2) their perceptions; and 3) their attitudes to the inclusive education. This is a survey research. The primary data collection method used in this research was questionnaires, besides structural interviews. Based upon the calculation of the questionnaires, the writer found out that 1) the teachers’ comprehension to inclusive education is still low (88.1 %) and only 4.7 % feels having a little knowledge about it. In addition, 50.02 % have negative perceptions, and are only 21.46 % who have positive perceptions to it. Even though, 43.89 % have positive attitudes and 37.81 have negative attitudes to the inclusive education.
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Peebles, Jodi, and Sal Mendaglio. "Preparing Teachers for Inclusive Classrooms: Introducing the Individual Direct Experience Approach." LEARNing Landscapes 7, no. 2 (2014): 245–57. http://dx.doi.org/10.36510/learnland.v7i2.663.
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Inclusion is a contemporary educational movement impacting the role of the classroom teacher. As a result, teacher education programs have made attempts to incorporate inclusive education as part of their curricula. An analysis of the literature reveals that inclusion training has favorable effects on the attitudes of preservice teachers, but has little effect on their perceptions of preparedness to teach in inclusive classrooms. A common complaint is that the focus is heavily weighted on theory, as opposed to practical experience. To address such concerns, the authors recommend the Individual Direct Experience Approach (IDEA) as an innovative approach to preparing teachers for inclusive classrooms.
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Supriyanto, Dede. "Teachers’ Attitudes Towards Inclusive Education: A Literature Review." IJDS Indonesian Journal of Disability Studies 6, no. 1 (2019): 29–37. http://dx.doi.org/10.21776/ub.ijds.2019.006.01.4.
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Hsieh, Wu-Ying, and Chang-Ming Hsieh. "Urban early childhood teachers' attitudes towards inclusive education." Early Child Development and Care 182, no. 9 (2012): 1167–84. http://dx.doi.org/10.1080/03004430.2011.602191.
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Clipa, Otilia, Liliana Mata, and Iuliana Lazar. "Measuring In-Service Teachers’ Attitudes Towards Inclusive Education." International Journal of Disability, Development and Education 67, no. 2 (2019): 135–50. http://dx.doi.org/10.1080/1034912x.2019.1679723.
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Varcoe, Linda, and Christopher Boyle. "Pre-service primary teachers’ attitudes towards inclusive education." Educational Psychology 34, no. 3 (2013): 323–37. http://dx.doi.org/10.1080/01443410.2013.785061.
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Butakor, Paul Kwame, Ernest Ampadu, and Saratu Jenepha Suleiman. "Analysis of Ghanaian teachers’ attitudes toward inclusive education." International Journal of Inclusive Education 24, no. 11 (2018): 1237–52. http://dx.doi.org/10.1080/13603116.2018.1512661.
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Saloviita, Timo. "Attitudes of Teachers Towards Inclusive Education in Finland." Scandinavian Journal of Educational Research 64, no. 2 (2018): 270–82. http://dx.doi.org/10.1080/00313831.2018.1541819.
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Moberg, Sakari, Etsuko Muta, Kanako Korenaga, Matti Kuorelahti, and Hannu Savolainen. "Struggling for inclusive education in Japan and Finland: teachers’ attitudes towards inclusive education." European Journal of Special Needs Education 35, no. 1 (2019): 100–114. http://dx.doi.org/10.1080/08856257.2019.1615800.
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Scheer, David, Markus Scholz, Astrid Rank, and Christian Donie. "Inclusive Beliefs and Self-Efficacy Concerning Inclusive Education Among German Teacher Trainees and Student Teachers." Journal of Cognitive Education and Psychology 14, no. 3 (2015): 270–93. http://dx.doi.org/10.1891/1945-8959.14.3.270.
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This survey aims to investigate the beliefs and self-efficacy of preservice teachers in Rhineland-Palatinate, Germany, concerning inclusive education. There were 491 people who participated in the study. The future teachers responded to a slightly modified questionnaire by Kopp (2009) using case descriptions of pupils with different educational needs to assess attitudes toward inclusion and self-efficacy in inclusive classroom settings. Results show a general effect of the intended type of school on inclusive beliefs and self-efficacy with significant differences between future teachers. Preservice teachers for special needs school rated highest in inclusive beliefs, and self-efficacy secondary school teachers and academic high school teachers lowest. The intended profession also plays a role in rating the readiness for inclusion of the presented case examples. In the eyes of future teachers, children with intellectual disabilities and complex special needs should be educated in special needs schools.
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MUZDALIFAH, FELLIANTI. "PENGARUH EFIKASI PADA SIKAP GURU TERHADAP PENDIDIKAN INKLUSIF." JPPP - Jurnal Penelitian dan Pengukuran Psikologi 6, no. 1 (2017): 39–47. http://dx.doi.org/10.21009/jppp.061.06.
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This study aims to understand the influence of teacher efficacy on teacher attitudes toward inclusive education. The variables studied were teacher efficacy as an independent variable (X) and teacher attitudes toward inclusive education as a dependent variable (Y). The method used is quantitative research, with cluster sampling technique. Participants of this study were teachers from inclusive public elementary school in Jakarta (N = 164). The instrument used to measure teacher efficacy is Teacher Efficacy for Inclusive Practice (TEIP), while Multidimensional Attitudestoward Inclusive Education Scale (MATIES) was used to measure teacher attitudes toward inclusive education.Processing methods of data analysis in hypothesis testing using regression analysis. Results of this study showed there is influence of teacher efficacy on teacher attitudes toward inclusive education (p <α; 0,002 < 0,05), with the contribution of influence 0,05 (5%). Therefore, in this study Ho is rejected and Ha accepted.
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Di Gennaro, Diana Carmela, Erika Marie Pace, Iolanda Zollo, and Paola Aiello. "TEACHER CAPACITY BUILDING THROUGH CRITICAL REFLECTIVE PRACTICE FOR THE PROMOTION OF INCLUSIVE EDUCATION." Problems of Education in the 21st Century 60, no. 1 (2014): 54–66. http://dx.doi.org/10.33225/pec/14.60.54.
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In a time where inclusive education has become the underpinning framework of reference for educational policies globally, effective strategies for a smooth and sustainable transformation of educational systems need to be identified. Recent literature on teachers’ attitudes has suggested that the adoption of inclusive policies, although necessary, is not sufficient for its implementation. Particularly, it has highlighted that the successful creation of inclusive environments requires critical reflection on the beliefs and values underpinning the attitudes towards the practical implementation and long-term sustainability of inclusive education. The research presented in this article outlines the historic evolution of the principles characterising inclusive education in Italy and Europe. It then delineates the competencies required for teacher capacity building in inclusive contexts and provides an overview of the founding principles supporting critical reflective practice. In conclusion, it proposes a guided strengths-oriented process aimed at enhancing critical reflection during initial and in-service teacher education courses in order to give teachers the opportunity to reflect on the beliefs and values shaping their practice, as well as explore new routes to bring about improvement and build strategic alliances to be able to handle the complex nature characterising current school contexts. Key words: critical reflective practice; continuous professional development; inclusive education; inclusion; teacher training.
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Lübke, Laura, Martin Pinquart, and Malte Schwinger. "The Role of Flexibility in the Realization of Inclusive Education." Sustainability 13, no. 8 (2021): 4452. http://dx.doi.org/10.3390/su13084452.
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This study focused on associations between teachers’ flexibility and their use of evidence-based strategies in inclusive education in a sample of N = 119 teachers. Flexibility showed direct effects on teachers’ attitudes towards the achievement of mainstream students and students with learning difficulties, attitudes towards social benefits of inclusion for students with emotional and behavioral disturbances, and on teachers’ self-efficacy regarding the support of students’ social skills. Furthermore, indirect effects of flexibility on intentions and behavior regarding the support of social skills were found. The findings emphasize the importance of teachers’ flexibility in the realization of inclusive education.
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AlMahdi, Osama, and Hanin Bukamal. "Pre-Service Teachers’ Attitudes Toward Inclusive Education During Their Studies in Bahrain Teachers College." SAGE Open 9, no. 3 (2019): 215824401986577. http://dx.doi.org/10.1177/2158244019865772.
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This study explored pre-service teachers’ attitudes toward inclusive education. The Sentiments, Attitudes, and Concerns about Inclusive Education–Revised (SACIE-R) scale was completed by 138 teacher candidates in a teacher preparation program in Bahrain Teachers College. The findings revealed that candidate teachers needed more opportunities to interact with and teach children with disabilities during their school practicum; they also needed more preparation and knowledge about the educational policies related to these children. Not all the candidate teachers felt confident in their knowledge and skills when dealing with these children. The sentiments of the candidate teachers were generally positive and compassionate to children with disabilities. The attitudes of the candidate teachers were generally positive as well, but there were some apprehensions in regard to including children who show aggressive behavior toward others or those who require communicative technologies in regular classes. The participants had many concerns related to certain aspects of including students with disabilities in the regular classrooms. The findings indicated that there is no significant difference among the study sample in terms of their attitudes, concerns, or sentiments toward inclusion according to the academic year variable (orientation, Year 1, Year 2, Year 3, and Year 4) and the specialization variable (no specialization, Cycle 1). There was also a significant negative relationship between level of confidence in teaching students with disabilities and the sentiment aspect, and also with the concerns. There was a significant negative relationship between knowledge of the local policy that relates to children with disabilities and the sentiment aspect.
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Werner, Shirli, Tom P. Gumpel, Judah Koller, Vered Wiesenthal, and Naomi Weintraub. "Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?" PLOS ONE 16, no. 9 (2021): e0257657. http://dx.doi.org/10.1371/journal.pone.0257657.
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Background While research has focused on understanding teachers’ attitudes towards the inclusion of children with special educational needs into general education classrooms, there are lacunae that have yet to be addressed. This study examined the association between perceived self-efficacy and attitudes towards inclusion among elementary school teachers. The study also examined the role of teachers’ self-efficacy as a mediating variable between knowledge of inclusion policy, perception of school support and teachers’ attitudes towards inclusion. Methods Teachers (N = 352) working in general or special education schools completed questionnaires assessing attitudes towards inclusion, sense of self-efficacy, knowledge of current policy, and perception of support for inclusive practices. Results Higher perceived knowledge of inclusion policy and higher perceived school support of inclusion were both related to higher self-efficacy regarding inclusion, which, in turn, was related to more positive attitudes about inclusion. Conclusion Our results suggest that point to being knowledgeable regarding local and national policy is important in order to increase feelings of self-efficacy regarding the implementation of effective educational practice. To enhance inclusion, local and national policy must be clearly communicated to teachers. Furthermore, leadership and a supportive school environment are conducive to successful inclusive education.
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F, Firman, Friscilla Wulan Tersta, Cicyn Riantoni, and Fellicia Ayu Sekonda. "TEACHERS’ ATTITUDES TO SPECIAL NEEDS STUDENTS IN ENGLISH LANGUAGE TEACHING." Humanities & Social Sciences Reviews 8, no. 2 (2020): 37–45. http://dx.doi.org/10.18510/hssr.2020.82e03.
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The purpose of the study: This study aimed to investigate the teachers' attitudes to special needs students and also the contribution that will be useful in inclusive education.
 Methodology: This study used qualitative methods. The research subjects were five general teachers who teach students with special needs in inclusive education in Jambi, Indonesia. The sampling procedure was used for purposive sampling. The data were collected by a semi-structured interview with five teachers from different backgrounds of teaching. The recorded interview data were transcribed. The documents were then studied, labelled, and elucidated comprehensively.
 Main Findings: The result of the research revealed that teachers’ attitude to special need students is good. In addition, the contribution of the teachers’ attitudes is formed from this research, such as the transformation of the value of each student, the strategies of the teachers like seating arrangement, the using of the different curriculum, teaching aids and rapport.
 Applications of this study: To achieve education for all and education equality, the government in Indonesia increases the number of inclusive education. The findings of this research are expected to add new knowledge to the scope of inclusive education especially in EFL contexts. Theoretically, the results of this study are expected to provide some references and contributions for the study on special needs students in inclusive education.
 Novelty/Originality of this study: This issue becomes a new atmosphere for teachers, especially for EFL teachers in teaching the various students. It is essential to know teachers' attitudes to special needs students in the context of inclusive education because that aspect will be piloting to the contribution of the teaching and learning process.