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Journal articles on the topic 'Inclusive school teachers'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

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

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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

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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. Prese

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MISKALO, Adriana Lígia, Roseneide Maria Batista CIRINO, and Denise Maria Vaz Romano FRANÇA. "TEACHER TRAINING AND SCHOOL INCLUSION: AN ANALYSIS FROM TEACHERS' PERSPECTIVES." Boletim de Conjuntura (BOCA) 14, no. 41 (2023): 516–36. https://doi.org/10.5281/zenodo.7963543.

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This study surrounds the theme of teacher education, articulating, above all, the demands experienced by teachers regarding school inclusion. Thus, this study aims to understand the importance of teacher training focused on inclusive education. This is a bibliographic research articulated to field research with a qualitative analysis approach. The instrument used to collect data was a semi-structured interview with 10 teachers, the data collected was organized to perform the analysis based on Thematic Analysis. The research showed that a significant number of teachers did not experience, in th

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Kwon, Hyunsoo. "Secondary inclusive school teachers’ perceptions about inclusion, inclusive classroom, and teachers’ role for inclusion." Journal of special education : theory and practice 17, no. 3 (2016): 263–82. http://dx.doi.org/10.19049/jsped.2016.17.3.11.

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Kantor, Vitaliy Z., and Yuliya L. Proekt. "Inclusive Dispositions and Competences of School Teachers: Problems of Interrelation." Integration of Education 28, no. 3 (2024): 384–99. http://dx.doi.org/10.15507/1991-9468.116.028.202403.384-399.

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Introduction. Diversification of education of children with special needs, carried out on the basis of the inclusive educational paradigm, actualized the tasks of formation and development of inclusive competencies of teachers in general educational organizations. These competencies, however, should be considered in their connection with inclusive dispositions of a teacher as meaning structures of his/her personality. But the problem of interrelation of inclusive dispositions and teachers’ competences has not been empirically developed so far. Establishing the nature of the relationship betwee

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Junaidi, Ahsan R., Asep Sunandar, Joko Yuwono, and Ediyanto Ediyanto. "ELEMENTARY SCHOOL TEACHERS’ PERCEPTION OF INCLUSIVE EDUCATION IN EAST JAVA, INDONESIA." International Journal of Educational Management and Innovation 2, no. 3 (2021): 346. http://dx.doi.org/10.12928/ijemi.v2i3.4483.

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Teachers' perception of inclusive education becomes an important indicator in evaluating the success of inclusive education. Teachers who have a positive perception of inclusive education will have a more controlled learning environment. This study used a survey method that investigates the current views of elementary school teachers toward inclusive education by exploring their perceptions. The respondents of this study are 70 elementary school teachers in East Java Province. This study found that: (1) There was no difference perception of teachers in primary schools concerning the concept of

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Mishra, Dr Sabita. "ATTITUDE OF ELEMENTARY SCHOOL TEACHERS TOWARDS INCLUSIVE CLASSROOM AT ELEMENTARY STAGE." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 15, no. 2 (2024): 147–54. http://dx.doi.org/10.61841/turcomat.v15i2.14703.

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The present study has made an attempt to find out the attitude of elementary school teachers towards inclusive classroom. Teacher’s attitude has a significant role in implementing the inclusive education in classroom.The populationof the study comprised of all the elementary teachers of Puri district. Out of this, 70 teachers were selected through incidental sampling from 20 schools of Nimapara Block of Puri district. Teachers’ attitude towards inclusive classroom was studied on the basis of three demographic variables i.e. locality, qualification and experience. The study was descriptive in n

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Cruz, Joana, Helena Azevedo, Marisa Carvalho, and Helena Fonseca. "From Policies to Practices: Factors Related to the Use of Inclusive Practices in Portugal." European Journal of Investigation in Health, Psychology and Education 13, no. 10 (2023): 2238–50. http://dx.doi.org/10.3390/ejihpe13100158.

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Inclusion is considered a foundation for quality education, and teachers’ inclusive practices are essential for success in mainstream classrooms. Portugal has been making progressive improvements in its policies for inclusive education, although there is little consistency in school practices within or between schools. Moreover, data identifying the personal and career variables relevant to teachers’ inclusive practices in Portugal are scarce. Therefore, the purpose of this study was to determine the relationship between teachers’ inclusive practices and personal and career-based characteristi

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Pandia, Weny Savitry Sembiring, and Margaretha Purwanti. "Teachers' perceptions of school climate in inclusive schools." Psikohumaniora: Jurnal Penelitian Psikologi 4, no. 1 (2019): 27. http://dx.doi.org/10.21580/pjpp.v4i1.3357.

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Teachers are important figures in forming the school climate, including in inclusive schools. Their perception will influence the learning process and indirectly affect students’ achievements. This study aimed to identify teachers’ perceptions of school climate in inclusive schools. Mixed method was used in this study. Quantitatively, questionnaires were given to 127 teachers from 2 inclusive vocational schools and 4 inclusive high schools in Jakarta, Bandung, and Surakarta, using accidental sampling technique. In each class, there were 2 – 3 students with special needs, which encompassed diff

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Mkhonta-Khoza, Portia P., and Nonhlanhla A. Dlamini. "Analysis of Eswatini Senior Secondary School SiSwati Teachers’ Inclusive Education Practice." Journal of Education and Practice 6, no. 6 (2022): 51–70. http://dx.doi.org/10.47941/jep.1153.

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Purpose: Inclusive education entails children’s rights to education in spite of all; it implies that teachers align instruction alongside inclusivity. This study sought to analyze senior secondary school siSwati teachers’ inclusive education practice, a case study of schools in the Shiselweni region, Nhlangano cluster. Its objectives were; to ascertain senior secondary school siSwati teacher’s views about inclusive education practice; to determine senior secondary school siSwati teachers’ implementation of inclusive education practice and to ascertain the challenges of inclusive education prac

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Sanagi, Tomomi. "Teachers' Misunderstanding The Concept Of Inclusive Education." Contemporary Issues in Education Research (CIER) 9, no. 3 (2016): 103–14. http://dx.doi.org/10.19030/cier.v9i3.9705.

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Teachers' misunderstanding the concept of inclusive education will not lead to good practices, rather make an exclusive environment for pupils with special educational needs in mainstream schools. This study clarified teachers' attitudes towards the image of inclusive education with conjoint analysis and cluster analysis. The participants for this study were 182 teachers who were from both mainstream schools and special schools. Their image about inclusive education was mainly dependent upon the organization of group and size of a group. The subfile summary of the conjoint analysis indicated t

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Shameer Khokhar, Manzoor Ahmed, and Dr. Shah Mir. "Inclusive Education Can Bring Change: The Impact of Factors Influencing Teachers' Attitudes towards Inclusive Education in Private and Public Secondary Schools of Karachi." sjesr 6, no. 1 (2023): 176–86. http://dx.doi.org/10.36902/sjesr-vol6-iss1-2023(176-186).

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Teachers must have a positive outlook and be dedicated to the tasks they undertake if they are to succeed in inclusive education. It is vital to ensure that all students have an inclusive future in the classroom. Teachers play an iconic role in implementing inclusive education. The successful execution of inclusive education is primarily attributable to teachers' attitudes toward inclusion policies. This study aims to investigate the impact of Teacher Efficacy for Inclusive Practices (TEIP) on Teachers' Attitudes towards Inclusive Education Scale (TAIS). This study employed two different TEIP

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Anggadewi, Brigitta Erlita Tri, and Laurensia Aptik Evanjeli. "Persepsi guru terhadap sistem pembelajaran inklusi di sekolah dasar." Jurnal Psikologi Udayana 9, no. 2 (2022): 140. http://dx.doi.org/10.24843/jpu.2022.v09.i02.p04.

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Inclusive learning in elementary schools is increasingly being promoted by the government. Each school is expected to be able to meet the needs of students with special needs who are studying. However, the realization of inclusive schools can also be influenced by the teacher's perspective on children with special needs. So far, teachers have only followed directions from schools and schools have followed directions from the Government. It is really necessary to know how teachers actually perceive children with special needs which in the end also has an impact on their perspective on the inclu

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Gohar, Maria, Aqsa Akmal, Javeria Javed, Sajid Ullah, Nazish A. Qadir, and Subhan Ur Rehman Burki. "Embracing Inclusion: Private School Teachers' Perspective." Journal of Health and Rehabilitation Research 4, no. 1 (2024): 1006–11. http://dx.doi.org/10.61919/jhrr.v4i1.494.

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Background: The concept of inclusive education, which integrates students with and without special needs, is pivotal for fostering equitable learning opportunities. Teacher attitudes are a significant determinant of the success of inclusive education policies. Objective: To ascertain the perspectives of private school teachers in Peshawar regarding the inclusion of children with disabilities in mainstream educational settings. Methods: A descriptive cross-sectional study was carried out over six months at seven private schools in Hayatabad, Peshawar, following IRB and ethical approval from KMU

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Lacruz-Pérez, Irene, Ma Inmaculada Fernández-Andrés, and Raúl Tárraga-Mínguez. "ACTITUDES DE LOS DOCENTES HACIA LA EDUCACIÓN INCLUSIVA. ANÁLISIS DE LAS VARIABLES QUE INFLUYEN EN SU CONFIGURACIÓN." Universidad-Verdad, no. 80 (June 17, 2022): 44–57. http://dx.doi.org/10.33324/uv.vi80.515.

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El propósito de este trabajo fue analizar las actitudes de los docentes hacia la educación inclusiva en educación infantil y primaria, y determinar algunos de los factores que infuyen en la confguración de estas actitudes. Ciento veintiocho docentes de diferentesescuelas de la Comunidad Valenciana (España) completaron un cuestionario que evalúa las actitudes del profesorado hacia la inclusión. Se analizó mediante un ANOVA la infuencia del puesto de trabajo (maestro/a generalista o especialista de educación especial) y del modelo inclusivo de centro educativo donde desarrollaban su trabajo. Asi

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Bērziņa, Ženija. "Teachers' Perceptions on What Inclusion Needs." Journal of Teacher Education for Sustainability 12, no. 1 (2010): 75–84. http://dx.doi.org/10.2478/v10099-009-0048-8.

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Teachers' Perceptions on What Inclusion NeedsA decade has passed since the equal right of all children to quality education regardless of their mental or physical abilities was declared by the Education Law (Izglītības likums, 1998). During that interlude, the Latvian educational system went through a period of tremendous change from total segregation of children with special needs in special schools to so-called "correction" classes in general schools, then to the special classes in general schools and finally to inclusion of special needs children in regular classrooms. Thus, the idea of inc

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Englis, Yvonne C., Karl Patrick B. Galgo, and Jinky D. Galindo. "Exploring Teachers’ Perspectives on Their Inclusive Education Preparedness." International Journal of Economics, Business and Management Research 09, no. 02 (2025): 243–64. https://doi.org/10.51505/ijebmr.2025.9219.

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Inclusive education continues to face various challenges and confusion regarding its implementation. It is crucial to improve teachers’ knowledge and skills to better support students with special needs. This study examined the teacher’s preparedness in inclusive education implementation in three selected schools in Cebu City, namely, Labangon Elementary School, Lahug National High School, and Talamban National High School as a basis for a proposed intervention plan. A descriptive-correlational design was employed to examine and probe the quantitative data. A total of 104 school teachers parti

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Afriani, Gusma. "The Role of Teachers in Implementing Inclusive Education for Children with Special Needs in General School Enviroments." Global Education Journal 3, no. 2 (2025): 575–83. https://doi.org/10.59525/gej.v3i2.751.

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Inclusive education has become a global priority to ensure equal learning opportunities for all students, including children with special needs. However, in many general school environments, the implementation of inclusive education remains a significant challenge, particularly due to the limited readiness of teachers. This study aims to explore the role of teachers in implementing inclusive education for children with special needs in general school settings. A qualitative descriptive approach was employed, involving semi-structured interviews, classroom observations, and document analysis at

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Kozibroda, Larysa V., Oksana P. Kruhlyk, Larysa S. Zhuravlova, Svitlana V. Chupakhina, and Оlena M. Verzhihovska. "Practice and Innovations of Inclusive Education at School." International Journal of Higher Education 9, no. 7 (2020): 176. http://dx.doi.org/10.5430/ijhe.v9n7p176.

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The article has carried out a meta-analysis of the research concerning practice and innovations of inclusive education at school. Investigation of the practice of inclusive education at schools has been intensified since the 1990s, after identifying the need to implement inclusion strategies and concepts at the international level. The first studies of inclusive education (until the 2000s) concerned beliefs and values as a factor, influencing the effectiveness of inclusion, strategies of inclusive education. Investigations after the 2000s have been aimed at more focused subject matter of the r

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Bērziņa, Ženija. "School-Based Mentoring for Professional Development of Inclusive School Teachers." Journal of Teacher Education for Sustainability 13, no. 1 (2011): 72–83. http://dx.doi.org/10.2478/v10099-011-0006-0.

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School-Based Mentoring for Professional Development of Inclusive School TeachersBecause of the importance and the complexity of inclusive education, the implementing of a new teaching method in fifteen schools of four regions of Latvia was integrated with school-based teacher mentoring in a two-year project. A new method of teaching basic concepts for children with learning disabilities was a crucial part of in-service teacher training mentoring programme. This paper illuminates mentors' and teachers-mentees' perceptions on the impact of mentoring on their teaching at the primary school level.

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Lestari, Dita, and Ulya Rahmanita. "Resilience of Inclusive School Teachers in Kota Bengkulu." KnE Social Sciences 10, no. 14 (2025): 517–25. https://doi.org/10.18502/kss.v10i14.19114.

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Teachers in inclusive schools have greater challenges and pressures in terms of creating equal education between disabled and non-disabled students. Therefore, inclusive school teachers need the ability to rise, survive and adjust to various challenges, which is called resilience. This study aims to provide an overview of the resilience abilities of inclusive school teachers in Kota Bengkulu. The research method used was quantitative description. The research participants were 30 inclusive school teachers from two standardized inclusive schools in Kota Bengkulu. Data were collected using the G

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Sheehy, Kieron, Budiyanto, Helen Kaye, and Khofidotur Rofiah. "Indonesian teachers’ epistemological beliefs and inclusive education." Journal of Intellectual Disabilities 23, no. 1 (2017): 39–56. http://dx.doi.org/10.1177/1744629517717613.

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A growing number of children with intellectual disabilities attend inclusive schools in Indonesia. Previous research has suggested that teachers’ type of school and experience influences their beliefs about inclusive education. This research collected questionnaire data from 267 Indonesian teachers and compared the responses from those working in inclusive, special and regular schools regarding their epistemological and pedagogical beliefs. The results showed that teachers in inclusive schools expressed stronger social constructivist beliefs than those in other schools. However, it was teacher

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Barnová, Silvia, Mária Kožuchová, Slávka Krásna, and Róbert Osaďan. "Teachers’ Professional Attitudes towards Inclusive Education." Emerging Science Journal 6 (June 6, 2022): 13–24. http://dx.doi.org/10.28991/esj-2022-sied-02.

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In the study, an overview of the current situation in the field of inclusive education in Slovakia is presented. Since teachers’ attitudes towards inclusive education are among the key determinants of the success or failure of SEN students’ inclusion in mainstream schools, the main objective of the study was to investigate them in the context of implementing the new Strategy for Inclusive Education in Slovakia. In this quantitative study, Mahat [1] "The Multidimensional Attitudes Toward Inclusive Education Scale (MATIES)" was used and three components of teachers’ attitudes – cognitive, affect

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Barnová, Silvia, Mária Kožuchová, Slávka Krásna, and Róbert Osaďan. "Teachers’ Professional Attitudes towards Inclusive Education." Emerging Science Journal 6 (June 6, 2022): 13–24. http://dx.doi.org/10.28991/esj-2022-sied-02.

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In the study, an overview of the current situation in the field of inclusive education in Slovakia is presented. Since teachers’ attitudes towards inclusive education are among the key determinants of the success or failure of SEN students’ inclusion in mainstream schools, the main objective of the study was to investigate them in the context of implementing the new Strategy for Inclusive Education in Slovakia. In this quantitative study, Mahat [1] "The Multidimensional Attitudes Toward Inclusive Education Scale (MATIES)" was used and three components of teachers’ attitudes – cognitive, affect

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Ibeabuchi, Glory, and Geraldine Ngenwie Omerekpe. "Teachers' Variables as Predictors of Effective Inclusive Classroom Instructional Practices in Owerri Municipal, Imo State, Nigeria." African Journal of Inclusive Education 6, no. 1 (2024): 136–46. https://doi.org/10.5281/zenodo.11205336.

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This study investigated the relationship between teachers' variables (knowledge, attitudes, participation in conferences/workshops, and specialized training in inclusive education) and effective inclusive classroom instructional practices in Owerri Municipal, Imo State, Nigeria. The research aimed to examine the predictive power of these teacher-related factors on the implementation of effective inclusive instructional practices. A survey research design of correlational type was adopted for the study. The population consisted of 540 secondary school teachers from all six public secondary scho

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Nugraheni, Dwi Budiarti, and Sugito. "Implementation of Inclusive Education of Elementary Schools: a Case Study in Karangmojo Sub-District, Gunungkidul Regency." Journal of Education and Learning (EduLearn) 12, no. 2 (2018): 214–23. https://doi.org/10.11591/edulearn.v12i2.8727.

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This study examined: a) school member interactions that reflect an inclusive culture, b) school policies in promoting inclusion, c) evolving inclusive practies of elementary schools. This study employed the qualitative approach, with case study designs. The research was conducted at 7 Inclusive Inclusice schools in Karangmojo Sub-district. This study reveals that interaction of school members in creating inclusive culture can be seen from their efforts to cultivate mutual respect among the school members, big support and role of the principal in engaging all parties, and partnerships between s

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Shongwe, Elmon Jabulane. "Providing Relevant Teacher Education To Teachers of Inclusive Education in Primary Schools in Eswatini." Edukasiana: Jurnal Inovasi Pendidikan 3, no. 1 (2023): 102–14. http://dx.doi.org/10.56916/ejip.v3i1.506.

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The study aims to investigate the appropriateness of teacher education provided by teacher training institutions to teachers for an inclusive set-up in primary schools, Eswatini. Learners with disabilities in Eswatini are usually found in special schools; however, the government of Eswatini advises parents to send these children to nearby community schools. The study investigated whether the teachers in public primary schools were appropriately trained by the teacher training institutions for inclusive classrooms. A qualitative approach was used in the study, employing the multiple case study

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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 disadvanta

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Mešalić, Šaćira, Izet Pehlić, and Muharem Adilović. "INCLUSION IN PRACTICE ACCORDING TO ATTITUDES OF TEACHERS." Zbornik radova Islamskog pedagoškog fakulteta u Zenici (Online), no. 9 (December 15, 2011): 153–72. http://dx.doi.org/10.51728/issn.2637-1480.2011.153.

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Subjective factors have great significance for introducing inclusion into schools. The hypothesis of this paper is that teachers’ attitudes can have great impact on the realisation of inclusive education since they are the main bearers of upbringing and educational process, and of admitting children with special needs in regular classes. The aim of the research was to examine teachers’ attitudes towards inclusion in some regular primary schools, and to determine differences in attitudes towards educational inclusion The research was carried out on a sample of eleven regular schools in the Muni

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Shevchenko, Yuliia M., Svitlana M. Dubiaha, Valentyna D. Melash, Tetyana V. Fefilova, and Yulia О. Saenko. "The Role of Teachers in the Organization of Inclusive Education of Primary School Pupils." International Journal of Higher Education 9, no. 7 (2020): 207. http://dx.doi.org/10.5430/ijhe.v9n7p207.

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The article highlights the models of inclusive education of Italy, Germany, Sweden, Norway, and Great Britain. Inclusion models can be classified into three basic ones, according to the ratio of the number of primary school-aged children at general and specialized schools, namely: full inclusion, partial inclusion with a predominance of pupils at general schools, partial inclusion with a predominance of pupils at specialized schools. Full inclusion is present in Italy and Norway, partial inclusion with a predominance of students at specialized schools is observed in Sweden (88.40%), partial in

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Pasaribu, Rhendivan, Usman Radiana, Luhur Wicaksana, and Claudi Dominico Panggoning Salarasati. "PERAN KEPALA SEKOLAH DALAM PENYELENGGARAAN PENDIDIKAN INKLUSIF DI SMP NEGERI 4 JELAI HULU." Manajemen Pendidikan 18, no. 2 (2023): 165–76. http://dx.doi.org/10.23917/jmp.v18i2.23289.

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This research illustrates the important role of the head of school in providing inclusive education in remote areas. School leaders have a central role to play in leading schools towards a vision of inclusive mission, influencing teacher performance, and creating an inclusive educational environment. Effective school leaders are able to analyze situations, make strategic decisions, and design inclusive educational programs that are tailored to the needs of students with special needs. School leaders also play a role in motivating and empowering teachers to support inclusive education. However,

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Shilvani, Shilvani, Yohanes Gatot Sutapa Yuliana, and Clarry Sada. "Teaching English in Inclusive Primary School: Teachers’ Challenges and Coping Strategies." Lectura : Jurnal Pendidikan 15, no. 1 (2024): 15–26. http://dx.doi.org/10.31849/lectura.v15i1.16217.

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This research investigated the teachers' challenges and coping strategies in teaching English in ZonaKata Inclusive Primary School in the academic year 2022/2023. This research was designed as qualitative case-study research to discover teachers' challenges and coping strategies when teaching English in inclusive settings. Five teachers who teach grades one through five at ZonaKata Inclusive Primary School participated in the study. The observation, interviews, and a review of the documents showed that the students' emotional-behavioral problems and communication-language features problems are

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Z. Nyoni, Kristofa. "Teacher’s Attitude towards Inclusive Education in Tanzanian Primary Schools: A Case of Iringa District." Issue 6 3, no. 6 (2022): 8–14. http://dx.doi.org/10.46606/eajess2022v03i06.0232.

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The study sought to establish teacher’s attitude towards inclusive education in Tanzanian primary schools: A case of Iringa District using the qualitative approach and a case study design. The population of the study was primary school teachers of whom a total sample of 36 respondents was selected in the following distribution: 30 primary school teachers and 6 head teachers. Thirty (30) primary school teachers were selected through simple random sampling while three (6) heads of schools were purposely selected. The study employed semi-structured interview and focus group discussion (FGD) as in

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Denisova, Olga, Olga Lekhanova, Valentina Ponikarova, and Tatyana Gudina. "Inclusive culture of kindergarten, school, college and university teachers." SHS Web of Conferences 70 (2019): 10002. http://dx.doi.org/10.1051/shsconf/20197010002.

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Inclusive culture of teachers is one of the conditions for the successful inclusion of students with disabilities in the educational organization space. The authors identified 15 indicators characterizing the value, motivation and experience of teachers in the field of educational inclusion. Diagnostic results of inclusive culture of Vologda region are presented in the paper. The study shows that 63% of 1,100 teachers surveyed have a critical level of inclusive culture. As a result of the comparative analysis, it was determined that kindergarten and university teachers have a higher level of i

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Gökalp, Türkan, and Mukaddes Demirok. "TEACHER'S OPINIONS ON THE EDUCATION OF INCLUSIVE STUDENTS." Near East University Online Journal of Education 4, no. 2 (2021): 41–51. http://dx.doi.org/10.32955/neuje.v4i2.430.

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The purpose of this research is to examine the views of primary school teachers in the education process of inclusive students. The participants of the research were Şht. Mustafa Kurtuluş Primary School teachers. Our participant group of 10 consists of classroom teachers. Research data were collected by semi-structured interview technique, one of the qualitative research methods. The data obtained from the research were analyzed descriptively. As a result, considering the difficulties faced by classroom teachers in inclusion practices in primary schools, and the research findings in order to m

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Japundža-Milisavljević, Mirjana, Aleksandra Đurić-Zdravković, and Biljana Milanović-Dobrota. "Educators' attitudes towards inclusive education." Specijalna edukacija i rehabilitacija 21, no. 1 (2022): 15–30. http://dx.doi.org/10.5937/specedreh21-34279.

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Introduction. The attitudes of educators towards inclusive education are a significant factor in successful education of students with disabilities. Objectives. The objectives of this research were to assess the attitudes of educators towards inclusion as well as to determine the differences in the attitudes between class teachers, primary school teachers and secondary school teachers. The specific objectives were to identify the differences in attitudes of teachers in relation to age and experience in working with students with disabilities. Methods. The survey was conducted on a convenient s

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Dr. Faisal Anis, Dr. Yasira Waqar, and Dr. Yaar Muhammad. "Understanding Pakistani Elementary School Teachers' Attitudes toward Inclusive Education: Development of the Teacher Inclusion Attitude Questionnaire." Indus Journal of Social Sciences 3, no. 1 (2025): 238–50. https://doi.org/10.59075/ijss.v3i1.619.

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The objective of the study was to develop an instrument, the Teacher Inclusion Attitude Questionnaire (TIAQ), for measuring Pakistani elementary school teachers' attitudes towards inclusive education. There remains a dearth of contextually validated instruments to measure teacher preparedness in spite of Pakistan's policy commitment towards inclusive education. TIAQ was developed by using extensive literature review and expert consultation in conjunction with aspects of culturally and contextually associated with the Pakistani education system. The researcher completed a questionnaire that was

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Wang, Tiantian, and Guoxiu Tian. "Linking Distributed Leadership with Differentiated Instruction in Inclusive Schools: The Mediating Roles of Teacher Leadership and Professional Competence." Behavioral Sciences 13, no. 12 (2023): 990. http://dx.doi.org/10.3390/bs13120990.

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Despite the clear worldwide school inclusion initiative, translating the widely embraced notions of inclusive education into differentiated teaching practice has been recognized as a common difficulty. Based on replies from 780 educators in inclusive schools in Beijing, China, this study explored how distributed leadership contributes to teachers’ use of differentiated teaching, the mediation role of teacher leadership for inclusion, and teachers’ professional competencies of inclusive education. The results suggest that principals’ distributed leadership directly influences teachers’ employme

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Euralia, Chisangano, and Westbrook l. Joanna. "Trainee and Trained Secondary School Science Teachers’ Conceptions of Inclusive Education: Challenges and Experiences faced in an inclusive set up in Kitwe, Zambia." International Journal of Research and Innovation in Social Science VIII, no. V (2024): 1131–43. http://dx.doi.org/10.47772/ijriss.2024.805078.

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Background: Inclusive education is a fundamental right recognized by national and international policies. Article69 of the United Nations (2016) General Comment CRPD/C/GC/4 emphasizes the need for comprehensive teacher education across all educational levels—preschool, primary, secondary, tertiary, and vocational—to equip educators with essential core competencies and values for working in inclusive environments. The Government of the Republic of Zambia has taken significant strides by mandating a compulsory inclusive schooling module in all teacher training institutions since 2010, demonstrat

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Samsari, Eleni, Nektaria Palaiologou, and Georgios Nikolaou. "Exploring Narratives of Teachers Working with Culturally Diverse Students: Any Insights about Inclusion?" Societies 14, no. 4 (2024): 55. http://dx.doi.org/10.3390/soc14040055.

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The aim of the present study is to capture the teachers’ reflections and lived experiences on the inclusion of culturally diverse students in Greek school settings. Through a qualitative narrative inquiry approach, teachers share their personal accounts and stories about their efforts, initiatives, and moves towards more inclusive schooling, as well as the barriers they face in the school environment. Five (n = 5) primary school teachers were recruited purposefully because of their work experience with culturally and linguistically diverse (CLD) students in mainstream, integration or reception

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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 mainl

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Virani, Zubaida, and Naina Hassan Ali. "Perceived Challenges in Inclusive Education: An Exploratory Study of Primary Schools in Pakistan." Journal of Education and Educational Development 9, no. 2 (2022): 302–21. http://dx.doi.org/10.22555/joeed.v9i2.669.

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Abstract This study aimed to explore the challenges perceived by teachers towards inclusive education in primary schools in Pakistan. It also highlighted the importance of parental involvement in promoting inclusive education. Despite promises, the local government seems to have failed to provide equal access to education for all children in Pakistan. Among various hindrances, negative attitudes of the public, particularly among teachers and parents towards inclusive education can be considered the most significant deterrents to inclusive education in primary schools in Pakistan. Using an expl

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Bansir, Felicitas Asoh. "Teacher Awareness of Assessment Strategies Used in Inclusive Classrooms and Actual Practices of Inclusiveness. A Case Study of Public Primary Schools in English Speaking Cameroon." International Journal of Trend in Scientific Research and Development 2, no. 4 (2018): 2667–76. https://doi.org/10.31142/ijtsrd15713.

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The study sought to explore teachers knowledge of the various assessment strategies used in inclusive classrooms and the actual practices of inclusiveness in Cameroon public primary schools. International and national policies and regulations suggest inclusive practices in response to international declarations and conferences calling on school systems to be inclusive. The implementation of such changes in regular classrooms rest on teachers. Among other factors which may make inclusion effective, teachers awareness of the assessment strategies used in inclusive classrooms is significant. Equa

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Taskiranlar, Cemaliye, Zehra Ozcinar, and Huseyin Uzunboylu. "Evaluation of Teachers' and Administrators' Views on Inclusive Education." International Journal of Learning and Teaching 17, no. 2 (2025): 78–92. https://doi.org/10.18844/ijlt.v17i2.9782.

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The purpose of this research was to evaluate the opinions and suggestions of school administrators and classroom teachers working in various primary schools in the Gazimağusa district regarding inclusive education. This study, which attempts to ascertain the perspectives of school administrators and classroom teachers regarding inclusive education, employed the qualitative research approach. Research data were collected through semi-structured interview questions developed by the researchers. Descriptive statistics were utilized for the data analysis. The study group consisted of 15 school adm

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Fernandez, Idoia Legorburu, Maria Dosil-Santamaria, Nahia Idoiaga Mondragon, and Naiara Ozamiz-Etxebarria. "Teachers’ Involvement in Inclusive Education: Attitudes of Future Teachers." Education Sciences 13, no. 9 (2023): 851. http://dx.doi.org/10.3390/educsci13090851.

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Background: inclusive education seeks to ensure that all students can access quality education and requires education systems to commit to providing students with equal opportunities to participate in all aspects of school life. While progress has been made in this regard, the full implementation of educational inclusivity remains hindered by significant challenges and barriers. Teacher involvement is necessary for this inclusion, and it is important to study the attitudes that affect their inclusive practices in schools. Therefore, this study aims to determine the attitudes of future teachers

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Shrestha, Madhav. "Integrated School Teachers’ Experiences on Implementing Inclusive Education Policy of Nepal." Educational Journal 2, no. 2 (2023): 86–93. http://dx.doi.org/10.3126/ej.v2i2.61698.

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This study entitled “Integrated School Teachers’ Experiences on Implementing Inclusive Education Policy of Nepal” was carried out to investigate the experiences of integrated school teachers in implementing inclusive education policy of Nepal. The study had been carried out by selecting ten integrated schools of Kathmandu valley by convenience sampling method. Ten special education teachers and ten physical education teachers from each schools were selected by purposive sampling method. Semi-structured interview schedule was prepared and administered to the participants through telephonic inte

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Heiman, Tali. "Inclusive Schooling-Middle School Teachers' Perceptions." School Psychology International 22, no. 4 (2001): 451–62. http://dx.doi.org/10.1177/0143034301224005.

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Gita Aprillasis and Fitri sugiarti. "TEACHER'S TEACHING METHOD FOR INCLUSIVE STUDENTS USED IN ALAM MAHIRA SCHOOL BENGKULU." Teaching English and Language Learning English Journal 3, no. 1 (2023): 82–92. http://dx.doi.org/10.36085/telle.v3i1.5570.

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This study aims to determine the teaching methods used by teachers for inclusive children used in Mahira Alam School (SD, SMP, SMA) and how is the implementation of the inclusive teaching method used by student teachers at the Mahira Alam Bengkulu School. The type of research used in this research is qualitative research. The data collection technique used was direct observation at school. The subjects of this study were English teachers at Mahira Alam School (elementary, junior high, high school). The results of the study show that there are 4 teaching methods that the teacher uses in teachin

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Irdamurni, Irdamurni, Mega Iswari, Asep A. Sopandi, Johandri Taufan, and Yarmis Hasan. "Inclusive Education Reform In Mentawai Islands Cooperation for Teachers." Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat 20, no. 1 (2019): 54. http://dx.doi.org/10.24036/sb.0410.

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Reforms on inclusive education began to be carried out in Tua Pejat area, North Sipora District, Mentawai Islands by conducting training on the implementation of inclusive education by Padang State University lecturers in the context of carrying out community service for special education lecturers, followed by elementary school teachers from six elementary schools and special school teachers from two special schools in the North Sipora sub-district of the Mentawai islands. The training was conducted with a question and answer lecture method, accompanied by a demonstration simulation method an

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