Attitudes of special and regular education teachers towards school integration

Padeliadu, Susana; Lampropoulou, Venetta

doi:10.1080/0885625970120301

Cited by 30 publications

(15 citation statements)

References 14 publications

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“…The results of the research study carried out by Alghazo et al (2004) showed that teachers who had between one and five years of teaching experience had considerably more positive attitudes towards the integration of students with special educational needs compared to those who had six to eleven years of teaching experience and those who had twelve or more years of experience. Many other researches also agree with these results (Avissar et al, 2003;Center & Ward, 1987;Forlin, 1995;Glaubman & Liftshitz, 2001;Leyser, Kapperman, & Keller 1994;Padeliadou & Lampropoulou, 1997). On the contrary, the study by Avramidis, Bayliss, and Burden (2000) revealed that teachers' teaching experience appears to have no relationship to their attitudes and their perceptions concerning the integration of students with disabilities.…”

Section: Teaching Experiencementioning

confidence: 61%

Teachers’ perceptions and attitudes on the inclusive education of students with Autism Spectrum Disorders (ASD): A literature review

Kofidou¹,

Mantzikos²,

Chatzitheodorou³

et al. 2017

Dial

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Οι ερευνητές πραγματοποίησαν μια ανασκόπηση της βιβλιογραφίας για τις αντιλήψεις και στάσεις των εκπαιδευτικών για την ένταξη των μαθητών/ριών με Διαταραχές Αυτιστικού Φάσματος (ΔΑΦ). Για να βρουν τις σχετικές με το θέμα έρευνες διεξήγαγαν αναζήτηση στις βάσεις δεδομένων ERIC, PsychLIT, EBSCO, Medline, και PubMed με τις λέξεις-κλειδιά «Εκπαιδευτικοί», «Αντιλήψεις», «Στάσεις», και «Παιδιά με Αυτισμό». Από την αναζήτηση βρέθηκαν 55 ερευνητικά άρθρα, μεταπτυχιακές και διδακτορικές διατριβές σχετικά με το θέμα τους. Τα αποτελέσματα έδειξαν ότι η πλειοψηφία των εκπαιδευτικών έχει περιορισμένη ή ανεπαρκή γνώση και βασικές παρανοήσεις σχετικά με τις Διαταραχές Αυτιστικού Φάσματος. Επίσης, οι εκπαιδευτικοί είχαν αρνητικές στάσεις απέναντι στην ένταξη των μαθητών/ριών με αυτισμό. Από την άλλη πλευρά, λιγότεροι/ες εκπαιδευτικοί φάνηκε ότι έχουν θετικές στάσεις στην ένταξη αυτών των μαθητών/ριών. Ένα μεγάλο ποσοστό των εκπαιδευτικών φάνηκε να έχει διαφορετικές στάσεις/απόψεις για τον αυτισμό. Επιπλέον, η ανασκόπηση έδειξε ότι μερικοί/ές εκπαιδευτικοί τείνουν να έχουν ουδέτερες στάσεις προς την ένταξη αυτής της ομάδας μαθητών/ριών. Επιπλέον, αρκετοί/ές εκπαιδευτικοί αντιλαμβάνονται τους/τις μαθητές/ριες με αυτισμό διαφορετικά από τους/τις τυπικά αναπτυσσόμενους/ες μαθητές/τριες. Η έρευνα αυτή υποδεικνύει ότι οι εκπαιδευτικοί πρέπει να λάβουν περισσότερη κατάρτιση για τον αυτισμό και τις αποτελεσματικές εκπαιδευτικές πρακτικές για αυτούς/ές τους/τις μαθητές/ριες. Με αυτόν τον τρόπο, οι ίδιοι/ες θα αναπτύξουν θετικές στάσεις προς την εκπαιδευτική ένταξη αυτών των μαθητών/ριών.

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Section: Teaching Experiencementioning

confidence: 61%

Teachers’ perceptions and attitudes on the inclusive education of students with Autism Spectrum Disorders (ASD): A literature review

Kofidou¹,

Mantzikos²,

Chatzitheodorou³

et al. 2017

Dial

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“…Several researchers reported that regular teachers do not hold supportive attitudes towards inclusion (Kalyva, Gojkovic, & Tsakiris, 2007;Semmel, Abernathy, Butera, & Lesar, 1991;Thomas, 1985;Vaughn et al, 1996), while others reported more favourable attitudes (Avramidis et al, 2000;Dupoux, Wolman, & Estrada, 2005;Rojewski & Pollard, 1993;Sadek & Sadek, 2000;Subban & Sharma, 2006;Villa, Thousand, Meyers, & Nevin 1996;Ward et al, 1994), and a few researchers found neutral or uncertain attitudes (Bennett, Deluca, & Bruns, 1997;Leyser & Tappendorf, 2001;Padeliadu & Lampropoulou, 1997;Yuen & Westwood, 2001).…”

Section: Overview Of Studies Of Teachers' Attitudes Towards Integratimentioning

confidence: 99%

Inclusion, Disability and Culture

Hassanein¹

2015

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ScopeThis series addresses the many different forms of exclusion that occur in schooling across a range of international contexts and considers strategies for increasing the inclusion and success of all students. In many school jurisdictions the most reliable predictors of educational failure include poverty, Aboriginality and disability. Traditionally schools have not been pressed to deal with exclusion and failure. Failing students were blamed for their lack of attainment and were either placed in segregated educational settings or encouraged to leave and enter the unskilled labour market. The crisis in the labor market and the call by parents for the inclusion of their children in their neighborhood school has made visible the failure of schools to include all children.Drawing from a range of researchers and educators from around the world, Studies in Inclusive Education will demonstrate the ways in which schools contribute to the failure of different student identities on the basis of gender, race, language, sexuality, disability, socio-economic status and geographic isolation. This series differs from existing work in inclusive education by expanding the focus from a narrow consideration of what has been traditionally referred to as special educational needs to understand school failure and exclusion in all its forms. Moreover, the series will consider exclusion and inclusion across all sectors of education: early years, elementary and secondary schooling, and higher education.

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“…Estudios como los de Bowman, 1986;Berryman, 1989;Bacon y Shulz, 1991;Aldea, 1993;Paldeliadu y Lampropoulou, 1997;Ojea, 1999;La Fundación Belén, 2002;Castejón, 2004;Alemany, 2004; Avramidis y Norwich, 2004; han puesto de manifiesto la particular importancia atribuida al colectivo docente en las posibilidades de implementación de las reformas educativas y más concretamente en el éxito de los modelos de integración y respuestas educativas a la diversidad propuestas por la mismas. La amplia cantidad de estudios revisados pone de manifiesto la importancia del papel del profesorado en lo que al éxito de la inclusión se refiere.…”

Section: Introductionunclassified

La Identificación Del Conocimiento Y Actitudes Del Profesorado Hacia Inclusión De Los Alumnos Con Necesidades Educativas Especiales

Pérez‐Jorge

Rosa

Rodríguez-Jiménez

et al. 2016

ESJ

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This article describes the development and evaluation of a tool to assess knowledge and attitudes of teachers towards inclusion of students with special educational needs (SEN). A questionnaire on attitudes of teachers towards these students was designed paying attention to three different levels: knowledge and attitude towards disability, organization of the educational response created to help students with SEN, and professional skills to adequately respond to the SEN students. The suitability of the instrument was assessed takng into account its content validity, reliability and underlying structure. Six different key dimensions, related to the investigations that have been carried out so far, were analyzed. These dimensions justified, from their theoretical point of view, their value.

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Attitudes of special and regular education teachers towards school integration

Cited by 30 publications

References 14 publications

Teachers’ perceptions and attitudes on the inclusive education of students with Autism Spectrum Disorders (ASD): A literature review

Teachers’ perceptions and attitudes on the inclusive education of students with Autism Spectrum Disorders (ASD): A literature review

Inclusion, Disability and Culture

La Identificación Del Conocimiento Y Actitudes Del Profesorado Hacia Inclusión De Los Alumnos Con Necesidades Educativas Especiales

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