Attitudes of students toward people with disabilities, moral identity and inclusive education—A two-level analysis

Szumski, Grzegorz; Smogorzewska, Joanna; Grygiel, Paweł

doi:10.1016/j.ridd.2020.103685

Cited by 49 publications

(55 citation statements)

References 48 publications

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“…The main theoretical research methods were comparative and structural analysis, classification and systematization, multilevel modeling. The study analyzed the world and Russian statistics on the number of children with disabilities, their level of education, access to higher education, the difficulties faced by persons with disabilities in obtaining education, regulatory documents that ensure this activity, experience in the implementation of inclusive education and digital technologies in this area on the example of works by such authors as: G. Shumsky [14], A. Morina [10,11], L.M. Banks [3], D. Robinson [13], Pinazo E. P. [12] 3 Results…”

Section: Methodsmentioning

confidence: 99%

“…Based on the works of E.M. Unianu [15], G. Shumsky [14], the main problems of persons with disabilities were identified: Ineffective solutions in support policies and programs. When developing standards and support programs, the needs of people with disabilities are not always pay attention to opinion of people with disabilities, or existing ones are not applied in practice.…”

Section: Problems Of Persons With Disabilitiesmentioning

confidence: 99%

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Digital Technologies, as a Factor in the Search for a New Quality of Inclusive Education

Yaskevich

2021

E3S Web Conf.

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More than a billion people in the world have disabilities, and therefore face barriers in various areas of life. Digital technologies in inclusive education can help integrate these people into the active social and economic life of society. The purpose of this study was to analyze new educational technologies from the point of view of providing a new level of inclusive education. This article analyzes and presents visual graphs on the number of people with disabilities, their involvement in the higher education system of the Russian Federation, regulatory documents relating to people with disabilities and inclusive education. Studied the problems that arise in people with disabilities. Personal and professional requirements for teachers are formulated. An analysis of the requirements for educational institutions in the context of teaching people with disabilities was carried out, digital technologies and additional tools used in inclusive education, as well as the tasks they perform, the experience of implementing inclusive education and digital technologies in this area were analyzed. This article also proposes the concept of the Center for the Education of Persons with Disabilities under the President of the Russian Federation, the purpose of which is to implement the principles of humanism and economic expediency by developing the prospects of persons with disabilities with its further application. The main tasks of the Center are: modernization of the inclusive education system, modernization of the regulatory framework with the involvement of persons with disabilities, selection and special training of domestic teachers, attraction of a foreign professor-teacher for the development of inclusive education, involvement of Russian-speaking students in the Russian education system, regardless of citizenship , temporarily or permanently living abroad, stable stereotypes in a society with limited physical abilities, as limited, but not limited in the realization of oneself as a full-fledged member of society.

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Section: Methodsmentioning

confidence: 99%

Section: Problems Of Persons With Disabilitiesmentioning

confidence: 99%

Digital Technologies, as a Factor in the Search for a New Quality of Inclusive Education

Yaskevich

2021

E3S Web Conf.

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“…Many countries have been issued policies considering many aspects of life of people with disabilities, including education. There are barriers to include students with disabilities in mainstream schools, one among others is negative attitudes of typically developing students towards students with disabilities (Szumski, Smogorzewska, & Grygiel, 2020). This study aims to know the knowledge of disabilities and attitudes towards inclusion of the students.…”

Section: The Relation Between Knowledge Of Disabilities and Attitudesmentioning

confidence: 99%

“…Students who have a moral identity can improve their attitudes towards cognitive aspects towards individuals with special needs. Moral identity shapes students' motivation to have prosocial behavior so that students can show prosocial attitudes when situations expect prosocial behavior in dealing with individuals with special needs (Szumski et al, 2020). Positive attitudes towards inclusion and individuals with special needs do not appear to be limited to the knowledge possessed by individuals, but there are still other factors that contribute to the formation of positive attitudes.…”

Section: Table 8 Analysis Of Differences Between Knowledge and Attitmentioning

confidence: 99%

Students’ Knowledge and Attitudes Towards Inclusion in College

Evanjeli

2021

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Students’ knowledge and attitudes towards individuals with special needs contribute to the realization of inclusion. This study aims to describe the graduate students’ knowledge and attitudes towards graduate students with special needs. The number of participants in this study was 130 (37.14% response rate) with an age range of 18-28 years. Correlation analysis, t-test analysis, and ANOVA was conducted to determine the relationship between student knowledge and their attitudes, and comparison of the demographic data. The results showed that there was a positive relationship between knowledge and attitudes towards inclusion but the correlation between knowledge and attitudes towards inclusion tended to be weak. The low correlation coefficient between knowledge and attitudes indicates that knowledge about disabilities is not the main factor determining student attitudes towards inclusion. The experience of interacting with individuals with special needs did not significantly contribute to knowledge and attitudes towards inclusion. The reported interactions with individuals with special needs are in the form of very close and close relationships such as relation with family members, close enough relationships such as relation with colleagues or staff, and acquaintances such as relation with neighbors.

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“…The study of the opinion of students without disabilities to inclusive education and their willingless to "inclusion", as well as the determinants of tolerance for coeducation, regularly becomes an object of study [8][9][10][11]. These determinants include age [12,13]; socio -economic situation [14]; type of educational institution [15]; experience of interaction with persons with disabilities both in the school environment and at home [16][17][18]; gender [19].…”

Section: A Problem Statementmentioning

confidence: 99%

Attitude of students of general and specialized educational institutions of the Rostov region towards inclusive education

Guterman

Detochenko

2021

SHS Web Conf.

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The paper presents the results of a sociological study conducted in the Rostov region among high school students of general and specialized educational institutions in 2020 (N=11727). The purpose of the study is to identify attitudes towards inclusive and collaborative education. Particular attention is paid to the determinants of the type of educational institution of the respondents, the experience of coeducation, and the presence or absence of disabilities among the respondents. Experience of inclusive education and the type of educational institution is a stronger factor in determining attitudes towards inclusive services than the presence or absence of disability. The highest level of ableism is manifested to children with speech, vision, hearing and mental impairments. All respondents unanimously believe that the mainpositive consequence of inclusion is the ability to communicate, find a common language with different people.

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Attitudes of students toward people with disabilities, moral identity and inclusive education—A two-level analysis

Cited by 49 publications

References 48 publications

Digital Technologies, as a Factor in the Search for a New Quality of Inclusive Education

Digital Technologies, as a Factor in the Search for a New Quality of Inclusive Education

Students’ Knowledge and Attitudes Towards Inclusion in College

Attitude of students of general and specialized educational institutions of the Rostov region towards inclusive education

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