Bhutanese teachers’ attitudes towards inclusive education

Dorji, Rinchen; Bailey, Jeff; Paterson, David; Graham, Lorraine; Miller, Judy

doi:10.1080/13603116.2018.1563645

Cited by 27 publications

(22 citation statements)

References 28 publications

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“…For this reason, as reflected by Maksum, Widiana and Marini [104], it is considered necessary that all students develop social skills in academic environments with a great cultural influx, especially at a time when online teaching is gaining great relevance in educational centers. And in which it is intended, through it, to develop inclusive environments that allow students to learn about local and foreign cultures, and encourage them to develop a sense of heritage and cultural identity [105], and to share them with people who have different backgrounds.…”

Section: Online Teaching and Its Inference In The Social Problems Of Intercultural Studentsmentioning

confidence: 99%

Nationality as an Influential Variable with Regard to the Social Skills and Academic Success of Immigrant Students

2021

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This study aims to expand the existing scientific, theoretical and empirical knowledge about the influence of the variables age, gender, nationality and place of residence on the probability of developing social skills that generate social wellbeing, and, in addition, to identify the relationship between the most influential variable and the academic success of immigrant students. We hope that the educational community, in an intercultural context, can benefit from and apply this knowledge to assist immigrant students. In this study, a sample of n = 749 students aged between 12 and 18, of 41 different nationalities, is analyzed using the Social Skills Scale for Young Immigrants (SSSYI). Data analysis is performed with the SPSS and STATA statistical programs. Multiple linear regression (MLR) analyses verify that nationality is the most influential variable. In addition, when calculating the Pearson correlation, high and positive correlations are found between social skills, nationality and students’ grades, with which academic success was measured. In conclusion, we find that students who emigrated from the European continent present better social skills, better social wellbeing and greater academic success.

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Section: Online Teaching and Its Inference In The Social Problems Of Intercultural Studentsmentioning

confidence: 99%

Nationality as an Influential Variable with Regard to the Social Skills and Academic Success of Immigrant Students

2021

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“…The study of scientific research makes it possible to identify and analyze the social model of attitudes to disability, which convincingly and diversely considers the problem of a person with special needs in society and overcoming existing barriers. A significant step in the implementation of inclusive education was the acquaintance of the pedagogical community with the ICF -the international classification of functionality, which means focusing not on the diagnosis of the person, but on his ability to develop and actively participate (Purdue 2009;Dorji, Bailey, and Paterson 2019).…”

Section: Introductionmentioning

confidence: 99%

“…A study by Bhutanese scholars identifies playgrounds that are unsafe for children with special educational needs, inaccessible toilets, and overcrowded classrooms (Dorji et al 2019). Educators feel responsible for meeting the learning and development needs of all children, trying to succeed in the educational process, so they are concerned about developing special programs that can be used for children with special educational needs, training professionals who know such children well and can with them work.…”

Section: Introductionmentioning

confidence: 99%

Alacrity of Preschool Education Teachers to Work with Children in Inclusive Groups

Дятленко

Kiev²,

Goncharenko

et al. 2021

Int. J. Criminol. Sociol.

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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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“…The list of barriers to the loyal attitude of teachers to include children with special needs in their classrooms is supplemented by overcrowded classrooms and a large number of children with special needs in one class, lack of support from colleagues, administration, support staff. [13] A study by Bhutanese scholars identifies playgrounds that are unsafe for children with special educational needs, inaccessible toilets, and overcrowded classrooms [22]. Educators feel responsible for meeting the learning and development needs of all children, trying to succeed in the educational process, so they are concerned about developing special programs that can be used for children with special educational needs, training professionals who know such children well and can with the work.…”

Section: Introductionmentioning

confidence: 99%

The Alacrity of Preschool Education Teachers to Work with Children in Inclusive Groups

Дятленко¹,

Гончаренко²,

Smolnykova³

et al. 2020

ujer

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The purpose of the study was to investigate the readiness of educators of preschool education institutions in Kyiv to work in inclusive classrooms. The parameters of the research are taken into accounts, 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. 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). The question of the determinants of educators' attitudes towards inclusive education, which are related to their work experience, seems to be important. The results showed that most respondents have 20-30 years of experience working with preschoolers in general developmental groups. The picture of educators of inclusive groups differs sharply: among them, 42% of people have work experience of up to 5 years. This trend may speak in favour of the ability to learn, interest in changes in education, a sense of potential and professional resources to work in more difficult conditions. Educators with 30 years of experience or more are wary of this choice. Only 8.9% of them found their interest in working with children with special educational needs.

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Bhutanese teachers’ attitudes towards inclusive education

Cited by 27 publications

References 28 publications

Nationality as an Influential Variable with Regard to the Social Skills and Academic Success of Immigrant Students

Nationality as an Influential Variable with Regard to the Social Skills and Academic Success of Immigrant Students

Alacrity of Preschool Education Teachers to Work with Children in Inclusive Groups

The Alacrity of Preschool Education Teachers to Work with Children in Inclusive Groups

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