Erklärungsfaktoren für Einstellungen von Lehrerinnen und Lehrern zum inklusiven Unterricht in der Grundschule

Hellmich, Frank; Görel, Gamze

doi:10.1007/s35834-014-0102-z

Cited by 48 publications

(24 citation statements)

References 13 publications

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“…This can be interpreted in two ways: The better the cooperation with teachers, the stronger LSAs' self-efficacy, or, perhaps, the stronger the perceived self-efficacy of LSAs, the better the collaboration with teachers. These findings confirm the mutual interdependence between self-efficacy and multi-professional collaboration and strengthen the assumption that both factors are crucial for successful inclusive education (Guo et al 2011).…”

Section: Discussionsupporting

confidence: 82%

“…As previously mentioned, collaboration in multi-professional teams is also related to the self-efficacy beliefs of the involved professions. Guo et al (2011) found a significant and moderate correlation between teachers' self-efficacy and teacher collaboration (r = .39), which they defined as teachers' reported levels of collaboration and what type of collaboration this was. Teacher collaboration was a significant predictor of teachers' self-efficacy (β = .40; p = .02), which explained 15% of variance.…”

Section: Factors Associated With Self-efficacy For Inclusive Educationmentioning

confidence: 99%

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The self-efficacy of learning and support assistants in the Austrian inclusive education context

Breyer

Wilfling

Leitenbauer

et al. 2019

European Journal of Special Needs Education

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In inclusive education, learning and support assistants (LSAs) play an increasingly prominent role in supporting students with disabilities in regular classrooms. Previous research has identified various factors that influence the implementation of inclusive education, such as collaboration and the self-efficacy beliefs amongst the involved professions. The present cross-sectional study examined the self-efficacy beliefs of 89 Styrian LSAs in interaction with their age, qualification, specialist knowledge and quality of collaboration with teachers. Our findings reveal that Styrian LSAs show a high amount of self-efficacy beliefs. Correlations confirm that their age, knowledge about special education, assessment of feeling qualified based on completed training and the estimated quality of teacher collaboration relate significantly to their self-efficacy beliefs. Further analyses demonstrate that respondents who had completed a degree in social work have the highest sense of self-efficacy and are thus feel best qualified for supporting children with disabilities due to their previous training. In line with earlier research, these findings strengthen the claim for LSAs to receive training that would impact their self-efficacy beliefs, which, in the long run, could increase the likelihood of inclusive educational practices being successfully implemented.

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Section: Discussionsupporting

confidence: 82%

Section: Factors Associated With Self-efficacy For Inclusive Educationmentioning

confidence: 99%

The self-efficacy of learning and support assistants in the Austrian inclusive education context

Breyer

Wilfling

Leitenbauer

et al. 2019

European Journal of Special Needs Education

View full text Add to dashboard Cite

show abstract

“…For example, teachers with lower professional categories (PHD students...) obtain higher average ranges (190.00 and 187.78) compared to the higher professional categories (Full Professor...). This result can be said to be due to the fact that, as indicated by Hellmich and Görel (2014) and Urton, Wilbert and Hennemann (2014), this younger group has had more contact with a more innovative and inclusive methodological model. As a result, they are more sensitive, aware, and predisposed to the application of inclusive methodologies.…”

Section: Discussionmentioning

confidence: 94%

Inclusive methodologies from the teaching perspective for improving performance in university students with disabilities

Lorenzo

Lorenzo-Lledó‬

Pérez-Vázquez

2020

J. Technol. Sci. Educ.

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One of the challenges proposed by the European framework for higher education has been to develop a quality and accessible university education in order to reduce situations of exclusion of disabled students. In this sense, it is essential to reduce the existing gap in the academic performance of this group with respect to other students. The general objective of this study has been to analyze the application of inclusive methodologies in university students with disabilities from a teaching perspective. The adopted methodology was non-experimental quantitative with a sample of 313 teachers from the University of Alicante who have taught students with disabilities and who responded to a questionnaire designed ad hoc of 51 items. The results obtained show that teachers frequently use visual aids and use the same materials both in theory and in practice. Concerning perceptions, teachers consider that students with disabilities should acquire the same skills as the rest of their classmates and it was not difficult for them to teach them. Furthermore, the results showed significant differences in perceptions according to the professional category and the branch of knowledge of the teachers. From the aforementioned, it can be concluded that, although positive changes are perceived in teaching methodologies, it is necessary to continue making progress in improving teaching practice and the quality of education that facilitates the conditions for the academic performance of people with disabilities in Spanish universities.

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“…For educational professionals, prior experience in teaching inclusive classes and self-efficacy in this domain were shown to be positively related to ATI (e.g. Hellmich and Görel 2014;Urton, Wilbert, and Hennemann 2014). For non-professionals, the corresponding variable is prior contact with a person with a disability, which should therefore be positively correlated with ATI scores (Avramidis and Norwich 2002).…”

Section: Predictors Of Explicit Atimentioning

confidence: 99%

What do I think about inclusive education? It depends on who is asking. Experimental evidence for a social desirability bias in attitudes towards inclusion

Lüke

Grosche

2017

International Journal of Inclusive Education

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Recently, research has focused on attitudes towards inclusive education, and the majority of studies use questionnaires to measure this vital variable. In two consecutive experiments, we showed that attitudes towards inclusive education are not stable but instead are significantly influenced by social context. We manipulated information on the organisation conducting a survey regarding attitudes of participants towards inclusive education. The results show that the attitude of the organisation conducting the surveyas perceived by the participantoutperforms welldocumented variables (e.g. sex, age, and contact to a person with disability) in predicting the attitudes of the participant towards inclusion. This one variable explains as much variance as all other predictors combined. We argue that social desirability is a neglected issue in research on attitudes towards inclusive education. Our findings challenge the validity of numerous studies on this topic because they show a positive bias in the attitudes of participants when they were surveyed by a university. Thus, we outline the first steps to reduce social desirability-induced validity problems in research on attitudes towards inclusion. ARTICLE HISTORY

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Erklärungsfaktoren für Einstellungen von Lehrerinnen und Lehrern zum inklusiven Unterricht in der Grundschule

Cited by 48 publications

References 13 publications

The self-efficacy of learning and support assistants in the Austrian inclusive education context

The self-efficacy of learning and support assistants in the Austrian inclusive education context

Inclusive methodologies from the teaching perspective for improving performance in university students with disabilities

What do I think about inclusive education? It depends on who is asking. Experimental evidence for a social desirability bias in attitudes towards inclusion

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