Factors Affecting Middle School Teachers’ Attitudes Toward the Inclusion of Students With Disabilities

Aldosari, Mubarak S.

doi:10.3389/fpsyg.2022.853696

Cited by 9 publications

(8 citation statements)

References 32 publications

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“…However, research into the influence of the length of service on teachers' attitudes about the inclusion of children with developmental disabilities in regular schools shows that teachers with several years of work experience show more negative attitudes (Aldosari, 2022;Bhatnagar & Das, 2013;Koliqi & Zabeli, 2021;Mouchritsa et al, 2022;Parasuram, 2006;Savolainen et al, 2011). Several explanations for such results are given in the literature.…”

Section: Discussionmentioning

confidence: 99%

“…First, teachers with many years of work experience can have difficulties in adapting teaching methods, which can increase teachers' tendency to stress and possibly lead to a negative opinion about inclusion in regular schools (Lambe & Bones, 2006). Second, it is possible that more experienced teachers are more familiar with the challenges and difficulties of teaching children with developmental disabilities in regular classes (Aldosari, 2022). Third, older teachers were completing their studies at a time when the education inclusion was not a generally accepted philosophy (Scanlon et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Most research on the influence of gender on teachers' attitudes about the inclusion of children with developmental disabilities shows that female teachers exhibit more positive one (Al-Zyoudi, 2006;Avramidis & Norwick, 2002;Gallego-Ortega & Rodriguez-Fuentes, 2021;Koliqi & Zabeli, 2021;Mahajan, 2015;Mouchritsa et al, 2022;Parasuram, 2006;Shari & Vranda, 2016). However, there are also studies where no differences were found (Aldosari, 2022;Đorđević et al, 2018;Lika, 2016;Ozer et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

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Teachers' opinions on the inclusion of children with Down syndrome in regular schools

Nikolić,

Lozić

2024

Spec eduk i rehabilitacija

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Introduction. Inclusive practices largely depend on teachers and their opinions about the educational inclusion of children with developmental disabilities. It has been proven that teachers' opinion on inclusion depends on the type of developmental disability. Objectives. The primary goal of the research is to determine teacher opinions about the inclusion of children with Down syndrome in regular schools. An additional goal was to examine differences in teacher opinions concerning factors such as gender, age, length of service, experience in inclusive education, and education on how to work with children with developmental disabilities. Methods. The research sample was convenient and consisted of 70 teachers from Jajce, Bosnia and Herzegovina. The teacher's opinion was examined with a questionnaire constructed for this research. Results. Results show that teachers have favorable opinions about the inclusion of children with Down syndrome in regular schools on overall scores. Teacher opinions differ on gender and length of service. Female teachers have a more favorable opinion than male teachers, while teachers with over thirty years of work experience have a negative one. Teacher opinions do not differ concerning age, experience in inclusive education, and education on how to work with children with developmental disabilities. Conclusion. There is a need for systematic and continuous work on inclusive policy, culture, and practice in schools, as education of teachers on the characteristics and methods of how to work with children with Down syndrome and other developmental disabilities.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Teachers' opinions on the inclusion of children with Down syndrome in regular schools

Nikolić,

Lozić

2024

Spec eduk i rehabilitacija

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“…The instrument consists of 18 items. It has four indicators, namely: salary level (1-4), benefits (1-4), raise (1-4), and pay structure (1)(2)(3)(4)(5)(6). The questionnaire was subjected to a pilot testing having a result of .75 suggesting that the items have relatively high internal consistency.…”

Section: Research Instrumentsmentioning

confidence: 99%

Pay Gratification and Work Attitude of Christian Elementary School Teachers in Panabo City Division

Jonathan C. Maslog,

Annbeth B. Calla

2024

epra

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The study explored the relationship of pay gratification and work attitude of teachers in private Christian elementary schools in Panabo City Division. Also, it investigated the association of the involved variables and the domains of pay gratification that significantly influence the work attitude of teachers. With the use of probability sampling, 150 elementary teachers in the private Christian schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was a moderately extensive pay gratification and an extensive work attitude among the respondents. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of pay satisfaction were found to have significantly influence the work attitude. Based on the findings, it was further suggested that higher officials in the Department of Education and school heads may identify means on how to help teachers to be establish positive work attitude by addressing the pay gratification of teachers. More so, future researchers may further explore the involved variables considering other factors and research methods. KEYWORDS: Pay gratification, work attitude, Panabo City Division, Philippines

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“…There is a growing and diverse community of students with SEN in mainstream educational settings, teachers need more training on the approaches that have been shown to be successful when working with this population. (Aldosari, 2022). According to the findings of a study done on teachers, those who have taken inclusive education training tend to have a more positive view and are more emotionally invested in students with special needs (Majoko, 2017).…”

Section: Introductionmentioning

confidence: 99%

Inclusive Education Can Bring Change: The Impact of Factors Influencing Teachers' Attitudes towards Inclusive Education in Private and Public Secondary Schools of Karachi

Khokhar

Ahmed

Mir

2023

ojs

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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 Scale and TAIS Scale for examining their relationships. This cross-sectional comparative study also seeks to determine the impact of factors influencing teachers' views toward inclusive education. The data analysis was conducted using SPSS 25. The participants included (n=215) secondary school teachers from the private and public schools in Karachi. ANOVA, regression, and one sample t-test were used comparing the factors influencing teachers' views towards inclusion and explore the effect of TEIP on TAIS in public and private secondary schools. The findings show that the secondary school teachers of the private institutions had a significantly more favourable attitude towards inclusive education than secondary school teachers in public institutions. TEIP and TAIS were correlated using the Pearson Correlation test (TEIP). It demonstrates that teachers' attitude toward inclusive education is positively linked with Teachers’ Efficacy to Use Inclusive Instructions (EUII), Efficacy in Cooperation (EC), and Efficacy in Dealing with Disruptive Behaviors (EDDB). This study reveals that there is a significantly positive impact of EUII, EC, and EDDB on TAIS.

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Factors Affecting Middle School Teachers’ Attitudes Toward the Inclusion of Students With Disabilities

Cited by 9 publications

References 32 publications

Teachers' opinions on the inclusion of children with Down syndrome in regular schools

Teachers' opinions on the inclusion of children with Down syndrome in regular schools

Pay Gratification and Work Attitude of Christian Elementary School Teachers in Panabo City Division

Inclusive Education Can Bring Change: The Impact of Factors Influencing Teachers' Attitudes towards Inclusive Education in Private and Public Secondary Schools of Karachi

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