From normalisation to inclusion: effects on pre-service teachers’ willingness to teach in inclusive classes

Gilor, Orit; Katz, Michael

doi:10.1080/13603116.2018.1559365

Cited by 10 publications

(11 citation statements)

References 24 publications

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“…The issue of teachers' willingness for the inclusion of children with SENs in regular classes has arisen because research has shown that just possessing a positive attitude towards inclusion is not enough for inclusion education policy implementation (Gilor & Katz, 2018a). This, indeed, does not undermine the significance of the attitude of teachers to inclusive education policy implementation.…”

Section: Literaturementioning

confidence: 99%

Teacher distress tolerance and willingness to teach children with special educational needs in Nigeria: Teacher job satisfaction as a mediator

Nwosu

Wahl

Okeke

et al. 2023

Research in Spec Educ Needs

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We examined the association between regular teachers' distress tolerance (tolerance of frustration, ambiguity and discomfort) and their willingness to include children with special educational needs (SENs) in their classes, as well as the mediating function of teacher job satisfaction. We sampled 502 teachers in Anambra State, Nigeria. Our findings revealed that while teachers' tolerance of frustration had significant positive effects on job satisfaction and inclusive education willingness for children with SENs, tolerance of ambiguity did not. Tolerance of emotional discomfort was significantly related to inclusive willingness of teachers. Furthermore, teacher job satisfaction mediated the relationship between tolerance of frustration and their inclusive education willingness but could not mediate that between tolerance of ambiguity and willingness to include SENs. We concluded that tolerance of frustration and discomfort can positively impact teachers' willing efforts for inclusion, highlighting the need to foster the emotional capacity of teachers, and provide supportive structures to enhance teachers' job satisfaction.

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Section: Literaturementioning

confidence: 99%

Teacher distress tolerance and willingness to teach children with special educational needs in Nigeria: Teacher job satisfaction as a mediator

Nwosu

Wahl

Okeke

et al. 2023

Research in Spec Educ Needs

View full text Add to dashboard Cite

show abstract

“…Most research studies on inclusive education have focused on teachers' attitudes toward inclusive education [55,102]. Although attitude is a complex construct that is crucial to inclusive education implementation efforts, researchers have drawn from the evidence in the literature that mere possession of a positive attitude toward inclusive education is not really enough in regard to actual willing efforts in inclusive education policy implementation [103]. Indeed, there is the likelihood for individuals to differ in practical terms from their reported attitude to a situation.…”

Section: Willingness To Includementioning

confidence: 99%

“…ere could be factors that can affect the relationship between attitude and an individual's action. Because of this, there appears to be an increasing interest to study teachers' willingness to teach CWSNs [22,28,29,103,104]. An individual may have a positive attitude toward a particular thing, for example, teaching CWSNs in regular classes, but may not be willing to take up the responsibility to do so.…”

Section: Willingness To Includementioning

confidence: 99%

“…erefore, when we look at willingness, we look at readiness to engage in something. Within the inclusive education context, willingness to teach implies the intention of a teacher to take appropriate steps to the inclusion of CWSNs in a regular classroom [103]. Furthermore, Gilor and Katz [104] have noted that willingness is "manifested in teachers' intent to invest a concerted effort to ensure that their lessons address students with disabilities too" (p.1).…”

Section: Willingness To Includementioning

confidence: 99%

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Teachers’ Sociodemographic Characteristics, Psychological Distress, Job Satisfaction, and Their Willingness to Include Children with Special Needs in Regular Classes

Nwosu

Wahl

Oparaugo

et al. 2021

Education Research International

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Advancing inclusive education in countries where children with special needs (CWSNs) are yet to be meaningfully included in regular schools will ensure the progress of Goal 4 of the Sustainable Development Goals. One potent determinant to the effective inclusion of CWSNs is teachers’ intention and efforts to integrate them into their classes. Yet, there is still inadequate evidence in the existing body of literature that will help stakeholders understand the psychosocial variables that will impact their intentions and efforts to include CWSNs in their classes. In view of this, our study determined the association between teachers’ sociodemographic characteristics, psychological distress, job satisfaction, and their willingness to include CWSNs in their classes using a hierarchical regression model. The sample size is made up of 502 secondary school teachers in Anambra State. Our model showed the potency of sociobiological and motivational factors on teachers’ inclusive education willingness of CWSNs in their classes. Teachers’ age, years of teaching experience, and job satisfaction are significant predictors of their inclusion willingness for CWSNs. Teachers’ psychological distress did not significantly predict their inclusion willingness for CWSNs. The significance and implications of our findings were underscored.

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“…The lecturer prepares all aspects of teaching, and he is fully responsible and takes the initiative for education and monitors the significant progress of the development of his students. While the inclusive teaching style is a teaching guide used by lecturers to present learning materials in detail, explaining the level of difficulty [14], [18]. Students are given the freedom to choose and determine the level of difficulty at which students start learning and are also given the freedom to decide how many times students must repeat the movement in learning a movement technique in each meeting.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Teaching Style: An Alternative Breaststroke Swimming Learning Model in Higher Education

Mardesia¹,

Dlis²,

Sukur³

et al. 2021

saj

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From normalisation to inclusion: effects on pre-service teachers’ willingness to teach in inclusive classes

Cited by 10 publications

References 24 publications

Teacher distress tolerance and willingness to teach children with special educational needs in Nigeria: Teacher job satisfaction as a mediator

Teacher distress tolerance and willingness to teach children with special educational needs in Nigeria: Teacher job satisfaction as a mediator

Teachers’ Sociodemographic Characteristics, Psychological Distress, Job Satisfaction, and Their Willingness to Include Children with Special Needs in Regular Classes

Effectiveness of Teaching Style: An Alternative Breaststroke Swimming Learning Model in Higher Education

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