Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs

Tsakiridou, Helen; Polyzopoulou, Konstantia

doi:10.12691/education-2-4-6

Cited by 91 publications

(100 citation statements)

References 56 publications

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“…Adequate knowledge, instructional techniques, training, and curricular adaptations contribute to increased confidence, and that leads to positive influences and attitudes in the field of inclusive education. In addition, previous teaching experience with students with SEN could positively affect teachers' attitudes toward inclusion and help them feel more comfortable during the whole learning process (Batsiou et al 2008;Findler et al 2007;Malinen et al 2012;Tsakiridou and Polyzopoulou 2014;Zoniou-Sideri and Vlachou 2006). Teachers with high levels of confidence are prompt to modify the educational material so that it suits on students' individual learning needs and provide special assistance to low achieving students.…”

Section: Lack Of Confidencementioning

confidence: 99%

Policies, Practices, and Attitudes toward Inclusive Education: The Case of Greece

2018

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Inclusive education is now firmly established as the main educational policy for children with special educational needs and disabilities, which emerges as the mean of creating an inclusive society in which equal opportunities are provided. However, there are concerns expressed on the effect of such a change in the educational system and on how possible it is to make this a reality. The concerns and objections of educators toward inclusion are mainly based on the diversity of learning disabilities, the learning outcomes that could be generated by applying this practice, and the lack of confidence of teachers to teach in an inclusive environment. In this study, we examine teachers' attitudes toward inclusive education, while at the same time, we analyze current inclusive policies and practices in the Greek educational system. Results revealed that teachers have generally positive attitudes toward inclusion. However, they indicated some issues and barriers to the implementation of inclusion. We consider that policy-makers in Greece should target educator training and increase funding for education.

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Section: Lack Of Confidencementioning

confidence: 99%

Policies, Practices, and Attitudes toward Inclusive Education: The Case of Greece

2018

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“…A study in Scotland indicated that regular classroom teachers refused to accept educating students with disabilities in their classes, believing that inclusion negatively influenced the learning of the rest of students (Florian, 2012). In contrast, many other studies reported that regular classroom teachers had more favourable attitudes toward inclusion (e.g., Ross-Hill, 2009;Tsakiridou and Polyzopoulou, 2014;Maunganidze et al, 2007). However, a Greek study showed that regular classroom teachers had various restrictive and contradictory beliefs about inclusion (Zoniou-Sideri and Vlachou, 2006).…”

Section: Attitudes Held By Regular Classroom Teachers Toward Educatinmentioning

confidence: 86%

Public school teachers' perceived sense of self-efficacy in teaching students with disabilities in the United Arab Emirates

Dukmak

Aburezeq

Khaled

2019

IJEBR

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Teaching children with disabilities in the regular classrooms can be influenced by the teachers' attitudes towards these children and their perception of their self-efficacy in teaching them. This study examined the regular classroom teachers' perceived sense of teaching self-efficacy in relation to their gender and attitudes towards these children. Participants were 455 UAE public regular classroom teachers. For the study purposes, two scales were completed by teachers to investigate their attitudes towards children with disabilities, and their perceived sense of self-efficacy in teaching them. Results revealed that male teachers viewed their sense of teaching self-efficacy better than females. In all, teachers' attitudes towards inclusion were supportive. Male teachers showed more supportive attitudes towards inclusion than females. In addition, teachers' attitudes toward inclusion became more positive when their sense of teaching self-efficacy was greater. Teachers' positive attitudes towards inclusion and their positively perceived sense of self-efficacy in teaching can be used as predictors of a successful inclusion.

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“…In reviewing the Greek literature, the issue of including pupils with special educational needs has been closely related to teachers' attitudes towards them (Avramidis & Kalyva, 2007;Batsiou, Bebetsos, Panteli, & Antoniou, 2008;Theodorakis, Bagiatis, & Goudas, 1995;Tsakiridou & Polyzopoulou, 2014;Zoniou-Sideri & Vlachou, 2006).…”

Section: Teachers' Attitudes To Dyslexiamentioning

confidence: 99%

Attitudes and intentions of Greek teachers towards teaching pupils with dyslexia: An application of the theory of planned behaviour

Stampoltzis

Tsitsou²,

Papachristopoulos³

2018

Dyslexia

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The present study aims to examine Greek public primary school teachers' attitudes and intention towards teaching pupils with dyslexia using a model of the theory of planned behaviour (TPB). Toward that aim, 304 teachers aged between 22 and 59 years old, with an average overall work experience of 16.6 years completed a TPB questionnaire which assessed their attitudes, subjective norms and perceived behavioural control, their intention, as well as other exogenous factors. The validity and the reliability of the questionnaire were found to be adequate. Overall, the participating teachers report a wide range of educational interventions for pupils with dyslexia emphasizing the psychological aspects of support. They also face a number of barriers, but in general they express neutral to positive attitudes to dyslexia. Results show that attitudes, subjective norms and perceived behavioural control significantly predicted the teachers' intention towards teaching dyslexic pupils, thus confirming the applicability of the selected TPB model. Recommendations for teachers' training and limitations of the study are discussed.

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Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs

Cited by 91 publications

References 56 publications

Policies, Practices, and Attitudes toward Inclusive Education: The Case of Greece

Policies, Practices, and Attitudes toward Inclusive Education: The Case of Greece

Public school teachers' perceived sense of self-efficacy in teaching students with disabilities in the United Arab Emirates

Attitudes and intentions of Greek teachers towards teaching pupils with dyslexia: An application of the theory of planned behaviour

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