Inclusive preschool programs: Teachers' beliefs and practices

Can an Intervention Program Affect Students’Attitudes Toward Inclusive Physical Education? An Application of the “Theory of Planned Behavior”

“…Finally, likewise results supported the outcome that after the implementation of the program, students felt "Morally" obligated to accept students with disabilities in class and collaborate with them. Previous research confirms the outcome [37].…”

“…As past research indicated change of attitudes is the result of the interaction between the individual with the others and the social factor [30][31][32][33][34][35][36][37][38][39][40]. As Innes FK et al [41] suggested, someone's attitudes are influenced by the social environment and they are formed through the direct or indirect experiences with people and events [42], as well as by participating with students with disabilities in integration classes or intervention programs (such as the one that took place in the present study) [43].…”

A comparative study of children's attitudes towards deaf children, children in wheelchairs and blind children in Greece and in the UK

“…On the other hand, a wide range of studies point out the social benefits of integration, that in mainstream schools children learn to approach children with different characteristics (Romer and Haring, 1994), they develop empathy and acceptance of individual children's differences (Lieber et al, 1998) and they become more aware of and more responsive to other children's needs (Peck, Carlson and Helmestetter, 1992). Even if children do not hold positive attitudes towards children with special educational needs, feel discomfort or uncertainty, there is a strong argument that children's attitudes can be changed at an early age, through direct and increased exposure to and structured contact with children with special educational needs, as well as indirect experiences through books, videos and discussions (Favazza and Odom, 1997;Gash, 1993;Yuker, 1988;Esposito and Reed, 1986;Voeltz, 1980).…”

Alternative Assessment Portfolios for Students with Intellectual Disabilities: A Case Study

“…Because there is a well-established link between teachers' beliefs and their actions in the educational literature (Hill, Stremmel, & Fu, 2005;Lieber et al, 1998;Lortie, 2002;Tanase & Wang, 2010;van Manen, 1990), the perceptions of teachers and administrators about alternative testing should be of prime concern. In our analysis we interviewed and transcribed ten formal interviews with the participants in order to identify the linguistic symbols and their relationships that gave way to establishing a cultural meaning system (Spradley, 1979).…”