Investigation of the Feelings, Attitudes and Concerns of Special and General Education Teachers regarding the Inclusive Education of Students with ADHD

Special education Teachers' attitudes to teaching students with disabilities in the regular school system in the United Arab Emirates

“…The second research question concerned the effect of demographic characteristics. Male SETs had more positive attitudes towards inclusion than females, contrary to earlier findings (Alzyoudi et al., 2022; Mouchritsa et al., 2022; Politou, 2022; Saloviita, 2020). Two other studies (Abu‐Hamour & Muhaidat, 2013; Leonard & Smyth, 2020) found no significant relationship for gender with inclusion attitudes and only one (Alquraini, 2012) found that male teachers were more positive towards inclusion.…”

“…More positive teacher attitudes towards inclusiveness tend to raise productivity, influence special education students' behaviour, performance and academic achievement (Benkohila et al., 2020), and affect practice and policy decisions (Alzyoudi et al., 2022). Their support is therefore critical to the success of inclusion (Alzyoudi et al., 2022; Fakolade & Adeniyi, 2009; Mouchritsa et al., 2022; Politou, 2022). Teachers must thus identify their attitudes towards students with disabilities so as not to disrupt the latter's work and the success of inclusion (Alabdallat et al., 2021; Mezquita‐Hoyos et al., 2018; Parker, 2009).…”

“…More studies can be found in which female teachers are more positive than males towards inclusion. Politou (2022) found that 160 special education instructors were more concerned about ADHD inclusion, but their gender did not affect their concerns. The modest to moderate positive link between gender and beliefs was that women were more optimistic about ADHD adolescents in regular schools and females were more optimistic about inclusion more generally.…”

An Investigation into the Attitude Toward Special Education Curriculum and Teaching of Special Education Teachers: The Data from China’s Guangdong Province

“…There are many studies on special education teachers' attitudes in domestic and international academia. However, the focus varies, focusing mainly on their attitudes toward inclusive education (Politou, 2022), attitudes toward various categories of special children (Palak et al, 2009;Low et al, 2020;Arcangeli et al, 2020), such as gifted, autistic, and intellectually disabled, attitudes toward team attitudes toward collaboration (Schwab et al, 2015), and teaching efficacy (Alnahdi & Schwab, 2021), among others. Some scholars have also studied the relationship between educational attitudes and other related factors (Liao, B. S., 2003) and concluded that educational attitudes are typically associated with professional burnout.…”