Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources

Paseka, Angelika; Schwab, Susanne

doi:10.1080/08856257.2019.1665232

Cited by 139 publications

(121 citation statements)

References 22 publications

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“…Therefore, the choice of school (specialized or public) is limited. Students are grouped into several classes for various organizational reasons (Paseka & Schwab, 2020). Parents' rights are limited by the number of places at the school for inclusive education (Klemm, 2015).…”

Section: Resultsmentioning

confidence: 99%

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The Role of Teachers in the Organization of Inclusive Education of Primary School Pupils

Shevchenko¹,

Dubiaha²,

Melash³

et al. 2020

IJHE

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The article highlights the models of inclusive education of Italy, Germany, Sweden, Norway, and Great Britain. Inclusion models can be classified into three basic ones, according to the ratio of the number of primary school-aged children at general and specialized schools, namely: full inclusion, partial inclusion with a predominance of pupils at general schools, partial inclusion with a predominance of pupils at specialized schools. Full inclusion is present in Italy and Norway, partial inclusion with a predominance of students at specialized schools is observed in Sweden (88.40%), partial inclusion with a predominance of students at general schools is present in Germany and the UK.Models of inclusion differ on the following aspects: legal regulation, funding and amounts of financing for teachers’ trainings, initial and ongoing teachers’ training, an approach to the organization of inclusive education (partnership, peer-to-peer approach, centralized, decentralized), the practice of exchanging experiences of inclusion’s organization within the country, the ratio of the number of primary school-aged children at general and specialized schools. The factors specified determine the role of teachers in the organization of inclusive education of primary school pupils. In countries, support and assistance of teachers is provided at different institutional levels: in Germany – through the center for psychological and pedagogical support, inclusion support services; in Great Britain – by assistants; in Italy – by consultants, healthcare service professionals; in Sweden – through resource centers; in Norway – through state centers. Support of teachers’ professional development throughout life and teachers’ financial motivation have been introduced in the countries; thus, these measures have a positive effect on the integration of primary school pupils in the society.

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Section: Resultsmentioning

confidence: 99%

“…Indicators of the effectiveness of differentiation are the level of use of alternative methods in teaching by using interesting materials. Cooperation involves establishing good relations not only with students but also with staff, especially between class teachers and teachers with special needs and / or psychologists (Paseka & Schwab, 2020).…”

Section: Resultsmentioning

confidence: 99%

The Role of Teachers in the Organization of Inclusive Education of Primary School Pupils

Shevchenko¹,

Dubiaha²,

Melash³

et al. 2020

IJHE

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“…Including parents in a truly mutual cooperation with kindergarten teachers and professionals should bring greater insight and accessibility to preschool inclusion, for children with and without SEN (Glenn-Applegate, Pentimonti, and Justice 2011). Kindergarten teachers and special educators need to be able to show parents how social and academic outcomes contribute to their child's participation in different daily activities (Peck et al 2004) and involve them in discussing educational and social matters with their children (Paseka and Schwab 2019;Vlachou, Karadimou, and Koutsogeorgou 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Pre-school inclusion studies show that parents of children with and without SEN have concerns regarding inclusion, when children with behavioural or emotional disorders are enrolled, but have less concern with children who had sensory or physical disabilities (Green and Stoneman 1989;Paseka and Schwab 2019). Parents are more supportive of inclusion for children with mild disabilities as opposed to moderate and severe disabilities (Kasari et al 1999;Leyser and Kirk 2004;Loreman et al 2008).…”

Section: Parents' Attitudes Towards Pre-school Inclusionmentioning

confidence: 99%

Attitudes of Slovenian parents towards pre-school inclusion

Schmidt

Krivec²,

Bastič

2020

European Journal of Special Needs Education

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The attitudes of parents involved in the process of inclusion are of paramount importance. The aim of this study was to examine parents' attitudes towards the constructs associated with preschool inclusion with two goals, which were related to construct dimensions and differences in parents' attitudes regarding whether or not they have a child with SEN. Among 296 parents, selected by the cluster sampling technique, 202 parents with children in classrooms in Slovenian Carinthia (85 had a child with SEN) participated in this study. Fifty items were used to measure parents' attitudes and their openness to the inclusion of children. The results showed that parents of children with SEN are more open to inclusion, perceived positive social effects and benefits for children with and without SEN and had fewer negative feelings about the inclusion effects on children without SEN, than parents of children without SEN. Research results suggest the importance of contributing to parents of children without SEN in achieving successful inclusion.

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“…The inclusion of EU countries is characterized by the dependence of social-economic and migratory status and the possibility of choosing a school (Cooc & Kiru, 2018). Innovation in the methods of inclusive education is being introduced: personification, differentiation and cooperation have become key aspects of inclusive education in EU countries (Paseka & Schwab, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Practice and Innovations of Inclusive Education at School

Kozibroda¹,

Kruhlyk²,

Zhuravlova³

et al. 2020

IJHE

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The article has carried out a meta-analysis of the research concerning practice and innovations of inclusive education at school. Investigation of the practice of inclusive education at schools has been intensified since the 1990s, after identifying the need to implement inclusion strategies and concepts at the international level. The first studies of inclusive education (until the 2000s) concerned beliefs and values as a factor, influencing the effectiveness of inclusion, strategies of inclusive education. Investigations after the 2000s have been aimed at more focused subject matter of the research at the local level in different countries: principals’ beliefs, teachers’ self-efficacy, the role of parental support, school ideology, models of inclusion at private schools, the severity of disability as a factor determining teachers’ beliefs concerning inclusion. Various inclusive models have been formed as a practice result of implementing inclusion. Two key effective approaches to integration of inclusion have been highlighted: integrated and differentiated. An integrated approach involves the introduction of innovations in inclusive education in the following elements of the educational system, namely: the concept (strategy) that defines the model, external preconditions and stages of inclusion; a school that defines the internal prerequisites for inclusion; a community. A differentiated approach is used in combination with theintegrated one in order to identify the internal prerequisites for inclusion: values, beliefs and attitudes of teachers, the competence of educators.

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Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources

Cited by 139 publications

References 22 publications

The Role of Teachers in the Organization of Inclusive Education of Primary School Pupils

The Role of Teachers in the Organization of Inclusive Education of Primary School Pupils

Attitudes of Slovenian parents towards pre-school inclusion

Practice and Innovations of Inclusive Education at School

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