Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education

Monteiro, Elisa; Kuok, Angus C.H.; Correia, Ana María Ramalho; Forlin, Chris; Teixeira, Vitor

doi:10.1080/13603116.2018.1514762

Cited by 28 publications

(24 citation statements)

References 19 publications

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“…In this regard, Blanton, Pugach, and Florian (2011) emphasized that teachers' views towards supporting inclusive practices increased gradually, but research had generally shown that they felt unprepared in this process, were anxious to cope with the problems and thus were reluctant to place students with special needs in their classrooms. Similarly, Monteiro, Kuok, Correia, Forlin, and Teixeira (2019) stated that teachers find themselves insufficient in terms of knowledge and skills when working with students with special needs in their classrooms and this prevents the success of inclusive practices.…”

Section: Discussionmentioning

confidence: 99%

What Is Meant by Inclusive Education? Perceptions of Turkish Teachers towards Inclusive Education

Katitaş

Coşkun

2020

WJE

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The aim of this study was to determine the perceptions of teachers in Turkey towards inclusive education through metaphors. Phenomenology was adopted in this research. The study group of the research consisted of 120 teachers working in public schools in Turkey in 2019-2020 academic year. Snowball sampling, criterion sampling and maximum diversity sampling methods were used to determine the study group. Content analysis was applied to the data. As a result of the research, it was revealed that Turkish teachers considered inclusive education as a process that required patience and exertion and that this education was an indispensable need for the student with special needs. It was concluded that suitable educational support should have been given to the students with special needs according to their individual needs. It was also concluded that it was important for students with special needs to share the same learning environment in an integrity without separating them from their peers who had ‘normal’ academic and social development. In addition, it was emphasized that students with special needs should have been accepted with their own behaviours and characteristics in the learning environments they were in and it was important to turn these differences into opportunities for the benefit of the student.

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Section: Discussionmentioning

confidence: 99%

What Is Meant by Inclusive Education? Perceptions of Turkish Teachers towards Inclusive Education

Katitaş

Coşkun

2020

WJE

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“…Individu yang bermasalah dalam berkomunikasi maka keterampilannya dapat diasah dengan menggunakan terapi perilaku dengan berbicara dalam berkomunikasi (Rafael, 2016) (Huang, 2007). Model belajar anak berkebutuhan khusus pada sekolah inklusi bermacam-macam variasinya (Hussin & Hamdan, 2016;Monteiro, Kuok, Correia, Forlin, & Teixeira, 2019;Zhang & Hu, 2015), salah satunya mengikuti dan mengembangkan kecerdasan anak dengan konsep dari Gardner yaitu multiple intelligence (Mira, 2016). Klasifikasi anak berkebutuhan khusus adalah (a) gangguan penglihatan (tunanetra); (b) gangguan pendengaran (tunarungu); (c) gangguan intelektual (tunagrahita); (d) gangguan ganda (tunaganda); (e) gangguan fisik dan kesehatan (physical and health disabilities); (f) gangguan emosi dan perilaku; (g) kesulitan belajar (learning disabilities); (h) lambat belajar (slow learner); (i) gangguan spektrum autis; (j) ADHD (attention deficit hyperactivity disorder); dan (k) cerdas atau bakat istimewa (gifted and talented).…”

Section: Pendahuluanunclassified

Interaksi Sosial Anak Nonreguler di SLB Zinnia Jakarta

Harjani

2020

JECE

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The objective of this research is to describe study the social interaction of children with special needs such as autism spectrum disorders, down syndrome and mental retardation. This research is a qualitative research with a phenomenological method. The data analysis used is by the Miles and Huberman. Research data obtained from observations, interviews, and documentation. The research shows that: (1) Children's social interactions include communication, cooperation, and empathy have increased. Communication with peers is good even though it is limited, the child is able to work together in carrying out group assignments from his teacher (educator and therapist), as well as children learn empathy by giving some food that they brought to school with their friends; (2) Behavioral therapy learning model is used for education process; (3) The role of behavioral therapy learning model in the formation of social interactions of special needs children;(4) The role of parents, the environment home, school environment, and community environment in the formation of social interactions of non-regular children; (5) The success in this study is shown by changes in children’s behaviour in the home environment, school environment, and in the community environment.

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“…Dapatan kajian lepas telah menjadikan faktor demografi seperti jantina dan pengalaman mengajar faktor penentu kepada peningkatan efikasi kendiri. Misalnya, perbezaan pengalaman mengajar dengan efikasi kendiri (Schwab, Hellmich, & Görel, 2017;Yada, Tolvanen, & Savolainen, 2018) iaitu kurang pengalaman mengajar lebih mencabar untuk mengurus tingkah laku MBK (Monteiro et al, 2018). Namun kajian Kuyini et al, 2018 sedikit berbeza dengan dapatan yang lain iaitu umur dan pengalaman mengajar tidak mempengaruhi efikasi kendiri guru perdana.…”

Section: Pengenalanunclassified

“…Namun kajian Kuyini et al, 2018 sedikit berbeza dengan dapatan yang lain iaitu umur dan pengalaman mengajar tidak mempengaruhi efikasi kendiri guru perdana. Perbezaan jantina juga turut dikupas oleh pengkaji terdahulu seperti kajian (Monteiro et al, 2018;Tariq, Sharma, & Deppeler, 2012) iaitu guru lelaki lebih berkeyakinan untuk mengurus tingkah laku MBK berbanding guru perempuan. Manakala kajian (Kuyini et al, 2018;Schwab et al, 2017)…”

Section: Pengenalanunclassified

“…Kaedah yang digunakan dalam kajian ini ialah kaedah tinjauan iaitu mentadbirkan soal selidik ke atas responden dengan pengumpulan data pada satu -satu masa daripada subjek yang diambil daripada sesuatu populasi (Mohd Majid, 2005 (Yada & Savolainen, 2017) tetapi berada pada tahap yang rendah berbanding dengan negara lain seperti Finland dan Afrika (Sharma et al, 2018) Berbeza dengan kajian terkini iaitu efikasi kendiri guru perdana terhadap penerimaan MBK di kelas perdana berada pada tahap yang rendah iaitu kurang bersedia untuk mengajar MBK (Monteiro et al, 2018) dan tahap sederhana (Kuyini et al, 2018). Guru Prasekolah juga mengalami masalah yang sama iaitu mempunyai tahap efikasi yang rendah berbanding guru perdana sekolah rendah (Emam & Mohamed, 2011).…”

Section: Metod Kajianunclassified

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Pendidikan Inklusif: Efikasi Kendiri Guru Prasekolah

Jongkulin

Talip

Taat

2019

MJSSH

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Kajian ini dijalankan untuk mengenal pasti efikasi kendiri Guru Prasekolah terhadap pelaksanaan Pendidikan Inklusif. Kajian kuantitatif ini menggunakan kaedah tinjauan yang melibatkan 100 orang Guru Prasekolah di Zon Pantai Barat Sabah. Pemboleh ubah kajian telah diuji menggunakan statistik deskriptif dan inferensi dengan menggunakan perisian SPSS (Statistical Package for Social Science version 25.0). Berdasarkan analisis deskriptif, dapatan kajian ini menunjukkan efikasi kendiri Guru Prasekolah secara keseluruhan adalah berada pada tahap tinggi (M=3.7367, SD=.5938) dengan dimensi pengajaran (M=3.8000, SD=.6168) pada tahap paling tinggi diikuti oleh kerjasama (M=3.7417, SD=.6579) serta pengurusan tingkah laku (M=3.6683, SD=.6562). Ujian-t dan ANOVA menunjukkan tidak terdapat perbezaan efikasi kendiri Guru Prasekolah terhadap pelaksanaan Pendidikan Inklusif yang signifikan berdasarkan jantina dan pengalaman mengajar.

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Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education

Cited by 28 publications

References 19 publications

What Is Meant by Inclusive Education? Perceptions of Turkish Teachers towards Inclusive Education

What Is Meant by Inclusive Education? Perceptions of Turkish Teachers towards Inclusive Education

Interaksi Sosial Anak Nonreguler di SLB Zinnia Jakarta

Pendidikan Inklusif: Efikasi Kendiri Guru Prasekolah

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