Teachers’ Attitudes and Self-Efficacy Towards Inclusion of Pupils With Disabilities in Tanzanian Schools

Hofman, Roelande; Kilimo, Judith S.

doi:10.5296/jet.v1i2.5760

Cited by 44 publications

(49 citation statements)

References 47 publications

(59 reference statements)

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“…Research shows that the type of disability is an important factor that affects teachers' attitudes toward inclusion (Hofman and Kilimo 2014;De Boer et al 2012). In the study of Avramidis and Kalyva (2007), teachers felt that only children with mild special educational needs could attend the general school.…”

Section: Inclusion For All?mentioning

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: Inclusion For All?mentioning

confidence: 99%

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

2018

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“…The original combination of 60 items from three different scales resulted in 19 item scale The Sentiments, Attitudes, and Concerns about Inclusive Education (see Loreman et al, 2007). This was later revised and modifications resulted in SACIE-R (The Sentiments, Attitudes, and Concerns about Inclusive Education -revised) -15 items survey using 4point scale (strongly agree to strongly disagree) (see Forlin, et al, 2011). This will be used as a part of research in the next stage of the researches mentioned above.…”

Section: Review Of Literaturementioning

confidence: 99%

“…The survey was conducted using a modified version of the revised Sentiments, Attitudes and Concerns about Inclusive Education (SACIE-R) Scale (Forlin, Earle, Loreman, & Sharma, 2011), a scale employing a 4-point Likert measure to elicit subject responses ranging from 1 (strongly disagree) to 4 (strongly agree). We used 10 point scale.…”

Section: Instrumentsmentioning

confidence: 99%

English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficulties

Cimermanová

2017

Journal of Language and Cultural Education

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The study of foreign languages is obligatory for all pupils in Slovakia, where the first foreign language is English. Conforming to integration legislation, pupils with special educational needs (SEN) are taught in mainstream classes. Foreign language teachers, however, lack training and where not prepared how to apply teaching methods and techniques for pupils with SEN in the regular language learning class. In the study presented, 187 elementary school teachers filled out questionnaires dealing with integration of pupils with SEN and possible inclusion of learners with disabilities in Slovakia and a group of 56 university FLT students -teachers-to-be. Teachers are not forced and/or encouraged to take part in in-service courses or other education on how to teach these pupils. The pre-service teachers are offered courses on SEN teaching, however, these are not compulsory and mostly general education oriented. The majority of in-service and preservice teachers felt that pupils with SEN should be taught in regular education class. The article also describes the current situation concerning integration of students with SEN using the official statistical data.

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“…Arising from this, the inclusive education program has been introduced to allow students with SEN to be placed in regular classes to study with normal students and taught by mainstream education teacher (Abdul Rahim & Muhammad Khairul, 2013;Pijl, Meijer & Hegarty in Hofman, 2014), According to Hofman (2014), the placement of students with SEN in inclusive education has become a major educational mission in many countries. Salamanca (1994) also supports an inclusive education as a program that places students with SEN with normal students in the same class (Lewis & Doorlag, 2006& Murnie, 2013.…”

mentioning

confidence: 99%

“…The problems faced by students with SEN in an inclusive education have affected the student selfconcept, social behavior, and student achievement in academics (Hofman & Judith, 2014). Consequently, students become unhappy, low self-esteem and are not motivated to learn.…”

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confidence: 99%

The Effects of Inclusive Education on the Self-Concept Of Students with Special Educational Needs

Zakaria

Tahar²

2017

ICSAR

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Inclusive education is a platform that provides opportunities for students with special educational needs (SEN) to learn in a regular classroom with normal students. However, there are many challenges faced by students with SEN who learn in an inclusive setting, such as negative perception from the mainstream teachers and peers, being bullied and excluded by peers; facing academic issues because of following the regular curriculum like normal students, and lack of support from the parents. The problems occurred has affected the self-concept of students with SEN. Therefore, a study was conducted to explore the impact of inclusive education towards the self-concept of students with SEN in terms of identify the level of self-concept among students with SEN; identify the strongest and the weakest domains of selfconcept; explores the differences of self-concept levels based on gender; and to study the relationship between the level of self-concept with the period of learning in an inclusive education. The respondents consisted of 52 students with SEN, aged between 8 to 15 years old who learn in inclusive settings from 10 schools in the district of Hulu Langat, Selangor. The study was conducted using a set of questionnaires that contains 80 items of Piers-Harris Children's Self Concept Scale that respondents had to answer. The findings showed that the level of self-concept among the students with SEN is at moderate. The study also found that the strongest self-concept domain among the students with SEN is Happiness and Satisfaction (HAP), and the weakest self-concept domain is Popularity (POP). In addition, the results showed that there is no significant difference in the levels of self-concept based on gender, and there is no significant relationship between the levels of self-concept with learning periods in inclusive education.

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Teachers’ Attitudes and Self-Efficacy Towards Inclusion of Pupils With Disabilities in Tanzanian Schools

Cited by 44 publications

References 47 publications

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

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

English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficulties

The Effects of Inclusive Education on the Self-Concept Of Students with Special Educational Needs

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