Teachers’ attitudes toward integration of students with disabilities in Haïti and the United States

Pupils with special educational needs in basic education schools and teachers’ sickness absences – a register-linkage study

“…While inclusion of SEN pupils to general education has been shown to promote the well-being of these pupils (6)(7)(8), many teachers in general education perceive it to be emotionally straining (9,25). Teachers might feel that they do not posses the qualifications to deal with SEN pupils and that the education of other pupils in general education suffers due to discipline problems and the extra time devoted to SEN pupils and their families.…”

Trainee Teachers’ Attitudes Towards Students With Specific Learning Disabilities

“…Moreover, Alghazo and Gaad (2004), and Englebrecht and colleagues (2003), concluded from their studies that teachers found students with an intellectual disability as being more difficult to support than students with other types of disabilities. Dupoux, Wolman and Estrada (2005) compared the attitudes of teachers toward inclusion of students with diverse needs and abilities in Haïti and the United States. One hundred-fifty-two high school teachers in Haïti and 216 high school teachers in the United States completed the Opinions Relative to the Integration of Students with Disabilities Scale (Antonak & Larrivee, 1995).…”

The Evaluation of Inclusive Education Implementation for Special Need Children in Central Java Province

“…Ali (2006) mentioned that the inclusive education in Malaysia is also facing constraints especially in regard to the low perceptions of the teachers on inclusive education. Dupoux (2006) stated that one of the constraints of the inclusive education in Haiti is the lacks of teacher knowledge on inclusive education even the lack of accompanying. Based on the survey results of Badan Koordinasi Pendidikan Luar Biasa Central Java in collaboration with Central Java Education Office, it can be stated that from the population of 33,472 ABKs, there are about 6,904 (20.62%) ABKs who already attended, while the rest about 26,568 (79.37%) ABKs Middle School have not attended (Subagya, 2009).…”