Teachers' Attitudes Towards Inclusion of Special Needs Children Into Primary Level Mainstream Schools in Karachi

Ismail, Zeenat; Basheer, Ismat; Khan, Jehanzeb Hassan

doi:10.15405/ejsbs.195

Cited by 11 publications

(8 citation statements)

References 8 publications

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“…Along with it, positive output towards integration is promoted, since they are new in the professional field and their experience is also new. Contrary to them, the old teachers often oppose the integration of the school general policy as they are unwilling to practice innovative teaching techniques and eliminate their traditional working practices (Ismail et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

Students with Special Educational Needs: Explaining Their Social Integration and Self-Concept

Khusheim¹

2021

JEL

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Social integration of special need students is viewed as a necessary phenomenon for the skills’ development which adds quality to their lives and provides them with satisfaction. This study explores the perception and attitude of the teachers towards social integration as a general school policy. A total of 150 individuals were selected from the integrated primary schools in KSA. Survey approach was employed to collect data using a close-ended questionnaire which was then statistically analysed. The results revealed that there is a positive impact of the social integration upon the special needs students. A statistically significant difference was found among participants based on their experience, education, and age. Moreover, there was significant difference in the attitudes of participants with Diploma in Education qualifications and Bachelor in Education qualifications towards integration. The study concluded that the implementation of the integrated school as general policy should be considered and an effective teacher training curriculum with special needs courses should be introduced.

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Section: Discussionmentioning

confidence: 99%

Students with Special Educational Needs: Explaining Their Social Integration and Self-Concept

Khusheim¹

2021

JEL

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“…Province (Junaidi, 2019). Ismail et al (2015) concluded that teachers in special schools and teachers in special schools did not have significant attitudes towards the benefits of integration and class management in the integrated school (integrated classroom management).…”

Section: Discussionmentioning

confidence: 99%

Elementary School Teachers’ Perception of Inclusive Education in East Java, Indonesia

Junaidi

Sunandar

Yuwono

et al. 2021

Int. J. Educ. Manag. Innov.

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Teachers' perception of inclusive education becomes an important indicator in evaluating the success of inclusive education. Teachers who have a positive perception of inclusive education will have a more controlled learning environment. This study used a survey method that investigates the current views of elementary school teachers toward inclusive education by exploring their perceptions. The respondents of this study are 70 elementary school teachers in East Java Province. This study found that: (1) There was no difference perception of teachers in primary schools concerning the concept of inclusive education, placement of students with disabilities, and processing of learning in inclusive classrooms; (2) Teachers' perceptions in primary schools towards inclusive education was not influenced by their duties as regular and special education teachers; (3) There are differences in perceptions of inclusive education based on the amount of training they followed; (4) There are differences in teachers' perceptions of inclusive education based on the length of teachers' experience teaching students with disabilities. Teachers' perceptions of inclusive education can be measured from three dimensions: the inclusion concept, disability student placement, and learning management.

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“…An example of an item in SIGE is: "Students with disabilities can be best served in general classrooms." A significant number of highly regarded previous studies have examined attitudes toward inclusive education using the ORI (e.g., Antonak and Larrivee, 1995;Ismail et al, 2016;Vaz et al, 2015). In the current study, the Cronbach's alpha coefficient for the ORI was 0.79.…”

Section: The Opinions Relative To Integration Of Students With Disabimentioning

confidence: 99%

The Effect of Teachers’ Attitudes and Teacher Efficacy for Inclusive Education on Emotional Distress in Primary School Teachers in Japan

2020

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The purpose of this study is to examine the relationship between teachers' attitudes toward and teacher efficacy in inclusive education, and the emotional distress in Japan. A survey of 158 primary school teachers in Yamaguchi prefecture, Japan measured the attitudes of regular and special education teachers for inclusive education and teacher efficacy toward inclusive education to assess the impact of these factors on teachers' emotional distress. The results indicated that the teachers' emotional distress was significantly and negatively correlated with attitudes toward integrated classroom management and perceived ability to teach students with disabilities. Furthermore, teachers' emotional distress was significantly and negatively correlated with high teacher efficacy in inclusive instruction, collaboration, and managing behavior. A regression analysis was performed which further confirmed that efficacy in collaboration and managing behavior were unique predictors of emotional distress in primary school teachers. These findings can provide useful insights into the issue of emotional distress in primary school teachers.

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Teachers' Attitudes Towards Inclusion of Special Needs Children Into Primary Level Mainstream Schools in Karachi

Cited by 11 publications

References 8 publications

Students with Special Educational Needs: Explaining Their Social Integration and Self-Concept

Students with Special Educational Needs: Explaining Their Social Integration and Self-Concept

Elementary School Teachers’ Perception of Inclusive Education in East Java, Indonesia

The Effect of Teachers’ Attitudes and Teacher Efficacy for Inclusive Education on Emotional Distress in Primary School Teachers in Japan

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