Teachers of the Deaf as Compared with Other Groups of Teachers: Attitudes Toward People with Disabilities and Inclusion

Lampropoulou, Venetta; Padeliadu, Sussana

doi:10.1353/aad.2012.0245

Cited by 37 publications

(19 citation statements)

References 19 publications

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“…In contrast, some studies found that male teachers were either significantly more confident than their female counterparts regarding their ability to teach students with disabilities (Jobe et al, 1996), or they held more positive views about inclusive education (Lampropoulou & Padelliadu, 1997).…”

Section: Discussionmentioning

confidence: 98%

Inclusion of Children with Hearing Impairment in Schools: A Survey on Teachers’ Attitudes

Prakash

2012

DCID

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Section: Discussionmentioning

confidence: 98%

Inclusion of Children with Hearing Impairment in Schools: A Survey on Teachers’ Attitudes

Prakash

2012

DCID

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“…Moreover, given the range of different special educational needs that children experience, there are likely to be problem-speci c issues. For example, there is considerable debate among deaf educators, and indeed the deaf community, about the appropriateness of inclusion for this speci c group of children (Lampropoulou & Padelladu, 1997). In a detailed qualitative investigation of class teachers' views of support for children with special needs, Richmond and Smith (1990) demonstrated the key role of practical advice and support, while acknowledging the teachers' contribution, in meeting children's educational needs.…”

Section: Methodological Considerationsmentioning

confidence: 99%

Children with Specific Speech and Language Difficulties—the teachers' perspective

Dockrell¹,

Lindsay²

2001

Oxford Review of Education

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Children with speci c speech and language dif culties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers' views about the children's problems and educational needs. This paper reports the ndings of a two-stage project in two local education authorities investigating the characteristics and needs of children with speci c speech and language dif culties (SSLD).Teachers, educational psychologists, and speech and language therapists in two local education authorities identi ed 133 eight year-old children who experienced primary dif culties with speech and language. Fifty-nine children and a subsample of 10 children of the same age who attended specialist regional schools participated in further investigations. Each of the children was assessed using a battery of instruments covering language, basic attainments and self-esteem. In addition, their teachers completed behaviour rating scales and an individual interview. The teachers comprised those working in specialist provisions, but also those in mainstream schools. In this paper data derived from the interviews with the teachers, supplemented by information from the assessments of the children's skills, will be reported. The teachers faced three challenges: the additional dif culties experienced by the children, their own knowledge gaps, and the barriers to meeting the children's needs. The implications of the results for inclusive education are addressed. BACKGROUND

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“…However, the nature of such experiences either a working or non-working may alter perceptions, negative encounters are viewed as reinforcing negative perceptions, as positive experiences result in more favourable perceptions (Lampropoulou & Padelliadu, 1997). For example, Koutrouba, Vamvakari and Steliou (2006) found that a large percentage of teachers acquired a negative experience from working with SEN students.…”

Section: Experience With People With Special Needsmentioning

confidence: 99%

Inclusion, Disability and Culture

Hassanein¹

2015

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ScopeThis series addresses the many different forms of exclusion that occur in schooling across a range of international contexts and considers strategies for increasing the inclusion and success of all students. In many school jurisdictions the most reliable predictors of educational failure include poverty, Aboriginality and disability. Traditionally schools have not been pressed to deal with exclusion and failure. Failing students were blamed for their lack of attainment and were either placed in segregated educational settings or encouraged to leave and enter the unskilled labour market. The crisis in the labor market and the call by parents for the inclusion of their children in their neighborhood school has made visible the failure of schools to include all children.Drawing from a range of researchers and educators from around the world, Studies in Inclusive Education will demonstrate the ways in which schools contribute to the failure of different student identities on the basis of gender, race, language, sexuality, disability, socio-economic status and geographic isolation. This series differs from existing work in inclusive education by expanding the focus from a narrow consideration of what has been traditionally referred to as special educational needs to understand school failure and exclusion in all its forms. Moreover, the series will consider exclusion and inclusion across all sectors of education: early years, elementary and secondary schooling, and higher education.

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Teachers of the Deaf as Compared with Other Groups of Teachers: Attitudes Toward People with Disabilities and Inclusion

Cited by 37 publications

References 19 publications

Inclusion of Children with Hearing Impairment in Schools: A Survey on Teachers’ Attitudes

Inclusion of Children with Hearing Impairment in Schools: A Survey on Teachers’ Attitudes

Children with Specific Speech and Language Difficulties—the teachers' perspective

Inclusion, Disability and Culture

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