The attitudes of teachers towards inclusive education in Vojvodina

Galović, Dragana; Brojčin, Branislav; Glumbić, Nenad

doi:10.1080/13603116.2014.886307

Cited by 55 publications

(45 citation statements)

References 52 publications

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“…Drawing on the local narrative of people with disabilities, some students felt inclusive education was a waste of time. These negative attitudes towards inclusion typically develop because such practices are oftentimes inadequately supported and disability is misunderstood (Bhatnagar and Das 2014;Galović, Brojčin, and Glumbić 2014). Aside from school-based barriers to inclusion, below, an SNE teacher at School Site B describes how he engaged his community on disability-related issues.…”

Section: Sustained Discussion On Inclusive Education and Disabilitymentioning

confidence: 99%

“…The literature on inclusive education around the world suggests that some teachers have negative attitudes towards students with disabilities and inclusive education because disability is misunderstood, teachers do not receive appropriate teacher training, and such practices are inadequately supported (Bhatnagar and Das 2014;Galović, Brojčin, and Glumbić 2014). The current research on inclusive education in Kenya is sparse.…”

Section: International Inclusive Educationmentioning

confidence: 99%

“…This project is an extension of a smaller project on inclusive teacher training in western Kenyan primary schools (Damiani, Elder, and Okongo 2016;Elder, Damiani, and Oswago 2015) through which we began to move beyond assessing teacher attitudes on inclusive education (see Bhatnagar andDas 2014 andGalović, Brojčin, andGlumbić 2014) and focused on developing what we hope to be generalisable action-oriented first steps to the development of a sustainable inclusive education system. The initial 2013 project involved 13 teachers from 8 regional primary and special schools who participated in the inclusive teacher trainings and volunteered to participate as teacher members of the inclusion committee over a two-week period.…”

Section: International Inclusive Educationmentioning

confidence: 99%

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Going to school for the first time: inclusion committee members increasing the number of students with disabilities in primary schools in Kenya

Elder

Kuja

2018

International Journal of Inclusive Education

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This paper is an extension of a prior research project where Kenyan primary school teachers began using inclusive education strategies that proved beneficial for meeting the needs of diverse primary school students. Specifically, this paper highlights a project where these inclusive practices were expanded to a second region of western Kenya. This expansion of teacher training on inclusive education and critical disability studies promoted sustained schooland community-based discussions on inclusive education and sensitisation on issues related to disability. These practices also led to the development of inclusion committees, co-teaching practices, and stimulated the partial dissolution of the physical boundaries and categorical distinctions between 'primary' and 'special' schools. In conjunction, all of these factors ultimately led to an increase in the number of students with disabilities accessing any form of education for the first time. Furthermore, such approaches to the development and small-scale expansion of a sustainable inclusive education system led to the Kenyan government's consideration of the replication of such practices on a national scale. As a result of this work in conjunction with a growing inclusive network of governmental and non-governmental organisations, a national review on special education policy is underway. ARTICLE HISTORY

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Section: Sustained Discussion On Inclusive Education and Disabilitymentioning

confidence: 99%

Section: International Inclusive Educationmentioning

confidence: 99%

Section: International Inclusive Educationmentioning

confidence: 99%

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Going to school for the first time: inclusion committee members increasing the number of students with disabilities in primary schools in Kenya

Elder

Kuja

2018

International Journal of Inclusive Education

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“…The duality described is likely the result of policy shifts that occurred in the late 2000s. After 2000, a proinclusive policy was developed, giving rise to several strategic documents: (Galović, Brojčin & Glumbić, 2014).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Inclusive Policy and Academic Achievements in Mathematics of Student with Special Educational Needs (SEN) in Republic of Serbia

Nikolić¹,

Branković²,

Lazić³

et al. 2019

Mediterranean Journal of Social Sciences

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One mechanism for evaluating educational systems for inclusion is through academic outputs of students who are taught in either segregated or inclusive setting. The goal of the research was to examine and compare the academic achievement in Mathematics of students with special education needs (SEN) in the fifth and sixth grade (11-12 years old students) in different educational settings in the Republic of Serbia. In this study, 175 students from 11 special and 7 regular schools participated in the research. Assessment results demonstrated statistically significant differences achievement for students in sixth grade in special schools compared to students with SEN in the same classes of regular schools. At fifth grade level there was no statistical difference between the students in special and regular schools. We discuss possible reasons why differences may or may not exist, including distinguishing between inclusion and integration as well as sociohistorical differences in grade levels.

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“…Upravo zbog pozitivne korelacije između stavova nastavnika i njihovog ponašanja potrebno je proučiti ih, jer promene u stavovima nastavnika u pozitivnom smeru stvaraju veće mogućnosti za uključivanje učenika sa potrebom za dodatnom podrškom u redovnu školu (Brojčin, 2013). Pozitivan stav nastavnika prema inkluziji je veoma bitan naročito u ranom osnovnoškolskom periodu jer je nastavnik osoba koja se u tom periodu prihvata kao autoritet i neko čiji model ponašanja usvajaju gotovo svi učenici u učionici (Galović, Brojčin, Glumbić, 2014).…”

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Menjaju Li Se Stavovi Nastavnika Prema Inkluziji?

Zobenica¹,

Kolundžija²

2020

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Inkluzivno obrazovanje predstavlja veliku promenu u obrazovnom procesu. Zauspeh ovog procesa od ključnog su značaja svi akteri koji učestvuju u njemu. Upravozbog toga, cilj ovog istraživanja je bio utvrditi stavove i emocionalne reakcije nastavnikaprema procesu inkluzije. U okviru istraživanja korišćena su tri upitnika: Upitnikopštih demografskih podataka, Upitnik o stavovima nastavnika prema inkluzivnimodeljenjima (Scale of Teacher’s Attitudes Toward Inclusive Classrooms) i upitnik kojise odnosi na emocionalne reakcije nastavnika prema deci sa smetnjama u razvoju(Emotional Reaction Scale). Istraživanje je obuhvatilo 106 nastavnika iz osam osnovnihškola na području teritorije Vojvodine. Rezultati istraživanja ukazuju na to da sustavovi nastavnika prema inkluziji samo blago pozitivni (2,75), emocionalne reakcijeprema deci sa smetnjama u razvoju su pozitivne (4,49), i da će nastavnici koji ispoljavajupozitivne emocionalne reakcije prema deci sa smetnjama u razvoju ispoljavatii pozitivnije stavove prema samoj inkluziji u odnosu na nastavnike koji imaju manjepozitivne ili čak negativne emocionalne reakcije (r =.58, p<.01). Uspeh inkluzije jeznatno veći u odeljenjima u kojima su emocionalne reakcije nastavnika i njihovi stavovipozitivni u odnosu na odeljenja gde su negativni.

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The attitudes of teachers towards inclusive education in Vojvodina

Cited by 55 publications

References 52 publications

Going to school for the first time: inclusion committee members increasing the number of students with disabilities in primary schools in Kenya

Going to school for the first time: inclusion committee members increasing the number of students with disabilities in primary schools in Kenya

Inclusive Policy and Academic Achievements in Mathematics of Student with Special Educational Needs (SEN) in Republic of Serbia

Menjaju Li Se Stavovi Nastavnika Prema Inkluziji?

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