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In this research we investigated teachers of the primary and secondary schools (N = 100) about correlation between his attitudes towards inclusion and dimensions of teachers’ personalities towards a model having five factors. The attitudes towards inclusion include the attitudes regarding the education of children with different difficulties in the...
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This study investigates the relations between cognitive ability, self-understanding, and personality. That is, the study was designed to specify if reasoning ability in different domains and self-evaluation and self-representation in these domains are related to each of the Big Five factors of personality. The general assumption, which is suggested...
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... Mental health is measured as the percentage of young people who have experienced high or very high levels of psychological distress at some stage over a four-week period. Self-harm is operationalised as the percentage of young people who have deliberately hurt themselves, seriously thought about, and/or attempted suicide in the last 12 months (The New Zealand Department of the Prime Minister and Cabinet, 2019 [118]). In the United States, suicide rates are also monitored in relation to diverse groups of students, which shows how mental disorders affect these populations differently. ...
... New Zealand also monitors student well-being, focusing on both psychological and socio-emotional aspects. The country provides indicators on whether students feel cared for, safe and secure, along with their ability to establish and maintain positive relationships, respect others' needs and show empathy (The New Zealand Department of the Prime Minister and Cabinet, 2019 [118]). These efforts are part of the country's Child and Youth Wellbeing Strategy, which is an effort aimed at directly aligning the government actions in this area to the supportive actions of their communities. ...
... Source: The New Zealand Department of the Prime Minister and Cabinet (2019 [118]), Indicators, Child and Youth Wellbeing, https://childyouthwellbeing.govt.nz/measuring-success/indicators#outcome-happy-healthy (accessed on 28 February 2022). ...
Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a challenging exercise, due not only to the complexity and different uses of the concept, but also to its holistic nature. Indeed, measuring inclusion implies analysing a variety of policy areas within education systems, while also considering the different roles of the system, the school and the classroom. This paper discusses the application of the input-process-outcome model to the measurement of inclusion in education, and key indicators that can be adopted by education systems and schools to this end. It makes considerations relevant to policy makers when designing indicators to measure inclusion, such as the extent of their application, the constraints related to data disaggregation and the relevance of intersectional approaches to inclusion.
... In studies dealing with teachers' attitudes towards inclusive practices, there are different findings regarding both positive and negative attitudes, mainly negative attitudes. In some studies, teachers' attitudes towards inclusive practices were negative (Aktan, 2017;Ayvaz Öztürk, 2020;Kayhan et al., 2012;Obiakor et al., 2012;Rakap, & Kaczmarek, 2010); while in some studies, contrary to this finding, teachers had positive attitudes (Anılan & Kayacan, 2015;Doğanoğlu & Bapoğlu-Dümenci, 2015;Gal et al., 2010;Galović et al., 2014;Güleryüz & Özdemir, 2015;Idol, 2006;Okyay et al., 2016;Rakap et al. ., 2016;Supriyanto, 2019;Todorovic et al., 2011). ...
Introduction: The positive approach of the teacher towards individuals with special needs, his participation in the educational processes with his peers, and the teacher's attitudes and behaviors such as supporting both the academic and social development of the individual with special needs affect the social acceptance of the individual with special needs positively. Method: This study, investigating the social acceptance levels of teachers towards the individuals with special needs in terms of various variables, was a descriptive study and designed as a screening model. The data of the study were obtained from 1433 teachers working in different education levels (preschool, primary school, secondary school and high school) in the central district of Düzce province and determined by the easily accessible case sampling method. Findings: According to the research findings, among teachers' social acceptance levels for individuals with special needs; It was determined that there was a significant difference in terms of gender, whether there were individuals with special needs in the family and close environment, whether there were individuals with special needs in the teachers' classrooms, and the belief that inclusive practices were an effective model. In addition, among teachers' social acceptance levels for individuals with special needs; It was determined that there was a significant difference according to the disability type of individuals with special needs, their participation in professional development activities for inclusion practices, their education level and professional seniority variables. Discussion: In the study, it was determined that teachers' beliefs about inclusion practices, their professional development and professional seniority were effective on their social acceptance of individuals with special needs. It was determined that teachers with special needs in their class had lower social acceptance scores. Based on these findings, it is recommended to organize in-service training activities and to benefit from the mentorship of experienced teachers in order to improve the professional competence of teachers for inclusion practices. In addition, it is recommended to conduct qualitative research in order to obtain in-depth information about the variables that show a significant difference in terms of teachers' social acceptance levels for individuals with special needs.
... Поэтому вопрос образовательного пространства детей с ОВЗ, имеющих особые образовательные потребности (ООП) в условиях для оптимальной реализации когнитивных, эмоционально-волевых, энергетических возможностей в процессе обучения, обусловленные закономерностями нарушенного развития, является предметом дискуссии педагогов, психологов, социологов и др. [1, 2, 3, 9,10,11,12,13,17,18]. ...
Background. The relevance of the study is explained by the applied importance of identifying and characterizing the indicators of children’s social adaptation in inclusive education as a tool for psychological and pedagogical monitoring of the child’s emotional well-being. The purpose of the study is to study the features of self-esteem and the level of anxiety of children with disabilities in special and secondary schools. Materials and/or methods. Dembo-Rubinstein self–assessment methodology, Phillips school anxiety level test; statistical verification was carried out using the criteria: χ2 - Pearson criterion, T-Student criterion, Spearman rank correlation coefficient. Results. The article presents the results of a comparative study of the characteristics of self-esteem and the level of anxiety as predictors of emotional well-being for adolescents with disabilities, students of special schools and general schools. It is empirically established that children with disabilities who study in secondary schools are more likely to have a high level of self-esteem and a level of aspiration in combination with a high level of anxiety. Conclusion. The high level of anxiety of children with disabilities in the general education school approach revealed during the study indicates a low level of emotional well-being of the child in the educational environment and requires additional psychological support for this category of children, as well as a special individual pedagogical approach.
... Teachers' attitudes, on the other hand, are seen as an essential factor in successfully imparting IE. Attitudes are people's proclivity to react or respond favourably or unfavourably to an object (idea, person, or situation) (Todorovic et al., 2011). People's attitudes are mostly expressed in terms of their feelings, beliefs, or willingness to do certain things (Butakor et al., 2020). ...
... Several other studies showed that, older teachers had lower positive views than younger teachers (Cornoldi et al., 1998;Lamichhane, 2017). In comparison to their more experienced peers, younger teachers are more supportive of inclusive patterns (Todorovic et al., 2011). It may also appear that the most experienced teachers are the most resistant to inclusion (Forlin, Douglas, & Hattie, 1996;Knight, 1999). ...
The attitude of the teacher has a significant impact on children's behaviour. It may also have the capacity to modify educational patterns and existing educational policy trends. The National Education Policy 2020 places a high value on inclusive education. It acknowledges that all children's rights are equal, regardless of caste, creed, colour, or type of impairment. The study's major goal was to look at secondary school teachers' attitudes towards inclusive education, with a focus on gender, school type, and their age group. In this study, a quantitative research method was applied followed by a descriptive survey design. The study used a stratified random sampling approach to choose 190 teachers from 21 schools in district Pulwama (Jammu & Kashmir). The Teachers Attitude Scale towards Inclusive Education (TASTIE-SA) was used to gather the data, which was standardised and validated by Vishal Sood and Arti Annand. For data analysis, the researcher employed the average, t test, and ANOVA. According to the findings, the majority of teachers, 31.6 percent, have a moderate attitude toward inclusive education. There were no differences in how teachers felt about inclusive education based on their gender, the type of school they worked at, or their age. Inclusion is an approach to teaching children with special needs in regular classrooms, by providing adequate assistance and care for full-time and part-time students, they may learn in the least restrictive educational setting (Gokdere, 2012). According to Corbett (2003), inclusive education (IE) is a dynamic and growing field stimulated by current educational patterns, such as efforts to reduce discriminatory practices, external evaluation measures, and school competitive forces. The field of IE has gained momentum over the last four decades. It caters to the learning needs of all the children, irrespective of any differences (caste, religion, disability, etc.). However, in the early 1970s, IE was specific to the special needs area of education only. It was considered a marginal medical issue, and most of the educators did not take much interest in it. But over time, the perception has changed. The learning needs of vulnerable groups of children are given equal importance as normal children. Apart from that, it also includes the diverse nature of learners, which makes education a rights-based approach because it axes the medical and disability label-based model of education. From special education to an inclusive approach, it has passed through various phases. The manner in which special educational needs (SEN) are addressed is currently a topic of public interest. Its specific nature for children with special disabilities has been far removed. It's time to assess what appears to work in teaching and learning for the most underprivileged students. In order for pupils to gain from learning, it is also necessary for schools to provide effective support for all of their students, regardless of their unique needs. Teachers and educators are concerned about the broad issues of pedagogy and learners' recognition. The concern for inclusion should not be limited to the purview of special educators alone; rather, it should be shared by all stakeholders involved in the operation of a school or college.
... Those participants suggested that teachers' positive affective responses stemmed from the teachers' naturally open and warm personality qualities. This finding is supported also by past research (Todorovic et al. 2011;Park and Hwang 2013). Todorovic et al. (2011) found that the teacher's personality dimension of openness was positively related to the teacher's positive attitudes toward students with special educational needs. ...
... This finding is supported also by past research (Todorovic et al. 2011;Park and Hwang 2013). Todorovic et al. (2011) found that the teacher's personality dimension of openness was positively related to the teacher's positive attitudes toward students with special educational needs. Park and Hwang (2013) suggested that teachers' empathy was positively associated with educational interventions in ADHD by increasing the understanding of the specific difficulties of ADHD children. ...
An increasing number of recent studies in the field of special needs education have recognised the importance of factors supporting school preparation and inclusion of students with attention-deficit/hyperactivity disorder (ADHD). Recent studies have also highlighted the need for further detailed investigation of the lived school experience in clinical samples of ADHD students. Therefore, the goal of this qualitative study was to explore the factors that ADHD students perceived as supportive for their school functioning. The sample consisted of 20 students with ADHD from the Czech Republic, aged 12 to 14 years. Thematic analysis of the interviews with ADHD students revealed the following supportive factors for effective functioning and inclusion of ADHD students at school: parenting style respecting the special needs of ADHD students, close friendship of ADHD students with their peers, openness and warmth of the teachers, practical teachers’ and parents’ interventions tailored to the strengths of ADHD students and ADHD students’ own effort to manage ADHD manifestations at school. Based on these findings, several practical recommendations and implications are formulated.
... The research that analyzed the tendency toward sustainability in career activities reached conflicting results. Some underlined that teachers have a positive attitude toward an inclusive and sustainable education (Kalu and Ali, 2004;Todorovic et al., 2011), and others report that teachers show a moderate positive tendency toward an inclusive and sustainable education (Avramidis et al., 2000;Alghazo et al., 2003;Keles, 2017). On the contrary, there seem to be few studies in the literature that evaluate the impact of the COVID-19 pandemic on teachers' tendency toward sustainability in their career activities. ...
This study aimed to examine the effect of cognitive priming linked to the COVID-19 pandemic, through state anxiety and personal need for structure, on teachers’ tendency toward sustainability and teachers’ tendency toward a conservative socio-economic vision. We involved a sample of 984 Italian teachers, and by manipulating the saliency of the COVID-19 pandemic, we found that the saliency of the COVID-19 pandemic positively impacted state anxiety and that state anxiety impacted teachers’ tendency toward sustainability both directly and indirectly through the mediational role of the personal need for structure. Finally, we found that state anxiety only indirectly through the personal need for structure impacted teachers’ tendency toward a conservative socio-economic vision.
... Leatherman and Niemeyer (2005) believe it is important to identify the very factors in teachers' pre-gradual training and professional development which help develop teachers' positive attitudes towards inclusion. Research studies focus on the analysis of the relationship of teachers' attitudes towards inclusive education in correlation to the length of teaching practice (Leyser et al., 1994;Todorovic et al., 2011), analysis of attitudes in relation to attained education and themes passed in education (Van Reusen et al., 2000;Burke & Sutherland, 2004;Swain et al. 2012;and others). ...
... The results of our research confirm a statistically significant but very weak negative relationship between teachers' attitudes towards inclusive education and the length of their teaching experience. Similar results are presented by Todorovic et al. (2011), Yada et al. (2018, and others. ...
Global research studies on distance education in foreign language learning focus primarily on secondary schools or higher education. The paper examines primary school foreign language teachers’ (n=119) perceptions of distance teaching during the COVID-19 pandemic compared to face-to-face education. The purpose of the study was to investigate the quality, achieved learning outcomes, advantages and obstacles faced by FL teachers in remote teaching. Based on the e-questionnaire, our study indicated that distance FL teaching was more challenging and stressful than classroom teaching because primary school students were not responsive to technology and needed parental guidance. Primary school students rely on cognitive and socio-emotional support from the FL teacher.
... Leatherman and Niemeyer (2005) believe it is important to identify the very factors in teachers' pre-gradual training and professional development which help develop teachers' positive attitudes towards inclusion. Research studies focus on the analysis of the relationship of teachers' attitudes towards inclusive education in correlation to the length of teaching practice (Leyser et al., 1994;Todorovic et al., 2011), analysis of attitudes in relation to attained education and themes passed in education (Van Reusen et al., 2000;Burke & Sutherland, 2004;Swain et al. 2012; and others). ...
... The results of our research confirm a statistically significant but very weak negative relationship between teachers' attitudes towards inclusive education and the length of their teaching experience. Similar results are presented by Todorovic et al. (2011), Yada et al. (2018, and others. ...
Inclusive education is a controlled process that creates an environment for education and training, respect for diversity, abilities, and various educational needs of a child or pupil. It is topical in most countries’ professional and legislative discourse. It turns out that teachers’ attitudes are one of the main pillars of inclusive education policy implementation. The present research aimed to pursue connections and relationships between the teachers’ pro-inclusive attitudes, length of experience, and content of their learning activities. The research sample consisted of 926 kindergarten and elementary school teachers; the TAIS was used (Saloviita, 2015) as the research tool. Results showed that kindergarten teachers had more positive attitudes towards inclusive education than elementary school teachers. There are themes in education through which elementary school teachers can be developed pro-inclusive attitudes.
... Teachers that have a strong unfavorable attitude toward special needs children can be uncomfortable in the classroom, according to , which can lead to negative expectations and interactions with special needs children (Markova et al., 2016). In order to embrace special needs children in the framework of inclusive education, pre-service teachers' attitudes are critical (Todorovic et al., 2011). ...
Inclusive education, that is, the inclusion of learners with special educational needs and disabilities into regular schools is now one of the most significant core pillars in the New Bachelor of Education (Basic Education) Curriculum for teacher education in Ghana. In order to address this issue, pre-service teachers in their first year per the curriculum are introduced to inclusive education as a subject. The study aimed at finding out the attitude and concerns of pre-service teachers towards inclusive education in Ghana. The study employed mixed method approach with the sequential explanatory strategy. The sample population composed of 562 students from six (6) colleges of education in Ghana under one mentor university. The quantitative research approach consisted of 10-item questionnaire which was adapted from the Teachers’ Attitudes towards Inclusive Education (TAIS) scale. Data was collected using both the questionnaire and interview guide. The analysis of quantitative data involved the use of multiple statistical procedures; frequency counts, simple percentages, and standard deviation, while the thematic analysis was used to analyze the qualitative data. The study revealed that pre-service teachers has positive attitude towards the implementation of inclusive education in Ghana. About eighty percent (80.1%) stated that children with special educational needs can be effectively supported to learn in regular classrooms in Ghana (1.30, SD=.64). However, the current regular schools in Ghana cannot accommodate children with special needs education (1.25, SD=.62) due to inadequate space. It is therefore recommended that the government of Ghana and the Ghana Education Service should work together to ensure that there is the availability of adequate facilities in all schools for teachers to effectively implement inclusive education in the new Bachelor of Education (Basic Education) Curriculum
... Moreover, some studies, Center & Ward (1987); Berryman, (1989); Clough & Lindsay, (1991) , have revealed that both younger teachers and those with little teaching experience have a supportive attitude toward integration (Avramidis & Norwich, 2002). Furthermore, teachers with less working experience have been shown to display more positive attitudes toward inclusion than teachers with higher levels of working experience (Barnes & Mercer, 2005;Todorovic et al., 2011). ...
Teachers’ attitudes are crucial to promote inclusive science practices, including those with special educational needs (SEN). This study aimed to investigate science teachers’ attitudes toward teaching diverse student and to identify the elements that may influence teachers in a positive manner toward including SEN students in science classrooms. 202 science teachers in the Banjarnegara Regency, Indonesia participate this study. A survey was conducted and analyzed by a three-way ANOVA test to know the relationship among teachers’ variables and their attitudes toward teaching diverse student groups. The results suggested that 71.8% teachers have moderately positive attitudes concerning teaching diverse student groups in general education classrooms. There were no statistically significant interaction effects among teachers’ variables. Teachers’ personal experiences in interacting with SEN students were found to be the main effect that contributes teachers in acquiring positive attitudes toward involving SEN students in regular classrooms (p < 0.01).
Sikap guru sangat penting untuk mendukung praktik pembelajaran IPA yang inklusif, termasuk pada Anak Berkebutuhan Khusus (ABK). Penelitian ini bertujuan untuk menyelidiki sikap guru IPA dalam menghadapi peserta didik yang beragam dan mengidentifikasi faktor-faktor yang mempengaruhi secara positif sikap guru IPA dalam mengikutsertakan ABK pada pembelajaran IPA. Survei dilakukan pada 202 guru IPA di Kabupaten Banjarnegara, Indonesia menggunakan kuisioner ATTDS dan dianalisis dengan tes ANOVA tiga arah untuk mengetahui hubungan antara variable guru IPA yang diteliti dan sikap guru IPA terhadap pembelajaran di kelas. Hasil survei menunjukkan bahwa 71,8% guru IPA memiliki sikap yang cukup positif terhadap seluruh skala ATTDS. Secara statistik tidak ditemukan efek interaksi yang signifikan antara ketiga variabel. Pengalaman guru IPA berinteraksi dengan ABK ditemukan sebagai aspek utama yang memberikan konstibusi signifikan pada perbedaan sikap guru IPA dalam memperoleh sikap positif untuk melibatkan ABK di kelas IPA reguler (p
