Inclusive Education and In-service Teachers' Attitudes
Keywords:Inclusive education, pre-university education, questionnaire, special educational needs
AbstractThe aim of this research was to measure teachers’ attitudes about inclusive education, teachers who are involve on in-service teacher training. When the teachers have a positive attitude towards inclusive school, they become more open to adjusting and changing the way they teach, in order to meet the numerous pupils’ learning needs. Studying the teachers attitudes towards the integration of the “special educational requirements” children help identifying the most appropriate influence measures, in order to establish relations based on mutual valorisation and promotion of equal participation opportunities. The investigation of the attitudes of teachers upon the integration process of students with special educational needs helps identify the best means of influencing, with the purpose to form relations based on mutual evaluation and to promote equity of participation chances.
Armstrong, F. (2006). L’école inclusive: qu’est-ce que c’est et comment la construire? In R. M. Chevalier (Éd.), Actes du colloque international sous le thème : Pour une école inclusive... Quelle formation des enseignants? (pp. 73-81). Créteil: Services culture éditions ressources pour l’éducation nationale (SCÉRÉN) et centre régional de documentation pédagogique (CRDP) de l’académie de Créteil sous le thème.
Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/ inclusion: a review of the literature. European Journal of Special Needs Education, 17(2): 129-147.
Avramidis, E., Bayliss, P., & Burden, R. (2000). A survey into mainstream teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school in one local educational authority. Educational Psychology, 20, 193-213.
Băiescu, A.-M. (2013). Variabile psiho-sociale cu impact asupra atitudinilor cadrelor didactice privind incluziunea copiilor în grădiniţele de masă [Psychosocial variables with impact on teacher attitudes regarding the inclusion of children in kindergartens]. PhD Thesis. „Babeş-Bolyai” University of Cluj-Napoca.
Baldiris Navarro, S., Zervas, P., Fabregat Gesa, R., & Sampson, D. (2016). Developing Teachers Competences for Designing Inclusive Learning Experiences. Educational Technology and Society, 19(1), 17-27.
Batarelo Kokić, I., Kurz, T. L., & Novosel, V. (2016). Student teachers’ perceptions of an inclusive future. Information Literacy: Key to an Inclusive Society - 4th European Conference, ECIL 2016, Revised Selected Papers (Vol. 676, pp. 3-11). (Communications in Computer and Information Science). Berlin: Springer Verlag.
Campbell, J., Gilmore, L., & Cuskelly, M. (2003). Changing student teachers’ attitudes towards disability and inclusion. Journal of Intellectual and Developmental Disability, 28, 369–379.
Cercel, R. M. (2009). Formarea cadrelor didactice pentru educaţia incluzivă [Teacher training for inclusive education]. PhD Thesis. University of Bucharest.
Clipa, O. (2018). The Training Program structure, Psycho-educational and Social Intervention Program for Parents. Psycho-educational Kit, Iași: Lumen, pp. 47-56, http://psiwell.eu/images/io3/PESI-manual-for-trainers.pdf#page=56.
Clipa, O., Mâtă, L, & Lazăr, I. (2019) (in press). Measuring in-service teachers' attitudes towards inclusive education, International Journal of Disability, Development and Education, doi/full/10.1080/1034912X.2019.1679723.
Clipa, O., & Greciuc M.-A. (2018). Leadership, Motivation and performance in teaching, Journal of Innovation in Psychology, Education and Didactics, 22(1), 89- 102.
Cullen, J. P., Gregory, J. L., & Noto, L. A. (2010). The Teacher Attitude Toward Inclusion Scale (TATIS) - Technical Report. Eastern Educational Research Association.
De Boer, A., Timmerman, M., Pijl, S. J., & Minnaert, A. (2012). The psychometric evaluation of questionnaire to measure attitudes towards inclusive education. European Journal of Psychological Education, 27, 573-589.
Etikan, I., & Bala, K. (2017). Sampling and sampling methods. Biometrics & Biostatistics International Journal, 5(6), 215-217.
Ferguson, D. L. (2008). International trends in inclusive education: The continuing challenge to teach each one and everyone. European Journal of Special Needs Education, 23(2), 109-120.
Flem, A., & Keller, C. (2000). Inclusion in Norway. A study of ideology in practice. European Journal of Special needs Education, 15(2), 188-205.
Forlin, C., Cedillo, I. G., Romero-Contreras, S., Fletcher, T., & Rodriguez Hernández, H. J. (2010). Inclusion in Mexico: Ensuring supportive attitudes by newly graduated teachers. International Journal of Inclusive Education, 14(7),723-739.
Glasman, L. R., & Albarracin, D. (2006). Forming attitudes that predict future behavior: A meta-analysis of the attitude-behavior relation. Psychological Bulletin, 132, 778-822.
Gherguț, A. (2010). Analysis of inclusive education in Romania. Results from a surveyconducted among teachers. Procedia Social and Behavioral Sciences, 5, 711-715.
Hollowood, T. M., Salisbury, C. L., Rainforth, B., & Palombaro, M. M. (1995). Use of instructional time in classrooms serving students with and without severe disabilities. Exceptional Children, 61(3),242-253.
Kovacevic, J., & Macesic-Petrovic, D. (2012). Inclusive education - empirical experience from Serbia. International Journal of Educational Development, 32, 463-470.
Kudek Mirošević, J. (2016). The Assessment of the Competences of Students at the Department of Teacher Education Studies and of the Teachers for Inclusive Practice. Croatian Journal of Education, 18(1), 71–86.
Martan, V., Mihić, S., & Matošević, A. (2017). Teachers’ Attitudes toward Teaching Students with Dyslexia, Croatian Journal of Education, 19, Special Edition, (3), 75-97. https://doi.org/10.15516/cje.v19i0.2704.
Massé, L. (2010). Stratégie d’enseignement pour une classe inclusive. In N. Rousseau (Ed.), La pédagogie de l’inclusion scolaire, pistes d’action pour apprendre tous ensemble (pp. 351-379). Québec: Presses de l’Université du Québec.
Monsen, J., Ewing, D., & Kwoka, M. (2014). Teacher` attitudes towards inclusion, perceived adequacy of support and classroom learning environement. Learning Environement Review, 17, 113-126.
Peček, M., Macura-Milovanović, S., & Čuk, I. (2015). Regular Versus Special Streams within Teacher Education, Croatian Journal of Education, 17, Special Edition (2), 99-115, doi: 10.15516/cje.v17i0.1509.
Romi, S., & Leyser, Y. (2006). Exploring inclusion pre-service training needs: A study of variables associated with attitudes and self-efficacy beliefs. European Journal of Special Needs Education, 21(1), 85–105.
Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O.-P. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27(1), 51-68.
Sharma, U., Forlin, C., & Loreman, T. (2008). Impact of training on pre–service teachers’ attitudes and concerns about inclusive education and sentiments about persons with disabilities. Disability & Society, 23(7),773–785. doi. org/10.1080/09687590802469271.
Shah, R., Das, A., Desai, I., & Tiwari, A. (2016). Teachers’ concerns about inclusive education in Ahmedabad, India. Journal of Research in Special Educational Needs, 16(1), 34–45.
Tamayo, M., Rebolledo, J., & Besoain-Saldana, A. (2017). Monitoring inclusive education in Chile: Differences between urban and rural area. International Journal of Educational Development, 53, 110-116.
Tervo, R.C., Palmer, G., & Redinius, P. (2004). Health professional student attitudes towards people with disability. Clinical Rehabilitation, 18(8), 908- 915.
Unianu, E. M. (2012). Teachers’ attitudes towards inclusive education. Procedia - Social and Behavioral Sciences, 33, 900-904.
Unianu, E. M. (2013). Teachers’ perceptions, knowledge and behaviour in inclusive education. Procedia - Social and Behavioral Sciences, 84, 1237-1241.
Van der Venn, Smeets, E., & Derriks, M. (2010). Children with special education needs in the Neaderlands: number, characteristic and school career. Educational Research, 52(1), 15-43.
Yada, A., & Savolainen, H. (2017). Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices. Teaching and Teacher Education, 64, 222-229.
How to Cite
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs