Disabilities In Regular Classes Research Articles

The Relationship Between Family-Work Conflict and Work-Family Conflict Among Special Education Teachers

Special education teachers are a big part of how students with disabilities learn. Because of conflicts between work and family and family and work, special education teachers are less happy with their jobs than other teachers. This study looks at the work-family, work-family, and job satisfaction of special education teachers in Kottayam. Sixty special education students from Sulawesi were used in this study. This research is about describing things. The standard questionnaire collects data. Teachers were unhappy with their jobs, and there was a strong link between WFC and FWC (p=.000). (p=.000) FWC influences job satisfaction. The project's main goal is to make it easier for special educators to do their jobs. Their low incomes and lack of education keep them from getting help from the government, which hurts their mental health and potential. Teachers, especially those who teach kids with special needs, help kids grow. People who work in schools help kids who have trouble learning. Special school teachers have to deal with more stress and pressure than other teachers. So, it is crucial to find out if these things are causing problems in their personal, professional, and family lives. So, teachers must teach and help students with disabilities in regular classes. Special education teachers must work harder than other teachers to help students with special needs. Special education teachers help disabled kids succeed by being their second parents, advisors, and counsellors. These teachers must figure out how to balance their personal lives with their jobs. Most people have trouble keeping their personal and work lives in balance. They find it hard to meet both their personal and professional obligations. Human relations are the ways that people get along with each other. The human relations model was made by Elton Mayo, Mary Parker Follet, and Robert Owen. It is based on the idea that workers are motivated not only by money, but also by praise, recognition, a sense of belonging, victory or achievement, and pride and honor in their work. Focusing on people and relationships boosts morale and gets more work done. When employees feel welcome in the office, they work harder and are happier with their jobs. The same as these teachers. Policymakers and governments often do not care about them. This affects the quality and satisfaction of the job. Education, Teachers, Job Satisfaction, Interactions Between Work and Family, Work Conflicts, and Work

Analysis of the Attitude of Spanish Physical Education Teachers towards Students with Disabilities in Extremadura.

Inclusive education aims to eliminate barriers in the participation and performance of students, considering their diversity. In this sense, there is a regulation that governs the educational response, being different for each region. Therefore, this study aims to know the attitude of Physical Education teachers of different educational stages in Spain toward students with disabilities. A questionnaire was administered to 272 Physical Education teachers from public schools in a region of Spain. The Mann–Whitney U test was used to determine the relationships between items and dimensions according to sex or center location, and Spearman’s Rho was used to analyze the relationship between dimensions and years of experience. The main results showed that teachers do not feel prepared in terms of training, resources, and infrastructure, although they consider that the integration of students with disabilities in regular classes is beneficial for them.

Current Status of Support for Students with Disabilities in Regular Classes and Related Issues

Current Status of Support for Students with Disabilities in Regular Classes and Related Issues

Teaching Strategies for Students with Disabilities in Regular Classes

Teaching Strategies for Students with Disabilities in Regular Classes

Analysis and Critique of the Advocacy Paper Towards Inclusive Education: A Necessary Process of Transformation

AbstractThe increasing inclusion of students with disabilities in regular classes still leads to debate and many advocate for full inclusion of all students. Arguments for full inclusion are generally rights-based, but proponents also claim research supports the effectiveness of full inclusion over specialist provision for all students with disabilities. In this article, we analyse and critique the use of the research literature in an Australian advocacy paper as an example of the broad claims made concerning full inclusion. We examine the extent to which the sources used provide conclusive evidence about the merits of full inclusion. We find the advocacy paper relies heavily on opinion and non-peer-reviewed literature, with little use of quantitative research that compares outcomes for students in different settings. We suggest that policymakers should treat the conclusions drawn in this paper cautiously and give due consideration to the literature that is not supportive of full inclusion.

Effect of student-related factors on their attitudes towards peers with disabilities in physical education: evidence from elementary schools in China

ABSTRACT This study aims to examine the general and sport-specific attitudes of elementary school students towards including students with disabilities in physical education and identifying student-related variables that determine such attitudes. A total of 872 students ranged from eight to 13 years old (461 boys and 411 girls) from six elementary schools in Shanghai participated in the study. The Children’s Attitudes towards Integrated Physical Education – Revised Scale (CAIPE-R) was utilized to measure students’ general and sport-specific attitudes. The Chinese students showed unfavourable general and sport-specific attitudes towards PE inclusion. Several student-related variables, such as being female and having a student with disabilities in PE classes, were positively associated with the general attitude of students, whereas being competitive was negatively related to the general attitude. These variables explained 13.2% of attitude variance. Being female, having a student with disabilities in regular classes, and having a student with disabilities in PE classes were positively related to the sport-specific attitude of students and explained 4.7% of attitude variance. The study has important implication for PE teaching, such as providing inclusive cooperative PE settings and opportunities of positive interaction for students with and without disabilities.

Inclusão de Alunos com Deficiência nas Aulas de Educação Física: Atitudes de Professores nas Escolas Regulares1

RESUMO a inclusão de alunos com deficiência nas escolas regulares ainda é um desafio para professores, especialmente pela insegurança gerada pela precária formação profissional e falta de estrutura de apoio. O objetivo desta investigação foi analisar as atitudes dos professores de Educação Física em relação à inclusão de alunos com deficiência no ensino regular, bem como a influência do sexo, tempo de experiência profissional e tipo de deficiência dos alunos. Para tanto, 35 professores de Educação Física de 15 escolas públicas de Londrina responderam individualmente ao Teacher Inclusion Attitudes Questionnaire (TIAQ) - Questionário de Atitudes dos Professores com relação à Inclusão. Os resultados mostraram que, de um modo geral, os professores são otimistas com relação à inclusão de alunos com deficiência em suas aulas, embora seja destacada a falta de apoio recebido pela escola como uma barreira importante no processo. O tempo de experiência e sexo do professor, bem como o tipo de deficiência do aluno, foram fatores de influência nas atitudes, reforçando que mulheres com menor tempo de experiência, especialmente com alunos com deficiência intelectual em suas turmas, apresentam atitudes mais negativas no sentido da inclusão.

Professores de educação infantil e temas sobre inclusão de crianças com deficiência no ensino regular

Resumo Politicas públicas para a educação infantil propõem aumento do número de crianças atendidas e incentivam a educação continuada. No entanto, conflitos são gerados e a qualidade desse nível de ensino está aquém da desejada. Este estudo tem por objetivo analisar a percepção de conhecimento de professores que atuam nesse nível de ensino sobre temas relativos à inclusão de crianças com deficiências em aulas regulares, e como eles procedem nesses casos. Trata-se de um estudo de campo com amostra aleatória, com professores regentes de classe e professores de educação física. Foi feito com aplicação de questionário que versava sobre autonomia; inclusão social; especificidade de crianças com deficiência; avaliação; adaptações e possibilidades de movimento corporal. A primeira parte de cada questão se referia à percepção do professor sobre seu conhecimento do tema em uma escala Likert, e a segunda solicitava que o professor fornecesse exemplos de como agiria com a situação. Na maioria das questões, mais da metade do grupo de professores relatou ter conhecimento precário, grande parte deles preferiu apresentar justificativas, ao invés de exemplificar ações que pudessem ser realizadas. Os poucos exemplos apresentados demonstram superficialidade no tratamento dos temas e ou desconhecimento do mesmo. Há um paradoxo: é desejável que a educação ocorra cada vez mais cedo, para possibilitar uma sociedade mais igualitária, mas o cuidado necessário com essas crianças pode estar em risco, bem como a oferta de vivências que lhes possibilitem atingir seu potencial de desenvolvimento. É necessário enriquecer diálogos entre diferentes setores da sociedade.

Analysis of Supporting Elements for Development of Positive Behavior Support System for Children with Developmental Disabilities in Regular Classes

Analysis of Supporting Elements for Development of Positive Behavior Support System for Children with Developmental Disabilities in Regular Classes

Inclusive Education in Botswana: The Perceptions of School Teachers

The purpose of this study was to identify the attitudes and concerns of teachers toward the inclusion of students with disabilities in the general classroom. The findings indicate that teachers in Botswana have somewhat negative attitudes with some concern about inclusive education. Significant correlation was observed between attitudes and concerns ( r = .323). The results also reveal that many regular teachers feel unprepared and fearful to work with learners with disabilities in regular classes and so display frustration, anger, and negative attitudes toward inclusive education because they believe that it could lead to lower academic standards.

Physical education students’ attitudes and self‐efficacy towards the participation of children with special needs in regular classes

The purpose of the present study was to investigate the relationship between personal variables of physical education students and their attitudes towards participation of children with disabilities and self‐efficacy (SE) in teaching students with disabilities in regular classes. A total 153 PE majors (95 females and 58 males) participated in the study. A 15‐item attitude instrument and a 15‐item SE instrument concerning dilemmas during educational tasks were administered as a part of the didactic assignments. Factor analysis revealed one challenge and two threat factors in the attitude instrument. The statistical analysis revealed significant effects on attitudes to gender (females higher than males) and years in college (advanced students higher than novices). Significant effects on SE were found in the coursework, previous experience and years in college variables. SE was inversely related to both threat factors of the attitude instrument (r = − 0.42 and − 0.43 respectively).

Validating the Physical Educators' Attitude Toward Teaching Individuals with Disabilities III (PEATID III) Survey for Future Professionals.

The purpose of this study was to assess validity and reliability of the Physical Educators' Attitude Toward Teaching Individuals with Disabilities III (PEATID III; Rizzo, 1993) for future professionals. Participants (N = 3,464) were undergraduate students enrolled in the introductory adapted physical education course at 235 colleges and universities. Construct validity was obtained through principal components analysis with oblique rotation and supported by principal components analysis with varimax rotation. Results showed that PEATID III measures three factors: (a) outcomes of teaching students with disabilities in regular classes, (b) effects on student learning, and (c) need for more academic preparation to teach students with disabilities. Reliability, as estimated through coefficient alpha, was .88 for the total scale and .71 or greater for each of the disability subscales.

Varied Meanings and Practice: Teachers' Perspectives regarding High School Inclusion

This study examines teachers perspectives in a ninth grade class that included students with disabilities in regular classes. Observations and interviews yielded data on how the teachers thought about inclusion of students with disabilities in their classes, and how they thought about a student with Down syndrome who was also in their class at the time of the study. Data collected over 7 months of a school year included variability in the interpretations and practice of inclusion and varied expectations for some students with disabilities. Teachers who supported inclusion of the student with Down syndrome differed in their expectations of him and the other students with and without disabilities. Variable standards for classroom attendance was a primary example. Findings suggest the importance of further research into the meanings and practices of inclusion as they relate to perceived purposes of schooling, the application of structures supporting inclusion in high schools, and the merging of social and academic goals for high school students with severe disabilities.

Children's Attitudes and Behavioural Intentions Towards Peers with Disabilities

This study used the theory of reasoned action to investigate determinants of primary school children's attitudes and behavioural intentions towards peers with physical disabilities. The influence of children's own attitudes toward working with peers with physical disabilities in regular classes and subjective norms provided by their teachers, principals, and parents were used to predict behavioural intentions to befriend and interact with classmates with physical disabilities. The participants were 143 fourth and fifth grade primary school students, their mothers, teachers, and school principals. The students completed an attitude questionnaire and a behavioural intention scale. Their parents, teachers, and principals completed a similar disability attitude questionnaire. The results supported the predictions made by the theory of reasoned action. Children's own attitudes towards the inclusion of peers with disabilities was the strongest predictor of behavioural intentions to interact with a classmate with a physical disability. The attitudes of teachers, principals, and parents were also significant predictors of intentions. However, only the attitudes of parents and school principals accounted for any more variance than children's attitudes alone. The implications of these findings are discussed in terms of developing whole class interventions to promote the social integration of children with physical disabilities.

School-to-Work Transitions for Youth With Disabilities: A Review of Outcomes and Practices

This review examined employment and postsecondary education outcomes for youth with disabilities leaving secondary schools, as well as studies of educational practices reporting high-quality outcomes. Analytical considerations included the current initiatives in educational reform that emphasize the improvement of career-related outcomes for all students and the inclusion of youth with disabilities in regular classes. While school- and employment-related outcomes for youth with disabilities continue to be problematic when compared with those for nondisabled youth, two educational practices appear to consistently align with higher-quality outcomes for students. The promising practices that merit attention in improving programs and in advancing the knowledge base include school supervised work experiences and functionally oriented curricula in which occupationally specific skills, employability skills, and academic skills are systematically connected for students. The educational reform literature indicates that valued outcomes for all students are focusing more prominently on workplace and transition outcomes, and that educational practices supported with documented evidence from the secondary special education literature are viewed by many authors as promising directions for improving secondary education for all students.

Attitudes and Attributes of Physical Educators Associated with Teaching Individuals with Severe and Profound Disabilities

The purpose of this study was to assess the relationship between attitudes and selected attributes (teaching assignment, teaching level, adapted physical education coursework, special education coursework, years teaching students with disabilities, quality of teaching experience, and perceived competence in teaching students with disabilities) of public school (K-12) physical educators toward teaching students with severe and profound disabilities in regular classes. Teacher (N = 150) from suburban school districts in a midwestern state were sent the Physical Educators' Attitude Toward Teaching Individuals with Disabilities-III (PEATID-III) and 91 (61%) responded. Data showed that physical educators were undecided about teaching students with severe disabilities and disagreed with the proposal of teaching students with profound disabilities in their regular classes. There was a significant difference between attitudes toward teaching students with severe and profound disabilities. Although only a moderate amount of the variance was accounted by attributes, results from a forward stepwise multiple regression procedure showed that as the quality of teaching experiences improved and adapted physical education coursework increased, attitudes toward teaching students with severe disabilities were more favorable. Favorable attitudes toward teaching students with profound disabilities were associated with an increase of both coursework in special education and perceived teacher competence.