Perceptions Of Inclusive Education Research Articles

Perceptions ofSchoolAdministrationTeamMembers concerning inclusion inIsrael: are they in congruence with the ecological sustainable perspective?

Based on an ecological perspective, inclusive education should involve two essential components: a shared ideology of providing a culturally responsive educational system where the needs of every child are met and a school policy geared towards the implementation of inclusion practices, with collaborations among staff members who create sustainable relationships. The study's aim was to gain a better understanding of School Administration Team Members' (SATMs') perceptions of inclusive education in general elementary schools. It was found that although SATMs expressed pro‐inclusion ideological statements, they have not yet manifested an ecological view of inclusionde factothat is holistic in nature. By and large, respondents expressed reactive rather than proactive perceptions. It appears that collaborations have not yet been initiated where inclusion is discussed, and a shared ideology is constructed. The research suggests that the perceptions of SATMs reflect perspectives of problem solving, survival, and partial collaborative networks that do not fully embrace ecological sustainable perspectives.

예비초등교사의 통합교육에 대한 인식이 장애학생을 위한 교수적 수정 실행의지에 미치는 영향

Abstract The purpose of the study is to analyze the difference of the intention to implement instructional adaptations for students with disabilities between preliminary teachers who agree on inclusive education and who do not agree on inclusive class. The subjects are 318 preliminary teachers who enrolled in the Busan national university of education(180 pro-inclusive preliminary teachers and 138 anti-inclusive preliminary teachers). The questionnaires are composed of currently demographic information, perception about inclusive education, and instructional adaptations. To examine the differences depend on the teachers' perception of inclusive education, descriptive statistics, and t-test were used. The results are as follow: Significant differences in total instructional adaptations and three sub-instructional adaptations(e.g., instructional environment, instructional groups, and instructional contents) were found between preliminary teachers who agree on inclusive education and who do not agree on inclusive education. Key words : Preliminary elementary school teacher, Inclusive education, Instructional adaptations Corresponding author : 062-970-0203, emia@nambu.ac.kr

Moving Forwards, Sideways or Backwards? Inclusive Education in Samoa

The introduction of inclusive education (IE) has been promoted to meet the needs of all students. Initially this was a western-driven ideology but has been adopted by numerous developing countries such as Samoa. In this country, the education of students with special learning needs has followed the usual pattern of development from voluntary provision to government-funded segregated placements, followed by mainstreaming, and finally inclusion in regular schools. This qualitative phenomenologically oriented study gathered data from educators and parents about their perceptions of IE and how it was being implemented. The results indicated that this has not always been an easy transition and many participants in the study, although subscribing to the notion of IE, believe that there are a number of implementation difficulties, particularly around issues of support. In relation to this, IE is regarded as a borrowed policy that has overlooked cultural issues and ownership. A model for future developments is outlined and recommendations for future research are indicated.

Taiwanese first-grade teachers' perceptions of inclusive education

This study investigated the influence of three types of variables (teachers' backgrounds, the current teaching situation and characteristics of students with disabilities) on Taiwanese first-grade teachers' perceptions of inclusive education. A mail survey was conducted with all first-grade teachers in a metropolitan city in central Taiwan. After excluding cases with missing data, the sample size for this study was 321. Results showed that in general teachers' perceptions of inclusive education were in the middle range, neither highly negative nor highly positive. Two variables related to the teachers' current teaching situation (having at least one student with disabilities in their classrooms and school size) were found to have significant but opposite effects on teachers' perceptions, with the former being positive and the latter being negative. None of the variables related to teachers' backgrounds appeared to be significantly associated with perceptions of inclusive education. However, the relationship between currently having at least one student with disabilities in the classroom and teachers' perceptions of inclusive education was found to be moderated by the past experience of teaching in special education. Implications are discussed for special education practice and policy in Taiwan as well as for future research.

Preservice Teachers' Changing Perceptions of Inclusive Education During Special Education Teacher Training Course

Preservice Teachers' Changing Perceptions of Inclusive Education During Special Education Teacher Training Course

Greek mainstream secondary school teachers’ perceptions of inclusive education and of having pupils with complex learning disabilities in the classroom/school

The purpose of this study was to examine Greek mainstream secondary school teachers’ perceptions of inclusive education and of having pupils with complex learning disabilities (cLD) in the classroom or school. Participants included 138 Greek mainstream secondary school teachers working in inclusive state schools in northern Greece. Findings indicated that 47.5% of the participants were against the inclusion of all pupils with special educational needs (SEN) in mainstream secondary schools. Three variables were found to be associated with teachers’ attitudes about the inclusion of pupils with cLD: age, years of teaching experience and SEN training. Overall, it is suggested that training, as well as perceived competence and sense of support, were important in influencing teachers’ attitudes about including pupils with cLD in mainstream classrooms. It is proposed that the recent implementation of inclusive education in Greece and the prevailing rudimentary conditions for its implementation might also have had an impact on teachers’ attitudes.

Teachers’ Perceptions of Inclusive Education in Mainstream Primary Schools in the United Kingdom

Teachers’ Perceptions of Inclusive Education in Mainstream Primary Schools in the United Kingdom