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1.
This article recounts the findings of a study that investigated pre-service teachers’ attitudes and concerns regarding inclusive education and their degree of comfort when interacting with people with disabilities after completing courses on inclusive education. One hundred and eighty pre-service teachers from one higher education institution in South Africa completed the Sentiments, Attitudes and Concerns about Inclusive Education Scale. They were all being prepared to teach at either the primary (41%) or secondary (59%) level of education. Pre-service teachers’ mean scores on the sentiments scale increased following the intervention (p < 0.001), as did the mean scores on the attitudes scale (p < 0.001). However, mean scores related to their concerns decreased (p = 0.01). With respect to the latter finding, as a result of the intervention the pre-service teachers became more worried about resources to support inclusive education (p < 0.001), the reality of large classes (p = 0.01) and their workload (p = 0.04). Recommendations based on the research findings are made, suggesting that the quality of courses on inclusive education should be enhanced in higher education institutions.  相似文献   

2.
Drawing on self‐determination theory, a person‐centered methodology was adopted to identify distinct pupil profiles based on their psychological need satisfaction. A sample of 586 pupils (387 male, 199 female; mean age = 12.6, range 11–15 years old) from three secondary schools reported their psychological need satisfaction, and well‐ and ill‐being, with teachers rating pupil achievement. Hierarchical cluster analysis revealed five distinct profiles. Four profiles indicated synergy existed between the three needs, showing similar in‐group levels of satisfaction across the needs but in varying amounts. Univariate and multivariate analyses, controlling for school and taught subject, revealed the satisfied group displayed the highest classroom performance (F4,540 = 7.03; p < 0.001; ηp2 = 0.05), well‐being (F8,1,136 = 45.63; p < 0.001; Wilk's Λ = 0.57; ηp2 = 0.24) and lowest ill‐being (F8,1,134 = 23.39; p < 0.001; Wilk's Λ = 0.74, ηp2 = 0.14), whereas the dissatisfied group displayed the most adverse outcomes. The findings illustrate that the three psychological needs may operate interdependently and should be considered in combination rather than in isolation. The research offers practical insights into why pupils may function differently in classrooms and could inform targeted initiatives towards pupils with psychological need satisfaction deficits.  相似文献   

3.
The aim of the three different studies presented was the development and evaluation of the Differentiated Attitudes Towards Inclusion Scale as a valid, reliable and economic instrument for the measurement of teachers’ attitudes towards the inclusion of students with certain special educational needs (SEN). In a sample of student teachers, exploratory factor analyses on the versions of the questionnaire with focus on Learning Disabilities (LD) and Emotional and Behavioural Disturbances (EBD), respectively, indicated four first-order factors. These factors represent attitudes concerning the social and academic impact of inclusive education on students with and without SEN. They can be combined in a higher-order model with one general second order factor. Using confirmatory factor analyses, this factorial structure was replicated in another student teacher sample and in a sample of primary and secondary school teachers. Furthermore, attitudes towards the inclusion of students with EBD were significantly more negative than those towards the inclusion of students with LD. The findings emphasise the need to distinguish between certain SEN when measuring teachers’ attitudes towards inclusion. Potential applications of the new measure are discussed.  相似文献   

4.
Numerous studies show that a successful implementation of inclusion of children with special needs (SN) largely depends on the teachers’ positive attitude towards it. The empirical research that is presented in the main part of the article analyses attitudes of a representative sample of Slovene teachers (n = 1360) regarding four domains of impact (impact of inclusion on pupils with SN, on peers, on teachers and on the classroom environment). In this, we controlled the role of the following two relevant characteristics of the sample: the category of SN (physical impairments, mild intellectual disabilities, learning difficulties and behavioural/emotional disorders) and the category of professional expertise of teachers in working with pupils with SN. We applied the Impact of Inclusion Questionnaire. The results show that teachers’ attitudes towards inclusion are determined by the type of SN the integrated pupils have. In the case of pupils with physical impairments, teachers expressed the highest level of consent and the lowest in the case of pupils with behavioural and emotional disorders. Our study shows that besides the type of SN, teachers’ professional expertise in working with pupils with SN is another important factor that determines the level of agreement with inclusion. It turned out that the teachers who had taken part in different forms of education and training had a more positive attitude towards all domains of impact.  相似文献   

5.
Private tutoring (PT) is a widespread educational phenomenon that blurs the conceptual boundaries of public and private education and can affect the formal school system and teachers’ work. This study examined whether participation in PT and the estimation of private tutors’ contributions are related to pupils’ attitudes towards teachers’ effectiveness. Based on a questionnaire administered to all pupils (n = 855) from Grades 7 to 10 from one secondary school located in an affluent area at the centre of Israel (respondence rate, 83.2%), it was found that overall, there were few differences in students’ attitudes between participants in PT compared to those who did not participate in PT. However, among those who participate in PT, their attitudes towards school teachers are related to the distinction between the academic and social-affective contribution of private tutors. When PT is related to academic spheres, it enhances positive attitudes towards school teachers and when PT is related to socio-affective aspects, it increases criticism. The findings highlight the complex interactions of PT with mainstream education and emphasise the challenges school teachers face in view of the trend for more personalised learning approaches.  相似文献   

6.
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7.
Emotional and behavioural difficulties (EBD) in mainstream schools in Ireland attract much attention and significant resources, yet little research has been conducted in the Irish context about how this concept is understood by practitioners, what influences that understanding nor how that influences provision in schools. This paper is based on the findings of a study which investigated these issues among principals, special education teachers and guidance counsellors in mainstream post-primary schools, employing questionnaires (n = 36) and semi-structured interviews (n = 10). Several themes are presented regarding how EBD is conceptualised and responded to. The findings of the study suggest definitions of EBD appear to focus mostly on intrapersonal characteristics of students and suggest a resignation in the attitude of practitioners. The effectiveness of behaviour policies is ambiguous due to an imperative to produce written policies in many areas, traditional views of the homogeneity of the school population and a tendency to rely on SEN policy to address EBD issues. Responses to EBD vary considerably. Responsibility for most aspects of the school experience of students presenting with EBD appears to rest predominantly with special education teachers, even where there is access to guidance counsellors. Gender impacts on several of these issues, particularly in the type of language used in schools when discussing EBD.  相似文献   

8.
A group of twelve pupils from an emotional and behavioural difficulties (EBD) school were transferred to a mainstream comprehensive school. They were supported by a specialist teacher and two Educational Support Assistants. The behaviour of the pupils was monitored. The behaviour of the EBD pupils was found to be very similar to that of the other pupils in the school. Only two of the EBD boys showed behaviour significantly worse than their peers. On the whole, the EBD pupils behaved extremely well in well-run classes, but their behaviour deteriorated in less well-organised lessons. Their behaviour tended to decline over the course of the school day, and the behaviour of all the pupils in the school was shown to be worse for the last period of the day. The implications of this research on the whole concept of EBD is discussed, as is the role, attitudes and practice of both teachers and educational psychologists.  相似文献   

9.
Abstract

The article examines the use of information and communication technology to enhance the educational achievement of a group of students evidencing a variety of EBD in a mainstream school setting. It is believed that ICT will have just as important a part to play in the education of students with EBD as it will with other sensory or physical special educational needs. The article examines within-child factors which make a cognitive-behavioural approach potentially powerful. It suggests that ICT can enhance the educational experience of EBD pupils if careful attention is paid to the creation of a therapeutic teaching environment and the interaction of the student/curriculum and teacher/student interfaces. The article discusses the implementation of an integrated learning system in an inner London comprehensive school and its effects on those pupils presenting with emotionally disordered learning difficulties.  相似文献   

10.
Teachers are ideally placed to identify and refer pupils who self-injure, but are often unaware when pupils self-injure or unsure how to respond. The aims of this study were to explore and compare pre-service and in-service teachers’ knowledge and attitudes towards self-injury, and their confidence responding to pupils who self-injure. Pre-service teachers (n = 267) and in-service teachers (n = 261) completed self-report questionnaires. Prior education regarding self-injury was positively related to knowledge and confidence, while pre-service teachers were more confident than in-service teachers in their ability to cope with legal and school regulations. Thematic analysis of open-ended questions indicated that although pre- and in-service teachers are concerned about pupils who self-injure and are willing to help these students, they feel ill-informed about self-injury and requested school policies and additional education regarding the behaviour. Results have implications for educational programmes that prepare pre- and in-service teachers to identify and respond to pupils who self-injure.  相似文献   

11.
The outcomes of a school improvement programme were measured in 26 primary schools over one year. Authorised pupil and staff absences and staff turnover decreased, and unauthorised pupil absences significantly increased (p < 0.05). Fixed-term exclusions significantly decreased (p < 0.001). The self-esteem of 316 pupils aged between 4 and 11 before and after programme implementation showed a significant increase (p < 0.001). Staff self-esteem also increased significantly (p < 0.05) and provided a significant indicator of programme sustainability (p < 0.05). Thematic analysis of data from staff interviews demonstrated that the effectiveness of school improvement programmes rested on staff participation in terms of capacity, perceptions of change and stability of the school before programme implementation. These elements were incorporated into a model of school improvement. Goal Attainment Scores were significantly correlated with fidelity of programme participation (p < 0.05). Feedback indicated that there was more to school improvement programmes than simply buying one “off the shelf.”  相似文献   

12.
Video-based flipped class instruction can strengthen the learning motivation of students. The effectiveness of flipped class instruction on teaching effectiveness and subject satisfaction has been evaluated previously. The present study aims to examine the impact of two aspects of subject reading motivation. A total of 100 secondary school students were recruited from 4 classes of 25 students (ie, video-based flipped Mathematics class, traditional Mathematics class, video-based flipped Liberal Studies (LS) class and traditional LS class) in two local secondary schools. The same teachers taught both the traditional and video-based flipped classes in their subject. The students filled in questionnaires which measured: motivation for general reading; motivation for subject reading; academic subject satisfaction and perceived teaching effectiveness of the teachers. Analysis of covariance controlling for motivation for general reading revealed that students in the flipped classes reported significantly lower motivation for subject reading including reading curiosity, reading importance and reading compliance (t (1,98) = 10.52, p < 0.001; t (1,98) = 7.68, p < 0.001; t (1,98) = 20.39, p < 0.001, respectively). However, students in the flipped classes reported significantly higher satisfaction and teaching effectiveness than those in the traditional classes (t (1,98) = −15.61. p < 0.001; t (1,98) = −11.98, p <0.001, respectively). A partial correlation controlling for motivation for general reading indicated that motivation for subject reading was negatively associated with academic subject satisfaction and perceived teaching effectiveness of teachers (rs ranged from −0.51 to −0.62, p < 0.001). Video-based flipped class instruction was not only related to increased academic subject satisfaction and teaching effectiveness but also associated with lower motivation for subject reading. These findings suggest that video-based flipped class instruction had limited capability to strengthen the learning motivation of students.  相似文献   

13.
This article details a mixed methods study designed to examine the impact of a group process consultation model in helping staff manage challenging behaviour in the nurture group setting. It relates to two geographical clusters of staff, including teachers and teaching assistants, running 11 nurture groups in a major metropolitan area in the UK, facilitated by an educational psychologist (EP). For 32 consultation referrals, teacher-rated levels of concern were compared before and after each session revealing a consistent drop, which was maintained throughout the intervention (p < 0.001). Measures of self-confidence and self-efficacy collected at the beginning of the group process consultation programme, and at the end of the first year of operation, revealed that teacher and teaching assistant self-confidence had improved significantly (p < 0.001) along with aspects of teacher self-efficacy (p = 0.023). A focus group, comprising eight teachers and teaching assistants, identified several themes and provided further elaboration on the outcomes of involvement.  相似文献   

14.
This article examines teachers' attitudes towards Gypsy and Traveller pupils in one primary and one secondary school in an inner‐London borough in England, UK. The research is based on in‐depth interviews with 20 teachers, heads, deputies and classroom assistants. The main aims of the study were to examine examples of ‘good practice’ in schools and to explore strategies that would improve the educational outcomes for Gypsy and Traveller groups. This article will argue that despite schools implementing inclusive measures for Gypsy and Traveller pupils, this alone does not encourage positive attitudes or change attitudes towards them. In some cases, such practices work to emphasise the difference and outsider status of these groups.  相似文献   

15.
Inclusive education has become a cornerstone of many government policies in an increasing number of countries, yet teachers have been found to hold mixed attitudes towards its implementation and usefulness. This article, using English terminology and thinking, aims to extend previous research on the effect of teacher attitudes towards inclusion in classroom learning environments, and to explore perceived adequacy of support, levels of stress, and willingness to include pupils with certain difficulties. Teachers (N = 95) completed questionnaires on attitudes to inclusion, classroom learning environment, support and stress. Pupils (N = 2,514) completed a questionnaire on classroom learning environment only. Teacher attitudes towards including special educational needs pupils in mainstream settings were found to have a significant impact on how they managed their classroom learning environments and how adequately they perceived available support. Teachers with more positive attitudes towards inclusion were reported by their pupils to have classroom environments with greater levels of satisfaction and cohesiveness and lower levels of friction, competitiveness and difficulty than for those with teachers who held less positive attitudes. Teacher attitudes towards inclusion increased with greater perceived adequacy of both internal and external support. Teachers were less willing to include pupils with behavioural difficulties than pupils who were able/gifted or had physical difficulties, irrespective of attitude to inclusion.  相似文献   

16.
In spite of the widespread adoption of policies on mainstreaming, and more recently on inclusive education for children and young people with special educational needs, little is actually known about the relationship between what teachers think about such policies and the type of learning environments that they provide. In this study in New Zealand, a sample of regular primary school teachers (N= 63) were categorised according to ‘high’, ‘moderate’ or ‘low’ scores on a scale which measures their views on mainstreaming policies and practices. The pupils (N= 1729) of these teachers also completed a scale measuring perceptions of their classroom learning environments. Children taught by teachers who espoused highly positive attitudes towards mainstreaming were found to have significantly higher levels of classroom satisfaction and marginally lower levels of classroom friction than children taught by teachers with less positive attitudes. Implications of these findings are discussed for further research on the role of teacher attitudes in the successful inclusion of children and young people with special needs and for policies on the implementation of effective inclusive practice. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

17.
Growing numbers of pupils with autism spectrum disorders (ASDs) are attending mainstream schools, and increasing numbers of teaching assistants (TAs) are being deployed into classrooms to support them. Evidence suggests, however, that pupils who have a TA may underperform academically, receive less attention from their teachers and be isolated from their peer group. Issues relating to the deployment and training of these staff, and their relationships with class teachers have been raised as contributing to the negative impact of TAs. However, school factors – such as inclusive school culture and teacher training – have been overlooked. In light of this, the objectives of the current study were to (1) develop understanding of the aspects of school culture that TAs feel contribute to the development of inclusion, and (2) identify aspects of school culture, policies and practices that facilitate or hinder their ability to effectively support pupils with ASD. Fifteen TAs supporting pupils with ASD in four mainstream secondary schools were interviewed. Thematic analysis identified positive attitudes towards pupils with special educational needs, school leadership support for inclusion, collaboration and respect as components of an inclusive school culture. The factors perceived as facilitating or hindering the ability of TAs to effectively include pupils with ASD included access to expertise, communication within school and teaching staff awareness of ASD. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD.  相似文献   

18.
We report on the construction and application on an instrument entitled the “Science Achievement Influences Survey” to assess combined effects of student attitudes about science, peer interaction, and home support, and the frequency of student‐centred and teacher‐centred instructional practices on student achievement. Controlling for pre‐test content knowledge, results indicated that student‐centred teaching practices have a positive association with student achievement (p < .01; i.e., group experiments) and a negative association with teacher‐centred teaching practices (p < .01; i.e., copying notes). Additionally, student attitudes about science were positively associated with student‐centred teaching practices (p < .01) and negatively associated with teacher‐centred teaching practices (p < .01). Most significantly, this study documents the predicted gains in science achievement associated with frequency of specific instructional practices used by middle‐school science teachers. Especially noteworthy and significant is the finding that near‐daily implementation of group experiments and reduction of extensive note‐copying during class yield the greatest positive impact on student achievement. Outside of school, peer interaction and home support were not significantly associated (p > .05) with student achievement. The student sample included 611 middle‐school science students with a wide range of socioeconomic and cultural backgrounds.  相似文献   

19.
There is currently a well-established belief among politicians, scholars and university representatives that educational systems can produce positive attitudes towards sustainable development (SD) among citizens. This article investigates whether Education for Sustainable Development (ESD) in teacher education has effects on pre-service teachers’ perceptions of how to teach pupils about SD. The results from a panel study on the effects of a course on SD held at the University of Gothenburg (n = 323) is presented. The surveys consisted of questions about pre-service teachers’ approach to teaching about SD. The study included a control group (n = 97). The results indicate a short-term effect among the pre-service teachers towards actively getting pupils to discuss issues concerning the environment but without influencing their opinions about it. The paper concludes by discussing the implications of the results for the idea of ESD in teacher training programmes.  相似文献   

20.
Children with emotional and behavioural disorders (EBD) vary in many respects. In school, specific conditions have to be fulfilled in order to deal adequately with EBD. This study addresses the question how mainstream primary schools design different instructional situations to support pupils with EBD in practice, and how this design could be improved to enhance positive effects on the functioning of pupils with EBD in particular. Theoretically, three sets of educational conditions seem most relevant; the instructional and social–emotional environment, the system of detection and intervention, and the support given to teachers and schools. Case studies were conducted at twelve mainstream primary schools in five different regions in the Netherlands. The results show that the schools focus on providing an adequate social–emotional environment and a corresponding system to detect and manage EBD. However, they lack a coherent pedagogical–didactic structure to integrate diagnosis, special or mainstream curricular levels and materials, and reliable or valid evaluation of social learning results. In addition, they mostly lack a systematic approach to obtaining information from and collaborating with parents and other professionals or external agencies. Specific educational and instructional changes are suggested as concrete possibilities to improve early detection, intervention, and prevention with respect to EBD in mainstream primary schools.  相似文献   

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