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1.
Negative peer attitudes are generally recognised as being a major barrier to full social inclusion at school for children and youth with disabilities. The present study examined the attitudes of 1,872 grade nine high school students in Ontario, Canada toward their peers with disabilities. A bioecological perspective and a structural equation modeling approach were adopted to investigate how various aspects of school culture and student interpersonal factors influenced attitudes. The majority of students (61%) held attitudes toward peers with disabilities that ranged from slightly above neutral to very positive. However, a substantial number (21%) held slightly below neutral to very negative attitudes. Positive student relationships at the school level and a school goal task structure that promoted learning and understanding for all students, rather than social comparison and competition among students, were two aspects of school culture that had both direct associations with positive attitudes and indirect associations through student interpersonal factors. Teacher and student relationships at the school level was an aspect of school culture that had an indirect association with positive attitudes via interpersonal support from teachers. Results support the development of ecologically based programs aimed at promoting aspects of school culture that contribute to positive attitudes of students toward their peers with disabilities.  相似文献   

2.
Abstract

Teachers’ attitudes toward inclusion of children with disabilities play a central role in the successful inclusion of these children into general education classrooms. This study examined possible predictors of preservice teachers’ attitudes toward (1) persons with disabilities, and (2) inclusion of children with disabilities into general education classrooms. Participants were students majoring in early childhood education and elementary education. Preservice teachers’ attitudes toward persons with disabilities and inclusion were explained significantly by their personal relationships with persons who have disabilities and the number of courses related to special education/teaching strategies taken. However, preservice teachers’ experiences working with persons who have disabilities was not a significant predictor. Further, the relations between preservice teachers’ attitudes toward inclusion and personal experience variables were mediated by their attitudes toward persons with disabilities. This study provides evidence that more effective, practical experiences and course content related to children with disabilities, inclusion, and teaching strategies need to be provided in teacher education programs to support successful efforts with inclusion. This study also suggests that teacher education programs should strive to improve students’ attitudes toward inclusion, as well as toward persons with disabilities.  相似文献   

3.
Mandates at the federal, state, and local level are calling for collaboration of classroom teachers and specialists to deliver services to students at risk and with special needs in mainstream settings. To facilitate implementation of collaboration successfully, it is necessary to identify and address variables associated with teacher receptivity toward collaboration, such as level of interest and concerns. Other variables, such as school and teacher characteristics, may also impact the implementation process. The purposes of this study were threefold. We wished to determine (a) whether regular educators and specialists are interested in collaborating with one another to achieve the inclusion of students who are low achieving or have cognitive disabilities into regular classes, instead of their placement in separate pull-out classes; (b) what kinds of concerns, needs, beliefs, and attitudes about participating in a collaborative project may be characteristic of teachers at various levels of interest; and (c) if level of interest and attitudes/concerns are related to teacher and school characteristics.  相似文献   

4.
This study sought to determine the attitudes and teaching self‐efficacy of pre‐service teachers towards the inclusion of students with disabilities into regular classrooms. A questionnaire was administered to 194 pre‐service Pakistani teachers (male 73, female 121) enrolled in a 1‐year teacher education programme at a government university in Pakistan. Overall, male pre‐service teachers expressed more positive attitudes than their female counterparts regarding the inclusion of students with disabilities in regular classrooms. Surprisingly, those pre‐service teachers majoring in special education did not express more positive attitudes towards inclusion than their counterparts who were preparing to teach in mainstream schools. However, participants with training in special education, knowledge of disability legislation, teaching experience and personal experience with a disability reported higher levels of self‐efficacy towards teaching within inclusive settings. The findings of the study are discussed with possible implications for policy‐makers and teacher educators in Pakistan and other countries in the South Asian region.  相似文献   

5.
The purpose of this article is to review published qualitative inquiries that examine the perspective of students with disabilities toward experiences in physical education. Keyword searches were used to identify articles from electronic databases published from 1995 to 2014. Thirteen articles met all inclusion criteria, and findings were extracted. The 13 located qualitative articles were subject to a narrative analysis, and study characteristics were tabulated. The findings of targeted studies were explored and 3 thematic clusters emerged: (a) perspectives toward typically developing peers, (b) perspectives toward physical educators, and (c) perspectives toward inclusion and exclusion. Findings from this review support the notion that positive attitudes of physical educators may be a critical feature in ensuring meaningful learning experiences for students with disabilities. Meaningful learning experiences can be constructed through modifications and accommodations during activities, creating a welcoming physical education environment and providing a choice between inclusive and segregated learning environments. Directions for future research in this area are discussed.  相似文献   

6.
The purpose of the study was to examine the relationship of classroom environment to attitudes toward science and achievement in science among tenth grade biology students. An attitude instrument was administered at three times during the school year to measure student attitudes toward science and the classroom environment. The classroom environment measures examined six areas: emotional climate of the science classroom, science curriculum, physical environment of the science classroom, science teacher, other students in the science classroom, and friends attitudes toward science. Student achievement in science was measured by teacher reported semester grades. The results of the study indicated: (1) student attitudes toward the classroom environment predicted between 56 to 61% of the variance in attitudes toward science, (2) student attitudes toward the classroom environment predicted between 5 to 14% of the variance in achievement in science, (3) student attitudes toward science and attitudes toward the classroom environment predicted between 8 and 18% of the variance in achievement in science.  相似文献   

7.
Student‐directed learning strategies involve teaching students to modify and regulate their own behaviour. Teaching students to self‐regulate behaviour has been identified as one means of promoting self‐determination, and promoting and enhancing self‐determination has become a valued outcome internationally. In addition, however, student‐directed learning strategies could prove important for including students with disabilities in general education classrooms by reducing the student's dependency upon others in the classroom setting. Four students with intellectual disability were supported to select an educational goal on which they wanted to work and were taught to self‐monitor their progress toward that goal in general education classrooms. Their progress toward the goal was evaluated through data collection activities and by using the Goal Attainment Scaling process. In general, students achieved their self‐selected goals. The potential contribution of student‐directed learning strategies to inclusion and promoting self‐determination are discussed.  相似文献   

8.
In this article we analyse the inclusion of students with disabilities in the field of university attendance, emphasising the importance of attitudes of teachers as well as the rest of the university community as a whole for inclusion to be successful. The effect of variables of gender, education and training and contact with students with disabilities on these attitudes is also detailed. A scale was applied to assess attitudes towards disabilities to 2671 participants, including students with and without disabilities, teachers and administrative and services staff from the Faculty of Education in a University in Southern Spain. The results show that in general, the university community has positive attitudes towards students with disabilities, with differences according to the group, with university teachers having the most favourable attitudes. The results are discussed and suggestions for future research are offered.  相似文献   

9.
This research sought to examine South African teachers’ attitudes toward the inclusion of learners with different abilities in their hypothetical mainstream classrooms. Participants were 93 South African teachers who responded to the Teachers’ Attitudes and Expectations Scale, a measure developed for this study, regarding four vignettes depicting learners with different types of impairments. Overall, teachers reported that inclusion would benefit learners’ social development (mean scores from 2.57 to 3.35) more than their intellectual development (mean scores from 2.14 to 2.83). It also was found that teachers overwhelmingly were more confident about including learners with Down syndrome into their hypothetical mainstream classes when compared with the inclusion of learners with other disabilities, F(3, 90) = 9.59, p < 0.01. The results suggest that providing teachers with sufficient resources within the classroom and training that includes hands-on experience with children with disabilities could positively influence their attitudes toward the inclusion of learners with disabilities in their classrooms.  相似文献   

10.
ABSTRACT

The authors investigated and compared Brunei trainee teachers’ attitudes to specific disabilities and students with high support needs. The random sample consisted of 89 participants of both genders on 2 teacher education programs. Data were collected using a 3-part self-report instrument constructed by the researchers. Overall, the participants supported inclusion but were not in favor of accommodating students with sensory, mental, challenging behaviors, and multiple disabilities. Such students tend to have high support needs. Moreover, there were no significant differences in attitudes to inclusion and specific disabilities between the genders and types of programs. Future teacher training programs should develop and foster more positive attitudes toward the integration of students with less favorable disabilities and high support needs.  相似文献   

11.
Increasingly, children with Down Syndrome are attending mainstream schools, but evidence suggests that these children are more prone to peer rejection and other problems when compared with their non‐disabled counterparts. However, relatively little is known about children's attitudes toward their peers with moderate to serious learning disabilities, including Down Syndrome. This study assessed the attitudes of non‐disabled primary school children (n = 118) in mainstream education toward their peers with Down Syndrome. A secondary aim was to assess whether exposure to audiovisual material promoting inclusion had any immediate effects on overall attitudes. A cross‐sectional, questionnaire‐based survey was administered in four rural‐based schools. The results showed that female participants over 10 were the most sociable. Overall attitudes toward inclusion were consistently and statistically significantly more negative than those toward sociability. Other factors, such as contact with peers with Down Syndrome, were not related to attitudes. Neither was there any change in overall attitudes following exposure to the promotional material. Further work is needed to identify factors underpinning the attitudes of non‐disabled children to their peers with Down Syndrome and how best to promote inclusion in mainstream schools.  相似文献   

12.
The inclusion of students who are deaf or hard of hearing in Department of Education and Training (government) schools in the state of New South Wales, Australia, is supported through a policy known as the Special Education Policy (NSW Department of School Education, 1993). The policy is operational for all students with disabilities, learning difficulties, or behavior disorders, regardless of their educational provision. This article focuses on how the policy and continuum of services have developed and the attitudes of stakeholders toward both policy and practice. The article begins by framing the policy in terms of legal mandates and then gives an overview of current educational provisions, followed by a discussion of attitudes toward inclusion as held by stakeholders in New South Wales government schools. The article concludes by attempting to assess the potential effects of both policy and practice on students who are deaf or hard of hearing.  相似文献   

13.
ABSTRACT

In response to challenging behaviour from students with emotional and behavioural difficulties (EBD), teachers around the world often label students as challenging, defining them by their disability. Negative views of students with EBD are a barrier to their inclusion and a major challenge for policy in the United States and elsewhere associated with access to the education system for students with disabilities. Pre-service teacher education has been highlighted as an optimum time to instil in pre-service educators a more equitable disposition toward behaviour management and inclusive practices. Therefore, the purpose of the current mixed-methods study was to assess whether or not an undergraduate course focused on relationship-based approaches to positive behaviour support could impact pre-service educators’ dispositions toward inclusive classroom practices for students with EBD. Survey results from 41 pre-service educators indicated that participants made significant improvements in their knowledge and understanding of compassionate behaviour management, intentional relationship building, and establishment of a welcoming classroom environment. Analysis of participants’ written responses to open-ended questions revealed several themes regarding changes in dispositions toward students with EBD. Implications for pre-service educator preparation and inclusion of students with EBD are discussed.  相似文献   

14.
Notes on authors     
Abstract

Although both the number of online learning opportunities and students with disabilities in higher education has increased over the last two decades, students with disabilities may be overlooked. The purpose of this study was to examine attitudes toward requesting accommodations in the online learning environment among college students with disabilities compared with requesting accommodations in the face-to-face learning environment. Accommodations refer to those adjustments and modification made to instructional and/or curricular requirements in order for students with disabilities to fully participate in a course (Rehabilitation Act of 1973). Results indicate that students with disabilities did not have significantly different attitudes toward requesting accommodations as a whole in the face-to-face versus online learning environments. Results, however, do indicate that students who report having visible disabilities appear to have more positive attitudes toward requesting accommodations in the online versus face-to-face learning environment compared with students who report having hidden disabilities.  相似文献   

15.
Abstract

Teacher education programs designed to prepare general education classroom teachers to teach in classrooms that include students with disabilities should be developed based on current research into the variables that are key to the successful inclusion of students with disabilities in general education classroom settings. The authors attempt to build a bridge from research to practice by describing one such research project, presenting some of its findings, and offering some food for thought on designing teacher preparation programs.  相似文献   

16.
Abstract

The purpose of this research was to examine the beliefs, attitudes, and knowledge of early childhood teacher candidates within the state of Texas about the inclusion of students with disabilities in the general education classroom. The “Inventory of Opinions About Persons with Disabilities” (IOPD) was utilized to collect self‐report data from preservice educators in their last semester of practical experience (i.e., student teaching or final intern semester) in 10 Texas universities. The return rate of the inventories was 70.85%, with data from 172 useable inventories reported in this study.

The research questions indicated early childhood teacher candidates held positive self‐perceptions (mean = 2.0388) about their beliefs, attitudes, and knowledge related to inclusion and students with disabilities. However, the participants reported less positive attitudes about training (mean = .09884).  相似文献   

17.
This study investigated the perceptions and attitudes of teachers in early childhood settings toward social interaction interventions appropriate for young children with disabilities. Participants were 137 teachers working in either self‐contained classroom settings (SC) or inclusive classroom settings (INC). Variables that might interfere with perceived acceptability, feasibility, and current use of interventions were explored. These included theoretical orientation, attitude toward inclusion, experience working with children with disabilities, and teacher efficacy. Results indicated that SC and INC teachers are strikingly similar in their perceptions of interventions despite literature‐based indications that philosophical and theoretical differences between the two groups might influence attitudes. Implications for consultation practices by school psychologists and related professionals are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 53–63, 2005.  相似文献   

18.
The theory of planned behaviour (Ajzen, 1988) was used to examine the relationship between the attitudes and behaviour of primary school children towards peers with physical disabilities included in regular education. The participants were 188 primary school children aged 8 to 12 years. Children's attitudes toward peers with disabilities, their behavioural intentions to interact with and befriend such peers, and the amount of control they perceived having over interactional behaviour, were assessed using self-report measures. These variables were used to predict the amount of time children reported spending with their classmates with physical disabilities in the classroom and playground. The results supported the theory of planned behaviour. Children's attitudes and perceived behavioural control were significant predictors of their intentions to interact with a child with physical disabilities. Intentions predicted actual behaviour to a modest extent, while perceived behavioural control was not directly associated with actual behaviour. The implications of these findings for interventions to change the attitudes and behaviours of students toward classmates with disabilities are discussed.  相似文献   

19.
The study examined attitudes toward school inclusion of students with disabilities of 1,145 prospective teacher trainees from six national/religious groups in eleven colleges in Israel: The groups were secular, religious and ultra-orthodox Jews and Muslim, Christian and Druze Arabs. Participants responded to the “Opinion Related to Inclusion Scale”. Trainees in all six groups supported the principle of inclusion while simultaneously recognizing the need for segregated special education placements. Several significant group differences were found on the total score and the factor scores. The most supportive group of inclusion (i.e., the strongest rejection of segregation and the least concern about behavior problems) was the Jewish secular group followed by the Jewish religious group. The least support for inclusion was found for the ultra-orthodox Jewish group and the Arab groups. Implications for the preparation of educators in institutions of higher education were discussed.  相似文献   

20.
The purpose of the study was to explore relationships between traditional Chinese values and attitudes toward people with intellectual disabilities. A total of 534 college students in China participated in the study. Two instruments that measure Chinese values and attitudes toward people with intellectual disabilities were used. Results indicated that the value of cultivation of virtues (benevolence, humanity, and a sense of justice) was positively related to attitudes toward people with intellectual disabilities; and that the values of social traditionalism and cultural inwardness (cultural superiority and intolerance) were negatively correlated with attitudes toward people with intellectual disabilities. Additionally, university students majoring in special education or with more knowledge of disabilities had more favourable attitudes toward people with intellectual disabilities than university students majoring in regular education or with little knowledge of disabilities. Implications of the findings are discussed in the context of socio‐economic environments in China.  相似文献   

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