Attitudes Of Private Schools Principals About Inclusion Of Children With Special Educational Needs
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| Author | : Hiba Zakka |
| Publisher | : |
| Total Pages | : 64 |
| Release | : 2018 |
| Genre | : Inclusive education |
| ISBN | : |
The attitudes of school principals, heads of divisions, coordinators, teachers and other school staff on disabilities, affect the placement of students with special educational needs in schools. In addition to their placements, these attitudes affect the way these students are likely to be treated, and whether their right to receive quality education will be respected. In this non-experimental quantitative study, the researcher explored attitudes of private school principals about inclusion of students with special educational needs in the general education classrooms. Principals of 28 private schools (17 within the capital city Beirut and 11 outside the city) from different genders and age groups, with different experience in the field of education, answered the questions of the Principals' Attitudes toward Inclusive Education (PATIE) questionnaire (a 5-point Likert-type scale). Statistical analysis (t-test) revealed a positive attitude among the participants towards inclusion of students with disabilities without any statistically significant influence or difference among them, regardless of the principal's gender, age, location of the school, or years of experience in the educational field.
| Author | : Asar Ismail Youssef |
| Publisher | : |
| Total Pages | : 144 |
| Release | : 2018 |
| Genre | : Children with disabilities |
| ISBN | : |
Abstract: The purpose of this study is to explore the attitudes of general education teachers toward educating special needs students in inclusive classrooms in Egyptian private schools. It seeks to investigate the factors that might affect their views and attitudes towards inclusive education. In addition, it suggests some recommendations for having a successful inclusive system in Egypt. The study was conducted in three private schools in Cairo. The participants were ten general education teachers who were chosen based on their involvement in inclusive practices or teaching special needs students in their classrooms. The methodology utilized was the qualitative approach through conducting one to one semi structured interviews with the teachers. The findings of this study showed that most of the teachers demonstrated positive attitudes toward including special needs students in their classrooms. While two teachers out of ten held negative attitudes toward inclusion. Furthermore, teachers were found to hold more positive attitudes when there are a small number of students with special needs in each class and when their cases are not severe. In addition, the results indicated that school administration support, professional development and knowledge, severity of the disabilities, and teacher parent collaboration were common themes developed among the teachers to indicate the factors that affected their attitudes toward inclusion. This study is guided by the theory of “Planned Behavior” which suggests that an individual’s behavior is both predicted and influenced by intentions driven from three basic components; attitudes towards the behavior, subjective norms and perceived behavioral control (Ajzen, 2005). The results of this study could raise awareness among policymakers of the importance of implementing inclusive education that suits all students in Egypt.
| Author | : Kalavathi Sabapathy |
| Publisher | : Partridge Singapore |
| Total Pages | : 145 |
| Release | : 2014 |
| Genre | : Education |
| ISBN | : 1482898241 |
Inclusive education is an area of growing interest worldwide over the past decade among policy makers, education officers as well as parents. This book tracks the development in the domain of special education in Singapore tracing the provisions made for the inclusion of children with special needs into mainstream schools. While it is observed that there have been actual policies in place to allow this shift in outlook at the primary and secondary level, much more can be done at the preschool level. Children learn the basics of literacy and numeracy as well as life skills at a very young age. Hence, it is important to provide the platform to form the foundation of their habits and attitudes at an early stage. Research has shown that inclusive education benefits children with special needs as they learn from observation and gain a sense of belonging and self-worth through interaction with their typically developing peers. Inclusive education also serves to cultivate acceptance and understanding in typically developing children. Therefore, it is important to ensure that more is done to implement inclusive education at the formative years of children. Some of the challenges faced in implementing inclusion at the preschool level have been identified and suggestions have been made to overcome these challenges. This book intends to create awareness as well as to push for actual changes in the education policies so that inclusive education will be embraced by all and become a reality on a larger scale.
| Author | : Emmett Belden Durtschi |
| Publisher | : |
| Total Pages | : 164 |
| Release | : 2005 |
| Genre | : |
| ISBN | : |
| Author | : Lourd Bawardi-Shomar |
| Publisher | : |
| Total Pages | : 262 |
| Release | : 2012 |
| Genre | : |
| ISBN | : |
This study investigated principals' attitudes toward the inclusion of students with disabilities in elementary schools in California. More specifically, this study determined the variables that have a positive relationship with principals' attitudes toward inclusion. The variables examined in the study are: principals' personal characteristics; different types of experiences; training and education; school characteristics; knowledge in special education law and terminology; and beliefs about appropriate placements for students with various types of disabilities. An online survey entitled Principals and Inclusion Survey (PIS), developed by Praisner (2000), was sent to every public elementary school principal in California with a valid email address. The intended sample was 3,839 and the actual sample size was 773. Once the data were collected, a Pearson Product Moment Correlation (PPMC) was used to determine the variables that correlate with principals' attitudes toward inclusion. The results indicated that principals in California hold positive attitudes toward inclusion. The study also revealed that principals' experience, training, knowledge in special education law and terminology had a positive correlation with principals' attitudes. However, variables related to demographics were not found to correlate with attitudes. The study recommended that there is a need for a more specific definition for the term inclusion. In addition, it emphasizes the importance of considering the variables that found to correlate with attitudes when hiring new principals and the importance of principals' training and knowledge in special education and inclusion. Finally, it recommended that principals should develop their leadership abilities to best implement inclusive practices within their schools.
| Author | : Roxanna C. Ramirez |
| Publisher | : |
| Total Pages | : 103 |
| Release | : 2006 |
| Genre | : Learning disabled children |
| ISBN | : |
Since the beginning of special education, educators have explored the topic of how best to serve students with disabilities. Only recently have schools begun to integrate students with disabilities in mainstream classrooms. Principals are now faced with deciding which students with disabilities will benefit from inclusion and how the inclusion process should be implemented. Because of the role principals play in implementing inclusion programs into their schools it is important to study how principals' perceptions of inclusion guide their decisions. This question was the foundation for the purpose of this study, which was to determine the attitudes and perceptions of Texas elementary school principals relative to including students with disabilities in general education classrooms. This study investigated how demographic information and experience affected principals' attitudes about inclusion. In addition, it also examined the principals' perception regarding the appropriateness of the placement of students based on the type of disability. The research was conducted using a Web-based survey that was developed by Praisner (2000), the Principals and Inclusion Survey (PIS). The PIS contains four sections including demographics, training, experience, attitudes toward inclusion and most appropriate placement for students with disabilities. The principals were randomly selected from the Texas Education Agency (TEA) records. The sample survey included a total of 360 principals, of which 110 completed the survey. Once the information was collected, it was analyzed using univariate analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA). The results of the study indicated that demographic factors, training, and experience did not have a statistically significant affect on principals' attitudes toward inclusion. The study did find that principals' special education teaching experience had a statistically significant affect on principals' attitudes toward inclusion. The study also found that 108 of the principals that successfully responded to the section examining principals' overall attitudes toward inclusion showed a more favorable attitude toward the inclusion of students with disabilities in general education classrooms. The results from this study indicate the importance of developing educational administration programs that will prepare elementary school principals with stronger, more positive attitudes toward including students with disabilities in general education settings.
| Author | : Dr. Deepa Sikand Kauts |
| Publisher | : K.K. Publicaitons |
| Total Pages | : 574 |
| Release | : 2021-09-11 |
| Genre | : Education |
| ISBN | : |
This book is an attempt to create awareness among practitioners and to strengthen the focus on inclusion in their strategies and future plans for education and highlight the areas that need particular attention to promote inclusive education and strengthen policy development. With this, we would move a step further and look into the current research trends in inclusive education as well as policy backdrops which provide us with the fair idea that how this idea of equity pedagogy is being propagated in the national educational policies of our country and further their translations in the Indian education realm. Papers compiled exhibit major concerns, issues, challenges and various practices for ensuring inclusion and inclusive pedagogical strategies for effective inclusive education. The researchers have also taken into account the social, cultural and learning diversities and the factors that facilitate to spot and remove barriers to learning and participation in education. It has the power to widen the scope of universal education by promoting access to all learners and accelerating educational equity too. This book also focuses on how stakeholders can contribute to the continuous growth of inclusive education and its implications for society, communities, schools and classrooms as well to provide clarity on theoretical and research perspectives to promote the integration of theory and practice of inclusive education. The volume will be highly beneficial for teachers, parents, policymakers, administrators and students who care about the needs of the learners and the development of an equitable education system in our country.
| Author | : UNESCO |
| Publisher | : UNESCO Publishing |
| Total Pages | : 45 |
| Release | : 2017-06-05 |
| Genre | : |
| ISBN | : 9231002228 |
| Author | : Efstratopoulou, Maria |
| Publisher | : IGI Global |
| Total Pages | : 348 |
| Release | : 2022-06-24 |
| Genre | : Education |
| ISBN | : 1668446812 |
Diversity creates a rich environment for ideas to evolve into new and more refined forms. This pedagogical approach can help students to appreciate and value all forms of diversity and enrich learning. There is a need for administrators in education to institute policies that will support diversity and inclusion within special education classrooms. Rethinking Inclusion and Transformation in Special Education explores the latest findings on how children learn by discussing global policies and educational practices, considering professional expectations, establishing parent relationships that enhance communication, creating an effective learning environment that meets all students’ needs, and using technology wisely. Covering topics such as language development promotion, school leadership practices, and long-term skill support, this book is essential for special education teachers, diversity officers, school administrators, instructional designers, curriculum developers, academicians, researchers, and upper-level students.
| Author | : Saleem Amaireh |
| Publisher | : |
| Total Pages | : |
| Release | : 2017 |
| Genre | : |
| ISBN | : |
