The attitudes of teachers towards inclusive education in Vojvodina
Abstract
The aim of this study was to examine the attitudes of preschool, primary, secondary and high school teachers towards inclusive education of children with special educational needs. In addition, the study established the correlation between these attitudes and gender, education level, teaching experience, formal training in the special education field, and the duration and quality of work experience with children with special education needs. The sample comprised 322 teachers from the Serbian province of Vojvodina. The My Thinking about Inclusion Scale (Stoiber, K. C., M. Gettinger, and D. Goetz. 1998. "Exploring Factors Influencing Parents' and Early Childhood Practitioners Beliefs about Inclusion." Early Childhood Research Quarterly 13 (1): 107-131) was used. The results show that, in general, the participants held neutral attitudes towards inclusive education and more positive expectations regarding the outcomes of inclusion. This study also emphasised teaching performance in an incl...usive class as a subject of great concern. The high school and preschool teachers as well as the teachers with previous positive experience with working in an inclusive environment reported more positive attitudes towards inclusive education than those from primary and secondary schools and those with negative experiences with the implementation of inclusive practices.
Keywords:
inclusive education / attitudes / teachers / special educational needsSource:
International Journal of Inclusive Education, 2014, 18, 12, 1262-1282Publisher:
- Routledge Journals, Taylor & Francis Ltd, Abingdon
Funding / projects:
- Social participation of persons with intellectual disabilities (RS-MESTD-Basic Research (BR or ON)-179017)
DOI: 10.1080/13603116.2014.886307
ISSN: 1360-3116
WoS: 000342308400004
Scopus: 2-s2.0-84907591790
Collections
Institution/Community
rFASPERTY - JOUR AU - Galović, Dragana AU - Brojčin, Branislav AU - Glumbić, Nenad PY - 2014 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/849 AB - The aim of this study was to examine the attitudes of preschool, primary, secondary and high school teachers towards inclusive education of children with special educational needs. In addition, the study established the correlation between these attitudes and gender, education level, teaching experience, formal training in the special education field, and the duration and quality of work experience with children with special education needs. The sample comprised 322 teachers from the Serbian province of Vojvodina. The My Thinking about Inclusion Scale (Stoiber, K. C., M. Gettinger, and D. Goetz. 1998. "Exploring Factors Influencing Parents' and Early Childhood Practitioners Beliefs about Inclusion." Early Childhood Research Quarterly 13 (1): 107-131) was used. The results show that, in general, the participants held neutral attitudes towards inclusive education and more positive expectations regarding the outcomes of inclusion. This study also emphasised teaching performance in an inclusive class as a subject of great concern. The high school and preschool teachers as well as the teachers with previous positive experience with working in an inclusive environment reported more positive attitudes towards inclusive education than those from primary and secondary schools and those with negative experiences with the implementation of inclusive practices. PB - Routledge Journals, Taylor & Francis Ltd, Abingdon T2 - International Journal of Inclusive Education T1 - The attitudes of teachers towards inclusive education in Vojvodina EP - 1282 IS - 12 SP - 1262 VL - 18 DO - 10.1080/13603116.2014.886307 ER -
@article{ author = "Galović, Dragana and Brojčin, Branislav and Glumbić, Nenad", year = "2014", abstract = "The aim of this study was to examine the attitudes of preschool, primary, secondary and high school teachers towards inclusive education of children with special educational needs. In addition, the study established the correlation between these attitudes and gender, education level, teaching experience, formal training in the special education field, and the duration and quality of work experience with children with special education needs. The sample comprised 322 teachers from the Serbian province of Vojvodina. The My Thinking about Inclusion Scale (Stoiber, K. C., M. Gettinger, and D. Goetz. 1998. "Exploring Factors Influencing Parents' and Early Childhood Practitioners Beliefs about Inclusion." Early Childhood Research Quarterly 13 (1): 107-131) was used. The results show that, in general, the participants held neutral attitudes towards inclusive education and more positive expectations regarding the outcomes of inclusion. This study also emphasised teaching performance in an inclusive class as a subject of great concern. The high school and preschool teachers as well as the teachers with previous positive experience with working in an inclusive environment reported more positive attitudes towards inclusive education than those from primary and secondary schools and those with negative experiences with the implementation of inclusive practices.", publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon", journal = "International Journal of Inclusive Education", title = "The attitudes of teachers towards inclusive education in Vojvodina", pages = "1282-1262", number = "12", volume = "18", doi = "10.1080/13603116.2014.886307" }
Galović, D., Brojčin, B.,& Glumbić, N.. (2014). The attitudes of teachers towards inclusive education in Vojvodina. in International Journal of Inclusive Education Routledge Journals, Taylor & Francis Ltd, Abingdon., 18(12), 1262-1282. https://doi.org/10.1080/13603116.2014.886307
Galović D, Brojčin B, Glumbić N. The attitudes of teachers towards inclusive education in Vojvodina. in International Journal of Inclusive Education. 2014;18(12):1262-1282. doi:10.1080/13603116.2014.886307 .
Galović, Dragana, Brojčin, Branislav, Glumbić, Nenad, "The attitudes of teachers towards inclusive education in Vojvodina" in International Journal of Inclusive Education, 18, no. 12 (2014):1262-1282, https://doi.org/10.1080/13603116.2014.886307 . .