» » School educators' attitudes about inclusion in India: The Attitudes and Concerns of Educators Regarding the Integration of Students with Disabilities into Regular Schools in Delhi, India

eBook School educators' attitudes about inclusion in India: The Attitudes and Concerns of Educators Regarding the Integration of Students with Disabilities into Regular Schools in Delhi, India epub

by Umesh Sharma

eBook School educators' attitudes about inclusion in India: The Attitudes and Concerns of Educators Regarding the Integration of Students with Disabilities into Regular Schools in Delhi, India epub
  • ISBN: 3639210360
  • Author: Umesh Sharma
  • Genre: Other
  • Subcategory: Education
  • Language: English
  • Publisher: VDM Verlag Dr. Müller (December 16, 2009)
  • Pages: 272 pages
  • ePUB size: 1782 kb
  • FB2 size 1168 kb
  • Formats rtf azw mobi lrf


Attitudes, Knowledge and Concerns of Teachers Towards Inclusion of Students with Disabilties

Attitudes, Knowledge and Concerns of Teachers Towards Inclusion of Students with Disabilties.

PDF Teachers' attitudes toward inclusion are often based on the .

PDF Teachers' attitudes toward inclusion are often based on the practical implementation of inclusive education rather than a specific ideology an. .This study aimed to identify the factors associated with primary school teachers' attitudes towards inclusion of students with all disabilities in regular schools. Teachers' attitudes and efficacy toward integration of students with disabilities were measured using the Opinions Relative to Integration of Students with Disabilities scale and Bandura's Teacher Efficacy scale respectively.

Teachers' attitudes and efficacy toward integration of students with disabilities were measured using .

Teachers' attitudes and efficacy toward integration of students with disabilities were measured using the Opinions Relative to Integration of Students with Disabilities scale and Bandura's Teacher Efficacy scale respectively. Results Four teacher attributes-age, gender, teaching self-efficacy and training collectively explained 42% of the variability in teachers' attitude toward including students with disabilities. Teachers’ attitudes towards inclusion are often based on practical concerns about how inclusive education can be implemented, rather than be grounded in any particular ideology.

77e22016e1df, title "School Educators' Attitudes about Inclusion in India.

77e22016e1df, title "School Educators' Attitudes about Inclusion in India - The attitudes and concerns of educators regarding the integration of students with disabilities into regular schools in Delhi, India", author "Umesh Sharma", year "2009"

A total of 175 teachers responded to a two-part questionnaire. Data were analyzed using descriptive and inferential statistics. The data indicated that the teachers in Gurgaon, overall, were a little concerned about implementing inclusive education in their schools. Significant difference existed in teacher concerns whether they taught in government versus privately managed schools.

Primary School Teachers’ Attitudes toward Integration of Students with Disabilities in the General . Teachers’ attitudes towards inclusion in high schools. Measuring concerns about integrated education in India. Asia and Pacific Journal on Disability, 5 (1), 2–14

Primary School Teachers’ Attitudes toward Integration of Students with Disabilities in the General Classroom in Nepal. The Journal of Inclusive Education, Vol. 12, Issue. Teachers and Teaching: Theory and Practice, 19, 527–542. Brady, . & Woolfson, L. (2008). Asia and Pacific Journal on Disability, 5 (1), 2–14. Sharma, . Loreman, . & Forlin, C. (2012).

Schools most frequently use the inclusion model for selected students with mild to moderate special needs. Inclusion has different historical roots which may be integration of students with severe disabilities in the US (who may previously been excluded from schools or even lived in institutions) or an inclusion model from Canada and the US (. Syracuse University, New York) which is very popular with inclusion teachers who believe in participatory learning

Bhatnagar, Nisha (2009) Attitudes and concerns of Indian teachers .

Bhatnagar, Nisha (2009) Attitudes and concerns of Indian teachers towards integrated education. PhD thesis, Victoria University. Text Nisha Bhatnager. The recent educational policies of inclusion of students with disabilities in mainstream classrooms have created significant changes in practices for teachers.

Special educator predictions of regular class teacher attitudes concerning mainstreaming. Educating all students in school: Attitudes and beliefs about inclusion. Education and Training in Mental Retardation; 27: 176-182. Peterson M, Hittie M (2003). Teacher Education and Special Education; 10(1): 19-25. In A. Ashman & J. Elkins (Ed., Educating children with special needs (3rd e. pp. 67 – 101). Sydney: Prentice Hall. Educator’s beliefs about inclusive practices in Western Australia, British Journal of special Education; 22: 179-185. Galis SA, Tanner CK (1995).

Attitudes to inclusion in India. This study was undertaken to explore the attitudes and concerns of primary school principals and teachers regarding the integration of students with disabilities into regular school programs in Delhi, India and, to determine whether there were significant differences between them regarding such attitudes and concerns. Additionally, the study sought to determine whether the attitudes and concerns held by principals and teachers were significantly related to their background variables. Three variables: ?gender?, ?having a relative with a disability? and ?perceived parental support for integrated education? were significant predictors of both principals? and teachers? concerns about integrated education. In the case of principals, there were two further predictors of their concerns about integrated education viz. ?age? and ?having a family member with a disability?. In the case of teachers, ?years of teaching experience? and ?perceived level of confidence in teaching students with disabilities? emerged as additional predictors of their concerns. Implications of the findings for policy makers, educators and future researchers are discussed.
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