The Attitudes of Teachers towards Inclusive Education in Vojvodina

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  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      21
    • Education Level:
      Preschool Education
      Early Childhood Education
      Elementary Education
      Secondary Education
      Elementary Secondary Education
    • Subject Terms:
      Foreign Countries; Teacher Attitudes; Inclusion; Preschool Teachers; Elementary School Teachers; Secondary School Teachers; Gender Differences; Educational Attainment; Teaching Experience; Special Education; Teacher Education; Rating Scales; Teacher Effectiveness; Attitudes toward Disabilities; Special Needs Students; Educational History; Likert Scales; Statistical Analysis
    • Subject Terms:
      Serbia
    • Accession Number:
      10.1080/13603116.2014.886307
    • ISSN:
      1360-3116
    • 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.
    • Abstract:
      As Provided
    • Number of References:
      83
    • Publication Date:
      2014
    • Accession Number:
      EJ1040493