Primary School Teachers’ Attitudes toward Integration of Students with Disabilities in the General Classroom in Nepal
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
This study specifically focused on the differences in attitudes of teachers who have taught students with disabilities and teachers who have never taught students with disabilities. Data was collected through questionnaires and participants were selected via random sampling method. A total of 150 primary school teachers from Kathmandu valley were surveyed. The data was analyzed through t-test to find out the differences in attitudes between the two groups of teachers i.e. those who have taught students with disabilities and those who have never taught such students. Considerable difference in the attitudes of the teachers was found. Overall, the teachers who had taught students with disabilities were more self-assured about their teaching abilities and showed more positive attitudes. They were also more confident to deal with students with disabilities and their parents. However, the teachers shared their problems regarding the practical implementation of integrated education such as lack of appropriate teaching materials, lack of awareness among parents and the greater community regarding disabilities, cultural and linguistic diversity among students, lack of teacher training etc. Therefore, the conclusion drawn was that proper services such as teaching materials, infrastructure and technology should be available for teachers to rely on, in addition to adequate special education training of at least 6 months to a year. This will better equip teachers to deal with students with special needs in an integrated setting and help in generating more positive attitudes in the long run.
Abstract
This study specifically focused on the differences in attitudes of teachers who have taught students with disabilities and teachers who have never taught students with disabilities. Data was collected through questionnaires and participants were selected via random sampling method. A total of 150 primary school teachers from Kathmandu valley were surveyed. The data was analyzed through t-test to find out the differences in attitudes between the two groups of teachers i.e. those who have taught students with disabilities and those who have never taught such students. Considerable difference in the attitudes of the teachers was found. Overall, the teachers who had taught students with disabilities were more self-assured about their teaching abilities and showed more positive attitudes. They were also more confident to deal with students with disabilities and their parents. However, the teachers shared their problems regarding the practical implementation of integrated education such as lack of appropriate teaching materials, lack of awareness among parents and the greater community regarding disabilities, cultural and linguistic diversity among students, lack of teacher training etc. Therefore, the conclusion drawn was that proper services such as teaching materials, infrastructure and technology should be available for teachers to rely on, in addition to adequate special education training of at least 6 months to a year. This will better equip teachers to deal with students with special needs in an integrated setting and help in generating more positive attitudes in the long run.
참고문헌 (30)
- Angelides, P., "Preparing teachers for inclusive education in Cyprus", Teaching and Teacher Education, 22(4), pp.513~522 (2006)
- Avramidis, E., "Teacher's attitude towards integration", inclusion : A review of the literature, 2002, pp.17(2), 129~147
- Baux, S., "Assessment on inclusive education focusing on children with disability" (2015), Handicap International Nepal
- Bhatnagar, N., "Attitudes of secondary regular school teachers toward inclusive education in New Delhi, India : A qualitative study", Exceptionality Education International, 24(2), pp.17~30 (2014)
- "Constitution Drafting Committee, Constituent Assembly Secretariat; Singha Durbar" (2015)[URL]
- Eide, A. H., "Living conditions among people with disability in Nepal" (2016), SINTEF Technology and Society
- Elkins, J., "Educating Children with Special Needs" (1998), Prentice Hall
- Eriks-Brophy, A., "Teachers' perceptions of the inclusion of children with hearing loss in general education settings", American Annals of the Deaf, 158(1), pp.63~97 (2013)
- Ghergut, A., "Analysis of inclusive education in Romania : Results from a survey conducted among teachers", Procedia Social and Behavioral Sciences, 5, pp.711~715 (2010)
- Harvey, D. H., "Mainstreaming : Teachers’ attitudes when they have no choice about the matter", The Exceptional Child, 32(3), pp.163~173 (1985)
- Hornby, G., "In Controversial Issues in Special Education" (2013), Routledge
- "ICEVI Europe"[URL]
- Jordan, A., "Preparing teachers for inclusive classrooms", Teaching and Teacher Education, 25(4), pp.535~542 (2009)
- Jordan, A., "The Support Effective Teaching(SET)project : The relationship of inclusive teaching practices to teacher's benefits about disability and ability, and about their roles as teachers", Teaching and Teacher Education, 26, pp.259~266 (2010)
- Keany, M. T., "Examining teacher attitudes toward integration : Important considerations for legislatures, courts, and schools", Saint Louis University Law Journal, 56(827), pp.827~856 (2006)
- Kurniawatiab, F., "Empirical study on primary school teacher's attitude towards inclusive education in Jakarta, Indonesia", Procedia-Social and Behavioral Sciences, 69, pp.1430~1436 (2012)
- Leyser, Y., "The efficacy of two training approaches on attitudes of prospective teachers toward mainstreaming", The Exceptional Child, 32(3), pp.175~183 (1985)
- Leyser, Y., "Teacher attitudes toward mainstreaming : A cross‐cultural study in six nations", European Journal of Special Needs Education, 9(1), pp.1~15 (1994)
- McDonald, S., "The effect of an integration program on teacher and student attitudes to mentally handicapped children", Australian Psychologist, 22(3), pp.313~321 (1987)
- Michailakis, D., "Dilemmas of inclusive education", ALTER, European Journal of Disability Research, 3(1), pp.24~44 (2009)
- School sector reform plan, "Ministry of Education", Govt. of Nepal, Ministry of Education, ~ (2015)
- Mohd A. M., "An empirical study on teacher's perception towards inclusive education in Malaysia", International Journal of Special Education, 21(3), pp.36~44 (2006)
- Paju, B., "The school staff's perception of their ability to teach special education needs pupils in inclusive settings in finland", International Journal of Inclusive Education, 20(8), pp.801~815 (2016)
- Sharma, U., "Integrated education in India: Challenges and prospects", Disability Studies Quarterly, 25(1) (2005)
- Sharma, U., "Can teacher's self reported efficacy concerns and attitudes toward inclusion scores predict their actual inclusive classroom practices?", Australian Journal of Special Education, 40, pp.21~38 (2016)
- Shimman, P., "The impact of special needs students at a further education college : A report on a questionnaire survey", Journal of Further and Higher Education, 14(3), pp.83~91 (1990)
- Stainback, W. C., "Teachers’attitudes toward integration of severely handicapped students into regular schools", The Teacher Educator, 19(4), pp.21~27 (1983)
- UNICEF., "Examples of inclusive education Nepal" (2003), Unicef
- Yuen, M., "Integrating students with special needs in Hong Kong secondary schools : Teacher's attitudes and their possible relationship to guidance training", International Journal of Special Education, 6(2), pp.69~84 (2001)