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The English Language Teachers’ Perception Of Inclusive Education
[A CASE STUDY OF THE UNIVERSAL BASIC EDUCATION IN KWARA STATE]
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Rahaman and Sutherland (2012) examined the attitudes of teacher educators towards inclusive education in Bangladesh secondary schools in order to further understand the challenges faced by countries that are economically marginalized in implementing educational reforms that even developed countries sometimes struggle with. Twenty teacher educators from Bangladesh participated in the qualitative study designed to explore participants’ understanding and perspectives of inclusion. Teacher educators†attitudes towards inclusive education was generally positive, however participants were unsure how to implement inclusive education. The findings are considered alongside the Bangladesh government’s objective of inclusive education and further research opportunities are identified.
Anwer and Sulman (2012) investigated the factors that influence public and private teachers’ perceptions of inclusive education. The Scale of Teachers’ Attitudes toward Inclusive Classrooms (STATIC) was distributed to a total of 110 regular school teachers. Total 81 surveys were returned. According to an independent sample t-test, hypothesis was supported by the data where in fact. Teachers in a public school tend to hold more positive attitudes toward inclusive education. Although the hypothesis is supported by the data, there were noted stipulations to the practice of inclusion with regard to their overall perceptions. There was no reported statistical significance between the teachers’ years of experience and their overall perceptions of inclusion, adequacy of training or perceived administrative support. A suggestion for further research may include investigating regular education teacher’s attitudes toward inclusion at the early childhood level (preschool), middle school and high school. Future consideration to investigating elite private schools, as well as schools with a religious affiliation should be taken into account. Additionally, the research may be broadened by the investigation into college/university level.
Fakolade, Adeniyi and Tella (2009) explored the attitudes of teachers about inclusion of special needs children in their secondary schools in general education. This study adopted a descriptive survey research design, with 60 teachers as participants from selected secondary schools in Oyo State, Nigeria. Four hypotheses were postulated at the significant level of .05. The instrument, a questionnaire with question items on demographic information like gender, marital status, professionalism and teaching experience has a general reliability coefficient alpha of .83. A t-test method of analysis was the main statistical method used to test the 4 generated hypotheses. The findings revealed that the attitude of male teachers is 39.4, while that of female teacher is 43.3, thus, the t-test analysis shows that the calculated t-test is 2.107, which is greater than the critical t (t=1 .960). This implies that female teachers have more positive attitude towards the inclusion of special needs students than their male counterparts. Furthermore, the results reveal that significant difference exists between married and single teachers in their attitude towards special need students. And that professionally qualified teacher tends to have a more favorable attitude towards the inclusion of special need students than their non-professionally qualified teachers. It was recommended that teachers should attend seminars and conferences to improve their knowledge about ways of practicing and accepting inclusion for a better tomorrow for our special needs children in Nigeria.
Malinen and Savolainen (2008), in a sample of 523 Chinese university students, administered a questionnaire to examine their attitudes towards the inclusion of children with disabilities into regular classrooms. Factor analysis, analysis of variance, t-test and correlations were used to assess the respondents’ general attitude towards inclusion, the factor structure of the attitudes, the relationship between demographic variables and the attitudes and the ratings of best educational environments for students with different kinds of disabilities. The analysis revealed that (a) the participants’ average attitude towards inclusion was slightly negative; (b) four factors, named as social justice, meeting the special needs of the pupils with severe disabilities. quality of education and teachers’ competence, were extracted (c) the most important background variable that explained the attitudes was the participants’ major subject in the university; and (d) the ratings for the best educational environment for a student with a disability varied according to different types and levels of disability.
Elliot (2008) examined the relationship between teachers’ attitudes toward the inclusion of children with mild to moderate mental disabilities in physical education settings and the amount of practice attempts performed and the levels of success attained by these students compared to their peers without disabilities. The findings suggested a relationship between teacher attitude toward inclusion and teacher effectiveness. Teachers with a positive attitude toward inclusion provided all of their students with significantly more practice attempts, at a higher level of success.
Subban and Sharma (2005) presented the findings of an empirical study to investigate the attitudes of regular education teachers toward the implementation of inclusive education. The cited study was part of a two-pronged research inquiry which investigated teachers’ attitudes toward, and their concerns about inclusive education. This discourse was based on semi-structured interviews, conducted with mainstream teachers in state schools in Victoria, Australia. The results imply that Victorian teachers are in the main positively inclined towards the philosophy of inclusive education, perceiving the process as beneficial to all participants within the inclusive setting. However, they remain cautious about the inclusion of students with more severe disabilities. Beres (2001) attempted to discover teachers’ perceptions of the success of inclusive education - inclusion of learning disabled students - in the junior high schools of West wind School Division #74. Several areas were explored. They included the extent to which inclusion is implemented across the Division, the teachers’ perceptions of the academic and social success of the learning disabled students, the teachers’ perceptions of the effects on the regular students, the teachers’ evaluation of the extent to which factors stated in literature as being essential to the success of inclusion were present in their schools, and the changes needed for more successful inclusion. The sample for this study comprised all of the junior high teachers in the division who taught one or more of the core subject areas (science, social studies, mathematics, language arts) in Grades 7-9. All completed a written survey, and then a sub-group was interviewed. The results demonstrated that although 82.93% of the teachers believed the regular classroom was the rightful place for the learning disabled students to learn, 80.48% felt that they were unable to meet the needs of these students. To improve the quality of the inclusive programming the respondents felt they required more planning and collaboration time, an increase in knowledge regarding programming adjustments for learning disabled students, reduced class sizes and other professional development activities to meet their individual needs.
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ABSRACT - [ Total Page(s): 1 ]ABSTRACT IS COMING SOON ... Continue reading---
QUESTIONNAIRE - [ Total Page(s): 1 ]QUESTIONNAIRE ON ATTITUDE OF TEACHERS ON INCLUSIVEEDUCATIONInstructionsThe purpose of this questionnaire is to obtain information relating to what you think about inclusive education of students with disabilities. All information in this questionnaire is provided anonymously and will be treated then analyzed under the framework of this research only. This is not a test. Thus, there is no right or wrong answer. All you have to do is to tick the option as applicable to you.SECTION A: GENERAL INFOR ... Continue reading---
CHAPTER ONE - [ Total Page(s): 3 ]In order for inclusion to work in practice, teachers in regular schools in Nigeria must accept its philosophies and demands. According to Salend and Duhaney (1999), educators have varying attitudes towards inclusion, their responses being shaped by a range of variables such as their success in implementing inclusion, student characteristics, training and levels of support. Some studies reported positive outcomes for general teachers, including increased skills in meeting the needs of all their s ... Continue reading---
CHAPTER THREE - [ Total Page(s): 1 ]CHAPTER THREERESEARCH METHODOLOGY3.0 This chapter presents the research method that would be used to carry out the study which is on the perception of the English language teachers of Inclusive education in the Universal Basic Education in Kwara State. The discussion on the methods will include:a. Research typeb. Population, sample and sampling techniqueC. Instrumentationd. Procedure for data collection ande. Data analysis technique f. Research type3.1 Research TypeThis research would use ... Continue reading---
REFRENCES - [ Total Page(s): 3 ]REFERENCES Ajuwon, P. M. (2008). Inclusive education for students with disabilities in Nigeria: Benefits and challenges and policy implications. International Journal of Special Education, 23(3), 11-16.Ali, M.M., Mustapha, R. and Jelas, Z. M. (2006). An empirical study on teachers’ perceptions towards inclusive education in Malaysia. International Journal of special Education, Vol. 21 (3).Allan, J. (1995) How are we doing? Teacher's views on the effectiveness of co-operative teaching. Sup ... Continue reading---
