-
The English Language Teachers’ Perception Of Inclusive Education
[A CASE STUDY OF THE UNIVERSAL BASIC EDUCATION IN KWARA STATE]
CHAPTER TWO -- [Total Page(s) 13]
Page 7 of 13
-
-
-
Teachers are perceived to be integral to the implementation of inclusive education (Haskell, 2000). Research communicates the view that teachers are the key to the success of inclusionary programs (Cant, 1994), as they are viewed as linchpins in the process of including students with disabilities into regular classes (Stewart, 1983; Whiting & Young, 1995). Other studies acknowledge that inclusive education can only be successful if teachers are part of the team driving this process (Home, 1983; Malone, Gallagher, & Long, 2001). It is important to examine the attitudes of mainstream educators toward the inclusion of students with disabilities into regular settings as their perceptions may influence their behavior toward and acceptance of such students (Hammond & Ingalls, 2003; Sideridis & Chandler, 1996; Van Reusen, Shoho, & Barker, 2001). The success of an inclusionary program may be at risk if regular classroom teachers hold negative perceptions toward the inclusion of students with disabilities (Home, 1983; Van Reusen et al., 2001). Negative perceptions of inclusive education may become obstacles, as general education teachers attempt to include students with disabilities (Cawley, Hayden, Cade, & Baker-Kroczynski, 2002). The following section presents an investigation of some of the factors that may influence a teacher’s attitude toward the inclusion of students with disabilities into mainstream settings.
2.3 Factors Influencing Teachers’ Attitudes toward Inclusive Education
While some studies point out that teachers’ attitudes to inclusive education are typically positive, (Avramidis et al., 2000; Kuester, 2000; Schmelkin, 1981), other studies reveal that teachers’ attitudes may be influenced by the disquiet they experience regarding the impact such a process will have on their time and skills (Avramidis et al., 2000). The discussion that follows considers some of the factors raised by previous research, which may have influenced teachers’ attitudes toward the inclusion of students with disabilities into mainstream classes.
Training Regarding Teaching Students with a Disability
Researchers note that teachers may resist inclusive practices on account of inadequate training (Gickling & Theobald, 1975; Heiman, 2001; Hines & Johnston, 1996; Minke, Bear, Deemer, & Griffin, 1996). It would appear that teachers perceive themselves as unprepared for inclusive education because they lack appropriate training in this area (Bender, Vail, & Scott, 1995; Daane, Beirne-Smith, & Latham, 2000; Gans, 1987; Malone et al., 2001). Inadequate training relating to inclusive education may result in lowered teacher confidence as they plan for inclusive education (Schumm, Vaughn, Gordon, & Rothlein, 1994; Whitworth, 1991). Teachers who have not undertaken training regarding the inclusion of students with disabilities, may exhibit negative attitudes toward such inclusion (Van Reusen et al., 2001), while increased training was associated with more positive attitudes toward the inclusion of students with disabilities (Briggs, Johnson, Shepherd, & Sedbrook, 2002; Powers, 2002; Van Reusen et al., 2001). Training in the field of special education appears to enhance understanding and improve attitudes regarding inclusion (Kuester, 2000; Powers, 2002). Introductory courses offered through teacher preparation programs may sometimes be inadequate in preparing the general educator for successful inclusion (Beattie et al., 1997).
Gender
Several studies support the view that there is no correlation between a teacher’s gender and their attitude toward inclusive education (Avramidis et al., 2000; Cornoldi, Terreni, Scruggs, & Mastropieri, 1998; Kuester, 2000; Van Reusen et al., 2001). Harvey (1985), in a similar Victorian study concluded that gender was not a significant factor in determining teacher’s attitudes toward inclusive education.
However, other studies that investigated teacher attitudes toward the inclusion of students with disabilities into regular settings, found that female teachers are inclined to have more favorable attitudes (Leyser & Tappendorf, 2001; Pearman, 1-luang, Barnhart, & MelIblom, 1992) and appeared to have higher expectations of students with disabilities than their male counterparts (Hodge & Jansma, 2000). Contrary to this, other studies found that male teachers were either significantly more confident than females, in their ability to teach students with disabilities (Jobe, Rust, & Brissie, 1996), or they held more positive views about inclusive education (Lampropoulou & Padelliadu, 1997). Lampropoulou and Padelliadu (1997) caution that findings linking gender as a variable to investigate reactions to inclusive education, are often linked to cultural factors, with some cultures ascribing the care of students with disabilities to female teachers.
Age, Teaching Experience and Teachers’ Qua1ifications
There are several studies which have investigated whether there is any significant correlation between a teacher’s age, years of experience and qualification to that teacher’s attitude toward the inclusion of students with disabilities into regular classrooms (Avramidis et a!., 2000; Cornoldi et al., 1998; Harvey, 1985; Heiman, 2001; Stoler, 1992; Whiting & Young, 1995). Some studies record that older teachers appear to foster less positive attitudes than younger teachers (Cornoldi et a!., 1998; Lampropoulou & Padelliadu, 1997). Younger teachers appear more accepting of inclusive trends than their more experienced counterparts (Cornoldi et a!., 1998; Harvey, 1985). It would also seem that the most experienced educators have the lowest level of acceptance of inclusion (Forlin, Douglas, & Hattie, 1996; Knight, 1999). Further to this, Whiting and Young (1995) are of the view that older, more experienced teachers are uncomfortable with inclusive practices, because they face an intrusion into their rooms by support personnel. The presence of other adults in the room may result in tension and discomfort especially as they perceived the visitor as an observer and not as additional support (Whiting & Young, 1995).
CHAPTER TWO -- [Total Page(s) 13]
Page 7 of 13
-
-
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---
