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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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Heiman (2001) and Kuestcr (2000) concluded that a teacher’s level of educational qualification did not significantly influence that teacher’s attitude toward the inclusion of students with disabilities into regular classes, while the study by Stoler (1992), indicated that teachers with high levels of education had less positive attitudes toward inclusion, than those who did not achieve master’s degree status.
Class Size
Large classes may be viewed as an obstacle to the successful implementation of inclusive education (Agran, Alper, & Wehmeyer, 2002; Prochnow, Kearney, & Carroll-Lind, 2000; Van Reusen et al., 2001). Larger classes place additional demands on the regular educator, while reinforcing concern that all students may not receive proper time or attention (Stoler, 1992; Van Reusen et al., 2001). Cornoldi et al (1998) make reference to Italian Law 517, which refers to the inclusion of students with disabilities into regular classes. Class sizes cannot exceed 20 if there is one student with a disability in a mainstream class (Cornoldi et al., 1998). Consistency in terms of class size has allowed Italian teachers to be more supportive of inclusive education (Cornoldi et al., 1998).
Level of Confidence
Sigafoos and Elkons (1994) concluded that mainstream educators generally lacked confidence as they attempted to include students with disabilities into their classes. This may be as a result of lacking proficiency about modifying the regular education curriculum to suit students with individual learning needs (Sigafoos & Elkins, 1994). Further, Avramidis et al. (2000) and Briggs et al (2002), support the view that teachers who perceive themselves as competent inclusive educators, often have more positive attitudes toward inclusive education. Teachers acquire increased competence as a result of increased training in the field of inclusive education (Avramidis et al., 2000). Inadequate knowledge with regard to instructional techniques and curricular adaptations, which contributes to decreased confidence, may be factors which influence a teacher’s attitude toward inclusive education (Janney, Snell, Beers, & Raynes, l995 Lesar, Brenner, Habel, & Coleman, 1997).
Previous Experiences Teaching Students with Disabilities
Possessing previous experience as an inclusive educator appears to positively predispose teachers toward inclusive education (Avissar, 2000; Avramidis et al., 2000; Harvey, 1985; Hodge & Jansma, 2000; Jobe et al., 1996). It would appear that previous experience in this field, allows mainstream teachers to feel more comfortable within the inclusive classroom (Avissar. 2000; Harvey, 1985). Direct experiences of including students with disabilities into mainstream settings appeared to be an essential factor in shaping teachers’ views toward inclusive settings (Avramidis et al., 2000; Giangreco, Dennis, Cloninger, Edelman, & Schattman, 1993; VilJa Thousand, Meyers, & Nevin, 1996). However, Briggs et al (2002) point out that the nature of previous contact should be positive as it is this that results in positive attitudes toward inclusive education.
The Severity of a Student’s Disability
Teachers’ attitudes toward the inclusion of students with disabilities into regular classrooms appear to be shaped by the type and the degree of the disability of the student concerned (Agran et al., 2002). There is concern from teachers regarding the inclusion of students with more severe disabilities (Westwood & Graham, 2003). Teachers view the move to include students with multiple disabilities into the mainstream classroom, as impractical (Sigafoos & Elk ins. 1 994. The study by Sigafoos and Elkins (1994) found that teacher attitudes were less favorable about including students with multiple and physical disabilities into the regular class. While Avramidis et al. (2002) and Kuster (2000) found that students with emotional and behavioral disorders attract the least positive attitudes from teachers within inclusive classroom.
Support from Administrative Staff
Administrative support has also been cited as a significant factor in determining teacher attitudes toward inclusion, as the teacher feels reaffirmed if the school principal fosters a positive learning environment for both teachers and students (Idol, 1994; Larrivee & Cook, 1979). Teachers believe that the supports of the principal and other school leaders are critical in order for them to implement inclusive practices (Daane et al., 2000; Hammond & Ingalls, 2003). Gameros (1995) refers to a “visionary†principal, who will accept the challenge to create an inclusive environment for all students. Principals need to accept ownership of all students and support inclusive placement, in order to inspire these feelings among other school personnel (Gameros, 1995; Idol, 1994). However, research suggests that administrator’ attitudes toward students with disabilities are less than positive; thereby impacting on the process of inclusion in schools (Daane et al., 2000). Clayton noted that administrative staff-lack sufficient understanding and expertise regarding the delivery of services to students with disabilities (Clayton, 1996). Further research commented that administrators may hold positive views of inclusion as they are further away than mainstream teachers, in terms of actual experiences (Garvar-Pinhas & Schmelkin, 1 989 Larrivee & Cook, 1979).
2.4 Benefits of Inclusive Education
Ajuwon (2008) also comments on the obvious benefits of the inclusive education paradigm, i.e. children are more likely to learn social skills in an environment that approximates to normal conditions of growth and development. Children, during their formative years, develop language more effectively if they are with children who speak normally and appropriately (Mitchell & Brown, 1991). Often, it is gratifying that where school and community environments can be made physically and programmatically accessible, children and youth with physical disabilities can function more effectively than would otherwise be the case. It is also apparent that such modifications to the environment often enable others who do not have disabilities to access their environment even more readily (Ferguson, 1996).
In recent years, the principle of universal design (Centre for Universal Design, 1997; Waksler, 1996) has evolved to describe physical, curricular and pedagogical changes that must be put in place to benefit people of all learning styles without adaptation or retrofitting. Failing to accommodate the environmental and accessibility needs of persons with disabilities in the society will inevitably inhibit their participation in educational, social, recreational and economic activities (Harkness & Groom, Jr., 1976; Steinfeld, Duncan, & Cardell, 1977). Therefore, architects, product designers, engineers and environmental design researchers should use their best judgment in early programming and design decisions.
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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---
