Indagine sulle percezioni e sull’efficacia dei docenti in formazione verso un agire didattico inclusivo

This paper presents a study on the implicit dimensions that influence teacher agency and is aimed at investigating the teachers’ sentiments, attitudes, concerns and perceived levels of efficacy to implement inclusive practices. The sample comprised in two groups: the first included 221 pre-service teachers undergoing training to teach in secondary schools and the second were 131 in-service teachers following a course to obtain the learning support teachers’ warrant.The TEIP and the SACIE-R scales were administered to conduct the study. Results showed that the future learning support teachers had generally higher scores than the pre-service teachers. The positive attitude of the former group towards inclusive practices, however, seemed not to be linked to their greater teaching experience but more likely to the characteristics of their course of education.Questo lavoro presenta uno studio sulle dimensioni implicite che influenzano l’agire didattico finalizzato ad indagare i sentimenti, gli atteggiamenti, le preoccupazioni, e i livelli di percezione dei docenti circa la propria efficacia nell’implementare pratiche inclusive. Il campione è stato suddiviso in due gruppi, il primo comprendente 221 corsisti del Tirocinio Formativo Attivo e il secondo costituito da 131 partecipanti al corso di specializzazione per insegnanti di sostegno. Per condurre l’indagine sono state somministrate due scale: la scala TEIP e la scala SACIE-R. I risultati hanno mostrato che i futuri insegnanti di sostegno del campione raggiungono generalmente punteggi più alti. Tuttavia, sembrerebbe che l’atteggiamento positivo di questi docenti non risulti essere legato alla loro esperienza di insegnamento,bensì alle caratteristiche dei percorsi della loro formazione

Multicultural Teaching Competence and Teachers' Attitudes Toward Inclusion

The primary purpose of this study was to examine the relationship between multicultural teaching competence (MTC) and teachers� attitudes toward inclusion. Specifically, this study tested whether MTC has an influence on teachers� attitudes toward inclusion over and beyond the influence of teachers� sense of efficacy (TSES). Further, the study explored two possible ways in which MTC and TSES, in tandem, affect teachers� attitudes toward inclusion. First, I tested the potential role of TSES as a moderator of the relationship between MTC and teachers� attitudes toward inclusion to examine whether TSES would strengthen the degree of association between the two variables. Second, I tested whether TSES would affect teachers� attitudes toward inclusion through the mediation effect of MTC.The participants included 370 teachers currently employed in K-12 schools in the United States. Participants responded to measures of multicultural teaching competence, teachers� sense of efficacy, and attitudes toward inclusion. Additionally, each participant completed a short demographic survey. Results indicated that MTC was significantly related to teachers� attitudes toward inclusion even when controlling for TSES. Teachers� sense of efficacy did not moderate the relationship between MTC and teachers� attitudes toward inclusion. However, MTC did partially mediate the relationship between TSES and teachers� attitudes toward inclusion. Additionally, these results indicate a mechanism through which teachers� sense of efficacy affect multicultural teaching competence, which in turn affects teachers� attitudes toward inclusion.Educational Psycholog

The Factors that Influence the Attitudes of Teachers and Administrators Affliliated with the National Association of Independent Schools (NAIS) Regarding the Inclusion of Students with Disabilities

As the practice of inclusion gained momentum in educational communities during the 1990s, attitudes toward the concept of inclusion were positive, and few educators opposed it completely. However, the enthusiasm surrounding inclusion led to a hurried approach toward implementation, and practices within public school classrooms went unchecked. As a result, a lack of clarity, and confusion arose regarding the practice of inclusion in general. Inclusion is a pervasive concept in all educational communities today, and private schools are not exempt from integrating students with disabilities into their classrooms. Therefore, the purpose of this study is to extend the research in this area by examining a portion of the private school population: independent schools affiliated with the NAIS. The Opinions Relative to the Integration of Students with Disabilities (ORI) was the instrument used in this quantitative study. This survey, as well as an additional one constructed by the researcher was completed by a random sample of administrators (N= 82) and teachers (N= 440) who work in NAIS schools across the United States. Findings suggest that both groups agree that teacher training and perception of burden are the two most significant factors that influence attitudes toward inclusion. Similar to teachers in public schools, independent school teachers also felt that years of experience, planning time, and perception of competence to implement accommodations and modifications for students with disabilities were significant factors that influenced attitudes. Independent schools were distinguished however from public schools in that both administrator and teacher participants who indicated servicing students with varying types of disabilities possessed more favorable attitudes toward inclusion. Additionally, the perception of involvement was a factor that influenced attitudes for teachers. They perceived that they were not involved in the decision to include students with disabilities in their classroom nor were they involved in determining the appropriate accommodations and modifications necessary for the student to be successful. Finally, the findings suggest that administrators have a more favorable attitude toward inclusion than the teachers overall and discrepancies exist between the groups regarding the perception of to what degree the necessary supports for inclusion (i.e., in-service training, planning time, materials, administrator support) are in place. Recognition of these factors and discrepancies as well as the implementation of a purposeful plan to address them could impact attitudes toward students with disabilities and improve the way independent schools practice inclusion in the future

The need for a remedial qualification within inclusive education

Despite the current widespread implementation of inclusive education into the South African educational system, it appears that little, if any, studies have been undertaken as to whether South African educators are adequately equipped to manage the changes that will be required with the implementation of this new approach to education. More specifically, whether our educators would be more aptly prepared for the many adaptations should they be in possession of a remedial qualification. This study is aimed at providing a detailed account of the implications of introducing inclusive education into the South African school system, with particular focus being placed on learners who present with barriers to learning as well as the essential curriculum, classroom and teaching adjustments required in order for these learners to reach their full potential within a mainstream classroom environment. The sample for this study firstly comprised of educators’ perceptions regarding their capabilities in coping with the demands of inclusive education. The viewpoints of 122 educators, within the Nelson Mandela Metropolitan area of the Eastern Cape, were recorded through the completion of individual questionnaires and interviews. Secondly, the files of 111 learners, from a remedial practice, who presented with barriers to learning were analysed to determine the effectiveness of appropriate remedial intervention in overcoming the respective barriers. The major findings of the present study were as follows: Many classroom modifications, changes in teaching styles and curriculum adaptations would have to be implemented to adjust to the demands of inclusive education; Educators would have to be trained regarding the different categories of learners with barriers to learning and their special educational needs; The majority of Eastern Cape educators do not feel suitably qualified to cope with the demands of inclusive education; Educators in positions of authority (principals, deputy principals and heads of department) indicated their inadequacies regarding coping and assisting parents and fellow educators with the demands of inclusive education; A large percentage of the responding educators indicated that they would be better suited to cope with the demands of inclusive education with a remedial qualification and were prepared to register at a tertiary institution to obtain such a qualification depending on certain incentives offered by the Education Department. In view of the findings of this study, recommendations have been made to enhance the current qualification levels of educators, to specifically include a remedial qualification, of which guidelines have been provided. This approach should vastly assist educators in coping with the demands of inclusive education and will ensure that they are suitably empowered to meet the needs of learners with barriers, who have been thrust into this system. Guidelines are also offered for a proposed remedial course that could be offered to education students as well as to those educators who are presently in the employ of the Education Department

The need for a remedial qualification within inclusive education

Despite the current widespread implementation of inclusive education into the South African educational system, it appears that little, if any, studies have been undertaken as to whether South African educators are adequately equipped to manage the changes that will be required with the implementation of this new approach to education. More specifically, whether our educators would be more aptly prepared for the many adaptations should they be in possession of a remedial qualification. This study is aimed at providing a detailed account of the implications of introducing inclusive education into the South African school system, with particular focus being placed on learners who present with barriers to learning as well as the essential curriculum, classroom and teaching adjustments required in order for these learners to reach their full potential within a mainstream classroom environment. The sample for this study firstly comprised of educators’ perceptions regarding their capabilities in coping with the demands of inclusive education. The viewpoints of 122 educators, within the Nelson Mandela Metropolitan area of the Eastern Cape, were recorded through the completion of individual questionnaires and interviews. Secondly, the files of 111 learners, from a remedial practice, who presented with barriers to learning were analysed to determine the effectiveness of appropriate remedial intervention in overcoming the respective barriers. The major findings of the present study were as follows: Many classroom modifications, changes in teaching styles and curriculum adaptations would have to be implemented to adjust to the demands of inclusive education; Educators would have to be trained regarding the different categories of learners with barriers to learning and their special educational needs; The majority of Eastern Cape educators do not feel suitably qualified to cope with the demands of inclusive education; Educators in positions of authority (principals, deputy principals and heads of department) indicated their inadequacies regarding coping and assisting parents and fellow educators with the demands of inclusive education; A large percentage of the responding educators indicated that they would be better suited to cope with the demands of inclusive education with a remedial qualification and were prepared to register at a tertiary institution to obtain such a qualification depending on certain incentives offered by the Education Department. In view of the findings of this study, recommendations have been made to enhance the current qualification levels of educators, to specifically include a remedial qualification, of which guidelines have been provided. This approach should vastly assist educators in coping with the demands of inclusive education and will ensure that they are suitably empowered to meet the needs of learners with barriers, who have been thrust into this system. Guidelines are also offered for a proposed remedial course that could be offered to education students as well as to those educators who are presently in the employ of the Education Department