The study has identified elementary school special education and general education teacher attitudes on inclusive education in district Kurukshetra. The general education teachers agreed significantly more than special education teachers that; students with disabilities participate in classroom activities with their peers without disabilities, that students with learning disabilities are able to participate productively in general education classroom learning activities, that inclusive education improves social skills of students with disabilities, that students without disabilities accept their peers with disabilities in the general education classroom, and that students with cognitive and learning disabilities appear to adapt behaviorally and academically to inclusive education. Lastly, the special education teachers agreed significantly more than the general education teachers that the special education room should only be used as a resource when the general education teacher cannot adequately meet the needs of the student with disabilities in their classroom.
The objectives of the study were; to identify social and cultural factors that influence attitudes of learners towards inclusion; establish the teachers’ attitudes towards inclusive education; examine school administration views on students’ attitudes towards inclusion; examine the role played by Ministry of Education in addressing the issue of attitudes among learners with VI & those without towards inclusive education. The study was carried out in two integrated primary schools in Nairobi with a target population was 886 comprising Ministry of Education officials, (MoE), head teachers, class teachers & learners. Sampling procedure employed was purposive sampling for all participants. The sample size consisted of two MoE, two headteachers, seven class teachers, 12 learners with VI and 40 sighted learners. Two instruments were used in the study namely questionnaires & interview guide.The findings indicated that headteachers and MoE officials view inclusive education as a good idea. However, most parents are not concerned with integration and are marginally involved.
The study is an attempt to study the opinions of teachers of special schools, integrated schools and regular schools respectively towards inclusive education. The field of special education has grown tremendously in the past few years, demanding frequent updates for the professionals. Periodic in-service training programmes for teaching professionals to keep them abreast of the developments worldwide and to equip them to face the challenges of changing trends is of paramount importance. Such programmes are needed for all levels of staff from classroom teachers to master trainers. Periodic short-term programmes varying from 2 weeks to 3 months, based on the need, should be made mandatory for all trained professionals. Awareness programmes on each disability be initiated at school level. Mass media can be used for enhancing awareness and influencing attitude of masses towards inclusive education. Though factors behind positive and negative attitudes were not able to be determined, the results indicate that the majority of participants agree that special education and general education teachers need to collaborate in order for inclusive education to be successful.
The study concludes that 97% teachers have positive attitude towards improvement of academic and professional qualification with only 3% teachers have negative attitude. All the female teachers have positive attitude towards enhancement of both academic and professional qualification. It was concluded that higher education is necessary for better jobs, financial benefits, honor and respect in the department and in the society. Professional qualification creates skilled capabilities in individual and gives competency in teaching techniques. It was recommended that teachers should have opportunities for upward mobility in their profession so that they can able to utilize their professional skills and Government should facilitate teachers in acquiring higher education.
The purpose of the study was to investigate the attitude of students and teachers toward teaching practicum and to identify the out comes and problems encountered during the implementation process of the program.The result of the study indicated that both teachers and students have insignificant positive attitude toward teaching practicum. Students and teachers also showed similar attitude for those factors which have relation with course related factors. Teachers showed insignificant negative attitude toward Logistics and Organization related factors where as, students showed insignificant negative attitude toward student and teacher related factors.
Development of a Module for Student Teachers to Shape their Attitude towards Community Work is an Experimental Work. Teachers are essentially Catalysts of the society and their by need to have an understanding of the community they live in. The present work was an attempt to create socio-sensitive teachers rooted in their soil as well as aware of the global expectations. A variety of classroom tasks and field based experiences were used to shape the attitude of the pre-service teachers.
Successful implementation of inclusion in regular schools is enhanced when regular class teachers have positive attitudes towards inclusion. This book explores teachers'' attitude towards inclusive education. It first gives a historical background of special education in Zambia, the policy and legal provisions and how they have affected inclusive education. It also looks at the efficacy and social debates of inclusion. The book is idea for students taking introductory courses in special education at undergraduate level.
Famous psychologist and writer David J. Schwartz reflecting on the attitude by, “How we think shows through in how we act. Attitudes are mirrors of the mind. They reflect thinking.” From this one can easily infer the significance of attitude. Psychologists and educationists through their experiences have realize the importance of attitude of those who are vital part of the education system i.e. teachers, students, administrators etc. From the student’s point of view their attitude towards the examinations, teachers, school or any other component of education as whole matters a lot. Infact, researches has shown that the success and the failure of any system, business, firm or institution depends upon the attitude of those involved in the system and students are the major part of the whole educational endeavor. The present study is an attempt in the field of attitude measurement of students, which may be utilized, to measure attitude of students and which further can be utilized to provide the input so as to develop healthy attitude towards the continuous internal assessment, which was one of the major reform in the field of examination.
The objective of the study was to investigate the school factors affecting inclusion of learners with disabilities among urban refugees in public primary schools of Ruiru District, Kiambu County, Kenya. The specific objectives of the study were to: identify the environmental barriers eg. teaching/learning resources, unfriendly classrooms, inaccessible sanitary facilities and their effect on the inclusion of urban refugee learners with disabilities, establish teachers’ attitude towards inclusion of urban refugee learners with disabilities, establish regular learners’ attitude towards inclusion of urban refugee learners with disabilities and to assess the teachers’ competencies in handling the inclusion of learners with different types of disabilities in public primary schools of Ruiru District, Kiambu County.
In the present investigation teachers attitudes towards teaching profession is considered as the dependent variable as it was assumed that the teaching profession of the institution may be one of the factor which influence the attitudes of the teachers towards the profession the purpose of this study is to test their assumption by measuring the attitude of teachers who studying in different institutions having different organizational elements towards their teaching profession. Attitudes have three components viz., cognitive, affective & behaviors. A Cognitive Component: - It is the idea whether in generally same category used by human is thinking are inferred from consistence in responses to discriminately different stimulates cognitive representation of the category in the minimum condition to learning the attitude. An affective Component: - Tthe emotion which changes the idea if a person feels good or agrees or feels bad or disagrees when he thinks about a place, person, object or idea. So we might say that he has a positive or negative effect towards that category of an individual who has associated a positive feeling with a psychological object is said to dislike that object
Although there has been some research and discussion regarding the importance of teachers’ attitudes towards inclusion, there is very little that identifies the nature and present state of those attitudes within the Kenyan Educational context. There is even less research that attempts to identify factors influencing the development of attitudes towards inclusion or determine the impact teachers’ attitudes have on inclusion perceptions. This study was conducted to provide additional research and shed some light on whether inclusive education is working within the Kenyan context by specifically focusing on attitudes of teachers towards mainstreaming of pupils with intellectual challenge (PWIC), with specific reference to those with mild intellectual challenges (MIC).
This study explores the Saudi teachers' of English attitudes towards teaching grammar using different methods in middle and secondary schools. It focuses on the deductive and inductive method as well as teaching grammar rules at sentence and discourse level. This can contribute positively to arrive at a better understanding of how the Saudi teachers think of teaching English grammar in the Saudi schools. In addition, this topic can be identified as of particular importance to teachers, policy makers, teaching authorities and curriculum designers in the sense it helps them determine what teachers think of when using different approaches in teaching English grammar at Saudi schools and what are the negative and positive impact of various approaches when they are put into actual use.
The main purpose of this study is to explore the attitudes of instructors of Bahir Dar University towards authentic language teaching materials and also to find out instructors’ problem/s in using authentic texts in EFL classes. Data were collected using questionnaire, interview and observation. The interview and observation data were used to triangulate the collected data through questionnaire. And the researcher used Percentages and frequency to analyze the data collected through questionnaire. The results of the analysis revealed that all the instructors have positive attitudes towards authentic language teaching materials. And most of them were sometimes using authentic materials in EFL classrooms. The finding also shows that instructors face some problems that discourage them from using authentic materials in EFL classrooms. Lack of available authentic materials, lack of appropriate texts for local context and work load are some to mention. Finally, the researcher recommends the higher institutions to provide in-service trainings to teachers to refresh and update their knowledge and skills. In addition, higher institutions should reduce instructors’ workload.
Teacher occupies pivotal position in educational edifice as they are main agent for implementation of all plans and policies of school education. The role of primary school teacher is of great significance as they start formal education for children. So need of the hour is effective and efficient teacher to teach in schools. One of key factor of good teaching is teachers attitude towards teaching as it motivate teachers to work effectively. This research work is based on attitude towards teaching of primary school teacher. This book consists of five chapters. The chapter-1 detailed about background of the problem with conceptualization of attitude towards teaching. The chapter-II gives a comprehensive review of previous research studies on attitude towards teaching and its correlates. The chapter-III explains the procedure adopted along with sample, tools and techniques of analysis used for this work. The chapter-IV presents result and discussion with help of table and graphs. The last chapter-V concludes by citing major findings, educational implications and suggestions for further study.This book will be of great use for reseachers working in area of primary education.
Teachers are considered to be the pillars for any educational system and the efficiency of the teachers is determined by a wide range of factors like teaching inputs, school facilities, work environment, work commitment, training, personal involvement, human relations, job promotions, job description, supervision, motivation (self and others), salary, increments, welfare measures, future possibilities, home conditions, students involvement, community support, transport facilities, etc. It is the level of positive attitude of teachers that often decides his/her success and efficiency as a teacher. If the teachers are free from all burdens then they will be able to devote their time and attention for the benefit of the school. A dissatisfied teacher with negative attitudes towards profession is not only a burden to himself but also to the school and community at large. If teachers have not got satisfaction it means that there is something wrong in terms of the academic inputs, welfare measures or at personal level.