Perceived School Support in Inclusive Education

The purpose of this research is to find out : (1) the development of education inclusive in SMAN 4 Palu, and (2) reality of learning of history at SMAN 4 Palu. Research data collected through the interview, observations, and the documentation. This study in the data analysis that are induktif and in the form of interactive are based on the relationship between the fact one and the fact that others who have a causal through the data collection, the reduction, of the data, the presentation of the data, verification data, or the withdrawal of the conclusion. The results of research shows that activity as well as the development of education inclusive in SMAN 4 Palu has been run since 2014, students special needs learn along with the students regular in a class. All of the school support and tried to maximize education inclusive, although in fact still much shortcomings in the implementation of education inclusive. In the learning of history at SMAN 4 Palu is good, according to the implementation to the lives of the day of the day learners adapted in methods, the media, and the material impertinent. Keywords: Inclusive Education, History Learning.

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Elementary Classroom Teachers’ Adoption of Physical Activity Promotion in the Context of a Statewide Policy: An Innovation Diffusion and Socio-Ecologic Perspective

Journal of Teaching in Physical Education ◽

10.1123/jtpe.32.4.419 ◽

2013 ◽

Vol 32 (4) ◽

pp. 419-440 ◽

Cited By ~ 34

Author(s):

Collin Andrew Webster ◽

Peter Caputi ◽

Melanie Perreault ◽

Rob Doan ◽

Panayiotis Doutis ◽

...

Keyword(s):

Physical Activity ◽

South Carolina ◽

Physical Activity Promotion ◽

Elementary Classroom ◽

School Support ◽

Classroom Teachers ◽

Domain Specific ◽

Policy Awareness ◽

Activity Promotion ◽

Perceived School Support

Physical activity promotion in the academic classroom (PAPAC) is an effective means for increasing children’s school-based physical activity. In the context of a South Carolina policy requiring elementary schools to provide children with 90 min of physical activity beyond physical education every week, the purpose of this study was to test a theoretical model of elementary classroom teachers’ (ECT) PAPAC adoption drawing from Rogers’ (1995) diffusion of innovations theory and a social ecological perspective. ECTs (N = 201) were assessed on their policy awareness, perceived school support for PAPAC, perceived attributes of PAPAC, domain-specific innovativeness, and self-reported PAPAC. Partial least squares analysis supported most of the hypothesized relationships. Policy awareness predicted perceived school support, which in turn predicted perceived attributes and domain-specific innovativeness. Perceived compatibility, simplicity, and observability, and domain-specific innovativeness predicted self-reported PAPAC. This study identifies variables that should be considered in policy-driven efforts to promote PAPAC adoption.

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Exploring the Role of Physical Education Teachers’ Domain-Specific Innovativeness, Educational Background, and Perceived School Support in CSPAP Adoption

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2018-0313 ◽

2020 ◽

Vol 39 (1) ◽

pp. 36-47 ◽

Cited By ~ 2

Author(s):

Collin A. Webster ◽

Diana Mindrila ◽

Chanta Moore ◽

Gregory Stewart ◽

Karie Orendorff ◽

...

Keyword(s):

Physical Activity ◽

Physical Education ◽

Professional Training ◽

Latent Profile Analysis ◽

Profile Analysis ◽

Educational Background ◽

School Support ◽

Physical Education Teachers ◽

Domain Specific ◽

Perceived School Support

Purpose: A comprehensive school physical activity program (CSPAP) is designed to help school-aged youth meet physical activity guidelines as well as develop the knowledge, skills, and dispositions that foster meaningful lifelong physical activity participation. In this study, we employed a “diffusion of innovations theory” perspective to examine the adoption of CSPAPs in relation to physical education teachers’ domain-specific innovativeness, educational background, demographics, and perceived school support. Methods: Physical education teachers (N = 407) responded to an electronic survey with validated measures for each of the above-mentioned variables. Results: Latent profile analysis classified teachers into three domain-specific innovativeness levels (high, average, and low). CSPAP-related professional training, knowledge, and perceived school support were found to be significant factors in domain-specific innovativeness and CSPAP adoption. Discussion/Conclusion: This study provides novel evidence to inform professional development initiatives so that they can be tailored to physical education teachers who may be less likely to adopt a CSPAP.

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Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?

PLoS ONE ◽

10.1371/journal.pone.0257657 ◽

2021 ◽

Vol 16 (9) ◽

pp. e0257657

Author(s):

Shirli Werner ◽

Tom P. Gumpel ◽

Judah Koller ◽

Vered Wiesenthal ◽

Naomi Weintraub

Keyword(s):

General Education ◽

Inclusive Education ◽

School Environment ◽

Self Efficacy ◽

Sense Of Self ◽

National Policy ◽

School Support ◽

Special Educational Needs ◽

Teachers Attitudes ◽

Attitudes Towards Inclusion

Background While research has focused on understanding teachers’ attitudes towards the inclusion of children with special educational needs into general education classrooms, there are lacunae that have yet to be addressed. This study examined the association between perceived self-efficacy and attitudes towards inclusion among elementary school teachers. The study also examined the role of teachers’ self-efficacy as a mediating variable between knowledge of inclusion policy, perception of school support and teachers’ attitudes towards inclusion. Methods Teachers (N = 352) working in general or special education schools completed questionnaires assessing attitudes towards inclusion, sense of self-efficacy, knowledge of current policy, and perception of support for inclusive practices. Results Higher perceived knowledge of inclusion policy and higher perceived school support of inclusion were both related to higher self-efficacy regarding inclusion, which, in turn, was related to more positive attitudes about inclusion. Conclusion Our results suggest that point to being knowledgeable regarding local and national policy is important in order to increase feelings of self-efficacy regarding the implementation of effective educational practice. To enhance inclusion, local and national policy must be clearly communicated to teachers. Furthermore, leadership and a supportive school environment are conducive to successful inclusive education.

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