scholarly journals Attitudes toward Inclusive Education among School Teachers: A Comparative Study

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Arun Kumar ◽  
Dr. Punam Midha
Keyword(s):  
Inclusive Education ◽  
Special School ◽  
School Teachers ◽  
Special Schools ◽  
Male And Female ◽  
Regular School ◽  
Education School ◽  
Education In India ◽  
Special Education School ◽  
Purposive Sample

Inclusive education in India has recently received a momentum .A willingness on the part of Teachers to support all children in the mainstream classroom; including with special needs is the hallmark of inclusive education. Thus teacher’s attitudes toward inclusive education play a pivotal role in its success. In this way, the present study is an attempt to assess and compare the attitudes of mainstream and special education school teachers towards inclusive education .A purposive sample of 300 regular school teachers consisting of 150 teachers from mainstream and 150 teachers from special schools of Delhi-NCR (Noida, Ghaziabad, Delhi, Faridabad) of both male and female aged 24-45 yrs was drawn for research purpose. Attitudes toward Inclusive Education Scale (ATIES) developed by Wilczenski, F.L (1992), containing 16 items was used to measure their attitudes toward inclusive education. Descriptive and inferential statistics (t-test) were used to assess and compare the attitudes of teachers of mainstream and those of special school. The results indicated that teachers of mainstream school have more favourable attitudes than those of special schools, which may be one of the major causes of slow success of this system in India.

MENTAL HEALTH IN RELATION TO SEXOF SPECIAL EDUCATION SCHOOL TEACHERS

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
Inderjeet Pal Kaur
Keyword(s):  
Mental Health ◽  
Special Education ◽  
Sampling Methods ◽  
Special School ◽  
Cluster Sampling ◽  
School Teachers ◽  
Special Schools ◽  
Education School ◽  
Special Education School ◽  
Level Of Significance

This investigation was aimed to study the mental health levels among special education school teachers and its relation to their sex.Here, a sample of 120 special education school teachers (60 males and 60 females) was selected from 15 special schools of Delhi, Haryana and Rajasthan states through simple random, purposive, convenience and cluster sampling methods. The survey questionnaire ‘Mental Health Inventory’by Dr. A.K. Shrivastava and Dr. Jagdish (1981) was used for measuring levels of mental health among special education school teachers. Percentage analysis, t-test were employed for data analysis. Mental health levels of most of special school teachers (i.e. 82.50%) were found either average or near average. A little percentage was found to at either very good (7.50%) or very poor (10.00%) levels of mental health. Besides, a significance of difference between mean MHI scores of male and female special education school teachers (t= 3.72, which is significant at 0.01 level of significance) was found. Higher mean MHI score (138.20) for female special education school teachers than their male counterparts (129.15) indicated that the female special education school teachers were enjoying better mental health than the male teachers.

EDUCATION AND ASSESSMENT OF LEARNING OUTCOMES IN LITHUANIAN SPECIAL SCHOOLS

2018 ◽  
Vol 3 ◽  
pp. 91-106
Author(s):  
Irena Kaffemaniene ◽  
Rita Meliene ◽  
Lina Milteniene ◽  
Renata Geleziniene ◽  
Daiva Kairiene ◽  
...  
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Educational Institutions ◽  
Special School ◽  
School Teachers ◽  
School Students ◽  
Special Schools ◽  
Questionnaire Method ◽  
Strongly Agree ◽  
Contemporary Education

The strategic aims of Lithuanian education orientate towards the development of inclusive education. However, in addition to mainstream schools, special schools still exist as well. In this context, future perspectives of special schools and their role in the inclusive education system has become a particularly relevant problem; therefore, it is important to analyse experiences of education in special schools.The aim of the study presented in the article is to analyse teachers’ opinion regarding special education and assessment of outcomes. The study was conducted in special schools of Lithuania, using a questionnaire method. Based on the data of the analysis of scientific literature sources, the ranking scale of variables (statements describing various dimensions of education and assessment of outcomes) was drawn up (respondents marked answers from 1 – strongly disagree to 5 –  strongly agree).The results of the study show that teachers of special schools understand priorities of contemporary education. This is demonstrated by strong approval of statements about fostering of self-esteem, development of communication and problem-solving abilities of special school students; search for non-traditional forms of education; involvement of school community in education. Nevertheless, in the opinion of a considerable share of special school teachers, individual teaching and a traditional lesson are more effective compared with the variety of learning methods. In the opinion of many special school teachers, the purpose of special education is to cope with students’ disorders, and only specialized educational institutions can ensure quality individualised education. Respondents also noted certain shortcomings of education at special schools.

Diversity and Inclusion and Special Education

2020 ◽  
Author(s):  
Chris Forlin ◽  
Dianne Chambers
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
20Th Century ◽  
Inclusive Education ◽  
Learning Needs ◽  
Special Schools ◽  
New Era ◽  
Regular School ◽  
Diversity And Inclusion ◽  
Inclusive Approach

Special education has undergone continued transformation since societies began to provide an increasing number of specialized, segregated facilities for children with like needs during the 20th century. Since then, there has been a worldwide movement against a segregated approach and toward greater inclusion of students with disabilities into regular schools. The provision of a dual special education and regular school system, nevertheless, remains in existence, even though there has been a strong emphasis on a more inclusive approach since the latter half of the 20th century. As regular schools become more inclusive and teachers more capable of providing appropriate modifications for most students with learning needs, simultaneously there has been an increase in the number of students whose needs are so severe that schools have not been able to accommodate them. While these children and youth have special needs, they are invariably not related to an identified disability but fall more into a category of diversity. In particular, students who are excluded from schools due to severe infringements, those who are disenfranchised from school and refuse to attend, and those with severe emotional, behavioral, or mental health issues are not being serviced by the existing dual system. For these students neither existing special schools that cater to students with disabilities nor regular inclusive schools provide an appropriate education. The provision of a complementary and alternatively focused education to cater to the specific needs of these marginalized students seems to be developing to ensure sustainability of education and to prepare these new groups of students for inclusion into society upon leaving school. This tripartite approach highlights a new era in the movement toward a sustainable, inclusive education system that caters to the needs of all students and specifically those with the most challenging and diverse requirements.

A STUDY OF OCCUPATIONAL STRESS AMONG SPECIAL EDUCATION SCHOOL TEACHERS

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
Inderjeet Pal Kaur
Keyword(s):  
Special Education ◽  
Occupational Stress ◽  
Stress Index ◽  
Intellectual Stimulation ◽  
School Teachers ◽  
Significant Difference ◽  
Education School ◽  
Special Education School ◽  
High Level

The present investigation was aimed to study the level of occupational stress among special education school teachers in relation to their gender. Here, a sample of 120 special education school teachers (60 males and 60 females) was selected from 15 special schools of Delhi, Haryana and Rajasthan states through simple random, purposive, convenience and cluster sampling methods. The survey questionnaire Occupational Stress Index developed and standardised by Dr. A.K. Shrivastava and Dr. A. P. Singh (1981) was used for measuring levels of occupational stress among special education school teachers. Percentage analysis, t-test were employed for data analysis. A higher percentage of special education school teachers were found to be experiencing moderate to high level of occupational stress. The dimensions which causes occupational stress are role conflict and ambiguity, powerlessness, low autonomy, low participation in decision making, little colleague social support, high professional expectations, less security, facilities, nature of job, prestige, intellectual stimulation, advancement and emolument and contingent punishment by the administrator. Besides, perceived level of occupational was also found to be related to gender of special education school teachers. A significant difference in mean OSI scores of male and female special education school teachers (t=2.45 which is significant at 0.05 level of significance) was found. The higher value of mean OSI scores (i.e. 126.54) of male special education school teachers than the value of mean OSI scores (i.e. 116.72) of female special education school teachers indicated that the male special education school teachers perceives high level of occupational stress at their workplace in comparison with the female special education school teachers.Thus, authority of the institutions, state managing body and personnel engaged with the administration of the special education institutions are advised to give due consideration to the above factors while planning about educational management. If the national desire for higher quality of education is to be brought in reality, there must emerge, a national concern for and commitment to a higher quality of the educational environment of the special education school teachers.

scholarly journals The correlation between hope with acceptance of parents toward children with special needs in the special education school in all districts of Ngawi

2020 ◽  
Vol 16 (2) ◽  
pp. 65-74
Author(s):  
Hana Anjasari ◽  
Erma Kumala Sari ◽  
Priyono Priyono
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Junior High ◽  
Attitude Scale ◽  
Special School ◽  
Children With Special Needs ◽  
Significance Level ◽  
Correlation Test ◽  
Education School ◽  
Special Education School

This research aims to determine the relationship between hope and acceptance of parents toward children with special needs in special education school in all district of Ngawi. This research’s design used quantitative, with correlational research types. The subject in this research were parents of children with special needs who are at junior high and senior high special school levels, amounting to 52 people. Determination of subject used purposive sampling technique. The data collection technique used two attitude scale, namely parents hope scale (α=0,873) and parents acceptance scale (α=0,877). Data analysis used product moment correlation between Pearson. The result of correlation test showed a correlation coefficient value of 0,688 with value rtabel of 0,279, so rhit > rtabel (ρ<0,05) for a significance level of 5%. The result of correlation test is that there was a positive significant relationship between hope and acceptance of parents toward children with special needs who are at junior high and senior high special school levels in special education school in all districts of Ngawi.

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