Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was conducted in the context of primary education in Bangladesh aiming to examine variables influencing teachers' attitudes towards inclusion of students with disabilities in regular classrooms. Data for the study was collected from 738 teachers working in 293 government primary schools in Bangladesh. The results indicated that perceived school support for inclusive teaching practices and a range of demographic variables including previous success in teaching students with disabilities and contact with a student with a disability were associated with more positive attitudes of the teachers towards the inclusive education. The results are discussed with possible implications for educators, policy-makers and international organisations working on the implementation of inclusive education.

Variables affecting teachers' attitudes towards inclusive education in Bangladesh

General education teachers in the Republic of Korea were investigated regarding their participation in programs to include students with disabilities in general education settings. Previous studies have shown that even general education teachers with positive attitudes towards inclusion are reluctant in practice to have students with disabilities in their classrooms. This study examines 33 Korean general education teachers from three primary schools in Seoul regarding their attitudes towards, and willingness to accommodate, the needs of a student with a disability. The results show that 41.37% of general education teachers had positive attitudes towards inclusion programs, while 55.16% were unwilling to actually participate. Quantitative data obtained through a questionnaire was supplemented by qualitative data obtained through interviews. The interviews focused on the positive and negative effects of inclusion, as well as problems in implementing inclusive education programs. The findings will be discussed in the light of previous international research and will highlight links between the age and teaching experience of general education teachers and their negative attitudes towards inclusion.

/pdf/attitudes-towards-inclusion-gaps-between-belief-and-practice-41ffln7dk9.pdf

Attitudes towards inclusion : gaps between belief and practice

This study explored teacher self-efficacy, attitudes and concerns about implementing inclusive education in Ghana, using a four-part survey questionnaire comprising Teachers’ Background Information...

Teachers’ self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana

Arab countries have undertaken various measures to develop special education programmes and services over the last three decades; nevertheless, major challenges remain regarding the expansion of these programmes and services and improving their quality. This article provides an update on disability and special education in Arab countries. Reflections on the historical development of special education in Arab societies are briefly presented. Major challenges currently faced by Arab countries in the field of special education are described, and some recommendations for action are offered.

Special Education in Arab Countries: Current challenges

Introduction The governments of Ghana and Botswana since the 1990s have made various attempts at meeting their commitment to the inclusive education goals as enshrined in the Salamanca Declaration of 1994. In Ghana, apart from the implementing the Community-Based Rehabilitation program which led to the initiation of inclusive education programs in participating districts, some attempts have been made to collaborate with non-governmental organisations to organise inclusive education programs in other districts. In addition, some effort has been made at increasing teachers' knowledge of inclusive education through in-service training programs and new courses in teacher training colleges. Teacher education in Ghana takes place at two levels: Initial Teacher Training Colleges (ITTCs) and Universities. The ITTCs--numbering 20--provide training for teachers in primary and Junior High Schools, while Universities provide training to teachers in Senior High Schools. Historically, the ITTCs were part of the second tier of education until 2007 when they were redesignated as tertiary level institutions. They now award a professional Diploma of Education (Teaching) qualification instead of a professional teaching certificate. The University of Cape Coast and University of Education, Winneba provide professional teacher education undergraduate and postgraduate courses. Prior to the inclusive education initiative under the Community-Based Rehabilitation program, only the Advanced College of Special Education in Mampong-Akwapim delivered courses in special education at an intensive and more specialised level. Many ITTCs provided fairly limited introductory knowledge of special needs education. In 1989, the government introduced special education content into the curriculum of initial teacher programs beginning with an in-service training for 40 tutors drawn from the 20 ITTCs in Ghana. Trainees were required to design new curriculum materials and to deliver such units to their students, beginning in 1990 (Kuyini, 2004). This effort was part of the recommendations of the UNESCO Consultative Committee On Special Needs, which endorsed the concurrent implementation of a CBR and Inclusive education program in 1988. The UNESCO Teachers' Resource Pack (RP) on Special Needs in the Classroom was used for the training of the teachers for inclusive education during the initiation phase. The package was also used for the Pilot Action Research Project (PARP); a teacher training program aimed at sustaining the inclusive education knowledge and skills in the ITTCs and schools. The PARP reinforced the incorporation of inclusive education content into the curriculum of initial teacher training colleges in Ghana, beginning 1995 (Kuyini, 2004; Ofori-Addo, Worgbeyi & Tay,1999). Furthermore university-based teacher education courses at the Universities in Cape Coast and Winneba, increased offerings of special education electives at undergraduate and postgraduate levels. In Botswana, the government's commitment to inclusive education--defined narrowly here as the process of admitting children with disabilities and special learning needs to the local school, to be educated alongside their local community peers--saw the recent opening of a special education outfit in the office of the president. This follows earlier policy actions on teacher education that led to large numbers of regular education teachers being sponsored to pursue special education courses in various countries and the establishment of the special education unit in the Ministry of Skills and Development in Education (GoB, 1994). Further, The Revised National Policy in Education (RNPE) (1994), which emphasised access to education for the disadvantaged and students with disabilities (Dart, 2007), also sought to capacitate teachers to implement school reforms such as inclusive education. To this end, the training of teachers for special education received considerable attention. …

https://files.eric.ed.gov/fulltext/EJ939056.pdf

Student Teachers' Attitudes and Concerns about Inclusive Education in Ghana and Botswana.

One of the main challenges facing primary mainstream teachers in Dubai in the United Arab Emirates (UAE) stems from the current educational movement towards inclusion. It is an international phenomenon, a process that emphasizes providing special education services to students with special educational needs within the regular classrooms. The purpose of the study was to identify perceptions about educating students with special educational needs in the mainstream education setting. The researchers examined the issue of inclusive education and the attitudes towards inclusion among the primary mainstream teachers in Dubai in the large private sector. The study was also designed to identify whether these teachers perceived themselves capable of adapting to what inclusion requires. The study relied on qualitative methods. Questionnaires were given to primary mainstream teachers working in two large private schools in Dubai. Additionally teachers were interviewed too. All teachers involved in the study are expatriates. An analysis of data collected indicated that primary mainstream teachers in Dubai in the private sector favour traditional special education service delivery models over full inclusive practices. These teachers felt students with special educational needs lack skills needed to master the mainstream regular classroom course content. The teachers also expressed that the heavy teaching load in the mainstream classroom makes it hard to meet the needs of students with special educational needs in the private sector. However, results also indicated that teachers perceive additional training, support from administrators, and access to related services and resources as necessary in order to meet the needs of their students with special educational needs in the mainstream education setting. The study ended with research based recommendations for future practice.

/pdf/primary-mainstream-teachers-attitudes-towards-inclusion-of-2s0wjwmukp.pdf

Primary Mainstream Teachers' Attitudes towards Inclusion of Students with Special Educational Needs in the Private Sector: A Perspective from Dubai.

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Primary Mainstream Teachers' Attitudes towards Inclusion of Students with Special Educational Needs in the Private Sector: A Perspective from Dubai.