Teachers' Attitudes and Beliefs of Inclusion in Curacao

Autor/inn/en	Sencibaugh, Joseph; Sencibaugh, Angela; Bond, Jennifer
Titel	Teachers' Attitudes and Beliefs of Inclusion in Curacao
Quelle	(2022), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Special Education Teachers; Special Needs Students; Inclusion; Foreign Countries; Teaching Methods; Classroom Techniques; Measures (Individuals); Teacher Attitudes; Correlation; Educational Change; Public School Teachers; Students with Disabilities; Elementary Secondary Education; Curacao + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Sonderpädagogischer Förderbedarf; Inklusion; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Messdaten; Lehrerverhalten; Korrelation; Bildungsreform; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	The purpose of this study was to examine the attitudes and beliefs of general and special education teachers towards the inclusion of students with special education needs. The study investigated the correlation between both groups of teachers' attitudes. A total of 83 teachers from the public-school system on the island of Curacao participated in the study. The questionnaire, "My Thinking about Inclusion Scale," was used (Stoiber, K. C., M. Gettinger, and D. Goetz. 1998). The 28-item MTAI Total Scale had an internal consistency of 0.94 and was comprised of three belief subscales: Core Perspective, Expected Outcomes and Classroom Practices. The results revealed that general education and special education teachers both held similar views of inclusion, which were positive. Both groups believed the implementation of inclusive service delivery models would likely succeed if properly vetted with support from stakeholders even though programmatic changes would be challenging due to an entrenched system of educating students with special education needs in separate schools. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01