The Attitude of Barbadian and Trinidadian Teachers to Integration

Autor/inn/en	Blackman, Stacey; Conrad, Dennis; Brown, Launcelot
Titel	The Attitude of Barbadian and Trinidadian Teachers to Integration
Quelle	In: International Journal of Special Education, 27 (2012) 3, S.158-168 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Disabilities; Experienced Teachers; Elementary Schools; Special Needs Students; Opinions; Novices; Elementary School Teachers; Foreign Countries; Educational Change; Teacher Attitudes; Teacher Education; General Education; Regular and Special Education Relationship; Barbados; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Elementary school; Grundschule; Volksschule; Sonderpädagogischer Förderbedarf; Lehrmeinung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Ausland; Bildungsreform; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Allgemein bildendes Schulwesen; Allgemeinbildung; Trinidad und Tobago
Abstract	This quantitative study investigated the opinions of primary school teachers regarding the integration process in Barbados and Trinidad. It utilized a cross sectional survey design and inferential statistics. Data collection was facilitated through the Opinions Relative to Integration Scale developed by Antonak and Larrivee (1995). Four research questions were addressed: (1) what are teachers' attitudes towards the integration of students with disabilities? (2) what differences exist between teachers' attitudes in Barbados and Trinidad? (3) what differences exist between males and female teachers' attitudes towards the integration of students with special needs? (4) do novice and more experienced teachers differ in their attitudes toward the integration of students with disabilities? Results suggested that Barbadian and Trinidadian express ambivalent attitudes towards including students with disabilities in regular education settings. Implications for teacher training are discussed. (Contains 1 table.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10