The Influence of Gender and Special Education Training on Attitudes Towards Inclusion

Autor/inn/en	Orakci, Senol; Aktan, Osman; Toraman, Çetin; Çevik, Hüseyin
Titel	The Influence of Gender and Special Education Training on Attitudes Towards Inclusion
Quelle	In: International Journal of Instruction, 9 (2016) 2, S.107-122 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Inclusion; Regular and Special Education Relationship; Gender Differences; Teacher Attitudes; Meta Analysis; Literature Reviews; Teacher Characteristics; Geographic Location; Foreign Countries; Teacher Education; Africa; Asia; Canada; United States + Suchen Sie Ihr Suchwort? Inklusion; Geschlechterkonflikt; Lehrerverhalten; Meta-analysis; Metaanalyse; Ausland; Lehrerausbildung; Lehrerbildung; Afrika; Asien; Kanada; USA
Abstract	Inclusive education practices on special education are quite important and discussed intensively. Within this context, teachers' viewpoints and attitudes towards inclusive education practices are of great importance. There are many publications about special education practices in the literature review. In this article, it has been focused on inclusive education practices in special education and synthesizing the findings of studies examining teachers' attitudes towards special education. Teachers' attitudes towards inclusive education practices have been examined in terms of gender and special education training. There are 28 studies that met the criteria listed including the sample about the influence of the gender on the attitudes towards inclusive education and 23 studies meeting the inclusion criteria including the sample about the influence of special education training on teachers' or prospective teachers' attitudes. The findings of the study indicated that gender and special education training did not affect the attitudes towards inclusive education significantly. Of the moderating factors observed in the study, only the differences in teachers' branches were seen to be of significance. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01