Attitude towards Inclusive Education: The Perspective of Slovenian Preschool and Primary School Teachers

Autor/inn/en	Štemberger, Tina; Kiswarday, Vanja Riccarda
Titel	Attitude towards Inclusive Education: The Perspective of Slovenian Preschool and Primary School Teachers
Quelle	In: European Journal of Special Needs Education, 33 (2018) 1, S.47-58 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2017.1297573
Schlagwörter	Teacher Attitudes; Inclusion; Preschool Teachers; Elementary School Teachers; Questionnaires; Statistical Analysis; Positive Attitudes; Foreign Countries; Attitude Measures; Hypothesis Testing; Inservice Teacher Education; Behavior; Cognitive Processes; Affective Behavior; Teaching Experience; Multivariate Analysis; Slovenia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Inklusion; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Statistische Analyse; Ausland; Hypothesenprüfung; Hypothesentest; Lehrerfortbildung; Cognitive process; Kognitiver Prozess; Affective disturbance; Active behaviour; Affektive Störung; Multivariate Analyse; Slowenien
Abstract	The paper is built on premises that teachers' attitude is one of the most important factors of implementing inclusive education and it focuses on preschool and primary school teachers' attitudes towards inclusive education. The purpose of the study was to establish what attitude Slovenian preschool and primary school teachers hold towards inclusion. The attitude was defined on three levels--the cognitive, affective and behavioural. Data were gathered with moderately adapted MATIES questionnaire and processed using descriptive and inferential statistics. The results show that both preschool and primary school teachers are in favour of inclusion on all three levels. However, additional analyses indicated that compared to primary school teachers, preschool teachers express more positive attitude on cognitive level. Moreover, the study also showed that the previous work experiences with children with SEN do not relate to more positive attitude towards inclusion, whereas in-service trainings for SEN predominantly result in more positive attitude towards inclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01